Multimedia authoring : human-computer partnership for harvesting metadata from the right sources

This chapter takes a look at the task of creating multimedia authoring tools for the amateur media creator, and the problems unique to the undertaking. It argues that a deep understanding of both the media creation process, together with insight into the precise nature of the relative strengths of computers and users, given the domain of application, is needed before this gap can be bridged by software technology. These issues are further demonstrated within the context of a novel media collection environment, including a real- world example of an occasion filmed in order to automatically create two movies of distinctly different styles. The authors hope that such tools will enable amateur videographers to produce technically polished and aesthetically effective media, regardless of their level of expertise.

Getting it right in the mix : teaching social work practice skills inclusively to diverse student groups

Social work has traditionally attracted a diverse mix of students with varying levels of academic preparedness and practice skill experience. Current trends in higher education indicate the possibility of further challenges for academic staff in social work as universities seek to both widen participation from university graduates and, at the same time, prioritise practice and academic excellence among students. Drawing on reflective journal entries by the author, this paper examines the challenges that social work academics might face in teaching social work practice skills effectively to the increasingly diverse student cohorts enrolled across Bachelor and Masters of Social Work (Qualifying) degrees. The reflective process adopted in this study explores the gaps between the author’s intentions and the reality of the classroom experience. Key observations included language barriers impeding engagement with the material and cultural differences in relating to others and conceptualising practice. These problems were apparent in both the process of delivery (pedagogy) and content (curriculum). The reflective process highlighted the need for further research in order to optimally respond to the diversity in social work education.

Which e-learning technology is right for me?

The range of technologies available to support teaching and learning in higher education continues to grow exponentially. There is a growing expectation for educators to be well informed and familiar with the many suitable technologies and systems that are available to be used for delivering courses online, and to complement classroom (face-to-face) education. Detailed evidence of the perceptions and applications of the use of e-technologies is needed to inform not only teaching practice, but also policy development. These e-technologies need to be matched to pedagogical styles in order for online teaching and learning to be successful. Based on 33 semi-structured interviews, this paper presents a study of staff experiences of e-technologies, using Chickering and Gamson's 'Seven Principles of Good Practice' to provide educators with information about the most appropriate e-technology to support their pedagogical aims.

Moving right along: what powers do police have to 'move-on' protestors?

When police removed a young woman’s “tent dress” this week at the Occupy Melbourne encampment, it was yet another controversial interaction between protesters and authorities.

Being the right kind of male teacher : the disciplining of John

In a context where the lack of male teachers is constructed as a worrying concern for many Western education systems, men who make the decision to become teachers, particularly in early childhood and primary education, are often adulated. However, alongside this adulation sits an expectation to be a ‘real man’. This paper tells the story of John, a male primary school teacher who left the teaching profession after one year as a result of incommensurable differences between the expectations held of him as a male teacher and his identity as a primary school teacher. While not an attempt to position John as a victim, this paper suggests that expectations of male teachers, such as to be effective disciplinarians, have normalising effects on men within the teaching profession that, in this case, led to a rejection of teaching as a career path. We contend that the image of the ‘imagined male teacher’ that underpins both current calls for more male teachers and John’s departure from schooling is likely to have a negative impact upon all students (boys and girls) and also denigrates the work of female teachers.

Hybridization of Southern Hemisphere blue whale subspecies and a sympatric area off Antarctica : impacts of whaling or climate change?

Understanding the degree of genetic exchange between subspecies and populations is vital for the appropriate management of endangered species. Blue whales (Balaenoptera musculus) have two recognized Southern Hemisphere subspecies that show differences in

Fortification. Folic acid and spina bifida. Is it safe? Is it wise? Is it right?

Food fortification takes many forms. The example discussed here is unusual, because in many countries now it is required by law: the fortification of flour with the B vitamin folic acid, or MFFFA for short. Voluntary fortification of various food products was first used to help prevent and control child and maternal anaemia associated with folate deficiency (1). In the mid-1990s, policy-makers in various countries began considering using mandatory fortification under a novel policy paradigm, that fortification was needed to increase the folic acid intake and protect the health status of people who had a special requirement for this nutrient, irrespective of the folate status of the population as a whole.