Help:MediaSearch

Special:MediaSearch is a new search back and front end for finding files on Commons, where images appear in a shelf-like layout used by web image search engines. Feedback for MediaSearch can be left at the talk page on Commons.

To maximize the chances of files being found with Special:MediaSearch:


 * Add a relevant and descriptive title


 * Add relevant captions in as many languages as possible, describing what the file is about


 * Add a detailed description, describing what the file is about and any other relevant context


 * Add the file to the relevant categories


 * Add all depicts statements that you think your file represents

Below is an overview of the kind of data that is used, and in what way it contributes to finding files. There are two main types of data used for finding files:


 * 1) Full text
 * 2) Statements and structured data

How
This is traditional text-based search: if text contains the words being searched for, the file matches.

The ranking is influenced in two ways:


 * Frequency of terms


 * Position of terms


 * Frequency of terms

The search algorithm will try to estimate how relevant a result is based on the frequency of the search terms.

The more often the search terms occur in a document, the more relevant it appears to be (for example: if one document mentions "Mona Lisa" more than another, it's likely more relevant).

The more often the search term occurs in all documents, the less relevant that term will be (for example: common words like "does" will not contribute much to the score because so many documents have that word).

For a "Mona Lisa" search term in wikitext on the English-language Wikipedia, this helps us discover that the "Mona Lisa" article (184 mentions of the term) is likely a better result than the "Louvre museum" article(7 occurrences.)

The problem that applies to Commons, however, is that this frequency often doesn't mean as much when it comes to comparing relevance: these are not long articles, but short descriptions. Terms tend to occur not more than once or twice and there is little other content to compare it against. That is why we also incorporate the position of terms into the ranking.


 * Position of terms

There are multiple ways to input information about a file. They each contribute to the final relevance score, but in a different way.

Wikitext descriptions are historically considered most important in presenting file information, but they sometimes contain so much information that significant terms often don't stand out as much when it comes to search relevance. Alternatively, they sometimes contain very little information, which gives search little to work with to determine relevance.

For example, details like the author, the place or date that a media file was created, what museum it belongs to, or what license it is published under–while important–are often not the terms that people will search for. Furthermore, significant parts of a description are often "contextual" information, not pertaining directly to the main subject.

Also, while descriptions often contain a lot of information that can be very important in order to find the file, it can be hard to make out exactly what the file is about based on the terms in the description alone. Descriptions can be long (and even contain multiple languages and information that’s irrelevant to the search term). In other words, it is hard to determine relevance with descriptions.

Additional data that describes things in a more succinct way (such as titles, captions, categories) is often focused on highly specific information, which helps determine what's important in a media file–in other words, this data makes determining relevance easier. This is why the position of terms is important.

For example: when searching for "Mona Lisa," a file that contains "Mona Lisa" in the description alone will usually be ranked lower in search results' than one that also includes that term as part of the title and/or caption, and/or is added to (one of) the Mona Lisa categories.

However, note that duplicating information across fields in wikitext also may have the unintended consequence of lowering frequency-based relevance scores - so be sure to accurately describe the file by adding a relevant title, a detailed description, a caption (ideally in multiple languages), and the appropriate categories, without repeating the same information in multiple places.

Caveats
The aforementioned full-text search algorithm is very good, but has some issues as well - especially in our context:


 * Language

In a traditional text-based search, users likely don't want to see results in other languages than the one they are searching in (the assumption is that the user wouldn't understand other languages). That's different on Commons, because people are not really looking for the descriptions –they want the file.

So if a user searches for pictures of cars, ideally search would also find and return files that match in other languages, such as auto in Dutch or voiture" in French. But unless every image's descriptions and/or captions have translations for every language, text-based search will not find results in other languages.

An additional issue here is that while some words look the same in multiple languages, they may have different meanings. For example "gift" in English versus German, or "chat" in English as compared to French; these differences in language will return wildly different results in text-based search due to the change in meaning.


 * Synonyms

Similarly, when searching for a bat in text-based search, search will not find images where they're referred to by their scientific name: Chiroptera. This would also apply to acronyms, such as NYC when searching for New York City.


 * Word matches, not concepts

Similarly, a text description might contain a lot more implicit information that simply cannot be captured by scanning wikitext.

A British shorthair is also a cat and a Volvo V40 is a car, but unless their descriptions also explicitly mention cat or car, they won't be found under those terms in a traditional text-based search.

Statements and structured data
Wikidata statements have the potential of solving many of the aforementioned caveats of traditional text-based searches: they are multilingual, have aliases, and are linked to all sorts of related concepts.

How
Since the addition of the "Structured data" tab on file pages, it has been possible to attach Wikidata entities to a file, including statements about what the file "depicts."

Given a search term (like "anaconda"), we'll also search Wikidata for relevant entities. In this case, here are some of the top results:


 * Anaconda (Q483539): town in Montana


 * Eunectes (Q188622): genus of snakes


 * "Anaconda" (Q17485058): Nicki Minaj song

In addition to full text matching, search will also include results that have a "depicts" statement of (one or multiple of) these entities. It will also include results that have a "digital representation of" statement, used for artwork.

This has the potential of drastically expanding the amount of results returned, because entities already cover synonyms (via Wikidata aliases) and language differences (via labels & aliases in multiple languages): a file only needs to be tagged with one depicts statement per item, and search will be able to find that statement and any of its aliases or translations.

And when translations or aliases get added to those entities later on, files tagged with them will automatically benefit from it by now being discoverable under those terms as well. This is why it’s important to continue to enrich the entities added to depicts statements on Commons with more aliases, labels, and other information on Wikidata.

Note: not all entities are considered equally in search ranking. When searching for "iris", users are likely expecting to find multimedia that depicts the genus of plants (Q156901), or maybe the part of an eye (Q178748), but probably not Iris Murdoch, the British writer and philosopher (Q217495).

Based on the similarity to the search term and the importance/popularity of the entity, Media Search will boost multimedia with certain entities more than others.

Caveats
1. Define Child Psychology              (2marks)

The study of child mind interaction and relation to its environment.

the role of the child’s cognitive development and the relationship with evolutionary origins of behaviour,

the influence of the child’s environment.

2. Give any four (4) approaches to child development    (4 marks)

THE BEHAVIOURISTS PERSPECTIVE

The cognitive approach to child development

Piaget Cognitive development theory

Sociocultural Theory

The ecological approach to child development

3. Differentiate social development from socialization        (4 marks

Social development theory attempts to explain qualitative changes in the structure and framework of society, that help the society to better realize aims and objective Social development is about improving the well-being of every individual in society so they can reach their full potential. The success of society is linked to the well-being of each and every citizen. Social development means investing in people.s

Socialization is the means by which human infants begin to acquire the skills necessary to perform as functioning members of their society. Group socialization is the theory that an individual’s peer groups, rather than parental figures, influences his or her personality and behavior in adulthood

Theories of Socialization Theories of Socialization. Socialization is the means by which human infants begin to acquire the skills necessary to... Cooley. In 1902, Charles Horton Cooley created the concept of the looking-glass self, which explored how identity is... Mead. For Mead, the self arises

4.Explain the two (2) attributes of emotional intelligence listed below    (4 marks)

• Self-Awareness Self- Awareness – You recognize your own emotions and how these can affect your thoughts and behaviour, identify your strengths and weaknesses and develop self-conffidence. Self-awareness – You recognize your own emotions and how they affect your thoughts and behavior. You know your strengths...

• Self-Management– The ability to control impulsive feelings and behaviours and manage        emotions in safe way

Self-management – You’re able to control impulsive feelings and behaviors, manage your emotions in healthy ways, take...

5. Outline the three (3) causes of antisocial behaviours in children (6marks)

Nurture

Influence of aggressive parent,Lack of emotional warmth, care and love. Ineffective parenting

Nature

The genetic makeup of children and the genetic makeup of males as compared to females.

Environment

SECTION B   CASE STUDY        (20marks)

Tebo and Lesego are preschoolers at Golden Heroes Academy. They have painting lessons during activity time. The two friends like to sit next to each other during practical lessons. Tebo assists Lesego to make different paint mixtures.. They have painting lessons during activity time.. Tebo assists Lesego to make different paint mixtures. Tebo and Lesego are preschoolers at Golden Heroes Academy. They have painting lessons during activity time. The two friends like to sit next to each other during practical lessons. Tebo assists Lesego to make different paint mixtures. Lesego has challenges in colour identification and depends on her friend Tebo to assist her1. Identify two (2) skills are revealed in the scenario above? (2marks)

. The cognitive approach to child development Piaget Cognitive development theory Piaget’s theory focuses on the ways in which children adapt to their environments. According to Piaget, the child actively learns to adapt to the exigencies of the environment and that all children go through four stages in their cognitive development. The 4 stages are:          i. Sensorimotor period (Birth -2 yrs) – Children experience the world through senses and movement. ii. Pre-operational Period (2-7 yrs) – The child acquires motor skills to manipulate and interact with the surrounding environment. iii. Concrete operational Period (7-11) – The child begins to think logically and have higher order thinking skills, due to enhanced cognitive development and motor development. iv. Formal operational Period (Above 11 yrs) – The child develops the ability for abstract reasoning, problem-solving, etc.

Learning behaviourists saw it as continuous. Learned responses are acquired gradually.

Emphasis on nurture through conditioning and modeling.

Children's behaviour varies from child to child. Learning is highly prioritized.

Passive role for children as they are shaped by their environments.

Learning permeates all areas of development

2. Give two (2) activities that can be used to enhance fine motor skills            (2marks)

Lesego has challenges in colour identification and depends on her friend Tebo to assist her1 Tebo and Lesego are preschoolers at Golden Heroes Academy

3. Describe any two (2) motor skills development in this passage                            (2 marks)

Gross motor skills involve the bigger muscles of the body which allow large movements (Example: walking, running, skipping, jumping, etc Tebo assists Lesego to make different paint mixtures

Locomotor skills are closely associated with gross motor skills but focus on movement from one place to another (Hughes, 2002). The two friends like to sit next to each other during practical lessons

5.  Differentiate between Piaget’s Sensorimotor and Pre-operational stage                  (4 marks)

Sensorimotor stage (birth to age 2):         nDuring this stage babies and young children explore their world by using their senses and their motor skills. All children are born with an innate tendency to interact with and make sense of their environments

Preoperational Stage ( Ages 2 to 7):       n Infants can learn about and understand the world only by physically manipu- lating objects, preschoolers have greater ability to think about things and can use symbols to mentally represent objects. Children’s language and concepts develop at an incredible rate

6. Which of Piaget’s Cognitive development stage are Tebo and Lesego    experiencing? (2marks)

. Sensorimotor stage (birth to age 2)

7. Discuss any two (2) educational implications of Piaget’s Theory    (4marks)

A focus on the process of children’s thinking, not just its products:          Appropriate learning experiences build on children’s current level of cognitive func- tioning and only when teachers appreciate children’s methods of arriving at particular conclusions are they in a position to provide such experiences

Recognition of the crucial role of children’s self-initiated, active involvement in learn- ing activities:

Instead of teaching didactically, teachers provide a rich variety of activities that permit children to act directly on the physical world. L

8.Describe any two (2) domains of child development     (4marks)

1. Physical development               Changes in body size and proportions, order and acquisition of gross and fine motor skills.

2. Cognitive development:           The development of intellectual processes that include attention, memory, knowledge, problem-solving, language and communication.

SECTION C      Essay Questions                               (60 marks) Instruction: Answer the two (2) essay questions below. Question 1 Discuss the four (4) branches of emotional intelligence listed below and give examples related to early childhood classroom situation. (30 marks)

• Perceiving emotions 1. Perceiving Emotions: The first step in understanding emotions is to accurately per- ceive them. In many cases, this might involve understanding nonverbal signals such as body language and facial expression

• Reasoning with emotions 2. Reasoning with Emotions: The next step involves using emotions to promote thinking and cognitive activity. Emotions help prioritize what we pay attention and react to; we respond emotionally to things that garner our attention.

• Understanding emotions 3. Understanding Emotions: The emotions that we perceive can carry a wide variety of meanings. If someone is expressing angry emotions, the observer must interpret the cause of their anger and what it might mean. For example, if your boss is acting angry, it might mean that he or she is dissatisfied with your work; or it could be because he got a speeding ticket on his way to work that morning or that he's been fighting with his wife.

• Managing emotions  4. Managing Emotions: The ability to manage emotions effectively is a key part of emo- tional intelligence. Regulating emotions, responding appropriately and responding to the emotions of others are all important aspect of emotional management.

Question 2  Discuss how the following four (4) aspects impact on child development; Nutrition, Healthcare, Sanitation and Socio-economic condition(30 marks)

Theories

1.7 Comparing the major theories of Child Development

Theories

Is development a continuous process or one of stages?

What roles do heredity and the environment play?

How important are individual differences and situational factors?

Do children play active or passive roles in their own development?

What is the relationship between the different areas of development?

Cognitive

Clearly stage- like in Piagetian theory. Information processing theory views if as more continuous development.

Combination of nature and nurture. Innate need to adapt to stimula- tion and challenges in the environment.

Not prominent feature in Piaget. Vygotsky believed in cultural differences.

High priority to active construc- tion of knowledge and continual revision through experience.

Piaget theory has associations with other areas of development, eg. Social constructivism.

Learning

Behahiourists saw it as continuous. Learned responses are acquired gradually.

Emphasis on nurture through conditioning and modeling.

Children's behaviour varies from child to child. Learning is highly prioritized.

Passive role for children as they are shaped by their environments.

Learning permeates all areas of development.

Stage-like but change in ongo- ing Dynamic systems recog- nize constant reorganization of components.

Interaction of both. Biological facgtors combine with others in the environment

Inborn characteristics combine with environmental factors at multiple levels.

Both active and passive. Activity influences the contexts that then influence the development.

Claims permeate all areas.

Biological

Discontinous through stages. Existence of sensitive

Behaviour is biologically based but requires appropriate environments to adapt successfully.

One course of development for all members of the human species. Individual need to be biologically 'ready'.

Active Organisms possess bio- logically pre-pro- grammed behav- iours to adapt to the environment.

Interrelationship among all areas of development.

Wikidata entities are an excellent signal to help discover additional relevant multimedia:
 * there is less noise (e.g. text descriptions often contain false-positives like "iris" being the first name of the photographer, not the subject of the file).


 * they contain a lot more information (aliases & translations) than individual file descriptions ever can.


 * they can be enriched in one central location (Wikidata)

But they are also a poor indicator for relative ranking:


 * In a file with multiple depicts statements, it's hard to know which statements are the most important or relevant


 * Wikidata has many entities at varying levels of detail


 * Relative ranking

In a file with multiple depicts statements, it's hard to know which statements are the most important or relevant.

Are both equally important, or is one of them the obvious subject and the other a less relevant background detail? If so, which? Is a depicts statement on one file more prominent than the same depicts statement on another?

Consider the "Pale Blue Dot" photographs: even though the earth makes up less than a pixel in the image set, it's a significant feature of the images.

Statements essentially only have two states: something is in the file, or it is not. There is no further detail about just how relevant something is in that file.

The “mark as prominent” feature for statements is provided to address some of these issues, but it is not currently being used consistently. Additionally, the use of qualifiers like 'applies to part' could help improve ranking, but those qualifiers are currently rarely used at all on Commons, though they have precedent on Wikidata. For example, on the Wikidata item for Mona Lisa, the depicted elements have 'applies to part' qualifiers that specify foreground or background, which could provide additional signals to the search ranking algorithm if used on Commons.

While depicts statements are tremendously useful in helping surface additional relevant results, it's hard to use them as a ranking signal: textual descriptions often convey the relative importance of subjects better than these simple statements can.


 * Level of detail

Wikidata has many entities at varying levels of detail. While we are currently working towards being able to include "child concepts" in search results, it’s important to be careful in the weight we give to certain entities, especially when compared to full text search.

For example, the statements bridge (Q12280), suspension bridge (Q12570), Golden Gate Bridge (Q44440) or tourist attraction (Q570116) could probably all be used to describe a picture of the Golden Gate Bridge, but the Golden Gate Bridge (Q44440) statement already implies all of the others via its various related entities.

However, there are examples where it's not this simple.

German Shepherd dog (Q38280) is a subclass of dog (Q144), which is a subclass of pet (Q39201) - in theory, we should be able to find pictures tagged with "German Shepherd dog" when one searches for "pet."

However, some photos tagged as "German Shepherd dog" likely depict working dogs (Q1806324), not pets.