title: Ultraconserved words point to deep language ancestry across Eurasia

authors: Pagel, Mark

subjects: cultural evolution

abstract: The search for ever deeper relationships among the World’s languages is bedeviled by the fact that most words evolve too rapidly to preserve evidence of their ancestry beyond 5,000 to 9,000 y. On the other hand, quantitative modeling indicates that some “ultraconserved” words exist that might be used to find evidence for deep linguistic relationships beyond that time barrier. Here we use a statistical model, which takes into account the frequency with which words are used in common everyday speech, to predict the existence of a set of such highly conserved words among seven language families of Eurasia postulated to form a linguistic superfamily that evolved from a common ancestor around 15,000 y ago. We derive a dated phylogenetic tree of this proposed superfamily with a time-depth of ∼14,450 y, implying that some frequently used words have been retained in related forms since the end of the last ice age. Words used more than once per 1,000 in everyday speech were 7- to 10-times more likely to show deep ancestry on this tree. Our results suggest a remarkable fidelity in the transmission of some words and give theoretical justification to the search for features of language that might be preserved across wide spans of time and geography.

text: Ultraconserved words point to deep language ancestry across Eurasia The search for ever deeper relationships among the World’s languages is bedeviled by the fact that most words evolve too rapidly to preserve evidence of their ancestry beyond 5,000 to 9,000 y. On the other hand, quantitative modeling indicates that some “ultraconserved” words exist that might be used to find evidence for deep linguistic relationships beyond that time barrier. Here we use a statistical model, which takes into account the frequency with which words are used in common everyday speech, to predict the existence of a set of such highly conserved words among seven language families of Eurasia postulated to form a linguistic superfamily that evolved from a common ancestor around 15,000 y ago. We derive a dated phylogenetic tree of this proposed superfamily with a time-depth of ∼14,450 y, implying that some frequently used words have been retained in related forms since the end of the last ice age. Words used more than once per 1,000 in everyday speech were 7- to 10-times more likely to show deep ancestry on this tree. Our results suggest a remarkable fidelity in the transmission of some words and give theoretical justification to the search for features of language that might be preserved across wide spans of time and geography.

year: 2013

title: Best intentions: Using convergent practices divergently

authors: Whyte, Barbara

subjects: Summative assessment

abstract: Summative assessment and explicit teaching are on the increase in New Zealand primary and intermediate learning spaces; either, or both, frequently used by teachers to assist with requirements for National Standards. Combined use means learning destinations are set by teachers within convergent practice, allowing little room for student exploration, curiosity and questions. In contrast, the vision, values and key competencies in the New Zealand Curriculum (NZC) promote teacher action towards more divergent practices that enable multiple opportunities for student input and negotiation. In this article we draw on collaborative observation and teacher reflection, to provide an example of an integrated curriculum approach effectively incorporating summative assessment and explicit teaching within a divergent learning programme, that enhances rather than constrains student learning autonomy.

text: Best intentions: Using convergent practices divergently Summative assessment and explicit teaching are on the increase in New Zealand primary and intermediate learning spaces; either, or both, frequently used by teachers to assist with requirements for National Standards. Combined use means learning destinations are set by teachers within convergent practice, allowing little room for student exploration, curiosity and questions. In contrast, the vision, values and key competencies in the New Zealand Curriculum (NZC) promote teacher action towards more divergent practices that enable multiple opportunities for student input and negotiation. In this article we draw on collaborative observation and teacher reflection, to provide an example of an integrated curriculum approach effectively incorporating summative assessment and explicit teaching within a divergent learning programme, that enhances rather than constrains student learning autonomy.

year: 2017

title: Honouring Te Tiriti o Waitangi through addressing racism in universities

authors: Waitoki, Waikaremoana

abstract: Executive summary
The WERO team conducted two studies on university documents to identify how universities articulate
their commitments to Te Tiriti o Waitangi and address inequities for Māori within tertiary education. The
first study, which is a case study of a university’s Treaty Statement, highlighted the university’s limitations
in empowering Māori to exercise tino rangatiratanga within various decision-making structures. The
second study, which scrutinises Māori representation across strategic documents of all universities,
revealed that universities reify whiteness by selectively interpreting Te Tiriti articles, pursuing targeted
Māori recruitment, portraying Māori as reliant on the Crown for success, commodifying mātauranga
Māori, and evading discussions about settler colonialism and racial equity.
Drawing from our findings and constitutional transformation documents such as Matike Mai (2016), we
proffer three recommendations to enable universities to more effectively uphold Te Tiriti o Waitangi:
1. Universities must clearly define the operation of settler colonialism and racism in each institution so
that sustainable anti-racist initiatives can be identified.
2. Each university must grow relational spheres where Māori are empowered to make collective
decisions with the Crown representatives in the university.
3. Universities must invest in a Māori-led independent body to develop and deliver a Te Tiriti-centric
programme that decolonises university processes

text: Honouring Te Tiriti o Waitangi through addressing racism in universities Executive summary
The WERO team conducted two studies on university documents to identify how universities articulate
their commitments to Te Tiriti o Waitangi and address inequities for Māori within tertiary education. The
first study, which is a case study of a university’s Treaty Statement, highlighted the university’s limitations
in empowering Māori to exercise tino rangatiratanga within various decision-making structures. The
second study, which scrutinises Māori representation across strategic documents of all universities,
revealed that universities reify whiteness by selectively interpreting Te Tiriti articles, pursuing targeted
Māori recruitment, portraying Māori as reliant on the Crown for success, commodifying mātauranga
Māori, and evading discussions about settler colonialism and racial equity.
Drawing from our findings and constitutional transformation documents such as Matike Mai (2016), we
proffer three recommendations to enable universities to more effectively uphold Te Tiriti o Waitangi:
1. Universities must clearly define the operation of settler colonialism and racism in each institution so
that sustainable anti-racist initiatives can be identified.
2. Each university must grow relational spheres where Māori are empowered to make collective
decisions with the Crown representatives in the university.
3. Universities must invest in a Māori-led independent body to develop and deliver a Te Tiriti-centric
programme that decolonises university processes

year: 2024-06-30