title: Integrating Cyc and Wikipedia: Folksonomy meets rigorously defined common-sense

authors: Medelyan, Olena

subjects: ontologies

abstract: Integration of ontologies begins with establishing mappings between their concept entries. We map categories from the largest manually-built ontology, Cyc, onto Wikipedia articles describing corresponding concepts. Our method draws both on Wikipedia’s rich but chaotic hyperlink structure and Cyc’s carefully defined taxonomic and common-sense knowledge. On 9,333 manual alignments by one person, we achieve an F-measure of 90%; on 100 alignments by six human subjects the average agreement of the method with the subject is close to their agreement with each other. We cover 62.8% of Cyc categories relating to common-sense knowledge and discuss what further information might be added to Cyc given this substantial new alignment.

text: Integrating Cyc and Wikipedia: Folksonomy meets rigorously defined common-sense Integration of ontologies begins with establishing mappings between their concept entries. We map categories from the largest manually-built ontology, Cyc, onto Wikipedia articles describing corresponding concepts. Our method draws both on Wikipedia’s rich but chaotic hyperlink structure and Cyc’s carefully defined taxonomic and common-sense knowledge. On 9,333 manual alignments by one person, we achieve an F-measure of 90%; on 100 alignments by six human subjects the average agreement of the method with the subject is close to their agreement with each other. We cover 62.8% of Cyc categories relating to common-sense knowledge and discuss what further information might be added to Cyc given this substantial new alignment.

year: 2008

title: Palaeolimnology in New Zealand

authors: Green, John D.

abstract: The study of lakes has attracted many scientists over the years and those who specialise in attempting to understand the complex workings of the entire lake ecosystem are now known as limnologists (Wetzel 1983). Most of them deal specifically with what is happening in lakes today, but in recent years some have begun to appreciate that the present character of the lakes they study is the result of a Jong history. It is now realised that to fully understand the functioning of lakes and how to manage them for the future we have to understand their past.

text: Palaeolimnology in New Zealand The study of lakes has attracted many scientists over the years and those who specialise in attempting to understand the complex workings of the entire lake ecosystem are now known as limnologists (Wetzel 1983). Most of them deal specifically with what is happening in lakes today, but in recent years some have begun to appreciate that the present character of the lakes they study is the result of a Jong history. It is now realised that to fully understand the functioning of lakes and how to manage them for the future we have to understand their past.

year: 1992

title: Te Reo Tātai: The Development of a Mathematics Register for Māori-Medium Schooling

authors: Trinick, Anthony

subjects: Indigenous Mathematics education

abstract: This thesis investigates the development of a lexicon and register to facilitate the teaching of mathematics in the medium of te reo Māori. This sociolinguistic development is situated within the wider Māori language revitalisation movement in Aotearoa/New Zealand, of which Māori-medium education is a central component. 
Lexication of a language is a subdomain of corpus planning. Corpus, status and language-in-education planning are considered the three major interconnected domains of language planning and policy (LPP). For decades, the primary focus of LPP research has been on the activities of states and their agencies at the macro (national) level. The significance of this study is that it addresses this gap in the research, by investigating the development of LPP at the meso/micro-level—in this case, with respect to the development of a mathematics register for an endangered indigenous language, te reo Māori.
The thesis draws on two major participant data sources. The first is the narratives of key individuals at the forefront of lexical development for Māori-medium mathematics who recounted their experiences. The second is interviews with principals and teachers from two Māori-medium case study schools to examine their own learning and usage of the standardised pāngarau lexicon.
Two complementary theoretical frameworks were used to investigate the topic. First, an LPP theoretical framework was applied to investigate the complex relationships between the various levels of LPP that have impacted on the evolution of te reo Māori and Māori-medium schooling. Second, a linguistic framework, systemic functional linguistics (SFL), was used to investigate the linguistic and pedagogical issues.
Thesis findings show that the status of te reo Māori was variously affected by linguistic ideologies such as assimilation, which in turn led to such policies as English only in schooling. As a consequence, at the micro-level of LPP, Māori-medium mathematics development went into a hiatus for over 100 years, and at the macro-level, considerable language shift occurred to English, causing te reo Maori to become endangered.
In response to language revitalisation efforts, the (re) vernacularisation of te reo Māori over the past 30 years has exhibited a complex combination of both bottom-up and top-down LPP. Within this, early pāngarau lexical developments were largely driven by local schools and their communities, which sometimes centred on the maintenance of their tribal dialects, often in conflict with later LPP agency language goals. 
Subsequently, lexication for pāngarau was influenced by macro-level sociolinguistic beliefs such as linguistic purism, which in turn have influenced the technical approach to creating terms and may have created particular pedagogical issues, such as a lack of intertranslatability between te reo Māori and English at the higher levels of mathematics study. 
While Māori-medium schooling has contributed significantly to language revitalisation in the past 30 years, its development has been very ad hoc. In the absence of a “formal” language plan for Māori-medium education, policy has been significantly driven by national education (English-medium) imperatives since the late 1970s to the present day. On the other hand, these policies have favoured mathematics education and directly supported the development of the Māori-medium specialised lexicon and register.

text: Te Reo Tātai: The Development of a Mathematics Register for Māori-Medium Schooling This thesis investigates the development of a lexicon and register to facilitate the teaching of mathematics in the medium of te reo Māori. This sociolinguistic development is situated within the wider Māori language revitalisation movement in Aotearoa/New Zealand, of which Māori-medium education is a central component. 
Lexication of a language is a subdomain of corpus planning. Corpus, status and language-in-education planning are considered the three major interconnected domains of language planning and policy (LPP). For decades, the primary focus of LPP research has been on the activities of states and their agencies at the macro (national) level. The significance of this study is that it addresses this gap in the research, by investigating the development of LPP at the meso/micro-level—in this case, with respect to the development of a mathematics register for an endangered indigenous language, te reo Māori.
The thesis draws on two major participant data sources. The first is the narratives of key individuals at the forefront of lexical development for Māori-medium mathematics who recounted their experiences. The second is interviews with principals and teachers from two Māori-medium case study schools to examine their own learning and usage of the standardised pāngarau lexicon.
Two complementary theoretical frameworks were used to investigate the topic. First, an LPP theoretical framework was applied to investigate the complex relationships between the various levels of LPP that have impacted on the evolution of te reo Māori and Māori-medium schooling. Second, a linguistic framework, systemic functional linguistics (SFL), was used to investigate the linguistic and pedagogical issues.
Thesis findings show that the status of te reo Māori was variously affected by linguistic ideologies such as assimilation, which in turn led to such policies as English only in schooling. As a consequence, at the micro-level of LPP, Māori-medium mathematics development went into a hiatus for over 100 years, and at the macro-level, considerable language shift occurred to English, causing te reo Maori to become endangered.
In response to language revitalisation efforts, the (re) vernacularisation of te reo Māori over the past 30 years has exhibited a complex combination of both bottom-up and top-down LPP. Within this, early pāngarau lexical developments were largely driven by local schools and their communities, which sometimes centred on the maintenance of their tribal dialects, often in conflict with later LPP agency language goals. 
Subsequently, lexication for pāngarau was influenced by macro-level sociolinguistic beliefs such as linguistic purism, which in turn have influenced the technical approach to creating terms and may have created particular pedagogical issues, such as a lack of intertranslatability between te reo Māori and English at the higher levels of mathematics study. 
While Māori-medium schooling has contributed significantly to language revitalisation in the past 30 years, its development has been very ad hoc. In the absence of a “formal” language plan for Māori-medium education, policy has been significantly driven by national education (English-medium) imperatives since the late 1970s to the present day. On the other hand, these policies have favoured mathematics education and directly supported the development of the Māori-medium specialised lexicon and register.

year: 2015