title: The use of heaps as quantifier and intensifier in New Zealand English

authors: Calude, Andreea S.

subjects: Social Sciences

abstract: This article documents novel uses of the noun heaps in New Zealand English, namely as quantifier and intensifier, by means of quantitative and qualitative analyses of corpus data. Closely following in the footsteps of lots, heaps is the second most frequent size noun in New Zealand English. On the basis of exhaustive coding of four corpora of New Zealand English (spoken and written), the article describes and exemplifies the various uses of heaps in this English variety. Results show heaps is preferred in speech compared to writing, and that its most common use is as a quantifier, followed by an extension to an intensifying use, which has received comparatively less attention in the literature (and never specifically in the context of New Zealand English). An examination of early New Zealand English in the ONZE Corpus testifies to this incoming change, with heaps grammaticalizing into an adverb and bearing the semantic role of intensifier. Multivariate statistical tests show that innovative uses of heaps are largely driven by younger speakers.

text: The use of heaps as quantifier and intensifier in New Zealand English This article documents novel uses of the noun heaps in New Zealand English, namely as quantifier and intensifier, by means of quantitative and qualitative analyses of corpus data. Closely following in the footsteps of lots, heaps is the second most frequent size noun in New Zealand English. On the basis of exhaustive coding of four corpora of New Zealand English (spoken and written), the article describes and exemplifies the various uses of heaps in this English variety. Results show heaps is preferred in speech compared to writing, and that its most common use is as a quantifier, followed by an extension to an intensifying use, which has received comparatively less attention in the literature (and never specifically in the context of New Zealand English). An examination of early New Zealand English in the ONZE Corpus testifies to this incoming change, with heaps grammaticalizing into an adverb and bearing the semantic role of intensifier. Multivariate statistical tests show that innovative uses of heaps are largely driven by younger speakers.

year: 2017-12-11

title: The antibacterial activity of honey: 1. The nature of the antibacterial activity

authors: Molan, Peter C.

subjects: biology

abstract: Honey has been used as a medicine since ancient times in many cultures and is still used in ‘folk medicine’.  The use of honey as a therapeutic substance has been rediscovered by the medical profession in more recent times, and it is gaining acceptance as an antibacterial agent for the treatment of ulcers and bed sores, and other infections resulting from burns and wounds.  In many of the cases in the cited reports, honey was used on infections not responding to standard effective in rapidly clearing up infection and promoting healing.  Honey has also been found to be effective in treating bacterial gastoentertis in infants.

text: The antibacterial activity of honey: 1. The nature of the antibacterial activity Honey has been used as a medicine since ancient times in many cultures and is still used in ‘folk medicine’.  The use of honey as a therapeutic substance has been rediscovered by the medical profession in more recent times, and it is gaining acceptance as an antibacterial agent for the treatment of ulcers and bed sores, and other infections resulting from burns and wounds.  In many of the cases in the cited reports, honey was used on infections not responding to standard effective in rapidly clearing up infection and promoting healing.  Honey has also been found to be effective in treating bacterial gastoentertis in infants.

year: 2006

title: Te pā harakeke: Educational success and kōhanga reo

authors: McMillan, Hoana

subjects: kōhanga reo

abstract: Exploring the meaning of educational success in an indigenous context is a challenging task.  Success has come to be promoted as narrow forms of academic success.  However, “academic success” does not adequately take into account the knowledge, values, and beliefs of Indigenous peoples that stem from their unique ways of living and being in the world.  Indigenous language immersion settings, such as kōhanga reo (Māori immersion “language nests” for children from birth to six years old in Aotearoa New Zealand), have emerged in response to the desires of Indigenous peoples to retain their knowledge, language, and culture. 

This study contributes to the debate about the nature of educational success by examining multi-generational whānau (family) views of educational success in kōhanga reo. It also explores the contributions of kōhanga reo to the educational success of whānau. The study explored the lived experiences and views of educational success across five whānau spanning three generations: kaumātua (the grandparent generation who helped to set up kōhanga reo), mātua (the parent generation and first graduates of kōhanga reo), and mokopuna (children of the mātua and grandchildren of the kaumātua generations). Data for the kaumātua and mātua generations was collected through the Māori cultural practice of wānanga, and the Mosaic approach was used with mokopuna to provide a number of tools for them to express their views of educational success. The data gathered was then represented as multi-generational pūrākau (a Māori form of storying) to ensure the narratives relating to educational success remained intact and culturally valid.

The findings of this research show the meaning of educational success for the three generations in kōhanga reo was associated with Mana Reo (the power of language), Mana Tangata (the power of people), and Mana Whenua (the power of the land). In addition, kōhanga reo has championed the educational success of the multi-generational whānau by providing strong support for the Māori language, whānau transformations, and wellbeing. The influence of kōhanga reo has led to many outcomes showcasing the educational success of mokopuna and whānau who are learning, using, sharing, and protecting te reo Māori. All three generations value whanaungatanga and manaakitanga, and actively look for opportunities that lead to positive outcomes in their homes, schools, and wider communities.

There are many implications for whānau, kōhanga reo, Te Kōhanga Reo National Trust, the education sector, and policy makers. Foremost is reaffirming the message that identity, language, and culture matters in discussions relating to educational success. With each generation, whānau are unlocking new dimensions of, and pathways to, educational success linked to Mana Reo, Mana Tangata, and Mana Whenua. The kōhanga reo model, as a unique indigenous model, plays an important role in unlocking pathways to educational success now and in the future through its unwavering commitment to the cultural socialisation of whānau.

text: Te pā harakeke: Educational success and kōhanga reo Exploring the meaning of educational success in an indigenous context is a challenging task.  Success has come to be promoted as narrow forms of academic success.  However, “academic success” does not adequately take into account the knowledge, values, and beliefs of Indigenous peoples that stem from their unique ways of living and being in the world.  Indigenous language immersion settings, such as kōhanga reo (Māori immersion “language nests” for children from birth to six years old in Aotearoa New Zealand), have emerged in response to the desires of Indigenous peoples to retain their knowledge, language, and culture. 

This study contributes to the debate about the nature of educational success by examining multi-generational whānau (family) views of educational success in kōhanga reo. It also explores the contributions of kōhanga reo to the educational success of whānau. The study explored the lived experiences and views of educational success across five whānau spanning three generations: kaumātua (the grandparent generation who helped to set up kōhanga reo), mātua (the parent generation and first graduates of kōhanga reo), and mokopuna (children of the mātua and grandchildren of the kaumātua generations). Data for the kaumātua and mātua generations was collected through the Māori cultural practice of wānanga, and the Mosaic approach was used with mokopuna to provide a number of tools for them to express their views of educational success. The data gathered was then represented as multi-generational pūrākau (a Māori form of storying) to ensure the narratives relating to educational success remained intact and culturally valid.

The findings of this research show the meaning of educational success for the three generations in kōhanga reo was associated with Mana Reo (the power of language), Mana Tangata (the power of people), and Mana Whenua (the power of the land). In addition, kōhanga reo has championed the educational success of the multi-generational whānau by providing strong support for the Māori language, whānau transformations, and wellbeing. The influence of kōhanga reo has led to many outcomes showcasing the educational success of mokopuna and whānau who are learning, using, sharing, and protecting te reo Māori. All three generations value whanaungatanga and manaakitanga, and actively look for opportunities that lead to positive outcomes in their homes, schools, and wider communities.

There are many implications for whānau, kōhanga reo, Te Kōhanga Reo National Trust, the education sector, and policy makers. Foremost is reaffirming the message that identity, language, and culture matters in discussions relating to educational success. With each generation, whānau are unlocking new dimensions of, and pathways to, educational success linked to Mana Reo, Mana Tangata, and Mana Whenua. The kōhanga reo model, as a unique indigenous model, plays an important role in unlocking pathways to educational success now and in the future through its unwavering commitment to the cultural socialisation of whānau.

year: 2024