title: KEA: Practical automatic keyphrase extraction

authors: Witten, Ian H.

subjects: computer science

abstract: Keyphrases provide semantic metadata that summarize and characterize documents. This paper describes Kea, an algorithm for automatically extracting keyphrases from text. Kea identifies candidate keyphrases using lexical methods, calculates feature values for each candidate, and uses a machine learning algorithm to predict which candidates are good keyphrases. The machine learning scheme first builds a prediction model using training documents with known keyphrases, and then uses the model to find keyphrases in new documents. We use a large test corpus to evaluate Kea’s effectiveness in terms of how many author-assigned keyphrases are correctly identified. The system is simple, robust, and publicly available.

text: KEA: Practical automatic keyphrase extraction Keyphrases provide semantic metadata that summarize and characterize documents. This paper describes Kea, an algorithm for automatically extracting keyphrases from text. Kea identifies candidate keyphrases using lexical methods, calculates feature values for each candidate, and uses a machine learning algorithm to predict which candidates are good keyphrases. The machine learning scheme first builds a prediction model using training documents with known keyphrases, and then uses the model to find keyphrases in new documents. We use a large test corpus to evaluate Kea’s effectiveness in terms of how many author-assigned keyphrases are correctly identified. The system is simple, robust, and publicly available.

year: 2000-03

title: What’s the story? Outdoor education in New Zealand in the 21st century

authors: Cosgriff, Marg

subjects: schools

abstract: Outdoor education, in its various guises, has been part of the New Zealand education system for decades and is considered by many to be integral to school life. This paper addresses outdoor education within physical education in primary and secondary schools. It critiques the priority historically given to personal and social outcomes, suggesting that this has served to keep outdoor pursuits and adventure activities at the forefront of many school programmes, particularly in secondary schools. In turn, it is proposed that this has sidetracked the focus from outdoor environmental education, a problematic outcome given contemporary concerns about the need to foster environmental appreciation, understanding, and action. A range of possibilities for a practice of outdoor education that deliberately and creatively fuses simple, 'skill-full' adventures, and student connectedness and commitment to local environments is highlighted.

text: What’s the story? Outdoor education in New Zealand in the 21st century Outdoor education, in its various guises, has been part of the New Zealand education system for decades and is considered by many to be integral to school life. This paper addresses outdoor education within physical education in primary and secondary schools. It critiques the priority historically given to personal and social outcomes, suggesting that this has served to keep outdoor pursuits and adventure activities at the forefront of many school programmes, particularly in secondary schools. In turn, it is proposed that this has sidetracked the focus from outdoor environmental education, a problematic outcome given contemporary concerns about the need to foster environmental appreciation, understanding, and action. A range of possibilities for a practice of outdoor education that deliberately and creatively fuses simple, 'skill-full' adventures, and student connectedness and commitment to local environments is highlighted.

year: 2008

title: Taku Ara, Taku Mahara: Pākehā Family Experiences of Kaupapa Māori and Bilingual Education

authors: Barnes, Alexander Louis

subjects: Kaupapa Maori

abstract: Kaupapa Māori (indigenous Māori-centred philosophies) initiatives have transformed various social, cultural and public projects in the domains of governance and constitutional issues, health, education, the environment, community development and research in Aotearoa – New Zealand. As a Pākehā graduate of te kōhanga reo and kura kaupapa Māori (Māori language immersion pre-school and primary school), this research is concerned with exploring the impact of kaupapa Māori and bilingual educational initiatives on my life and the lives of two other Pākehā families who share similar educational backgrounds. This foundational study utilises qualitative narrative inquiry methods as a means of understanding and analysing the implications for Pākehā as a result of their participation in kaupapa Māori and bilingual education. An intergenerational family approach is used in this research whereby the individual voices and experiences of young adults are heard equally alongside their parents’. Collectively understood, the themes represented in this research offer a unique means of understanding why Päkehä families decided to be involved in Māori immersion settings, and what these experiences mean to them now. One of the principle aims of this study is that it be used as a platform for dialogue amongst Pākehā, non-Māori and Māori about the future direction of bicultural education in Aotearoa – New Zealand.

text: Taku Ara, Taku Mahara: Pākehā Family Experiences of Kaupapa Māori and Bilingual Education Kaupapa Māori (indigenous Māori-centred philosophies) initiatives have transformed various social, cultural and public projects in the domains of governance and constitutional issues, health, education, the environment, community development and research in Aotearoa – New Zealand. As a Pākehā graduate of te kōhanga reo and kura kaupapa Māori (Māori language immersion pre-school and primary school), this research is concerned with exploring the impact of kaupapa Māori and bilingual educational initiatives on my life and the lives of two other Pākehā families who share similar educational backgrounds. This foundational study utilises qualitative narrative inquiry methods as a means of understanding and analysing the implications for Pākehā as a result of their participation in kaupapa Māori and bilingual education. An intergenerational family approach is used in this research whereby the individual voices and experiences of young adults are heard equally alongside their parents’. Collectively understood, the themes represented in this research offer a unique means of understanding why Päkehä families decided to be involved in Māori immersion settings, and what these experiences mean to them now. One of the principle aims of this study is that it be used as a platform for dialogue amongst Pākehā, non-Māori and Māori about the future direction of bicultural education in Aotearoa – New Zealand.

year: 2006