title: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying

authors: Kururangi, Aorere Helen Mary

subjects: collaborative drawing and storying

abstract: Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

text: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

year: 2008

title: Culture – the foundation of Maori Governance

authors: Toki, Valmaine

abstract: The structure of a governance system specifies the distribution of rights and responsibilities among different participants dictating the mutually agreed rules and procedures for making decisions on business affairs. For Maori, an indigenous people, the unique and pivotal factor that provides the point of difference, for governance, is the importance of their culture. Notwithstanding this point of difference, there exists a paucity of governance structures that adequately cater and provide for culture.

text: Culture – the foundation of Maori Governance The structure of a governance system specifies the distribution of rights and responsibilities among different participants dictating the mutually agreed rules and procedures for making decisions on business affairs. For Maori, an indigenous people, the unique and pivotal factor that provides the point of difference, for governance, is the importance of their culture. Notwithstanding this point of difference, there exists a paucity of governance structures that adequately cater and provide for culture.

year: 2013

title: Domain-independent automatic keyphrase indexing with small training sets

authors: Medelyan, Olena

subjects: computer science

abstract: Keyphrases are widely used in both physical and digital libraries as a brief, but precise, summary of documents. They help organize material based on content, provide thematic access, represent search results, and assist with navigation. Manual assignment is expensive because trained human indexers must reach an understanding of the document and select appropriate descriptors according to defined cataloging rules. We propose a new method that enhances automatic keyphrase extraction by using semantic information about terms and phrases gleaned from a domain-specific thesaurus. The key advantage of the new approach is that it performs well with very little training data. We evaluate it on a large set of manually indexed documents in the domain of agriculture, compare its consistency with a group of six professional indexers, and explore its performance on smaller collections of documents in other domains and of French and Spanish documents.

text: Domain-independent automatic keyphrase indexing with small training sets Keyphrases are widely used in both physical and digital libraries as a brief, but precise, summary of documents. They help organize material based on content, provide thematic access, represent search results, and assist with navigation. Manual assignment is expensive because trained human indexers must reach an understanding of the document and select appropriate descriptors according to defined cataloging rules. We propose a new method that enhances automatic keyphrase extraction by using semantic information about terms and phrases gleaned from a domain-specific thesaurus. The key advantage of the new approach is that it performs well with very little training data. We evaluate it on a large set of manually indexed documents in the domain of agriculture, compare its consistency with a group of six professional indexers, and explore its performance on smaller collections of documents in other domains and of French and Spanish documents.

year: 2008-03