title: A retrospective case study of Kiribati identity through language camp participation

authors: Packham, Emma

abstract: This retrospective study examined the Ueen Kiribati Language Camps, which was funded by the Ministry for Pacific Peoples in 2022 and 2023, as part of a broader context of Pacific language and cultural revitalisation in Aotearoa, New Zealand. I-Kiribati methodology and thematic analysis of semi-structured interviews, combined with Maroro (dialogue, reminiscing, or storytelling), were used to examine the experiences and perspectives of five participants from various age groups.  

This study examined how I-Kiribati participants in two Ueen Kiribati Language Camps describe their cultural identity and the effects they reported from participation in the language camps that reinforce their sense of cultural identity and contribute to their cultural confidence. The immersive experience included both theoretical and practical workshops, facilitated by elders and older members. The findings challenged the assumptions that a sense of belonging depends on speaking the language fluently, having a single I-Kiribati identity, and living in Kiribati. The camps offered a supportive environment where dual, multiple, and diasporic I-Kiribati could gather and share experiences, and reconnect with each other, their language and culture. This research contributes to the ongoing discussions around language and cultural revitalisation, emphasising the need for community-led initiatives to sustain Pacific languages. The findings also have the potential to inform educational strategies and funding policy decision making and support other Pacific communities delivering similar programmes.

text: A retrospective case study of Kiribati identity through language camp participation This retrospective study examined the Ueen Kiribati Language Camps, which was funded by the Ministry for Pacific Peoples in 2022 and 2023, as part of a broader context of Pacific language and cultural revitalisation in Aotearoa, New Zealand. I-Kiribati methodology and thematic analysis of semi-structured interviews, combined with Maroro (dialogue, reminiscing, or storytelling), were used to examine the experiences and perspectives of five participants from various age groups.  

This study examined how I-Kiribati participants in two Ueen Kiribati Language Camps describe their cultural identity and the effects they reported from participation in the language camps that reinforce their sense of cultural identity and contribute to their cultural confidence. The immersive experience included both theoretical and practical workshops, facilitated by elders and older members. The findings challenged the assumptions that a sense of belonging depends on speaking the language fluently, having a single I-Kiribati identity, and living in Kiribati. The camps offered a supportive environment where dual, multiple, and diasporic I-Kiribati could gather and share experiences, and reconnect with each other, their language and culture. This research contributes to the ongoing discussions around language and cultural revitalisation, emphasising the need for community-led initiatives to sustain Pacific languages. The findings also have the potential to inform educational strategies and funding policy decision making and support other Pacific communities delivering similar programmes.

year: 2025

title: International comparison of returns from conventional, industrial and 52-week high momentum strategies

authors: Gupta, Kartick

subjects: international study

abstract: The performance of industrial and 52-week high momentum strategies is compared to the conventional strategy, using a large sample of stocks drawn from multiple countries covering a quarter of century to 2007. The sample of 51,879 stocks in 51 countries removes the potential for criticism, such as data mining, and provides more generalisable findings and knowledge concerning the robustness and usefulness of return from momentum strategies. Both the industry and 52-week high strategies generate positive returns but neither is greater than the conventional momentum strategy. A new 52-week high industry momentum strategy is examined and it achieves a similar result.

text: International comparison of returns from conventional, industrial and 52-week high momentum strategies The performance of industrial and 52-week high momentum strategies is compared to the conventional strategy, using a large sample of stocks drawn from multiple countries covering a quarter of century to 2007. The sample of 51,879 stocks in 51 countries removes the potential for criticism, such as data mining, and provides more generalisable findings and knowledge concerning the robustness and usefulness of return from momentum strategies. Both the industry and 52-week high strategies generate positive returns but neither is greater than the conventional momentum strategy. A new 52-week high industry momentum strategy is examined and it achieves a similar result.

year: 2010

title: A Pilot investigation into the assessment of changes in the psycholinguistic abilities of new-entrant Māori school children using the Illinois Test of Psycholinguistic Abilities

authors: St George, William Vivian Ross

abstract: The role of language as the principal medium of instruction within the New Zealand (N .Z.) educational system has recently received increasing attention both from researchers and those responsible for the formulation of our national educational policy. In particular, much attention has been directed toward the Maori pupil and the use of the English language as the medium for his instruction. The range of literature on this question includes controlled research studies on English usage by Maori children, educational policy statements concerning the - medium of instruction to be employed in New Zealand schools and writings of a more speculative, and potentially political nature, questioning educational policy and the role of language in "Maori education".

text: A Pilot investigation into the assessment of changes in the psycholinguistic abilities of new-entrant Māori school children using the Illinois Test of Psycholinguistic Abilities The role of language as the principal medium of instruction within the New Zealand (N .Z.) educational system has recently received increasing attention both from researchers and those responsible for the formulation of our national educational policy. In particular, much attention has been directed toward the Maori pupil and the use of the English language as the medium for his instruction. The range of literature on this question includes controlled research studies on English usage by Maori children, educational policy statements concerning the - medium of instruction to be employed in New Zealand schools and writings of a more speculative, and potentially political nature, questioning educational policy and the role of language in "Maori education".

year: 1969