title: Na yaqona kei na i tikotiko ni veivakarautaki vakavuli: Na veisataki ni i tuvatuva vakalawa kei na veiqaravi raraba (Yaqona [kava] and the school campus: Regulation versus facilitation [Fijian])

authors: Aporosa, S. 'Apo'

abstract: Na yaqona e gacagaca ni veiqaravi se i tovo vakavanua vakaitaukei ka ra dau vakayagataka talega ena veibogi eso vei ira na noda, ia oqo e sega ni vakatokai me wai ni gunu vakavavalagi. E dina ga ni ra sega ni dau gunuva na yaqona na gonevuli e Viti, e dau taurivaki na kena vulici e valenivuli na veiqaraqarivi vakavanua ka vakayagataki kina na yaqona. E ra dau vakaitavi talega na gonevuli e na veiqaraqaravi vakavanua vei ira na vulagi e na so na soqo e koronivuli. Ni cabe na yabaki 2000 a navuca na tabacakacaka ni vuli e Viti me sa vakatabui na kena gunuvi na yaqona e na loma ni bai ni koronivuli, ka nanumi ni vakaleqa na nodra veiqaravi na qasenivuli. E na vakadidike oqo e a taurivaki na kena dikevi ka vakacakulei na kena gunuvi na yaqona. E mani raici ni rawa ni vakaluluqataka na kena monataki na cakacaka ni veiqaravi vakaqasenivuli ka vakabibi ke ra a gunu yaqona mai e na bogi.  E dina ni sa dodonu dina me vakatabui na gunuvi ni yaqona e na kena dikevi vakavakasama, ia e tukuna na dau ni vakadidike oqo ni vakatatabu oqo e dodonu me voci tale mada vakavudi. Na yaqona e gacagaca ni nodra vakasoqonivata na itaukei ni veikoronivuli, e dau vakayacori kina na veiqaravi vakavanua e koronivuli, e dua na ka e tukunikataki kina na i tovo vakavanua. Na veitiki ni veiqaravi kece oqo e dau lai soqonivata ka solevaka me ra vukea yani na nodra tadolova na vuli vinaka na luve i Vitia. 

(Yaqona (kava) is a culturally significant, non-alcoholic drink consumed nightly by many Fijians. Although yaqona is not consumed by primary or secondary school students, cultural protocols related to yaqona preparation and presentation are often taught in their schools, with students then presenting this indigenous drink to acknowledge visitors to the school, open events and support fundraisers. In the early 2000s, some within the Fiji Ministry of Education began questioning whether yaqona use by teachers was negatively impacting their teaching ability, suggesting it should be banned from the school campus. In this study, Fijian teachers were cognitively tested and interviewed following an evening of yaqona consumption with the results suggesting this indigenous substance can disrupt cognition and in turn negatively impact teaching quality the morning after consumption. Although development theory prescribes prohibition and situational bans in cases where indigenous substances negatively impact productivity, the author argues that prohibiting yaqona in Fijian schools would be short-sighted as the findings show that this traditional substance is critical to the facilitation of school function, identity formation and academic achievement, all elements necessary to development.)

text: Na yaqona kei na i tikotiko ni veivakarautaki vakavuli: Na veisataki ni i tuvatuva vakalawa kei na veiqaravi raraba (Yaqona [kava] and the school campus: Regulation versus facilitation [Fijian]) Na yaqona e gacagaca ni veiqaravi se i tovo vakavanua vakaitaukei ka ra dau vakayagataka talega ena veibogi eso vei ira na noda, ia oqo e sega ni vakatokai me wai ni gunu vakavavalagi. E dina ga ni ra sega ni dau gunuva na yaqona na gonevuli e Viti, e dau taurivaki na kena vulici e valenivuli na veiqaraqarivi vakavanua ka vakayagataki kina na yaqona. E ra dau vakaitavi talega na gonevuli e na veiqaraqaravi vakavanua vei ira na vulagi e na so na soqo e koronivuli. Ni cabe na yabaki 2000 a navuca na tabacakacaka ni vuli e Viti me sa vakatabui na kena gunuvi na yaqona e na loma ni bai ni koronivuli, ka nanumi ni vakaleqa na nodra veiqaravi na qasenivuli. E na vakadidike oqo e a taurivaki na kena dikevi ka vakacakulei na kena gunuvi na yaqona. E mani raici ni rawa ni vakaluluqataka na kena monataki na cakacaka ni veiqaravi vakaqasenivuli ka vakabibi ke ra a gunu yaqona mai e na bogi.  E dina ni sa dodonu dina me vakatabui na gunuvi ni yaqona e na kena dikevi vakavakasama, ia e tukuna na dau ni vakadidike oqo ni vakatatabu oqo e dodonu me voci tale mada vakavudi. Na yaqona e gacagaca ni nodra vakasoqonivata na itaukei ni veikoronivuli, e dau vakayacori kina na veiqaravi vakavanua e koronivuli, e dua na ka e tukunikataki kina na i tovo vakavanua. Na veitiki ni veiqaravi kece oqo e dau lai soqonivata ka solevaka me ra vukea yani na nodra tadolova na vuli vinaka na luve i Vitia. 

(Yaqona (kava) is a culturally significant, non-alcoholic drink consumed nightly by many Fijians. Although yaqona is not consumed by primary or secondary school students, cultural protocols related to yaqona preparation and presentation are often taught in their schools, with students then presenting this indigenous drink to acknowledge visitors to the school, open events and support fundraisers. In the early 2000s, some within the Fiji Ministry of Education began questioning whether yaqona use by teachers was negatively impacting their teaching ability, suggesting it should be banned from the school campus. In this study, Fijian teachers were cognitively tested and interviewed following an evening of yaqona consumption with the results suggesting this indigenous substance can disrupt cognition and in turn negatively impact teaching quality the morning after consumption. Although development theory prescribes prohibition and situational bans in cases where indigenous substances negatively impact productivity, the author argues that prohibiting yaqona in Fijian schools would be short-sighted as the findings show that this traditional substance is critical to the facilitation of school function, identity formation and academic achievement, all elements necessary to development.)

year: 2023

title: Perceptual improvements for Super-Resolution of Satellite Imagery

authors: Bull, Dainel

subjects: computer science

abstract: Super-resolution of satellite imagery poses unique challenges. We propose a hybrid method comprising two existing deep network super-resolution approaches, namely a feedforward network called DeepSUM, and ESRGAN, a GAN-based approach, to super-resolve multiple low-resolution images by a factor of four to obtain a single high-resolution image. We also introduce a novel loss function, called variation loss, to better define edges and textures to create a sharper, perceptually better output. Using our hybrid, we inherit some of the advantages of both deep learning approaches, resulting in super-resolved images that better show boundaries, textures, and details.

text: Perceptual improvements for Super-Resolution of Satellite Imagery Super-resolution of satellite imagery poses unique challenges. We propose a hybrid method comprising two existing deep network super-resolution approaches, namely a feedforward network called DeepSUM, and ESRGAN, a GAN-based approach, to super-resolve multiple low-resolution images by a factor of four to obtain a single high-resolution image. We also introduce a novel loss function, called variation loss, to better define edges and textures to create a sharper, perceptually better output. Using our hybrid, we inherit some of the advantages of both deep learning approaches, resulting in super-resolved images that better show boundaries, textures, and details.

year: 2021

title: Maori & Psychology Research Unit annual report 2006

authors: Rua, Mohi

subjects: Maori and Psychology Research Unit

abstract: Annual report of the Maori and Psychology Research Unit (MPRU) 2006. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

text: Maori & Psychology Research Unit annual report 2006 Annual report of the Maori and Psychology Research Unit (MPRU) 2006. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

year: 2006