title: Hierarchical document clustering using automatically extracted keyphrases

authors: Jones, Steve

subjects: computer science

abstract: In this paper we present a technique for automatically generating hierarchical clusters of documents. Our technique exploits document keyphrases as features of the document space to support clustering. In fact, we cluster keyphrases rather than documents themselves and then associate documents with keyphrase clusters. We discuss alternative measures of similarity between ‘soft-clusters’ which seed Ward’s hierarchical clustering algorithm, and present the resulting cluster hierarchies that we have produced for a large collection of scientific technical reports. We analyse the effect of the alternative similarity measures and suggest improvement to our technique.

text: Hierarchical document clustering using automatically extracted keyphrases In this paper we present a technique for automatically generating hierarchical clusters of documents. Our technique exploits document keyphrases as features of the document space to support clustering. In fact, we cluster keyphrases rather than documents themselves and then associate documents with keyphrase clusters. We discuss alternative measures of similarity between ‘soft-clusters’ which seed Ward’s hierarchical clustering algorithm, and present the resulting cluster hierarchies that we have produced for a large collection of scientific technical reports. We analyse the effect of the alternative similarity measures and suggest improvement to our technique.

year: 2000-10

title: Quality early childhood education for under-two-year-olds: What should it look like? A literature review

authors: Dalli, Carmen

subjects: early childhood education

abstract: Recent years have seen increasing participation of under-two-year-olds in early childhood education. This literature review draws together relevant research evidence to better understand what quality early childhood education for children under-two-years of age should look like.
The results of this literature review provide strong incentives for policy-makers to maintain optimum ratios of adults to infants, ongoing training including in the specialist area of infant pedagogy, and environments which facilitate low levels of stress. Research shows these variables to be of particular importance in the education and care of infants under two years of age for two key reasons. Firstly, with responsibility for a smaller number of infants, and ongoing training that keeps abreast of specialised knowledge and skills, adults are more likely to be attuned to very young children. Secondly, attuned adults and quality environments are now understood to have a marked impact on the development and learning of infants. Some of these impacts are felt immediately whilst others emerge in adolescence; all have long term implications for individuals and society. The evidence demonstrates that quality early childhood education at this very early age has lasting benefits for infants and their families – especially those from disadvantaged sectors – and for society. The high quality education and care of infants therefore constitutes a key investment in the future of Aotearoa New Zealand.

text: Quality early childhood education for under-two-year-olds: What should it look like? A literature review Recent years have seen increasing participation of under-two-year-olds in early childhood education. This literature review draws together relevant research evidence to better understand what quality early childhood education for children under-two-years of age should look like.
The results of this literature review provide strong incentives for policy-makers to maintain optimum ratios of adults to infants, ongoing training including in the specialist area of infant pedagogy, and environments which facilitate low levels of stress. Research shows these variables to be of particular importance in the education and care of infants under two years of age for two key reasons. Firstly, with responsibility for a smaller number of infants, and ongoing training that keeps abreast of specialised knowledge and skills, adults are more likely to be attuned to very young children. Secondly, attuned adults and quality environments are now understood to have a marked impact on the development and learning of infants. Some of these impacts are felt immediately whilst others emerge in adolescence; all have long term implications for individuals and society. The evidence demonstrates that quality early childhood education at this very early age has lasting benefits for infants and their families – especially those from disadvantaged sectors – and for society. The high quality education and care of infants therefore constitutes a key investment in the future of Aotearoa New Zealand.

year: 2011-03

title: He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study

authors: Dunn, Katie Merepaea

subjects: Māori Deaf

abstract: Indigenous peoples consider their connection to whenua (land), whakapapa (genealogy), te reo (language) and tikanga (cultural values) to be an integral part of their worldview (Mead, 2003 & Barlow, 1991).

The identity struggle for indigenous minorities living within a colonised environment has been well documented (Bishop, 1995; Smith G, 1997; Smith L, 1999, & Walker, 2004). The controversies over land, customs, culture and language are major issues to understanding and maintaining one’s own cultural identity and, when considering the Deaf indigenous minorities, the task seems colossal.

When a Māori individual belongs to the hearing majority, the ability to find a place to stand, a connection to one’s turangawaewae (standing place), whakapapa, and marae (village) can be a personal struggle; however, this can often be overcome through a shared experience, through communication at a whānau (family), hapū (sub tribe) and iwi (tribe) level.  However, when the individual is part of a double minority such as the Māori Deaf community, the ability to engage and establish a relationship to enhance their connection to their turangawaewae, can become difficult due to the need to communicate in three different languages: English, Māori and Sign Language.  These language issues can create barriers for the Deaf, Māori and hearing communities at a whānau, hapū and iwi level.

This thesis examines a series of workshops created to advance the indigenous connections and understanding within the Māori Deaf community and Te Ao Māori (Māori worldview). It explores how the integration of the Deaf and hearing, indigenous Māori language and New Zealand Sign Language along with practical workshops can assist the aspirations of Māori Deaf within the advancement of Te Ao Māori and Te Reo Māori.  Within this thesis I will undertake a series of interviews with participants who are at the forefront of the Māori Deaf community. A suggestion of moving forward to address the needs of the Māori Deaf community within the desire to connect to their Māori language and customs is also offered within this thesis.

text: He Māori, He Turi, He Turi, He Māori. Advancing the aspirations of Māori Deaf with their indigenous Connections: A case study Indigenous peoples consider their connection to whenua (land), whakapapa (genealogy), te reo (language) and tikanga (cultural values) to be an integral part of their worldview (Mead, 2003 & Barlow, 1991).

The identity struggle for indigenous minorities living within a colonised environment has been well documented (Bishop, 1995; Smith G, 1997; Smith L, 1999, & Walker, 2004). The controversies over land, customs, culture and language are major issues to understanding and maintaining one’s own cultural identity and, when considering the Deaf indigenous minorities, the task seems colossal.

When a Māori individual belongs to the hearing majority, the ability to find a place to stand, a connection to one’s turangawaewae (standing place), whakapapa, and marae (village) can be a personal struggle; however, this can often be overcome through a shared experience, through communication at a whānau (family), hapū (sub tribe) and iwi (tribe) level.  However, when the individual is part of a double minority such as the Māori Deaf community, the ability to engage and establish a relationship to enhance their connection to their turangawaewae, can become difficult due to the need to communicate in three different languages: English, Māori and Sign Language.  These language issues can create barriers for the Deaf, Māori and hearing communities at a whānau, hapū and iwi level.

This thesis examines a series of workshops created to advance the indigenous connections and understanding within the Māori Deaf community and Te Ao Māori (Māori worldview). It explores how the integration of the Deaf and hearing, indigenous Māori language and New Zealand Sign Language along with practical workshops can assist the aspirations of Māori Deaf within the advancement of Te Ao Māori and Te Reo Māori.  Within this thesis I will undertake a series of interviews with participants who are at the forefront of the Māori Deaf community. A suggestion of moving forward to address the needs of the Māori Deaf community within the desire to connect to their Māori language and customs is also offered within this thesis.

year: 2012