title: Teacher pedagogy as an act of moral answerability: A self-study of an infant teacher's answerable acts in infant pedagogy in New Zealand ECEC

authors: Redder, Bridgette Miriam

subjects: moral answerability

abstract: Typically, educational research considers how teachers are ethically accountable to learners, their families, teacher colleagues and society as a whole. But this thesis set out to explore the extent to which teachers are also morally accountable for their pedagogical acts. My route to such insight drew upon the notion of moral answerability (Bakhtin, 1993), which invites dialogic processes of meaning-making between (my) pedagogical acts from multiple standpoints across time and space. As an infant teacher myself, I selected a self-study method aligned with dialogic methodology in order to connect (my) self, others and pedagogical practices in consideration of infant practice. This thesis is therefore based on the premise that teacher pedagogy is an act of moral answerability. 
My self-study took place in a community based early childhood education and care (ECEC) service.  Initially, I video recorded my practice engaging with infants which I took to separate staff meetings where footage was analysed by my teacher colleagues in dialogue with me. Subsequently, I analysed the staff meeting dialogue. Bakhtin’s notion of moral answerability was applied as the unit of analysis in order to analyse pedagogy as an act of moral answerability. 
Insights from (my) dialogic self-study have revealed that as an answerable self I have numerous accountabilities to different selves in relation to others. These accountabilities were evident in the way I exposed (my) answerable self in the dialogue, upheld the best interests of infants, ensured infants’ perspectives were taken into account, and was aware of not denying my subjectivity. The discovery that as a teacher I am an answerable self in relationship with others, summons a re-conceptualisation of professional identity as a plural concept. This challenges the traditional conceptualisation of professional identity as singular, in ownership of a defined set of assets valued by the teaching profession.

text: Teacher pedagogy as an act of moral answerability: A self-study of an infant teacher's answerable acts in infant pedagogy in New Zealand ECEC Typically, educational research considers how teachers are ethically accountable to learners, their families, teacher colleagues and society as a whole. But this thesis set out to explore the extent to which teachers are also morally accountable for their pedagogical acts. My route to such insight drew upon the notion of moral answerability (Bakhtin, 1993), which invites dialogic processes of meaning-making between (my) pedagogical acts from multiple standpoints across time and space. As an infant teacher myself, I selected a self-study method aligned with dialogic methodology in order to connect (my) self, others and pedagogical practices in consideration of infant practice. This thesis is therefore based on the premise that teacher pedagogy is an act of moral answerability. 
My self-study took place in a community based early childhood education and care (ECEC) service.  Initially, I video recorded my practice engaging with infants which I took to separate staff meetings where footage was analysed by my teacher colleagues in dialogue with me. Subsequently, I analysed the staff meeting dialogue. Bakhtin’s notion of moral answerability was applied as the unit of analysis in order to analyse pedagogy as an act of moral answerability. 
Insights from (my) dialogic self-study have revealed that as an answerable self I have numerous accountabilities to different selves in relation to others. These accountabilities were evident in the way I exposed (my) answerable self in the dialogue, upheld the best interests of infants, ensured infants’ perspectives were taken into account, and was aware of not denying my subjectivity. The discovery that as a teacher I am an answerable self in relationship with others, summons a re-conceptualisation of professional identity as a plural concept. This challenges the traditional conceptualisation of professional identity as singular, in ownership of a defined set of assets valued by the teaching profession.

year: 2019

title: Improving access to large-scale digital libraries through semantic-enhanced search and disambiguation

authors: Hinze, Annika

subjects: computer science

abstract: With 13,000,000 volumes comprising 4.5 billion pages of text, it is currently very difficult for scholars to locate relevant sets of documents that are useful in their research from the HathiTrust Digital Libary (HTDL) using traditional lexically-based retrieval techniques. Existing document search tools and document clustering approaches use purely lexical analysis, which cannot address the inherent ambiguity of natural language. A semantic search approach offers the potential to overcome the shortcoming of lexical search, but even if an appropriate network of ontologies could be decided upon it would require a full semantic markup of each document. In this paper, we present a conceptual design and report on the initial implementation of a new framework that affords the benefits of semantic search while minimizing the problems associated with applying existing semantic analysis at scale. Our approach avoids the need for complete semantic document markup using pre-existing ontologies by developing an automatically generated Concept-in-Context (CiC) network seeded by a priori analysis of Wikipedia texts and identification of semantic metadata. Our Capisco system analyzes documents by the semantics and context of their content. The disambiguation of search queries is done interactively, to fully utilize the domain knowledge of the scholar. Our method achieves a form of semantic-enhanced search that simultaneously exploits the proven scale benefits provided by lexical indexing.

text: Improving access to large-scale digital libraries through semantic-enhanced search and disambiguation With 13,000,000 volumes comprising 4.5 billion pages of text, it is currently very difficult for scholars to locate relevant sets of documents that are useful in their research from the HathiTrust Digital Libary (HTDL) using traditional lexically-based retrieval techniques. Existing document search tools and document clustering approaches use purely lexical analysis, which cannot address the inherent ambiguity of natural language. A semantic search approach offers the potential to overcome the shortcoming of lexical search, but even if an appropriate network of ontologies could be decided upon it would require a full semantic markup of each document. In this paper, we present a conceptual design and report on the initial implementation of a new framework that affords the benefits of semantic search while minimizing the problems associated with applying existing semantic analysis at scale. Our approach avoids the need for complete semantic document markup using pre-existing ontologies by developing an automatically generated Concept-in-Context (CiC) network seeded by a priori analysis of Wikipedia texts and identification of semantic metadata. Our Capisco system analyzes documents by the semantics and context of their content. The disambiguation of search queries is done interactively, to fully utilize the domain knowledge of the scholar. Our method achieves a form of semantic-enhanced search that simultaneously exploits the proven scale benefits provided by lexical indexing.

year: 2015

title: Evidence for late polynesian colonization of New Zealand: University of Waikato radiocarbon measurements

authors: Hogg, Alan G.

subjects: radiocarbon

abstract: We present radiocarbon determinations for 271 New Zealand archaeological samples measured at the University of Waikato Radiocarbon Dating Laboratory between 1975 and 1995. A discard protocol is applied to the series and the list culled to winnow the acceptable dates from those that may incorporate error. None of the 221 acceptable ¹⁴C determinations older than 600 BP (in the case of terrestrial samples) or 930 BP (in the case of marine and estuarine shell) extends beyond cal AD 1250. This conclusion supports the short chronology model of New Zealand prehistory presented by Anderson (1991).

text: Evidence for late polynesian colonization of New Zealand: University of Waikato radiocarbon measurements We present radiocarbon determinations for 271 New Zealand archaeological samples measured at the University of Waikato Radiocarbon Dating Laboratory between 1975 and 1995. A discard protocol is applied to the series and the list culled to winnow the acceptable dates from those that may incorporate error. None of the 221 acceptable ¹⁴C determinations older than 600 BP (in the case of terrestrial samples) or 930 BP (in the case of marine and estuarine shell) extends beyond cal AD 1250. This conclusion supports the short chronology model of New Zealand prehistory presented by Anderson (1991).

year: 1997