title: What’s in a name? The sense of reference, the rigidity of designators and the history of causes when determining the names of the two main islands of Aotearoa/New Zealand

authors: Parker, Martin

subjects: New Zealand

abstract: The New Zealand Geographic Board recently revealed that the two main islands of Aotearoa/New Zealand have never been officially named. The revelation made both national and international news and led to a large number of publicly aired comments on the matter, suggesting that something so fundamental and seemingly innocuous as naming is in fact likely to generate a good deal of controversy, no more so than in a bicultural/bilingual context. This paper will examine the phenomenon of naming from a number of angles. After discussing a layperson’s idea of what is meant by the meaning of names, we shall attempt to apply a number of theoretical models from the field of Language Philosophy to the case of the main islands of Aotearoa/New Zealand: the Descriptivist approach of Frege and Russell, Kripke’s Rigid Designators, and Causal Grounding theory. We shall conclude that, in the case of applying the first two of these, there is a question mark over whether any of the current names for the two islands, both Māori and Pākehā, are in fact names at all; in terms of applying the theory of Causal Grounding, we are drawn to the conclusion that in history lies the key to the future.

text: What’s in a name? The sense of reference, the rigidity of designators and the history of causes when determining the names of the two main islands of Aotearoa/New Zealand The New Zealand Geographic Board recently revealed that the two main islands of Aotearoa/New Zealand have never been officially named. The revelation made both national and international news and led to a large number of publicly aired comments on the matter, suggesting that something so fundamental and seemingly innocuous as naming is in fact likely to generate a good deal of controversy, no more so than in a bicultural/bilingual context. This paper will examine the phenomenon of naming from a number of angles. After discussing a layperson’s idea of what is meant by the meaning of names, we shall attempt to apply a number of theoretical models from the field of Language Philosophy to the case of the main islands of Aotearoa/New Zealand: the Descriptivist approach of Frege and Russell, Kripke’s Rigid Designators, and Causal Grounding theory. We shall conclude that, in the case of applying the first two of these, there is a question mark over whether any of the current names for the two islands, both Māori and Pākehā, are in fact names at all; in terms of applying the theory of Causal Grounding, we are drawn to the conclusion that in history lies the key to the future.

year: 2010-02

title: Te Whatu Kakahu: Assessment in Kaupapa Maori Early Childhood Practice

authors: Rameka, Lesley Kay

subjects: Kaupapa Maori

abstract: Through the exploration of Kaupapa Māori assessment approaches, I examine the reclaiming and reframing of Māori ways of knowing and being within early childhood practice. Assessment is the vehicle for reclaiming and reframing while Kaupapa Māori theory is the fuel that ignites and drives the vehicle.

The effects of successive education policies remain today with Māori children, and their families continuing to disengage from education and consistently receiving disproportionately lower outcomes, opportunities and benefits. Reclaiming and reframing Māori ways of knowing and being within early childhood assessment thinking and practice is a means of addressing the cultural and educational disparities faced by Māori children within an education system that upholds western cultural and educational superiority, privilege and truths.  Key questions in this process of reclaiming and reframing are: Who has the power to define?  Whose truths are being reflected and how are these truths constructed? 

The metaphor of whatu kākahu or weaving of clothing has been used to frame this thesis. The process has involved weaving the Kaupapa Māori theory elements of conscientisation, resistance, transformative praxis and Māori ways of knowing and being, across and within historical, cultural and educational paradigms and understandings, to fashion assessment kākahu that afford comfort, warmth and flexibility in a contemporary early childhood context. This research case studies the progress of three Māori early childhood services and kōhanga reo towards the development of Kaupapa Māori early childhood assessment understandings and framings (kākahu), that reflect their particular ways of knowing and being, context and aspirations for children. This thesis has been about their assessment journeys. These journeys are a work in progress and that work continues.

A qualitative, Kaupapa Māori research methodology was used to gather, collate and analyse data in this research.  In accordance with Kaupapa Māori research aspirations and expectations, this research focuses on areas of importance and concern for Māori, and involved retrieving space for Māori voices to be heard. This research can be seen as a means of privileging Māori approaches, perspectives and ways of knowing and being in early childhood assessment practice.

Kaupapa Māori assessment is an important agenda for early childhood.   It builds upon Māori philosophical and epistemological understandings that express Māori ways of knowing and being. Kaupapa Māori assessment is able to contribute significantly to children’s learning and potential growth and is an important tool in constructing educational outcomes for Māori children. It is therefore an important agenda for early childhood.

text: Te Whatu Kakahu: Assessment in Kaupapa Maori Early Childhood Practice Through the exploration of Kaupapa Māori assessment approaches, I examine the reclaiming and reframing of Māori ways of knowing and being within early childhood practice. Assessment is the vehicle for reclaiming and reframing while Kaupapa Māori theory is the fuel that ignites and drives the vehicle.

The effects of successive education policies remain today with Māori children, and their families continuing to disengage from education and consistently receiving disproportionately lower outcomes, opportunities and benefits. Reclaiming and reframing Māori ways of knowing and being within early childhood assessment thinking and practice is a means of addressing the cultural and educational disparities faced by Māori children within an education system that upholds western cultural and educational superiority, privilege and truths.  Key questions in this process of reclaiming and reframing are: Who has the power to define?  Whose truths are being reflected and how are these truths constructed? 

The metaphor of whatu kākahu or weaving of clothing has been used to frame this thesis. The process has involved weaving the Kaupapa Māori theory elements of conscientisation, resistance, transformative praxis and Māori ways of knowing and being, across and within historical, cultural and educational paradigms and understandings, to fashion assessment kākahu that afford comfort, warmth and flexibility in a contemporary early childhood context. This research case studies the progress of three Māori early childhood services and kōhanga reo towards the development of Kaupapa Māori early childhood assessment understandings and framings (kākahu), that reflect their particular ways of knowing and being, context and aspirations for children. This thesis has been about their assessment journeys. These journeys are a work in progress and that work continues.

A qualitative, Kaupapa Māori research methodology was used to gather, collate and analyse data in this research.  In accordance with Kaupapa Māori research aspirations and expectations, this research focuses on areas of importance and concern for Māori, and involved retrieving space for Māori voices to be heard. This research can be seen as a means of privileging Māori approaches, perspectives and ways of knowing and being in early childhood assessment practice.

Kaupapa Māori assessment is an important agenda for early childhood.   It builds upon Māori philosophical and epistemological understandings that express Māori ways of knowing and being. Kaupapa Māori assessment is able to contribute significantly to children’s learning and potential growth and is an important tool in constructing educational outcomes for Māori children. It is therefore an important agenda for early childhood.

year: 2012

title: Compilation of bottom-up evaluation for a pure logic programming language

authors: Clayton, Roger

abstract: Abstraction in programming languages is usually achieved at the price of run time efficiency. This thesis presents a compilation scheme for the Starlog logic programming language. In spite of being very abstract, Starlog can be compiled to an efficient executable form. Starlog implements stratified negation and includes logically pure facilities for input and output, aggregation and destructive assignment. The main new work described in this thesis is (1) a bottom-up evaluation technique which is optimised for Starlog programs, (2) a static indexing structure that allows significant compile time optimisation, (3) an intermediate language to represent bottom-up logic programs and (4) an evaluation of automatic data structure selection techniques. It is shown empirically that the performance of compiled Starlog programs can be competitive with that of equivalent hand-coded programs.

text: Compilation of bottom-up evaluation for a pure logic programming language Abstraction in programming languages is usually achieved at the price of run time efficiency. This thesis presents a compilation scheme for the Starlog logic programming language. In spite of being very abstract, Starlog can be compiled to an efficient executable form. Starlog implements stratified negation and includes logically pure facilities for input and output, aggregation and destructive assignment. The main new work described in this thesis is (1) a bottom-up evaluation technique which is optimised for Starlog programs, (2) a static indexing structure that allows significant compile time optimisation, (3) an intermediate language to represent bottom-up logic programs and (4) an evaluation of automatic data structure selection techniques. It is shown empirically that the performance of compiled Starlog programs can be competitive with that of equivalent hand-coded programs.

year: 2005