title: A compression-based algorithm for Chinese word segmentation

authors: Teahan, W.J.

subjects: chinese segmentation

abstract: The Chinese language is written without using spaces or other word delimiters. Although a text may be thought of as a corresponding sequence of words, there is considerable ambiguity in the placement of boundaries. Interpreting a text as a sequence of words is beneficial for some information retrieval and storage tasks: for example, full-text search, word-based compression, and keyphrase extraction. 
We describe a scheme that infers appropriate positions for word boundaries using an adaptive language model that is standard in text compression. It is trained on a corpus of pre-segmented text, and when applied to new text, interpolates word boundaries so as to maximize the compression obtained. This simple and general method performs well with respect to specialized schemes for Chinese language segmentation.

text: A compression-based algorithm for Chinese word segmentation The Chinese language is written without using spaces or other word delimiters. Although a text may be thought of as a corresponding sequence of words, there is considerable ambiguity in the placement of boundaries. Interpreting a text as a sequence of words is beneficial for some information retrieval and storage tasks: for example, full-text search, word-based compression, and keyphrase extraction. 
We describe a scheme that infers appropriate positions for word boundaries using an adaptive language model that is standard in text compression. It is trained on a corpus of pre-segmented text, and when applied to new text, interpolates word boundaries so as to maximize the compression obtained. This simple and general method performs well with respect to specialized schemes for Chinese language segmentation.

year: 1999-09

title: Development of action competence using Education for Sustainability in a New Zealand school

authors: Arthur, Margaret

subjects: action competence

abstract: This thesis explores whether an intervention carried out with a senior secondary school Environmental Science class was able to develop action competence in Education for Sustainability (EfS) in the students. The concept of action competence was initially proposed by Danish researchers who were dissatisfied with a focus on behavioural change by other researchers in the field. I was particularly interested in using a New Zealand model of action competence in my classroom and examining the role that the culture of the student played in that model. The United Nations literature includes culture as part of Education for Sustainability but international educational research has not to date. In designing the intervention, examined a range of learning theories and matched them with the needs of students in a city in New Zealand with a very multicultural population. Links were also made between The New Zealand Curriculum and Best Evidence Synthesis from the Ministry of Education here in New Zealand. The resulting intervention had a student centered approach and an emphasis on recognising the culture of students that was based around an action competence model developed for New Zealand. The aim was to see if this combination would enable the students in the intervention to make progress towards being action competent during an EfS unit on action –taking. The intervention was carried out with a class of seventeen students who were undertaking an Education for Sustainability Achievement Standard involving taking an action towards becoming more sustainable. I used an action research approach whereby I taught and supported students through the process. I used their log books, reports, journals and informal conversations to provide my research data. This data was analysed using a continuum I developed that was based on the work of a New Zealand team that adapted the concept of action competence for the New Zealand situation. The research findings indicate that the framework developed by the New Zealand team with the addition of starting from the culture of the students can lead to development of student action competence in EfS.

text: Development of action competence using Education for Sustainability in a New Zealand school This thesis explores whether an intervention carried out with a senior secondary school Environmental Science class was able to develop action competence in Education for Sustainability (EfS) in the students. The concept of action competence was initially proposed by Danish researchers who were dissatisfied with a focus on behavioural change by other researchers in the field. I was particularly interested in using a New Zealand model of action competence in my classroom and examining the role that the culture of the student played in that model. The United Nations literature includes culture as part of Education for Sustainability but international educational research has not to date. In designing the intervention, examined a range of learning theories and matched them with the needs of students in a city in New Zealand with a very multicultural population. Links were also made between The New Zealand Curriculum and Best Evidence Synthesis from the Ministry of Education here in New Zealand. The resulting intervention had a student centered approach and an emphasis on recognising the culture of students that was based around an action competence model developed for New Zealand. The aim was to see if this combination would enable the students in the intervention to make progress towards being action competent during an EfS unit on action –taking. The intervention was carried out with a class of seventeen students who were undertaking an Education for Sustainability Achievement Standard involving taking an action towards becoming more sustainable. I used an action research approach whereby I taught and supported students through the process. I used their log books, reports, journals and informal conversations to provide my research data. This data was analysed using a continuum I developed that was based on the work of a New Zealand team that adapted the concept of action competence for the New Zealand situation. The research findings indicate that the framework developed by the New Zealand team with the addition of starting from the culture of the students can lead to development of student action competence in EfS.

year: 2011

title: Ngaa tongikura o te Kiingitanga - He tongi takapou nui, he kura takapou roa

authors: Paki, Nga wai hono i te po

subjects: Tongikura

abstract: Mai anoo, mai anoo i te waa o ngoo taatou tuupuna, ko te iere o te reo, ko te tangi o te kupu te waka kawe i ngaa whakaaro me ngaa kare aa-roto o oo taatou tuupuna. Inaa hoki raa te hoohonu o te whakaaro me te huhua o ngaa kura huna kua rarau ki ngaa kupu tuku iho o oo taatou tuupuna. I roto i a maatou, o Tainui waka, o Waikato iwi, o te Kiingitanga, ko ngaa tongikura te ritenga.

Kei teenei tuhinga te whakamaaramatanga, te whakamahukitanga o teenei taonga te tongikura. Ahakoa, inaa raa ngaa tini tongikura o te Kiingitanga kua tongikuratia ko taa teenei tuhinga whakapae he tuuhura i ngaa kura huna e whakapaetia nei, he oranga kei roto i ngaa tongikura hei painga moo te tangata. Noo te orokohanganga mai o te Kiingitanga tatuu iho raa ki teenei rangi tonu kei ngeenei tongikura ngaa kupu taurangi, ngaa tohutohu nui aa te raangai upoko ariki o te Kiingitanga ki ngaa iwi. I roto i te whakapaparanga o te Kiingitanga kua kitea taatou i te nui o te whakamahinga o ngaa tongikura hei aarahi, hei takitaki i a taatou a Tainui waka, i a Tainui tangata.

Kua haoria ake raa ko ngeetehi kohinga tongikura hei whewheratanga maaku i roto i teenei tuhinga e kite ai taatou i te mauri ora o ngaa tongikura ki roto i te iwi o Waikato, ki roto anoo hoki i ngaa iwi o te Kiingitanga. E haangai mai ana ngeenei tongikura ki te ora o te iwi, e purutia ana hoki hei kura waananga maa ngaa reanga whakatupuranga o te inamata, ki te anamata. Tiikina ake raa ko te kupu wairua, kia tuu te tongikura, ko te aakinga te mea nui, tau ki runga ki teenei tuhikura. Haere, tomokia mai te whare tongikura, he tongi takapou kura, he kura takapou roa.

text: Ngaa tongikura o te Kiingitanga - He tongi takapou nui, he kura takapou roa Mai anoo, mai anoo i te waa o ngoo taatou tuupuna, ko te iere o te reo, ko te tangi o te kupu te waka kawe i ngaa whakaaro me ngaa kare aa-roto o oo taatou tuupuna. Inaa hoki raa te hoohonu o te whakaaro me te huhua o ngaa kura huna kua rarau ki ngaa kupu tuku iho o oo taatou tuupuna. I roto i a maatou, o Tainui waka, o Waikato iwi, o te Kiingitanga, ko ngaa tongikura te ritenga.

Kei teenei tuhinga te whakamaaramatanga, te whakamahukitanga o teenei taonga te tongikura. Ahakoa, inaa raa ngaa tini tongikura o te Kiingitanga kua tongikuratia ko taa teenei tuhinga whakapae he tuuhura i ngaa kura huna e whakapaetia nei, he oranga kei roto i ngaa tongikura hei painga moo te tangata. Noo te orokohanganga mai o te Kiingitanga tatuu iho raa ki teenei rangi tonu kei ngeenei tongikura ngaa kupu taurangi, ngaa tohutohu nui aa te raangai upoko ariki o te Kiingitanga ki ngaa iwi. I roto i te whakapaparanga o te Kiingitanga kua kitea taatou i te nui o te whakamahinga o ngaa tongikura hei aarahi, hei takitaki i a taatou a Tainui waka, i a Tainui tangata.

Kua haoria ake raa ko ngeetehi kohinga tongikura hei whewheratanga maaku i roto i teenei tuhinga e kite ai taatou i te mauri ora o ngaa tongikura ki roto i te iwi o Waikato, ki roto anoo hoki i ngaa iwi o te Kiingitanga. E haangai mai ana ngeenei tongikura ki te ora o te iwi, e purutia ana hoki hei kura waananga maa ngaa reanga whakatupuranga o te inamata, ki te anamata. Tiikina ake raa ko te kupu wairua, kia tuu te tongikura, ko te aakinga te mea nui, tau ki runga ki teenei tuhikura. Haere, tomokia mai te whare tongikura, he tongi takapou kura, he kura takapou roa.

year: 2022