title: Text categorization and similarity analysis: similarity measure, architecture and design

authors: Fowke, Michael

subjects: computer science

abstract: This research looks at the most appropriate similarity measure to use for a document classification problem. The goal is to find a method that is accurate in finding both semantically and version related documents. A necessary requirement is that the method is efficient in its speed and disk usage. Simhash is found to be the measure best suited to the application and it can be combined with other software to increase the accuracy. Pingar have provided an API that will extract the entities from a document and create a taxonomy displaying the relationships and this extra information can be used to accurately classify input documents. Two algorithms are designed incorporating the Pingar API and then finally an efficient comparison algorithm is introduced to cut down the comparisons required.

text: Text categorization and similarity analysis: similarity measure, architecture and design This research looks at the most appropriate similarity measure to use for a document classification problem. The goal is to find a method that is accurate in finding both semantically and version related documents. A necessary requirement is that the method is efficient in its speed and disk usage. Simhash is found to be the measure best suited to the application and it can be combined with other software to increase the accuracy. Pingar have provided an API that will extract the entities from a document and create a taxonomy displaying the relationships and this extra information can be used to accurately classify input documents. Two algorithms are designed incorporating the Pingar API and then finally an efficient comparison algorithm is introduced to cut down the comparisons required.

year: 2013-12

title: Distribution of willingness-to-pay for speed reduction with non-positive bidders: Is choice modelling consistent with contingent valuation?

authors: Scarpa, Riccardo

subjects: contingent valuation

abstract: The paper addresses the issue of consistency between two commonly employed stated preference data—referendum contingent valuation (CV) and discrete choice modelling (CM)—with respect to estimated distributions of individual willingness-to-pay (WTP) for non-market goods. The policy context is that of a local externality: effective speed reduction by means of traffic-calming in towns crossed by fast roads. In particular, data from two independent samples of the same population are contrasted. The findings show that both methods indicate that speed reduction via traffic-calming is valued in a polarized fashion. Results from both methods are consistent with the presence of two groups of preferences: a larger group holding positive values and a smaller one with non-positive values. While the estimates of the relative proportions of the two groups are similar across the two data sources, once the econometric analysis of the CM responses allows for polarized preferences the estimates of the distribution of individual WTP differ substantially. The results from the choice modelling survey indicate that residents are also willing to pay for other benefits from traffic-calming, such as noise reduction and a decreased waiting time for crossing, but preferences for these are also polarized, with WTP for aesthetic improvements being positive only for those supporting effective speed control. In comparing distributions of value estimates from CM and CV, surveys practitioners should account for the effects of taste heterogeneity over externalities and take advantage of the ability to derive individual-specific WTP estimates from panel estimation rather than simply deriving estimates for common features of the WTP distribution.

text: Distribution of willingness-to-pay for speed reduction with non-positive bidders: Is choice modelling consistent with contingent valuation? The paper addresses the issue of consistency between two commonly employed stated preference data—referendum contingent valuation (CV) and discrete choice modelling (CM)—with respect to estimated distributions of individual willingness-to-pay (WTP) for non-market goods. The policy context is that of a local externality: effective speed reduction by means of traffic-calming in towns crossed by fast roads. In particular, data from two independent samples of the same population are contrasted. The findings show that both methods indicate that speed reduction via traffic-calming is valued in a polarized fashion. Results from both methods are consistent with the presence of two groups of preferences: a larger group holding positive values and a smaller one with non-positive values. While the estimates of the relative proportions of the two groups are similar across the two data sources, once the econometric analysis of the CM responses allows for polarized preferences the estimates of the distribution of individual WTP differ substantially. The results from the choice modelling survey indicate that residents are also willing to pay for other benefits from traffic-calming, such as noise reduction and a decreased waiting time for crossing, but preferences for these are also polarized, with WTP for aesthetic improvements being positive only for those supporting effective speed control. In comparing distributions of value estimates from CM and CV, surveys practitioners should account for the effects of taste heterogeneity over externalities and take advantage of the ability to derive individual-specific WTP estimates from panel estimation rather than simply deriving estimates for common features of the WTP distribution.

year: 2006

title: Aotearoa's heart language: An investigation of compulsory te reo Māori language learning for non-Māori teaching students in Aotearoa New Zealand

authors: Moon, Watene Malcolm Ernest

subjects: Te reo Māori

abstract: Te Reo Māori is becoming more prominent on our airwaves, in government agencies and within schools. Within a wider education system that increasingly seeks to give effect to Te Tiriti o Waitangi, teachers in New Zealand are being asked to become more competent in their development and use of Te Reo Māori, despite over 70% of teachers identifying as New Zealand European. The Teaching Council of Aotearoa New Zealand passed a requirement in 2021 specifying that new teachers should demonstrate Te Reo Māori competency at between level 3 and 4 of the Māori language curriculum by the time they graduate from their initial teacher education. Learning any second language as an adult can be challenging, and so the Teaching Council’s requirement is a big ask, particularly for non-Māori teaching students who may have had little to no exposure to the Māori language prior to enrolling into the teaching programme.

This thesis reports on a qualitative study that investigated the experiences of four non-Māori pre-service teaching students in relation to the requirement that they learn Te Reo Māori as a part of their teaching degree programme. Semi-structured interviews were used to gather data, incorporating culturally responsive approaches during data collection and thematic analysis was undertaken to identify findings. The backdrop for this study was an interpretivist paradigm that recognises the socially constructed nature of each individual’s reality. This research paradigm was appropriate for this research study as I sought to interpret and understand the experiences of each participant with the Teaching Council’s Te Reo Māori requirement. An interpretivist research design also aligns with a qualitative approach to data collection which made this paradigm a good fit for the research project.

The findings suggest that the new Teaching Council requirement is leading to language progress, although there have been challenges for the participants. All four participants have increased their knowledge, understanding and confidence to engage with Te Reo Māori. There was also a noticeable shift in cultural competence amongst all four participants. A very positive outcome when considering that all of the participants came into the teaching programme with little to no experience with Māori language and culture. However, learning Te Reo Māori has at times been confronting for these participants, primarily when historical issues associated with colonisation and the repression of the Māori language have surfaced. Technical aspects of second language acquisition have also caused challenges such as in relation to correct pronunciation and participants’ opportunities to use Te Reo Māori.
 
An over-riding theme from this research has been that although the Teaching Council’s language learning mandate presents an ambitious challenge for pre-service teachers, the four participants in this study have all experienced what can be characterised as a transformative learning process in relation to their Te Reo Māori journey thus far. That is, each participant had learning moments where they were able to critically reflect on their worldview and prior knowledge of Māori language and culture. Through this transformative process not only did the participants gain a deeper understanding of a Māori worldview, but they were able to transition this understanding into their developing teacher practice to the benefit of themselves and their students. While the participants for this study were purposively selected, the positive outcomes evident in their language learning journey suggest that there is potential for this new Teaching Council mandate to be achievable. The findings suggest that this new mandate might be a powerful lever towards a cultural shift for our English-medium teachers and within their classrooms as Te Reo Māori becomes more prominent. This study is also significant because of the scarcity of research on this new policy, and on non-Māori who are required to learn Te Reo Māori as part of their teaching degree. There could be wider significance for this research in the public sphere with attitudes potentially shifting more favourably towards Te Reo Māori and a bicultural country, centred on a Te Tiriti o Waitangi partnership. The findings of this study will be of use to future and current non-Māori teaching students to help navigate this new mandate. Teacher educators could benefit from the implications for culturally responsive teaching and learning. This study may inform researchers in the field of linguistics and education who might wish to build on the results of this research project to inform further studies. Finally, policy makers may be interested to learn about the benefits and challenges that have emerged from this new Teaching Council mandate. Lastly, this research presents an exciting opportunity to showcase this new Teaching Council mandate, and what one participant in the present study described as the ‘heart language’ of New Zealand, with the potential for Te Reo Māori to flourish beyond language classrooms and Māori-medium education and into our mainstream education system, where it belongs.

text: Aotearoa's heart language: An investigation of compulsory te reo Māori language learning for non-Māori teaching students in Aotearoa New Zealand Te Reo Māori is becoming more prominent on our airwaves, in government agencies and within schools. Within a wider education system that increasingly seeks to give effect to Te Tiriti o Waitangi, teachers in New Zealand are being asked to become more competent in their development and use of Te Reo Māori, despite over 70% of teachers identifying as New Zealand European. The Teaching Council of Aotearoa New Zealand passed a requirement in 2021 specifying that new teachers should demonstrate Te Reo Māori competency at between level 3 and 4 of the Māori language curriculum by the time they graduate from their initial teacher education. Learning any second language as an adult can be challenging, and so the Teaching Council’s requirement is a big ask, particularly for non-Māori teaching students who may have had little to no exposure to the Māori language prior to enrolling into the teaching programme.

This thesis reports on a qualitative study that investigated the experiences of four non-Māori pre-service teaching students in relation to the requirement that they learn Te Reo Māori as a part of their teaching degree programme. Semi-structured interviews were used to gather data, incorporating culturally responsive approaches during data collection and thematic analysis was undertaken to identify findings. The backdrop for this study was an interpretivist paradigm that recognises the socially constructed nature of each individual’s reality. This research paradigm was appropriate for this research study as I sought to interpret and understand the experiences of each participant with the Teaching Council’s Te Reo Māori requirement. An interpretivist research design also aligns with a qualitative approach to data collection which made this paradigm a good fit for the research project.

The findings suggest that the new Teaching Council requirement is leading to language progress, although there have been challenges for the participants. All four participants have increased their knowledge, understanding and confidence to engage with Te Reo Māori. There was also a noticeable shift in cultural competence amongst all four participants. A very positive outcome when considering that all of the participants came into the teaching programme with little to no experience with Māori language and culture. However, learning Te Reo Māori has at times been confronting for these participants, primarily when historical issues associated with colonisation and the repression of the Māori language have surfaced. Technical aspects of second language acquisition have also caused challenges such as in relation to correct pronunciation and participants’ opportunities to use Te Reo Māori.
 
An over-riding theme from this research has been that although the Teaching Council’s language learning mandate presents an ambitious challenge for pre-service teachers, the four participants in this study have all experienced what can be characterised as a transformative learning process in relation to their Te Reo Māori journey thus far. That is, each participant had learning moments where they were able to critically reflect on their worldview and prior knowledge of Māori language and culture. Through this transformative process not only did the participants gain a deeper understanding of a Māori worldview, but they were able to transition this understanding into their developing teacher practice to the benefit of themselves and their students. While the participants for this study were purposively selected, the positive outcomes evident in their language learning journey suggest that there is potential for this new Teaching Council mandate to be achievable. The findings suggest that this new mandate might be a powerful lever towards a cultural shift for our English-medium teachers and within their classrooms as Te Reo Māori becomes more prominent. This study is also significant because of the scarcity of research on this new policy, and on non-Māori who are required to learn Te Reo Māori as part of their teaching degree. There could be wider significance for this research in the public sphere with attitudes potentially shifting more favourably towards Te Reo Māori and a bicultural country, centred on a Te Tiriti o Waitangi partnership. The findings of this study will be of use to future and current non-Māori teaching students to help navigate this new mandate. Teacher educators could benefit from the implications for culturally responsive teaching and learning. This study may inform researchers in the field of linguistics and education who might wish to build on the results of this research project to inform further studies. Finally, policy makers may be interested to learn about the benefits and challenges that have emerged from this new Teaching Council mandate. Lastly, this research presents an exciting opportunity to showcase this new Teaching Council mandate, and what one participant in the present study described as the ‘heart language’ of New Zealand, with the potential for Te Reo Māori to flourish beyond language classrooms and Māori-medium education and into our mainstream education system, where it belongs.

year: 2023