title: Dust from Australia- A reappraisal

authors: Healy, Terry R.

abstract: This paper reviews the meteorological events of October 1928 associated with severe duststorms in Australia and subsequent transport of dust to New Zealand. In the light of contemporary knowledge of the jet streams, and from reappraisal of the original synoptic charts, reported meteorological conditions and press reports pertaining to these duststorms, it is postulated that for dust to be deposited upon New Zealand within 24 hours, of duststorms in Australia it presumably travelled via the jet stream region of the' middle and upper troposphere.

text: Dust from Australia- A reappraisal This paper reviews the meteorological events of October 1928 associated with severe duststorms in Australia and subsequent transport of dust to New Zealand. In the light of contemporary knowledge of the jet streams, and from reappraisal of the original synoptic charts, reported meteorological conditions and press reports pertaining to these duststorms, it is postulated that for dust to be deposited upon New Zealand within 24 hours, of duststorms in Australia it presumably travelled via the jet stream region of the' middle and upper troposphere.

year: 1970

title: Selection of Components in Compositional Verification of Safety Properties

authors: Shi, Jinjian

subjects: Model verification

abstract: This report presents a two-step components selection method to compose the components for compositional verification. This method employs different methods for the selection of components to be composed during compositional verification. Also, this report presents some automata transformation strategies to improve the efficiency of composing and projection. This enhanced compositional verification method is applied to a set of large and complex realistic industrial examples to evaluate and compare the performance of different methods for components selection. The example profisafe_i6 [MM03] [MM02] [PN02], which was never verified for the language inclusion check before, is verified first by this enhanced compositional verification method.

text: Selection of Components in Compositional Verification of Safety Properties This report presents a two-step components selection method to compose the components for compositional verification. This method employs different methods for the selection of components to be composed during compositional verification. Also, this report presents some automata transformation strategies to improve the efficiency of composing and projection. This enhanced compositional verification method is applied to a set of large and complex realistic industrial examples to evaluate and compare the performance of different methods for components selection. The example profisafe_i6 [MM03] [MM02] [PN02], which was never verified for the language inclusion check before, is verified first by this enhanced compositional verification method.

year: 2009

title: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms

authors: Burnette, Jessie

abstract: The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

text: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

year: 2024