title: Language use in software

authors: Yeo, Alvin

subjects: computer science

abstract: Many of the popular software we use today are in English. Very few software applications are available in minority languages. Besides economic goals, we justify why software should be made available to smaller cultures. Furthermore, there is evidence that people learn and progress faster in software in their mother tongue (Griffiths et at, 1994) (Krock, 1996). We hypothesise that experienced users of English spreadsheet can easily migrate to a spreadsheet in their native tongue i.e. Bahasa Melayu (Malaysia’s national language). Observations made in the study suggest that the native speakers of Bahasa Melayu had difficulties with the Bahasa Melayu interface. The subjects’ main difficulty was their unfamiliarity with computing terminology in Bahasa Melayu. We present possible strategies to increase the use of Bahasa Melayu in IT. These strategies may also be used to promote the use of other minority languages in IT.

text: Language use in software Many of the popular software we use today are in English. Very few software applications are available in minority languages. Besides economic goals, we justify why software should be made available to smaller cultures. Furthermore, there is evidence that people learn and progress faster in software in their mother tongue (Griffiths et at, 1994) (Krock, 1996). We hypothesise that experienced users of English spreadsheet can easily migrate to a spreadsheet in their native tongue i.e. Bahasa Melayu (Malaysia’s national language). Observations made in the study suggest that the native speakers of Bahasa Melayu had difficulties with the Bahasa Melayu interface. The subjects’ main difficulty was their unfamiliarity with computing terminology in Bahasa Melayu. We present possible strategies to increase the use of Bahasa Melayu in IT. These strategies may also be used to promote the use of other minority languages in IT.

year: 1997-07

title: Beginning primary teachers' induction and mentoring practices in Papua New Guinea

authors: Deruage, Joseph Kua

subjects: teacher education

abstract: Professional development of beginning teachers through induction and mentoring has been commonly viewed as important for teachers' success and continuation in the teaching profession. Induction and specifically mentoring programs focus attention on transitions from one stage of teacher development to another. The three phases of teacher development are initial teacher education, known as pre-service, the induction phase and the ongoing teacher in-service education. The move from student to teacher is the most demanding change in learning to teach. The beginning teacher in this change must adjust from thinking and acting as a student, absorbed with his or her own learning and performance, to thinking and acting as a teacher, accepting responsibility for the learning and performance of others. Beginning teachers are fully engaged in this essential development, and mentoring programs are purposely intended to support them through this period of change. 

This study has established that beginning teachers in Papua New Guinea (PNG) do experience challenges in the first few months of teaching but these issues lapse over time with the support and assistance of mentors/supervisors. Mentoring has great potential for group effort and transformational teacher learning within schools as professional learning communities. In order for mentors to perform their tasks well and draw benefits from mentoring, appropriate support and training for mentors is recommended. As well as support and training, other incentives for mentors such as salary increments and reduced teaching loads would be a welcome step to enhancing induction and mentoring programs in PNG primary schools.

text: Beginning primary teachers' induction and mentoring practices in Papua New Guinea Professional development of beginning teachers through induction and mentoring has been commonly viewed as important for teachers' success and continuation in the teaching profession. Induction and specifically mentoring programs focus attention on transitions from one stage of teacher development to another. The three phases of teacher development are initial teacher education, known as pre-service, the induction phase and the ongoing teacher in-service education. The move from student to teacher is the most demanding change in learning to teach. The beginning teacher in this change must adjust from thinking and acting as a student, absorbed with his or her own learning and performance, to thinking and acting as a teacher, accepting responsibility for the learning and performance of others. Beginning teachers are fully engaged in this essential development, and mentoring programs are purposely intended to support them through this period of change. 

This study has established that beginning teachers in Papua New Guinea (PNG) do experience challenges in the first few months of teaching but these issues lapse over time with the support and assistance of mentors/supervisors. Mentoring has great potential for group effort and transformational teacher learning within schools as professional learning communities. In order for mentors to perform their tasks well and draw benefits from mentoring, appropriate support and training for mentors is recommended. As well as support and training, other incentives for mentors such as salary increments and reduced teaching loads would be a welcome step to enhancing induction and mentoring programs in PNG primary schools.

year: 2007

title: Māori wards in Tauranga Moana and Aotearoa: Liminal local government democracy

authors: Des Forges, Sandra

subjects: Māori wards

abstract: This thesis focuses on Māori representation within the highly contested arena of local government democracy in Aotearoa New Zealand. Limitations of the current Eurocentric model of local government democracy are considered at various spatial scales. Legislative changes to enable councils to establish Māori wards were launched in the early 2000s. Māori wards are defined locations where those on the Māori electoral roll vote for Māori ward candidates, resulting in dedicated Māori representation at elected member level. Until 2021 when the legislation was amended to remove the ability for public referenda to challenge council decisions on establishing Māori wards, however, little change occurred. Since then, 35 councils have established Māori wards for the 2022 local body elections.
The research asks how, and in what ways, do Māori wards decolonise local government and encourage greater Māori representation? To explore this question, the empirical chapters are framed around three key aspects of liminality; the in-between positioning of Māori wards reflecting a time of change; this liminal space being a time where unease and discomfort is experienced by some as Indigenous disparity is addressed; and the threshold positioning of Māori wards as a place of opportunity and creativity, where new ideas and practices may be considered. Geographical concepts of (un)belonging, exclusion and deep colonising reveal challenges for Māori participation at the level of local government decision-making. 
The research uses an Indigenous methodological framework, Te Ara Tika, based on a framework of Kaupapa Māori, and developed specifically for non-Māori researchers. Māori wards have been widely debated in the media, particularly at the time of changes to the Māori ward legislation in 2021. Thematic analysis of 122 media representations of the Māori ward debate constitutes part of the empirical evidence. Fourteen individual interviews with local government representatives, including elected Council members from Tauranga Moana and members of Te Rangapū Mana Whenua o Tauranga Moana Partnership, were conducted. Additionally, participant observations took place at three public meetings on Māori wards.
The way the current form of local government representative democracy impacts Māori representation is identified. The research demonstrates how local government continues to act as a tool of colonialism by privileging Western worldviews, institutions, and systems. The research finds that Māori wards are liminal democratic options that are both decolonising and deep colonising. Evidence shows that the liminal space of Māori wards is an opportunity to consider options for a way forward to reimagine local government as a place of belonging underpinned by Te Tiriti o Waitangi and Te Ao Māori principles. 
The research builds on decolonisation literatures that seek to unsettle the hegemony of Eurocentric institutions and systems within colonised countries such as Aotearoa. Providing a critical spatial perspective on the intersection of democracy, colonisation and Indigeneity, this thesis advances decolonising geographical knowledges. In particular, this research advances debates about democratic processes, exposing ways in which colonially-based local authority democratic mechanisms contribute to under-representation issues. A reimagined local government allows current hegemonic approaches to be rethought and provides insights for a shift towards genuine decolonising processes.

text: Māori wards in Tauranga Moana and Aotearoa: Liminal local government democracy This thesis focuses on Māori representation within the highly contested arena of local government democracy in Aotearoa New Zealand. Limitations of the current Eurocentric model of local government democracy are considered at various spatial scales. Legislative changes to enable councils to establish Māori wards were launched in the early 2000s. Māori wards are defined locations where those on the Māori electoral roll vote for Māori ward candidates, resulting in dedicated Māori representation at elected member level. Until 2021 when the legislation was amended to remove the ability for public referenda to challenge council decisions on establishing Māori wards, however, little change occurred. Since then, 35 councils have established Māori wards for the 2022 local body elections.
The research asks how, and in what ways, do Māori wards decolonise local government and encourage greater Māori representation? To explore this question, the empirical chapters are framed around three key aspects of liminality; the in-between positioning of Māori wards reflecting a time of change; this liminal space being a time where unease and discomfort is experienced by some as Indigenous disparity is addressed; and the threshold positioning of Māori wards as a place of opportunity and creativity, where new ideas and practices may be considered. Geographical concepts of (un)belonging, exclusion and deep colonising reveal challenges for Māori participation at the level of local government decision-making. 
The research uses an Indigenous methodological framework, Te Ara Tika, based on a framework of Kaupapa Māori, and developed specifically for non-Māori researchers. Māori wards have been widely debated in the media, particularly at the time of changes to the Māori ward legislation in 2021. Thematic analysis of 122 media representations of the Māori ward debate constitutes part of the empirical evidence. Fourteen individual interviews with local government representatives, including elected Council members from Tauranga Moana and members of Te Rangapū Mana Whenua o Tauranga Moana Partnership, were conducted. Additionally, participant observations took place at three public meetings on Māori wards.
The way the current form of local government representative democracy impacts Māori representation is identified. The research demonstrates how local government continues to act as a tool of colonialism by privileging Western worldviews, institutions, and systems. The research finds that Māori wards are liminal democratic options that are both decolonising and deep colonising. Evidence shows that the liminal space of Māori wards is an opportunity to consider options for a way forward to reimagine local government as a place of belonging underpinned by Te Tiriti o Waitangi and Te Ao Māori principles. 
The research builds on decolonisation literatures that seek to unsettle the hegemony of Eurocentric institutions and systems within colonised countries such as Aotearoa. Providing a critical spatial perspective on the intersection of democracy, colonisation and Indigeneity, this thesis advances decolonising geographical knowledges. In particular, this research advances debates about democratic processes, exposing ways in which colonially-based local authority democratic mechanisms contribute to under-representation issues. A reimagined local government allows current hegemonic approaches to be rethought and provides insights for a shift towards genuine decolonising processes.

year: 2023