title: Clustering documents using a Wikipedia-based concept representation

authors: Huang, Anna

subjects: Machine learning

abstract: This paper shows how Wikipedia and the semantic knowledge it contains can be exploited for document clustering. We first create a concept-based document representation by mapping the terms and phrases within documents to their corresponding articles (or concepts) in Wikipedia. We also developed a similarity measure that evaluates the semantic relatedness between concept sets for two documents. We test the concept-based representation and the similarity measure on two standard text document datasets. Empirical results show that although further optimizations could be performed, our approach already improves upon related techniques.

text: Clustering documents using a Wikipedia-based concept representation This paper shows how Wikipedia and the semantic knowledge it contains can be exploited for document clustering. We first create a concept-based document representation by mapping the terms and phrases within documents to their corresponding articles (or concepts) in Wikipedia. We also developed a similarity measure that evaluates the semantic relatedness between concept sets for two documents. We test the concept-based representation and the similarity measure on two standard text document datasets. Empirical results show that although further optimizations could be performed, our approach already improves upon related techniques.

year: 2009

title: Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice.

authors: Reinsfield, Elizabeth

subjects: Activity theory

abstract: Technology education in the New Zealand context provides an opportunity for schools and teachers to offer future-focused, and innovative learning opportunities for all their learners, regardless of social or academic need. Teacher perceptions of the purpose of technology education influences the way that they interpret and make meaning of the curriculum in their school context. This article draws upon the emerging findings from a research project which explores how teachers’ knowledge of practice was mediated during professional development in two secondary schools. The findings suggest that teachers’ understandings can be deduced from their use of language, which is shaped in culturally meaningful ways. The article draws upon activity theory to illustrate two disparate approaches to discussing the delivery of technology education in the New Zealand context.

text: Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice. Technology education in the New Zealand context provides an opportunity for schools and teachers to offer future-focused, and innovative learning opportunities for all their learners, regardless of social or academic need. Teacher perceptions of the purpose of technology education influences the way that they interpret and make meaning of the curriculum in their school context. This article draws upon the emerging findings from a research project which explores how teachers’ knowledge of practice was mediated during professional development in two secondary schools. The findings suggest that teachers’ understandings can be deduced from their use of language, which is shaped in culturally meaningful ways. The article draws upon activity theory to illustrate two disparate approaches to discussing the delivery of technology education in the New Zealand context.

year: 2016

title: Māori cultural definitions of sexual violence.

authors: Pihama, Leonie

abstract: Exploring definitions of sexual violence in Aotearoa highlights that on the whole such definitions are located within dominant Pākehā frameworks that do not provide adequately for understanding the context of sexual violence for Māori. As such Māori working in the area of healing the trauma of sexual violence have been developing frameworks which are enabling of culturally defined understandings and traditional knowledge as a basis by which to understand sexual violence in Aotearoa. Informed by te reo and tikanga Māori (Māori language and culture) Māori healers, social workers and health providers have moved beyond western definitions and have highlighted the link between acts of sexual violence and the violence of colonial invasion. This article explores Māori perspectives of the origins and impacts of sexual violence for Māori and advocates for Kaupapa Māori and decolonising approaches to be more fully supported and engaged in dealing with these issues within our communities.

text: Māori cultural definitions of sexual violence. Exploring definitions of sexual violence in Aotearoa highlights that on the whole such definitions are located within dominant Pākehā frameworks that do not provide adequately for understanding the context of sexual violence for Māori. As such Māori working in the area of healing the trauma of sexual violence have been developing frameworks which are enabling of culturally defined understandings and traditional knowledge as a basis by which to understand sexual violence in Aotearoa. Informed by te reo and tikanga Māori (Māori language and culture) Māori healers, social workers and health providers have moved beyond western definitions and have highlighted the link between acts of sexual violence and the violence of colonial invasion. This article explores Māori perspectives of the origins and impacts of sexual violence for Māori and advocates for Kaupapa Māori and decolonising approaches to be more fully supported and engaged in dealing with these issues within our communities.

year: 2016