title: Hierarchical document clustering using automatically extracted keyphrases

authors: Jones, Steve

subjects: computer science

abstract: In this paper we present a technique for automatically generating hierarchical clusters of documents. Our technique exploits document keyphrases as features of the document space to support clustering. In fact, we cluster keyphrases rather than documents themselves and then associate documents with keyphrase clusters. We discuss alternative measures of similarity between ‘soft-clusters’ which seed Ward’s hierarchical clustering algorithm, and present the resulting cluster hierarchies that we have produced for a large collection of scientific technical reports. We analyse the effect of the alternative similarity measures and suggest improvement to our technique.

text: Hierarchical document clustering using automatically extracted keyphrases In this paper we present a technique for automatically generating hierarchical clusters of documents. Our technique exploits document keyphrases as features of the document space to support clustering. In fact, we cluster keyphrases rather than documents themselves and then associate documents with keyphrase clusters. We discuss alternative measures of similarity between ‘soft-clusters’ which seed Ward’s hierarchical clustering algorithm, and present the resulting cluster hierarchies that we have produced for a large collection of scientific technical reports. We analyse the effect of the alternative similarity measures and suggest improvement to our technique.

year: 2000-10

title: New Zealand women’s employment patterns: Diversity or homogeneity?

authors: Hillcoat-Nallétamby, Sarah

abstract: New Zealand has experienced sustained increases in women’s labour force participation since the post-war period. When observed across time, work patterns provide insights to the changing overall lifetime attachment of women to the labour market. Using data from the 1995 sample survey New Zealand Women: Family, Employment, Education, we present descriptive findings on the work patterns of women born between 1936 and 1965, and depict these patterns in terms of spells in and out of work. A cohort perspective is taken. We then proceed to summarise the details of these individual work histories using summary measures which can then be correlated with potential explanatory factors. The results show that by the age of 30, successive birth cohorts have experienced: (i) increasing complexities in their work and non-work trajectories; (ii) childbearing continues to depress women’s engagement in paid work across time; and (iii) the influence of educational attainment and ethnicity seems to be changing.

text: New Zealand women’s employment patterns: Diversity or homogeneity? New Zealand has experienced sustained increases in women’s labour force participation since the post-war period. When observed across time, work patterns provide insights to the changing overall lifetime attachment of women to the labour market. Using data from the 1995 sample survey New Zealand Women: Family, Employment, Education, we present descriptive findings on the work patterns of women born between 1936 and 1965, and depict these patterns in terms of spells in and out of work. A cohort perspective is taken. We then proceed to summarise the details of these individual work histories using summary measures which can then be correlated with potential explanatory factors. The results show that by the age of 30, successive birth cohorts have experienced: (i) increasing complexities in their work and non-work trajectories; (ii) childbearing continues to depress women’s engagement in paid work across time; and (iii) the influence of educational attainment and ethnicity seems to be changing.

year: 2004

title: Summerhill school is it possible in Aotearoa New Zealand?: Challenging the neo-liberal ideologies in our hegemonic schooling system

authors: Peck, Mikaere Michelle S.

subjects: Matriarchal society

abstract: The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. 
Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. 
In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling.
The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.

text: Summerhill school is it possible in Aotearoa New Zealand?: Challenging the neo-liberal ideologies in our hegemonic schooling system The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. 
Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. 
In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling.
The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.

year: 2009