title: A retrospective case study of Kiribati identity through language camp participation

authors: Packham, Emma

abstract: This retrospective study examined the Ueen Kiribati Language Camps, which was funded by the Ministry for Pacific Peoples in 2022 and 2023, as part of a broader context of Pacific language and cultural revitalisation in Aotearoa, New Zealand. I-Kiribati methodology and thematic analysis of semi-structured interviews, combined with Maroro (dialogue, reminiscing, or storytelling), were used to examine the experiences and perspectives of five participants from various age groups.  

This study examined how I-Kiribati participants in two Ueen Kiribati Language Camps describe their cultural identity and the effects they reported from participation in the language camps that reinforce their sense of cultural identity and contribute to their cultural confidence. The immersive experience included both theoretical and practical workshops, facilitated by elders and older members. The findings challenged the assumptions that a sense of belonging depends on speaking the language fluently, having a single I-Kiribati identity, and living in Kiribati. The camps offered a supportive environment where dual, multiple, and diasporic I-Kiribati could gather and share experiences, and reconnect with each other, their language and culture. This research contributes to the ongoing discussions around language and cultural revitalisation, emphasising the need for community-led initiatives to sustain Pacific languages. The findings also have the potential to inform educational strategies and funding policy decision making and support other Pacific communities delivering similar programmes.

text: A retrospective case study of Kiribati identity through language camp participation This retrospective study examined the Ueen Kiribati Language Camps, which was funded by the Ministry for Pacific Peoples in 2022 and 2023, as part of a broader context of Pacific language and cultural revitalisation in Aotearoa, New Zealand. I-Kiribati methodology and thematic analysis of semi-structured interviews, combined with Maroro (dialogue, reminiscing, or storytelling), were used to examine the experiences and perspectives of five participants from various age groups.  

This study examined how I-Kiribati participants in two Ueen Kiribati Language Camps describe their cultural identity and the effects they reported from participation in the language camps that reinforce their sense of cultural identity and contribute to their cultural confidence. The immersive experience included both theoretical and practical workshops, facilitated by elders and older members. The findings challenged the assumptions that a sense of belonging depends on speaking the language fluently, having a single I-Kiribati identity, and living in Kiribati. The camps offered a supportive environment where dual, multiple, and diasporic I-Kiribati could gather and share experiences, and reconnect with each other, their language and culture. This research contributes to the ongoing discussions around language and cultural revitalisation, emphasising the need for community-led initiatives to sustain Pacific languages. The findings also have the potential to inform educational strategies and funding policy decision making and support other Pacific communities delivering similar programmes.

year: 2025

title: Neural networks for predicting the output of wind flow simulations over complex topographies

authors: Mayo, Michael

subjects: computer science

abstract: We use deep learning techniques to model computational fluid dynamics (CFD) simulations of wind flow over a complex topography. Our motivation is to "speed up" the optimisation of CFD-based simulations (such as the 3D wind farm layout optimisation problem) by developing surrogate models capable of predicting the output of a simulation at any given point in 3D space, given output from a set of training simulations that have already been run. Our promising results using TensorFlow show that deep neural networks can be learned to model CFD outputs with an error of as low as 2.5 meters per second.

text: Neural networks for predicting the output of wind flow simulations over complex topographies We use deep learning techniques to model computational fluid dynamics (CFD) simulations of wind flow over a complex topography. Our motivation is to "speed up" the optimisation of CFD-based simulations (such as the 3D wind farm layout optimisation problem) by developing surrogate models capable of predicting the output of a simulation at any given point in 3D space, given output from a set of training simulations that have already been run. Our promising results using TensorFlow show that deep neural networks can be learned to model CFD outputs with an error of as low as 2.5 meters per second.

year: 2018

title: Addressing diversity: Race, ethnicity, and culture in the classroom

authors: Bishop, Russell

subjects: New Zealand

abstract: The widely accepted educational goals for Maori, established at the first Hui Taumata Matauranga held in 2001, are that Maori ought to be able to live as Maori, actively participate as citizens of the world, and enjoy both good health and high standards of living (Durie, 2001). Together with the government goals of equipping learners with twenty-first century skills and reducing systemic underachievement in education, these goals inform the new 2008-2012 Maoni Education Strategy, Ka Hikitia Managing for Success (Ministry of Education, 2007), which has as its main strategic outcome: Maori students enjoying education success as Maori. Within this frame, there are four student outcomes for Maori: learning to learn, making a distinctive cultural contribution, contributing to Te Ao Maori, and contributing to Aotearoa/New Zealand and the world.

text: Addressing diversity: Race, ethnicity, and culture in the classroom The widely accepted educational goals for Maori, established at the first Hui Taumata Matauranga held in 2001, are that Maori ought to be able to live as Maori, actively participate as citizens of the world, and enjoy both good health and high standards of living (Durie, 2001). Together with the government goals of equipping learners with twenty-first century skills and reducing systemic underachievement in education, these goals inform the new 2008-2012 Maoni Education Strategy, Ka Hikitia Managing for Success (Ministry of Education, 2007), which has as its main strategic outcome: Maori students enjoying education success as Maori. Within this frame, there are four student outcomes for Maori: learning to learn, making a distinctive cultural contribution, contributing to Te Ao Maori, and contributing to Aotearoa/New Zealand and the world.

year: 2009