title: Geografias do Corpo, Amor e Desejo: Uma Entrevista com Lynda Johnston (Geographies of the Body, Love and Desire: An Interview with Lynda Johnston)

authors: Maria Silva, Joseli

abstract: Lynda  Johnston’s  scientific  trajectory  has  impacted  the  global human geography, Brazil included. For some time, this geographer has  influenced  the  research  developed  by  the  Group  of  territorial studies at the State University of Ponta Grossa. Therefore,interviewing this important, geographer, feminist and queer rsearcher  is  a  great  honor  for  our  group. We  are  honored  to  haveher with us at the Revista Latino­-americana de Geografia e Gênero (Geography  and  Gender  Latin American  Journal),  not  only  for  her capability  and  contribution  to  the  development  of  geography,  but also for admiring her being and way of acting for the dismantling of social inequalities and hierarchies. The combination of her intellectual  competence  and sensitive  and humanitarian character makes Lynda Johnston one of the brightest minds in the contemporary human geography.

text: Geografias do Corpo, Amor e Desejo: Uma Entrevista com Lynda Johnston (Geographies of the Body, Love and Desire: An Interview with Lynda Johnston) Lynda  Johnston’s  scientific  trajectory  has  impacted  the  global human geography, Brazil included. For some time, this geographer has  influenced  the  research  developed  by  the  Group  of  territorial studies at the State University of Ponta Grossa. Therefore,interviewing this important, geographer, feminist and queer rsearcher  is  a  great  honor  for  our  group. We  are  honored  to  haveher with us at the Revista Latino­-americana de Geografia e Gênero (Geography  and  Gender  Latin American  Journal),  not  only  for  her capability  and  contribution  to  the  development  of  geography,  but also for admiring her being and way of acting for the dismantling of social inequalities and hierarchies. The combination of her intellectual  competence  and sensitive  and humanitarian character makes Lynda Johnston one of the brightest minds in the contemporary human geography.

year: 2021-10-15

title: Mining frequent closed graphs on evolving data streams

authors: Bifet, Albert

subjects: computer science

abstract: Graph mining is a challenging task by itself, and even more so when processing data streams which evolve in real-time. Data stream mining faces hard constraints regarding time and space for processing, and also needs to provide for concept drift detection. In this paper we present a framework for studying graph pattern mining on time-varying streams. Three new methods for mining frequent closed subgraphs are presented. All methods work on coresets of closed subgraphs, compressed representations of graph sets, and maintain these sets in a batch-incremental manner, but use different approaches to address potential concept drift. An evaluation study on datasets comprising up to four million graphs explores the strength and limitations of the proposed methods. To the best of our knowledge this is the first work on mining frequent closed subgraphs in non-stationary data streams.

text: Mining frequent closed graphs on evolving data streams Graph mining is a challenging task by itself, and even more so when processing data streams which evolve in real-time. Data stream mining faces hard constraints regarding time and space for processing, and also needs to provide for concept drift detection. In this paper we present a framework for studying graph pattern mining on time-varying streams. Three new methods for mining frequent closed subgraphs are presented. All methods work on coresets of closed subgraphs, compressed representations of graph sets, and maintain these sets in a batch-incremental manner, but use different approaches to address potential concept drift. An evaluation study on datasets comprising up to four million graphs explores the strength and limitations of the proposed methods. To the best of our knowledge this is the first work on mining frequent closed subgraphs in non-stationary data streams.

year: 2011

title: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana

authors: Woller, Paul Robert

subjects: Ngāi Tamarāwaho

abstract: Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

text: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

year: 2016