title: Mining scientific trends based on topics in conference call for papers

authors: Bakar, Abu

abstract: Ever since analyzing scientific topics and evolution of technology have become vital for researchers, academics, funding institutes and research administration departments, there is a crucial need to mine scientific trends to fill this appetite more rigorously. In this paper, we procured a novel Call for Papers (CFPs) dataset in order to analyze scientific evolution and prestige of conferences that set scientific trends using scientific publications indexed in DBLP. Using ACM CSS, 1.3 million publications that appear in 146 data mining conferences are mapped into different thematic areas by matching the terms that appear in publication titles with ACM CSS. In recent years, an attempt termed as Topic Detection and Tracking (TDT) [1] is made to find the solution for the problem of "well-awareness" on this dynamic data. As conference ranking has been made by different forums on the basis of mixed indicators1. ERA2 ranks Australia's higher education research institutions. The major contributions of this paper are as follows: (i) compilation of CFPs dataset, (ii) identification of topics and keywords from CFP corpus, and (iii) measure the impact of these extracted hot topics from CFPs.

text: Mining scientific trends based on topics in conference call for papers Ever since analyzing scientific topics and evolution of technology have become vital for researchers, academics, funding institutes and research administration departments, there is a crucial need to mine scientific trends to fill this appetite more rigorously. In this paper, we procured a novel Call for Papers (CFPs) dataset in order to analyze scientific evolution and prestige of conferences that set scientific trends using scientific publications indexed in DBLP. Using ACM CSS, 1.3 million publications that appear in 146 data mining conferences are mapped into different thematic areas by matching the terms that appear in publication titles with ACM CSS. In recent years, an attempt termed as Topic Detection and Tracking (TDT) [1] is made to find the solution for the problem of "well-awareness" on this dynamic data. As conference ranking has been made by different forums on the basis of mixed indicators1. ERA2 ranks Australia's higher education research institutions. The major contributions of this paper are as follows: (i) compilation of CFPs dataset, (ii) identification of topics and keywords from CFP corpus, and (iii) measure the impact of these extracted hot topics from CFPs.

year: 2018

title: Connecting with tephras: principles, functioning, and applications of tephrochronology in Quaternary science

authors: Lowe, David J.

abstract: Tephrochronology is a unique method for linking and dating geological, palaeoecological, palaeoclimatic, or archaeological sequences or events. The method relies firstly on stratigraphy and the law of superposition, which apply in any study that connects or correlates deposits from one place to another. Secondly, it relies on characterising and hence identifying or ‘fingerprinting’ tephra layers using either physical properties evident in the field or those obtained from laboratory analysis, including mineralogical examination by optical microscopy or geochemical analysis of glass shards or crystals (e.g., Fe-Ti oxides, ferromagnesian minerals) using the electron microprobe and other tools. Thirdly, the method is enhanced when a numerical age is obtained for a tephra layer by (1) radiometric methods such as radiocarbon, fission-track, U-series, or Ar/Ar dating, (2) incremental dating methods including dendrochronology or varved sediments or layering in ice cores, or (3) age-equivalent methods such as palaeomagnetism or correlation with marine oxygen isotope stages or palynostratigraphy. Once known, that age can be transferred from one site to the next using stratigraphic methods and by matching compositional characteristics, i.e., comparing ‘fingerprints’ from each layer. Used this way, tephrochronology is an age-equivalent dating method.

text: Connecting with tephras: principles, functioning, and applications of tephrochronology in Quaternary science Tephrochronology is a unique method for linking and dating geological, palaeoecological, palaeoclimatic, or archaeological sequences or events. The method relies firstly on stratigraphy and the law of superposition, which apply in any study that connects or correlates deposits from one place to another. Secondly, it relies on characterising and hence identifying or ‘fingerprinting’ tephra layers using either physical properties evident in the field or those obtained from laboratory analysis, including mineralogical examination by optical microscopy or geochemical analysis of glass shards or crystals (e.g., Fe-Ti oxides, ferromagnesian minerals) using the electron microprobe and other tools. Thirdly, the method is enhanced when a numerical age is obtained for a tephra layer by (1) radiometric methods such as radiocarbon, fission-track, U-series, or Ar/Ar dating, (2) incremental dating methods including dendrochronology or varved sediments or layering in ice cores, or (3) age-equivalent methods such as palaeomagnetism or correlation with marine oxygen isotope stages or palynostratigraphy. Once known, that age can be transferred from one site to the next using stratigraphic methods and by matching compositional characteristics, i.e., comparing ‘fingerprints’ from each layer. Used this way, tephrochronology is an age-equivalent dating method.

year: 2013

title: Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand

authors: Cruse, Diana Caroline Annavale

subjects: Engagement

abstract: This research sees my interests coalesce into a particular focus on how collaborative partnerships with parents/caregivers can provide whānau Māori with opportunities to strengthen wellbeing in their own lives. It is located in Aotearoa New Zealand and within the context of Te Whāriki (Ministry of Education, 1996), Aotearoa New Zealand’s early childhood curriculum.  The Ministry of Education has a target that 98% of all children in Aotearoa New Zealand under 5 will attend an early childhood education setting (Ministry of Education, 2016), with Māori children having lower participation rates than the national participation rate (Ministry of Education, 2013).  The premise for this thesis is that meaningful whānau engagement in early learning contexts within Aotearoa New Zealand can empower whānau Māori, and honour the promises made in Te Tiriti o Waitangi of partnership, participation, and protection.
Therefore, this thesis sets out to examine what constitutes meaningful engagement for whānau Māori in an early childhood setting in Aotearoa New Zealand, and how meaningful engagement can assist whānau to enjoy an increase of wellbeing.
To explore this issue, I conducted research within an early childhood setting in Aotearoa New Zealand, using methodologies of Kaupapa Māori Research and Narrative Inquiry.  I listened to the narratives of whānau Māori indicating how meaningful engagement was created for them, and investigated if links were generated between engagement and wellbeing for their whānau. These links were identified in the literature as significant levers for educational success.
This research discovered three stages of engagement for the whānau Māori who participated in this study: establishing engagement, developing engagement and solidifying engagement.  Once created, meaningful engagement can lead to flourishing, indicating that there is relationship between meaningful engagement and whānau wellbeing.

text: Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand This research sees my interests coalesce into a particular focus on how collaborative partnerships with parents/caregivers can provide whānau Māori with opportunities to strengthen wellbeing in their own lives. It is located in Aotearoa New Zealand and within the context of Te Whāriki (Ministry of Education, 1996), Aotearoa New Zealand’s early childhood curriculum.  The Ministry of Education has a target that 98% of all children in Aotearoa New Zealand under 5 will attend an early childhood education setting (Ministry of Education, 2016), with Māori children having lower participation rates than the national participation rate (Ministry of Education, 2013).  The premise for this thesis is that meaningful whānau engagement in early learning contexts within Aotearoa New Zealand can empower whānau Māori, and honour the promises made in Te Tiriti o Waitangi of partnership, participation, and protection.
Therefore, this thesis sets out to examine what constitutes meaningful engagement for whānau Māori in an early childhood setting in Aotearoa New Zealand, and how meaningful engagement can assist whānau to enjoy an increase of wellbeing.
To explore this issue, I conducted research within an early childhood setting in Aotearoa New Zealand, using methodologies of Kaupapa Māori Research and Narrative Inquiry.  I listened to the narratives of whānau Māori indicating how meaningful engagement was created for them, and investigated if links were generated between engagement and wellbeing for their whānau. These links were identified in the literature as significant levers for educational success.
This research discovered three stages of engagement for the whānau Māori who participated in this study: establishing engagement, developing engagement and solidifying engagement.  Once created, meaningful engagement can lead to flourishing, indicating that there is relationship between meaningful engagement and whānau wellbeing.

year: 2017