title: Conceptions, language, culture and mathematics and the New Zealand curriculum.

authors: Bailey, Judy

subjects: conceptions of mathematics

abstract: In this paper we explore two conceptions of mathematics that are evident in literature. Mathematics as a static body of knowledge is one conception, and another is of mathematics being an endeavour that is constructive and creative. With the release of The New Zealand Curriculum (Ministry of Education, 2007), we formalised our ongoing debates about these conceptions by constructing and using metaphors to explore and refine our ideas. In some parts of the curriculum document, there is juxtaposition with a conception of mathematics being social, constructive and creative. However, other aspects of the document appear to reflect the conception of mathematics as a body of knowledge. We express a concern that this latter conception of mathematics may become privileged over other possibilities. We therefore explore what constructive, creative mathematics might look like in a classroom.

text: Conceptions, language, culture and mathematics and the New Zealand curriculum. In this paper we explore two conceptions of mathematics that are evident in literature. Mathematics as a static body of knowledge is one conception, and another is of mathematics being an endeavour that is constructive and creative. With the release of The New Zealand Curriculum (Ministry of Education, 2007), we formalised our ongoing debates about these conceptions by constructing and using metaphors to explore and refine our ideas. In some parts of the curriculum document, there is juxtaposition with a conception of mathematics being social, constructive and creative. However, other aspects of the document appear to reflect the conception of mathematics as a body of knowledge. We express a concern that this latter conception of mathematics may become privileged over other possibilities. We therefore explore what constructive, creative mathematics might look like in a classroom.

year: 2010

title: Development of a Method for Trace Analysis of Dioctyl Sodium Sulfosuccinate by Liquid Chromatography Mass Spectrometry and its Application to Samples from the MV Rena Incident

authors: Bernstein, Daniel Richard

subjects: Liquid chromatography

abstract: The grounding of the MV Rena off the coast of Tauranga, New Zealand in 2011 prompted the application of Corexit® oil spill dispersants in an attempt to mitigate the impact of the spilled oil to coastal ecosystems. A quantitative method was developed employing sonication assisted extraction from beach sand followed by sample clean up by solid phase extraction and analysis by liquid chromatography tandem mass spectrometry for the analysis of Corexit® component dioctyl sodium sulfosuccinate (DOSS) at trace levels. The chromatographic method included the use of a C8 stationary phase with a gradient elution and quantitation by an internal standard approach based on mass spectrometer instrument response. Validation studies gave recoveries of 72 ± 1.7% with an accuracy of 94%. Calibration curves were shown to have a linear range of 0 – 200 μg.L⁻¹. Application of the method to the available environmental samples showed no presence of DOSS.
An attempt was made to apply the instrumental method to heavy fuel oil (HFO) tar-balls and oiled sand samples. Multiple extraction techniques were trialled including liquid-liquid extraction, sonication assisted extraction and anion exchange chromatography with recovery experiments for each method being carried out. Analysis of the extracts showed that quantitative recovery of DOSS had not been achieved for any of the methods investigated.
The difficulties associated with extracting DOSS from HFO tar-balls and oil sands suggest that the application of DOSS to surface oil slicks results in the preferential partitioning of DOSS into HFO. This has implications with respect to the distribution of DOSS in the environment following application, subsequent environmental monitoring and the degradation of HFO components by microbial communities.

text: Development of a Method for Trace Analysis of Dioctyl Sodium Sulfosuccinate by Liquid Chromatography Mass Spectrometry and its Application to Samples from the MV Rena Incident The grounding of the MV Rena off the coast of Tauranga, New Zealand in 2011 prompted the application of Corexit® oil spill dispersants in an attempt to mitigate the impact of the spilled oil to coastal ecosystems. A quantitative method was developed employing sonication assisted extraction from beach sand followed by sample clean up by solid phase extraction and analysis by liquid chromatography tandem mass spectrometry for the analysis of Corexit® component dioctyl sodium sulfosuccinate (DOSS) at trace levels. The chromatographic method included the use of a C8 stationary phase with a gradient elution and quantitation by an internal standard approach based on mass spectrometer instrument response. Validation studies gave recoveries of 72 ± 1.7% with an accuracy of 94%. Calibration curves were shown to have a linear range of 0 – 200 μg.L⁻¹. Application of the method to the available environmental samples showed no presence of DOSS.
An attempt was made to apply the instrumental method to heavy fuel oil (HFO) tar-balls and oiled sand samples. Multiple extraction techniques were trialled including liquid-liquid extraction, sonication assisted extraction and anion exchange chromatography with recovery experiments for each method being carried out. Analysis of the extracts showed that quantitative recovery of DOSS had not been achieved for any of the methods investigated.
The difficulties associated with extracting DOSS from HFO tar-balls and oil sands suggest that the application of DOSS to surface oil slicks results in the preferential partitioning of DOSS into HFO. This has implications with respect to the distribution of DOSS in the environment following application, subsequent environmental monitoring and the degradation of HFO components by microbial communities.

year: 2015

title: An exploration of the role of semantic relations in the theory and practice of translation (with special reference to English/Māori and Māori/English translation)

authors: Roa, Tom

subjects: clause relations

abstract: It is over forty years since Beekman and Callow, working within the context of the tagmemic tradition, drew attention to the potential significance so far as the theory and practice of translation are concerned of inter-propositional relations (also referred to as ‘discourse relations’, 'semantic relations', ‘semantico-pragmatic relations’, 'rhetorical relations’ and ‘clause relations’).  Since then, the importance of these relations has been increasingly acknowledged within linguistics and a range of other disciplines, including artificial intelligence. In spite of this, inter-propositional relations remain largely unexplored by the vast majority of those involved in translation. My aim in this research project was to determine (a) what impact, if any, a short training course in inter-propositional relations and inter-propositional relational signalling had on novice Māori-English/ English-Māori translators, and (b)  what impact my own understanding of these relations has had on my own practice as a translator. In connection with this, I conducted two studies.  

In the first of these studies, two small groups of novice translators were asked to translate seven text segments - some from English into te reo Māori, others from te reo Māori into English. They were then given a two-day workshop on inter-propositional relations and inter-propositional relational signalling in English and te reo Māori. No translation exercises were included in the workshop. The novice translators were then asked to translate the same text segments again. Comparison of the two sets of translations revealed some interesting differences, the second set indicating a higher level of sensitivity to inter-propositional relations and their signalling in the original text segments. This resulted in, it is argued here, translations that more accurately reflect authorial intentions as indicated in the source texts (see Chapter 3). In connection with this, it is relevant to note that, as indicated in the introductory chapter (Chapter 1) and in parts of the literature review (Chapter 2), while some of those involved in the Western tradition of translation theory and practice have argued that authorial intention is largely irrelevant in relation to textual interpretation, this essentially post-structural positioning is not available to those involved in translating indigenous texts within the context of indigenous worldviews.

In the second study, I used self-reflective think-aloud protocols to record my thoughts during the process of translating, from English into te reo Māori, text segments from five very different texts, all of these translations having been commissioned by different commissioning agencies. I then, making reference to the think-aloud transcripts, compared the source texts with the translations to determine the ways in which my reflections on inter-propositional relations and their signalling had impacted on the translations (Chapter 4).

My overall conclusion is that an understanding of inter-propositional relations and inter-propositional relational signalling can make a positive contribution to the theory and practice of translation and should be included in translator training and in the teaching of additional languages more generally (Chapter 5).

text: An exploration of the role of semantic relations in the theory and practice of translation (with special reference to English/Māori and Māori/English translation) It is over forty years since Beekman and Callow, working within the context of the tagmemic tradition, drew attention to the potential significance so far as the theory and practice of translation are concerned of inter-propositional relations (also referred to as ‘discourse relations’, 'semantic relations', ‘semantico-pragmatic relations’, 'rhetorical relations’ and ‘clause relations’).  Since then, the importance of these relations has been increasingly acknowledged within linguistics and a range of other disciplines, including artificial intelligence. In spite of this, inter-propositional relations remain largely unexplored by the vast majority of those involved in translation. My aim in this research project was to determine (a) what impact, if any, a short training course in inter-propositional relations and inter-propositional relational signalling had on novice Māori-English/ English-Māori translators, and (b)  what impact my own understanding of these relations has had on my own practice as a translator. In connection with this, I conducted two studies.  

In the first of these studies, two small groups of novice translators were asked to translate seven text segments - some from English into te reo Māori, others from te reo Māori into English. They were then given a two-day workshop on inter-propositional relations and inter-propositional relational signalling in English and te reo Māori. No translation exercises were included in the workshop. The novice translators were then asked to translate the same text segments again. Comparison of the two sets of translations revealed some interesting differences, the second set indicating a higher level of sensitivity to inter-propositional relations and their signalling in the original text segments. This resulted in, it is argued here, translations that more accurately reflect authorial intentions as indicated in the source texts (see Chapter 3). In connection with this, it is relevant to note that, as indicated in the introductory chapter (Chapter 1) and in parts of the literature review (Chapter 2), while some of those involved in the Western tradition of translation theory and practice have argued that authorial intention is largely irrelevant in relation to textual interpretation, this essentially post-structural positioning is not available to those involved in translating indigenous texts within the context of indigenous worldviews.

In the second study, I used self-reflective think-aloud protocols to record my thoughts during the process of translating, from English into te reo Māori, text segments from five very different texts, all of these translations having been commissioned by different commissioning agencies. I then, making reference to the think-aloud transcripts, compared the source texts with the translations to determine the ways in which my reflections on inter-propositional relations and their signalling had impacted on the translations (Chapter 4).

My overall conclusion is that an understanding of inter-propositional relations and inter-propositional relational signalling can make a positive contribution to the theory and practice of translation and should be included in translator training and in the teaching of additional languages more generally (Chapter 5).

year: 2016