title: How the dragons work: searching in a web

authors: Witten, Ian H.

subjects: computer science

abstract: Search engines -- "web dragons" -- are the portals through which we access society's treasure trove of information. They do not publish the algorithms they use to sort and filter information, yet how they work is one of the most important questions of our time. Google's PageRank is a way of measuring the prestige of each web page in terms of who links to it: it reflects the experience of a surfer condemned to click randomly around the web forever. The HITS technique distinguishes "hubs" that point to reputable sources from "authorities," the sources themselves. This helps differentiate communities on the web, which in turn can tease out alternative interpretations of ambiguous query terms. RankNet uses machine learning techniques to rank documents by predicting relevance judgments based on training data. This article explains in non-technical terms how the dragons work.

text: How the dragons work: searching in a web Search engines -- "web dragons" -- are the portals through which we access society's treasure trove of information. They do not publish the algorithms they use to sort and filter information, yet how they work is one of the most important questions of our time. Google's PageRank is a way of measuring the prestige of each web page in terms of who links to it: it reflects the experience of a surfer condemned to click randomly around the web forever. The HITS technique distinguishes "hubs" that point to reputable sources from "authorities," the sources themselves. This helps differentiate communities on the web, which in turn can tease out alternative interpretations of ambiguous query terms. RankNet uses machine learning techniques to rank documents by predicting relevance judgments based on training data. This article explains in non-technical terms how the dragons work.

year: 2006

title: Reflective writing in student journals: Using scholarship to promote deeper levels of reflective writing in student journals

authors: Hume, Anne Christine

subjects: education

abstract: Over several years I have been developing and researching the impact of an initiative involving student journals that I introduced into my tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science.

text: Reflective writing in student journals: Using scholarship to promote deeper levels of reflective writing in student journals Over several years I have been developing and researching the impact of an initiative involving student journals that I introduced into my tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science.

year: 2008

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