title: A hybrid architecture for labelling bilingual Māori-English tweets

authors: Trye, David

subjects: borrowing

abstract: Most large-scale language detection tools perform poorly at identifying Māori text. Moreover, rule-based and machine learning-based techniques devised specifically for the Māori-English language pair struggle with interlingual homographs. We develop a hybrid architecture that couples Māori-language orthography with machine learning models in order to annotate mixed Māori-English text. This architecture is used to label a new bilingual Twitter corpus at both the token (word) and tweet (sentence) levels. We use the collected tweets to show that the hybrid approach outperforms existing systems with respect to language detection of interlingual homographs and overall accuracy. We also evaluate its performance on out-of-domain data. Two interactive visualisations are provided for exploring the Twitter corpus and comparing errors across the new and existing techniques. The architecture code and visualisations are available online, and the corpus is available on request.

text: A hybrid architecture for labelling bilingual Māori-English tweets Most large-scale language detection tools perform poorly at identifying Māori text. Moreover, rule-based and machine learning-based techniques devised specifically for the Māori-English language pair struggle with interlingual homographs. We develop a hybrid architecture that couples Māori-language orthography with machine learning models in order to annotate mixed Māori-English text. This architecture is used to label a new bilingual Twitter corpus at both the token (word) and tweet (sentence) levels. We use the collected tweets to show that the hybrid approach outperforms existing systems with respect to language detection of interlingual homographs and overall accuracy. We also evaluate its performance on out-of-domain data. Two interactive visualisations are provided for exploring the Twitter corpus and comparing errors across the new and existing techniques. The architecture code and visualisations are available online, and the corpus is available on request.

year: 2022

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

title: Hidden hardship in Aotearoa: An explorative study of older adult hardship

authors: Jex-Blake, Rebecca Beryl

subjects: Older adult

abstract: Poverty remains one of the most urgent issues in modern times (Lister, 2004). One fifth of older New Zealanders report hardship (Ministry of Social Development 2018), yet little is known about the daily experience of living in hardship as an older adult New Zealander. Financial hardship in older adult populations is strongly associated with increased mental health concerns, limited social resources and deteriorating physical health. To exacerbate matters, New Zealand is an aging nation, a factor which leads to increased strain on services that are already under considerable pressure. The situation for this demographic can be compromised by limited savings, the need to care for grandchildren and escalating living costs, which means this demographic is more vulnerable. To examine older adult hardship in New Zealand, I undertook a qualitative study that involved in-depth interviews with four participants about the challenges of living in hardship as an older New Zealander. Specific challenges experienced by the participants in relationship to their hardship included self-perceived and externally perceived illegitimacy to receive help, and the requirement to portray themselves as valued members of society. Analysis revealed that the participants’ narratives reflected the challenge of interacting with the shame and stigma promoted by wider neoliberal social narratives about ageing and the poor. Agentive strategies actioned were tactics such as delegitimization of dependency, positive fatalism, humour, othering and withdrawal from society. These strategies result in the hiding and minimization of their experiences of hardship, which can perpetuate the issue of older adult hardship.

text: Hidden hardship in Aotearoa: An explorative study of older adult hardship Poverty remains one of the most urgent issues in modern times (Lister, 2004). One fifth of older New Zealanders report hardship (Ministry of Social Development 2018), yet little is known about the daily experience of living in hardship as an older adult New Zealander. Financial hardship in older adult populations is strongly associated with increased mental health concerns, limited social resources and deteriorating physical health. To exacerbate matters, New Zealand is an aging nation, a factor which leads to increased strain on services that are already under considerable pressure. The situation for this demographic can be compromised by limited savings, the need to care for grandchildren and escalating living costs, which means this demographic is more vulnerable. To examine older adult hardship in New Zealand, I undertook a qualitative study that involved in-depth interviews with four participants about the challenges of living in hardship as an older New Zealander. Specific challenges experienced by the participants in relationship to their hardship included self-perceived and externally perceived illegitimacy to receive help, and the requirement to portray themselves as valued members of society. Analysis revealed that the participants’ narratives reflected the challenge of interacting with the shame and stigma promoted by wider neoliberal social narratives about ageing and the poor. Agentive strategies actioned were tactics such as delegitimization of dependency, positive fatalism, humour, othering and withdrawal from society. These strategies result in the hiding and minimization of their experiences of hardship, which can perpetuate the issue of older adult hardship.

year: 2021