title: Social media platforms duty of care – Regulating online hate speech

authors: Tan, Rachel Sue Yin

abstract: There has been a proliferation of social media usage over the past decade. Social media platforms offer a convenient mode for virtual social interaction by providing relatively simple access to most people. However, there has been a recurring theme of harassment or bullying by way of hateful speech that causes social harm especially following the Christchurch terrorist attacks in 2019. New Zealand is at a point of inflexion when it comes to updating its laws to combat online hate speech. The manner in which statutory duty of care is proposed as law in other comparative jurisdictions (such as the UK and Australia) will be explored in order to establish whether it is beneficial and necessary to be adopted in New Zealand.

text: Social media platforms duty of care – Regulating online hate speech There has been a proliferation of social media usage over the past decade. Social media platforms offer a convenient mode for virtual social interaction by providing relatively simple access to most people. However, there has been a recurring theme of harassment or bullying by way of hateful speech that causes social harm especially following the Christchurch terrorist attacks in 2019. New Zealand is at a point of inflexion when it comes to updating its laws to combat online hate speech. The manner in which statutory duty of care is proposed as law in other comparative jurisdictions (such as the UK and Australia) will be explored in order to establish whether it is beneficial and necessary to be adopted in New Zealand.

year: 2022

title: Wallace’s approach to unsupervised learning: the Snob program

authors: Jorgensen, Murray A.

subjects: statistics

abstract: We describe the Snob program for unsupervised learning as it has evolved from its beginning in the 1960s until its present form. Snob uses the minimum message length principle expounded in Wallace and Freeman (Wallace, C.S. and Freeman, P.R. (1987) Estimation and inference by Compact coding. J. Roy. Statist. Soc. Ser. B, 49, 240–252.) and we indicate how Snob estimates class parameters using the approach of that paper. We will survey the evolution of Snob from these beginnings to the state that it has reached as described by Wallace and Dowe (Wallace, C.S. and Dowe, D.L. (2000) MMM mixture modelling of multi-state, Poisson, Von Mises Circular and Gaussian distributions. Stat. Comput., 10, 73–83.) We pay particular attention to the revision of Snob in the 1980s where definite assignment of things to classes was abandoned.

text: Wallace’s approach to unsupervised learning: the Snob program We describe the Snob program for unsupervised learning as it has evolved from its beginning in the 1960s until its present form. Snob uses the minimum message length principle expounded in Wallace and Freeman (Wallace, C.S. and Freeman, P.R. (1987) Estimation and inference by Compact coding. J. Roy. Statist. Soc. Ser. B, 49, 240–252.) and we indicate how Snob estimates class parameters using the approach of that paper. We will survey the evolution of Snob from these beginnings to the state that it has reached as described by Wallace and Dowe (Wallace, C.S. and Dowe, D.L. (2000) MMM mixture modelling of multi-state, Poisson, Von Mises Circular and Gaussian distributions. Stat. Comput., 10, 73–83.) We pay particular attention to the revision of Snob in the 1980s where definite assignment of things to classes was abandoned.

year: 2008

title: Genre and authentic written discourse in Maori and their relevance to the education of students in upper secondary and tertiary Maori-medium educational settings

authors: Houia-Roberts, Ngaere

subjects: Māori medium education

abstract: I report here on part of a research project whose primary aim was to investigate a range of authentic Māori texts in terms of the search for commonly occurring organisational and cognitive patterns, and to consider the pedagogic implications of this investigation in terms of the teaching of writing skills in Māori-medium educational settings. An examination of a range of text segments written by educated and highly proficient users of Māori suggests that, in terms of textual relationships, there are characteristic patterns of organisation that characterise the three genres that appear to be most commonly required of student writers in Māori-medium upper secondary and tertiary educational contexts, that is, the genres of arguing, explaining and describing. Another part of the project – an examination of whole texts in terms of overall, structuring – is reported in the next issue of this journal.

text: Genre and authentic written discourse in Maori and their relevance to the education of students in upper secondary and tertiary Maori-medium educational settings I report here on part of a research project whose primary aim was to investigate a range of authentic Māori texts in terms of the search for commonly occurring organisational and cognitive patterns, and to consider the pedagogic implications of this investigation in terms of the teaching of writing skills in Māori-medium educational settings. An examination of a range of text segments written by educated and highly proficient users of Māori suggests that, in terms of textual relationships, there are characteristic patterns of organisation that characterise the three genres that appear to be most commonly required of student writers in Māori-medium upper secondary and tertiary educational contexts, that is, the genres of arguing, explaining and describing. Another part of the project – an examination of whole texts in terms of overall, structuring – is reported in the next issue of this journal.

year: 2003-09