title: Weaving a "Hybrid Mat": Samoa meets the Solomons.

authors: Whyte, Barbara

subjects: narrative

abstract: Developed nations providing aid and educational support for less wealthy countries, have frequently imposed their own ideas and practices in a top-down manner. A recent collaborative aid project between the New Zealand and Solomon Islands Governments, has been more equitable by developing the project as a "Partnership". As a New Zealander involved with this project, I found participation in the Partnership activities to be rewarding and enlightening. The metaphor of a "hybrid mat" is used to weave together narratives from my pre-Partnership life and career events with narratives from my partnership experiences. Clandinin and Connelly's renowned concept of "stories" is utilised throughout to illustrate how perceptions of events can vary from person to person. "Cover" stories (the "official" narrative of events for outsiders); "secret" stories (narratives available only to insiders); and "re-storying" (placing a story within a context/place and negotiating the meanings of the story) are concepts used to illustrate the complexity and multiple explanations and understandings that come from narratives. It is through "re-storying" the combined "cover" and "secret" stories that a third space of understanding is revealed. This article traces the process and product of understanding and re-storying a particular "hybrid mat" for the writer.

text: Weaving a "Hybrid Mat": Samoa meets the Solomons. Developed nations providing aid and educational support for less wealthy countries, have frequently imposed their own ideas and practices in a top-down manner. A recent collaborative aid project between the New Zealand and Solomon Islands Governments, has been more equitable by developing the project as a "Partnership". As a New Zealander involved with this project, I found participation in the Partnership activities to be rewarding and enlightening. The metaphor of a "hybrid mat" is used to weave together narratives from my pre-Partnership life and career events with narratives from my partnership experiences. Clandinin and Connelly's renowned concept of "stories" is utilised throughout to illustrate how perceptions of events can vary from person to person. "Cover" stories (the "official" narrative of events for outsiders); "secret" stories (narratives available only to insiders); and "re-storying" (placing a story within a context/place and negotiating the meanings of the story) are concepts used to illustrate the complexity and multiple explanations and understandings that come from narratives. It is through "re-storying" the combined "cover" and "secret" stories that a third space of understanding is revealed. This article traces the process and product of understanding and re-storying a particular "hybrid mat" for the writer.

year: 2011

title: Tag based models of English text

authors: Teahan, W.J.

subjects: computer science

abstract: The problem of compressing English text is important both because of the ubiquity of English as a target for compression and because of the light that compression can shed on the structure of English. English text is examined in conjunction with additional information about the parts of speech of each word in the text (these are referred to as “tags”). It is shown that the tags plus the text can be compressed more than the text alone. Essentially the tags can be compressed for nothing or even a small net saving in size. A comparison is made of a number of different ways of integrating compression of tags and text using an escape mechanism similar to PPM. These are also compared with standard word based and character based compression programs. The result is that the tag character and word based schemes always outperform the character based schemes. Overall, the tag based schemes outperform the word based schemes. We conclude by conjecturing that tags chosen for compression rather than linguistic purposes would perform even better.

text: Tag based models of English text The problem of compressing English text is important both because of the ubiquity of English as a target for compression and because of the light that compression can shed on the structure of English. English text is examined in conjunction with additional information about the parts of speech of each word in the text (these are referred to as “tags”). It is shown that the tags plus the text can be compressed more than the text alone. Essentially the tags can be compressed for nothing or even a small net saving in size. A comparison is made of a number of different ways of integrating compression of tags and text using an escape mechanism similar to PPM. These are also compared with standard word based and character based compression programs. The result is that the tag character and word based schemes always outperform the character based schemes. Overall, the tag based schemes outperform the word based schemes. We conclude by conjecturing that tags chosen for compression rather than linguistic purposes would perform even better.

year: 1997-11

title: Taku manatawa, taku manapou. The learning of te reo Māori in adulthood: Perceptions of its contribution to overall wellbeing

authors: Rolleston, Jamie Huia

subjects: maori

abstract: Ko te tāhuhu o tēnei whare rangahau ko te toiora o te tangata. Ko te tūāpapa o te whare, ko te reo Māori. E toru ngā pou tūhono i te tāhuhu ki te papa, mō tēnei rangahau ko aua pou ko te oranga wairua, ko te oranga whānau, ko te oranga tinana. Ko tā tēnei rangahau he āta mātai i aua pou e toru e toko ana i te toiora o te tangata, ā, kia mātai hoki i te hononga o te reo Māori ki aua pou e toru me te toiora tangata.
Ko te pātai matua kei te aroaro o tēnei rangahau ko tēnei : He aha ngā hua o te ako i te reo Māori hei reo tuarua mō te hunga pakeke ake i te tekau mā waru tau?
E toru ngā wāhanga o te pātai matua:
1. He aha ngā hua ā-wairua?
2. He aha ngā hua ā-whānau?
3. He aha ngā hua ā-tinana?
E toru hoki ngā huarahi i whāia ai kia rapua he whakautu ki aua pātai. Tuatahi ake, i tirohia ngā mātātuhi maha e hāngai ana ki te toiora tangata (Upoko tuarua), arā, ko ngā kōrero a ngā mātanga o te ao whānui, o te ao Māori hoki kua whakawhārikitia kētia ki runga i tēnei kaupapa. Ka rua, i tīmata āku ake ketuketunga ki tētahi pākiki ā-ipurangi, ā, i tukuna atu tēnā ki te marea kia whai māramatanga mō ngā momo pānga a te reo Māori ki a rātou (Upoko tuatoru). Ka mutu, i uiuitia tokorima ngā tāngata kia rongo ai i ō rātou wheako ako i te reo me ngā hua i puta mai ki a rātou (Upoko tuawhā).
E ai ki te hunga i whai wāhi mai ki tēnei rangahau ko te hua nui o te reo Māori ko te whai hononga ki te ao Māori me te tuakiri Māori. I puta mai tēnei kōrero i roto i te pākiki me ngā uiuinga. He mātotoru ngā kōrero a te hunga nei mō te kimi i te mea ngaro, ā, mā te ako i te reo Māori i kitea te mea i te ngaro, anō nei i whakakīkīngia tētahi rua ki roto i te tangata. I roto i te pākiki me ngā uiuinga i kumea mai ai i te hunga nei ngā kōrero mō ō rātou oranga i mua i te ako i te reo, i te tīmatanga o te ako i te reo, me te nāianei hoki, ā, he mārakerake noa te kitea he hoa haere te whanaketanga o te reo Māori me te whanaketanga o te taha Māori o te tangata me tōna māramatanga ki a ia anō, ā, mā reira e piki ai he taha toiora o te tangata. I tua atu i wēnei hua, he maha kē atu ngā hua o te reo i puta mai ai i te rangahau nei, ko te whai hononga ki te taiao, ki te whakapapa, ko te whakapiki māia, ā, ko te whai mahi hoki ētahi o ngā hua i tino kitea i roto i ngā whakautu a tēnei hunga.

text: Taku manatawa, taku manapou. The learning of te reo Māori in adulthood: Perceptions of its contribution to overall wellbeing Ko te tāhuhu o tēnei whare rangahau ko te toiora o te tangata. Ko te tūāpapa o te whare, ko te reo Māori. E toru ngā pou tūhono i te tāhuhu ki te papa, mō tēnei rangahau ko aua pou ko te oranga wairua, ko te oranga whānau, ko te oranga tinana. Ko tā tēnei rangahau he āta mātai i aua pou e toru e toko ana i te toiora o te tangata, ā, kia mātai hoki i te hononga o te reo Māori ki aua pou e toru me te toiora tangata.
Ko te pātai matua kei te aroaro o tēnei rangahau ko tēnei : He aha ngā hua o te ako i te reo Māori hei reo tuarua mō te hunga pakeke ake i te tekau mā waru tau?
E toru ngā wāhanga o te pātai matua:
1. He aha ngā hua ā-wairua?
2. He aha ngā hua ā-whānau?
3. He aha ngā hua ā-tinana?
E toru hoki ngā huarahi i whāia ai kia rapua he whakautu ki aua pātai. Tuatahi ake, i tirohia ngā mātātuhi maha e hāngai ana ki te toiora tangata (Upoko tuarua), arā, ko ngā kōrero a ngā mātanga o te ao whānui, o te ao Māori hoki kua whakawhārikitia kētia ki runga i tēnei kaupapa. Ka rua, i tīmata āku ake ketuketunga ki tētahi pākiki ā-ipurangi, ā, i tukuna atu tēnā ki te marea kia whai māramatanga mō ngā momo pānga a te reo Māori ki a rātou (Upoko tuatoru). Ka mutu, i uiuitia tokorima ngā tāngata kia rongo ai i ō rātou wheako ako i te reo me ngā hua i puta mai ki a rātou (Upoko tuawhā).
E ai ki te hunga i whai wāhi mai ki tēnei rangahau ko te hua nui o te reo Māori ko te whai hononga ki te ao Māori me te tuakiri Māori. I puta mai tēnei kōrero i roto i te pākiki me ngā uiuinga. He mātotoru ngā kōrero a te hunga nei mō te kimi i te mea ngaro, ā, mā te ako i te reo Māori i kitea te mea i te ngaro, anō nei i whakakīkīngia tētahi rua ki roto i te tangata. I roto i te pākiki me ngā uiuinga i kumea mai ai i te hunga nei ngā kōrero mō ō rātou oranga i mua i te ako i te reo, i te tīmatanga o te ako i te reo, me te nāianei hoki, ā, he mārakerake noa te kitea he hoa haere te whanaketanga o te reo Māori me te whanaketanga o te taha Māori o te tangata me tōna māramatanga ki a ia anō, ā, mā reira e piki ai he taha toiora o te tangata. I tua atu i wēnei hua, he maha kē atu ngā hua o te reo i puta mai ai i te rangahau nei, ko te whai hononga ki te taiao, ki te whakapapa, ko te whakapiki māia, ā, ko te whai mahi hoki ētahi o ngā hua i tino kitea i roto i ngā whakautu a tēnei hunga.

year: 2015