title: Action for improvement in our own contexts

authors: Bruce Ferguson, Pip

subjects: education

abstract: Discusses: The pedagogy of Paulo Freire – importance of emancipatory, not ‘banking’, education. Who needs emancipatory education in NZ, and why? Consideration of issues affecting Māori success in the New Zealand education system.

text: Action for improvement in our own contexts Discusses: The pedagogy of Paulo Freire – importance of emancipatory, not ‘banking’, education. Who needs emancipatory education in NZ, and why? Consideration of issues affecting Māori success in the New Zealand education system.

year: 2012

title: A late-Holocene and prehistoric record of environmental change from Lake Waikaremoana, New Zealand

authors: Newnham, Rewi M.

subjects: Palynology

abstract: Further evidence in support of a late pre-European (Polynesian) settlement of New Zealand is provided by an 1850-year-long tephropalynological record from a remote region in New Zealand's North Island. The earliest unequivocally anthropogenic forest clearance is estimated from sedimentation rates to have occurred c. 375 14C years BP (c. ad 1523–1631), although the radiocarbon chronology, shown by tephrochron ology to be erroneous due to hard-water effects, suggested this occurred c. 900 years earlier. Delineation of the anthropogenic era, and the distinction between human activity and other agents of environmental change in the pollen/spore diagram, are supported by cluster analysis and detrended correspondence analysis. Two distinct phases of forest clearance are evident during the pre-European era, reflecting local changes either in population pressure or settlement patterns. We note that the lull between the two phases of forest clearance coincides with the maximum of the ‘Little Ice Age’ within the period c. late ad 1600s to early 1800s.

text: A late-Holocene and prehistoric record of environmental change from Lake Waikaremoana, New Zealand Further evidence in support of a late pre-European (Polynesian) settlement of New Zealand is provided by an 1850-year-long tephropalynological record from a remote region in New Zealand's North Island. The earliest unequivocally anthropogenic forest clearance is estimated from sedimentation rates to have occurred c. 375 14C years BP (c. ad 1523–1631), although the radiocarbon chronology, shown by tephrochron ology to be erroneous due to hard-water effects, suggested this occurred c. 900 years earlier. Delineation of the anthropogenic era, and the distinction between human activity and other agents of environmental change in the pollen/spore diagram, are supported by cluster analysis and detrended correspondence analysis. Two distinct phases of forest clearance are evident during the pre-European era, reflecting local changes either in population pressure or settlement patterns. We note that the lull between the two phases of forest clearance coincides with the maximum of the ‘Little Ice Age’ within the period c. late ad 1600s to early 1800s.

year: 1998

title: Automating vocabulary tests and enriching online courses for language learners

authors: König, Jemma Lynette

subjects: Computer science

abstract: The past decade has seen a massive growth in online academic courses, most of which are offered in the English language. However, although more people speak English as their second language than as their first, online course providers do not offer language assistance. Providing online learners with language resources would allow them to both learn about a subject through a foreign language and learn the foreign language through the subject. This is referred to as “content-based language learning”. 

Supporting content-based language learning using online courses raises several challenges, three of which are addressed in this thesis. First, courses teach subjects in particular domains, but supporting domain-specific language requires knowledge of specialised vocabulary. This thesis develops an automated approach to generating domain-specific corpora and wordlists, extracting domain-specific vocabulary in a way that can be applied to any online course. 

Second, acquiring and measuring language come hand-in-hand. Tools that help learners acquire new language should also include methods for testing. This thesis takes an existing vocabulary test and automates it. This has two main advantages: it requires no assumed knowledge of the language, allowing automatic generation of vocabulary tests; and the tests reflect the wordlists used to create them, allowing them to be targeted toward a particular domain.

Finally, for content-based language learning to be used successfully, the language components must be smoothly integrated into courses without disturbing the original content. Furthermore, vocabulary support should include multi-word lexical items as well as single words. The thesis describes a tool that enhances online course content, via a browser extension. It is completely automated, though would also lend itself to selective teacher intervention. It is illustrated here with reference to courses offered by the FutureLearn MOOC consortium.

text: Automating vocabulary tests and enriching online courses for language learners The past decade has seen a massive growth in online academic courses, most of which are offered in the English language. However, although more people speak English as their second language than as their first, online course providers do not offer language assistance. Providing online learners with language resources would allow them to both learn about a subject through a foreign language and learn the foreign language through the subject. This is referred to as “content-based language learning”. 

Supporting content-based language learning using online courses raises several challenges, three of which are addressed in this thesis. First, courses teach subjects in particular domains, but supporting domain-specific language requires knowledge of specialised vocabulary. This thesis develops an automated approach to generating domain-specific corpora and wordlists, extracting domain-specific vocabulary in a way that can be applied to any online course. 

Second, acquiring and measuring language come hand-in-hand. Tools that help learners acquire new language should also include methods for testing. This thesis takes an existing vocabulary test and automates it. This has two main advantages: it requires no assumed knowledge of the language, allowing automatic generation of vocabulary tests; and the tests reflect the wordlists used to create them, allowing them to be targeted toward a particular domain.

Finally, for content-based language learning to be used successfully, the language components must be smoothly integrated into courses without disturbing the original content. Furthermore, vocabulary support should include multi-word lexical items as well as single words. The thesis describes a tool that enhances online course content, via a browser extension. It is completely automated, though would also lend itself to selective teacher intervention. It is illustrated here with reference to courses offered by the FutureLearn MOOC consortium.

year: 2019