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: “Malamalama- Miss, it means to understand, but it can mean light also.”  Pasifika students’ perspectives of studying history in New Zealand.

authors: Reymer, Christina Helene

subjects: Pasifika

abstract: This thesis looks at Pasifika students’ perspectives of studying history in the New Zealand secondary school I currently teach in. The methodology for the thesis was centred on a Tongan research approach referred to as Talanoa. This is an informal conversation during which Year 13 history students, who felt they belonged to the Pasifika collective, shared their experiences, attitudes and perspectives of studying history.  The ideas and insights from the Talanoa are discussed and explored in this thesis. I contend that understanding the identities of our students is essential if we are to understand their experiences and perspectives of the enacted history curriculum and school programme. Therefore, this thesis explores the notion of identity formation, and looks at the various factors that shape the identities of the participants in this research. It is my view that as a result of lived rich cultural experiences Pasifika students have a personal sense of history. This in turn provides a unique lens through which they experience history in the classroom. This way of knowing the past influences their perspectives of the nature and purpose of history education. This includes how they see the role of interpretation in history, and how they find relevance or make connections with the historical contexts they study in the classroom history programme. I discuss curriculum theory that has informed my curriculum understandings. I reflect on the revised New Zealand Curriculum (Ministry of Education, 2007) and its supporting assessment policies in light of the implications for both history education in New Zealand, and for Pasifika students who receive this curriculum. It is my contention that the students in this research project demonstrated a deep understanding of history and provided valuable insights for teachers that may enhance teaching and learning experiences in the history classroom.

text: “Malamalama- Miss, it means to understand, but it can mean light also.”  Pasifika students’ perspectives of studying history in New Zealand. This thesis looks at Pasifika students’ perspectives of studying history in the New Zealand secondary school I currently teach in. The methodology for the thesis was centred on a Tongan research approach referred to as Talanoa. This is an informal conversation during which Year 13 history students, who felt they belonged to the Pasifika collective, shared their experiences, attitudes and perspectives of studying history.  The ideas and insights from the Talanoa are discussed and explored in this thesis. I contend that understanding the identities of our students is essential if we are to understand their experiences and perspectives of the enacted history curriculum and school programme. Therefore, this thesis explores the notion of identity formation, and looks at the various factors that shape the identities of the participants in this research. It is my view that as a result of lived rich cultural experiences Pasifika students have a personal sense of history. This in turn provides a unique lens through which they experience history in the classroom. This way of knowing the past influences their perspectives of the nature and purpose of history education. This includes how they see the role of interpretation in history, and how they find relevance or make connections with the historical contexts they study in the classroom history programme. I discuss curriculum theory that has informed my curriculum understandings. I reflect on the revised New Zealand Curriculum (Ministry of Education, 2007) and its supporting assessment policies in light of the implications for both history education in New Zealand, and for Pasifika students who receive this curriculum. It is my contention that the students in this research project demonstrated a deep understanding of history and provided valuable insights for teachers that may enhance teaching and learning experiences in the history classroom.

year: 2012

title: Waiwharangi

authors: Maxwell, Te Kahautu

abstract: Haka. Lyrics/Musical score composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (4mins)

Waiata: Tira Aroha
Whakaeke: Haere mai rā
Mōteatea: Te Pātere a Te Turuki
Poi: Iarararararī
Waiata ā ringa: Taku Mana Māori Motuhake
Haka: Waiwharangi
Whakawātea: Āio

text: Waiwharangi Haka. Lyrics/Musical score composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (4mins)

Waiata: Tira Aroha
Whakaeke: Haere mai rā
Mōteatea: Te Pātere a Te Turuki
Poi: Iarararararī
Waiata ā ringa: Taku Mana Māori Motuhake
Haka: Waiwharangi
Whakawātea: Āio

year: 2020-02-06