Changes in the pronunciation of Māori and implications for teachers and learners of Māori

This paper discusses changes in the pronunciation of Māori and implications for teachers and learners of Māori. Data on changes in the pronunciation of Māori derives from the MAONZE project (Māori and New Zealand English with support from the Marsden fund). The project uses recordings from three sets of speakers to track changes in the pronunciation of Māori and evaluate influence from English. Results from the project show changes in both vowel quality and vowel duration and some evidence of diphthong mergers in pairs such as ai/ae and ou/au, especially amongst the younger speakers. In terms of duration the younger speakers are producing smaller length distinctions between long/short vowel pairs other than /ā, a/. We discuss the implications of such changes for those teaching Māori and for students learning Māori as a subject. These changes raise interesting questions concerning the pronunciation of Māori by future generations

/u/ fronting and /t/ aspiration in Māori and New Zealand English

This article examines the relationship between the frontness of /u/ and the aspiration of /t/ in both Māori and New Zealand English (NZE). In both languages, these processes can be observed since the earliest recordings dating from the latter part of the nineteenth century. We report analyses of these developments for three groups of male speakers of Māori spanning the twentieth century. We compare the Māori analyses with analyses of related features of the speakers' English and of the English of monolingual contemporaries. The occurrence of these processes in Māori cannot be seen simply as interference from NZE as the Māori-speaking population became increasingly bilingual. We conclude that it was the arrival of English with its contrast between aspirated and unaspirated plosives, rather than direct borrowing, that was the trigger for the fronting of the hitherto stable back Māori /u/ vowel together with increased aspiration of /t/ before both /i/ and /u/

The Blizzard Challenge 2008

The Blizzard Challenge 2008 was the fourth annual Blizzard Challenge. This year, participants were asked to build two voices from a UK English corpus and one voice from a Man- darin Chinese corpus. This is the first time that a language other than English has been included and also the first time that a large UK English corpus has been available. In addi- tion, the English corpus contained somewhat more expressive speech than that found in corpora used in previous Blizzard Challenges. To assist participants with limited resources or limited ex- perience in UK-accented English or Mandarin, unaligned la- bels were provided for both corpora and for the test sentences. Participants could use the provided labels or create their own. An accent-specific pronunciation dictionary was also available for the English speaker. A set of test sentences was released to participants, who were given a limited time in which to synthesise them and submit the synthetic speech. An online listening test was con- ducted, to evaluate naturalness, intelligibility and degree of similarity to the original speaker

A framework for automated anomaly detection in high frequency water-quality data from in situ sensors

River water-quality monitoring is increasingly conducted using automated in situ sensors, enabling timelier identification of unexpected values. However, anomalies caused by technical issues confound these data, while the volume and velocity of data prevent manual detection. We present a framework for automated anomaly detection in high-frequency water-quality data from in situ sensors, using turbidity, conductivity and river level data. After identifying end-user needs and defining anomalies, we ranked their importance and selected suitable detection methods. High priority anomalies included sudden isolated spikes and level shifts, most of which were classified correctly by regression-based methods such as autoregressive integrated moving average models. However, using other water-quality variables as covariates reduced performance due to complex relationships among variables. Classification of drift and periods of anomalously low or high variability improved when we applied replaced anomalous measurements with forecasts, but this inflated false positive rates. Feature-based methods also performed well on high priority anomalies, but were also less proficient at detecting lower priority anomalies, resulting in high false negative rates. Unlike regression-based methods, all feature-based methods produced low false positive rates, but did not and require training or optimization. Rule-based methods successfully detected impossible values and missing observations. Thus, we recommend using a combination of methods to improve anomaly detection performance, whilst minimizing false detection rates. Furthermore, our framework emphasizes the importance of communication between end-users and analysts for optimal outcomes with respect to both detection performance and end-user needs. Our framework is applicable to other types of high frequency time-series data and anomaly detection applications

Pharmacokinetics, safety, and efficacy of a single co-administered dose of diethylcarbamazine, albendazole and ivermectin in adults with and without Wuchereria bancrofti infection in Cote d\u27Ivoire

BackgroundA single co-administered dose of ivermectin (IVM) plus diethylcarbamazine (DEC) plus albendazole (ALB), or triple-drug therapy, was recently found to be more effective for clearing microfilariae (Mf) than standard DEC plus ALB currently used for mass drug administration programs for lymphatic filariasis (LF) outside of sub-Saharan Africa. Triple-drug therapy has not been previously tested in LF-uninfected individuals from Africa. This study evaluated the pharmacokinetics (PK), safety, and efficacy of triple-drug therapy in people with and without Wuchereria bancrofti infection in West Africa.MethodsIn this open-label cohort study, treatment-naïve microfilaremic (>50 mf/mL, n = 32) and uninfected (circulating filarial antigen negative, n = 24) adults residing in Agboville district, Côte d’Ivoire, were treated with a single dose of IVM plus DEC plus ALB, and evaluated for adverse events (AEs) until 7 days post treatment. Drug levels were assessed by liquid chromatography and mass spectrometry. Persons responsible for assessing AEs were blinded to participants’ infection status.FindingsThere was no difference in AUC0-inf or Cmax between LF-infected and uninfected participants (P>0.05 for all comparisons). All subjects experienced mild AEs; 28% and 25% of infected and uninfected participants experienced grade 2 AEs, respectively. There were no severe or serious adverse events. Only fever (16 of 32 versus 4 of 24, PConclusionsModerate to heavy W. bancrofti infection did not affect PK parameters for IVM, DEC or ALB following a single co-administered dose of these drugs compared to uninfected individuals. The drugs were well tolerated. This study confirmed the efficacy of the triple-drug therapy for clearing W. bancrofti Mf and has added important information to support the use of this regimen in LF elimination programs in areas of Africa without co-endemic onchocerciasis or loiasis.Trial registrationClinicalTrials.gov NCT02845713.</div

Statistical Analysis of the Blizzard Challenge 2007 Listening Test Results

Blizzard 2007 is the third Blizzard Challenge, in which participants build voices from a common dataset. A large listening test is conducted which allows comparison of systems in terms of naturalness and intelligibility. New sections were added to the listening test for 2007 to test the perceived similarity of the speaker’s identity between natural and synthetic speech. In this paper, we present the results of the listening test and the subsequent statistical analysis Index Terms: Blizzard Challenge, speech synthesis, evaluation, listening tes

What Made Me the Teacher I Am Today? A Reflection by Selected Leonore Annenberg-Woodrow Wilson Teaching Fellows

The report offers a series of short essays from 18 teachers, each reflecting on what inspired and guided them into the teaching profession. Some of the highlights include:"I've come to realize that my learning process in the classroom actually feels a whole lot like the science I practiced at the bench: engineering experimental procedures, collecting and analyzing data, and formulating questions about next steps. It turns out that my scientific worldview can really improve learning outcomes for my students," said Kristin Milks, a biology and earth science teacher in Bloomington, IN, who enrolled in a teacher preparation program shortly after completing her Ph.D. in biochemistry."What transforms someone from being a good teacher to being a great teacher is the passion to make connections with students, to constantly evaluate and adjust their practice to do what is in the students' best interest," said Catherine Ann Haney, a Virginia Spanish teacher who has recently been teaching in Santiago, Chile."Enrolling in a teacher education program, instead of starting my career as a teacher first and then obtaining my master's degree after, meant I had a cohort of other soon-to-be teachers to learn with as we persevered through a very rigorous and demanding year," said Jeremy Cress, a math teacher in Philadelphia."I realized that being a good math teacher does not mean explaining clearly, making kids like me, or making math fun. Rather, it means giving students the opportunity to solve problems by themselves from start to finish, to struggle and persevere, and to learn from each other's particular strengths," said Brittany Leknes, a math teacher from Sunnyvale, CA."Together my students and I co-create their identities, their sense of themselves, and their understanding of their place in society. Because I believe wholly in my students' own power, I teach to disrupt school cultures that suggest that students need to be anything less than their whole selves," said Kayla Vinson, who taught social students in the Harlem Children's Zone.Created in 2007, the Leonore Annenberg-Woodrow Wilson Teaching Fellowship was designed to serve as the equivalent of a national "Rhodes Scholarship" for teaching. Working with Stanford University, the University of Pennsylvania, the University of Virginia, and the University of Washington, the Woodrow Wilson Foundation provided $30,000 stipends for exceptionally able candidates to complete a yearlong master's degree program. In exchange, the teacher candidates agreed to teach for three years in high-need secondary schools across the country. The Leonore Annenberg Teaching Fellowship was funded through grants from the Annenberg Foundation and Carnegie Corporation of New York. It served as the basis for the Woodrow Wilson Foundation's successful Teaching Fellowship program, which now operates in five states (Georgia, Indiana, Michigan, New Jersey, and Ohio), operating in partnership with 28 universities. Woodrow Wilson Teaching Fellows complete a rigorous yearlong master's degree program, coupled with a robust yearlong clinical experience. Once they earn their degrees, Woodrow Wilson Teaching Fellows teach in high-need STEM classrooms, while receiving three years of coaching and mentoring

Improving Summer/Autumn Feed Quality in New Zealand Hill Country

Pasture management in spring has a strong influence on pasture quality in summer and autumn in New Zealand hill country pastures. Manipulation of defoliation frequency and intensity during mid-late spring can impact summer and autumn pasture quality and quantity (Orr et al. 1988). Summer/autumn management is mainly concerned with maintaining herbage quality in summer wet areas and controlling animal pressure in summer dry areas for drought management and winter feed stocks (Clark 1994). Deferred grazing to transfer pasture growth from late spring into summer and autumn deficits is difficult due to detrimental effects on pasture quality, plant density and species composition (Sheath et al. 1987). Various grazing management models have been published to inform hill farmers of pasture management considerations during this period (Smith and Dawson 1977; Sheath and Bircham 1983; Sheath et al. 1987). It has previously been shown that management of late spring surpluses to restrict reproductive growth will increase summer pasture quality through a reduction in accumulated stem and dead material and an increase in clover content (Sheath et al. 1987). However, there is no information on the longevity of these effects. This trial aimed to determine the effect of different defoliation intensities during spring on herbage quality and composition throughout the subsequent summer-autumn period