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Successful decipherment of forgotten scripts can be demonstrated by cross-readings, in which the same phonetic value for the same sign is independently obtained in at least three different contexts. The Kohau Rongorongo script is a pictorial writing system developed on Rapa Nui (Easter Island) before the arrival of Europeans. The knowledge of the script was lost. Provisional reading values for 20 signs are suggested on the basis of their combinatorial properties, contexts of use and sign imagery. Interpretations for 11 of the signs are confirmed by crossreadings, which reveal that seven of them are logographic and four are syllabic. The implications are that (i) the system is logosyllabic, (ii) the language is East Polynesian and (iii) some phonetic signs are of acrophonic origin.

This book is an in-depth study of the voice systems of Totoli, Balinese, Indonesian, and Tagalog, which shows that the symmetrical nature of these systems poses a problem to current linking theories. It provides an analysis of symmetrical linking within two grammatical theories (LFG & RRG) and develops a modified LFG linking mechanism that sheds light on the differences as well as the similarities of symmetrical and asymmetrical voice systems.

This book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society.Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken.

Through tracing in detail the story of schooling for three individuals, this article provides a rich description of the way that education impacted on the lives of many Māori between the early 1900s and the year 2000. Although there is extensive research on the historical colonising effects of schooling on Māori and te reo Māori (the Māori language), this article approaches these effects by bringing them alive and illustrating them in the everyday lived experience of women from three generations: my mother, myself, and my daughter. Through this method, the article maps in evocative detail the important historical period between the banning of Māori language in schools and the renaissance of Māori language teaching and speaking in schools.

This study investigated cross-linguistic influence in acquisition of a second lexicon, evaluating Samoan–English sequentially bilingual children (initial mean age 4 ; 9) during their first 18 months of school. Receptive and Expressive Vocabulary tasks evaluated acquisition of four word types: cognates, matched nouns, phrasal nouns and holonyms. Each word type had varying phonological and conceptual difference between Samoan (L1) and English (L2). Results highlighted conceptual distance between L1 and L2 as a key factor in L2 lexical acquisition. The children acquired L2 lexical items earlier if their conceptual representation was similar to that of L1. Words with greater conceptual distance between L1 and L2 emerged more slowly. This suggests that L1 knowledge influences L2 lexical consolidation for sequential bilinguals. Words that require a conceptual shift from L1 take longer to consolidate and strengthen within the L2 lexicon.

This paper documents and analyses stress and vowel length in Samoan words. The domain of footing, the Prosodic Word, appears to be a root and cohering suffixes; prefixes and most disyllabic suffixes form a separate domain. Vowel sequences that disrupt the normal stress pattern require constraints matching sonority prominence to metrical prominence, sensitive to degree of mismatch and to the number of vowels involved. Two suffixes unexpectedly have an idiosyncratic footing constraint, observable only in a limited set of words. We also discuss trochaic shortening and its asymmetrical productivity, and the marginal contrastiveness of some features in loans. While Samoan does not appear to be typologically unusual, it does offer arguments (i) in favour of alignment constraints on Prosodic Words rather than only on feet directly, and (ii) against simple cyclicity. Some of the strongest evidence comes from stress patterns of the rich inventory of phonotactically licit vowel sequences.

To identify the prevalence of mental health problems and sleep disturbances among nursing students during the COVID-19 pandemic. As a future professional workforce, nursing students are expected to play a role in controlling the COVID-19 pandemic; however, physical and mental health problems may hinder their willingness to stay in the nursing profession. Evidence of the prevalence of the health problems among nursing students related to COVID-19 may allow educators to manage their students’ health problems and make them feel more positive about their future careers. Systematic review and meta-analysis. This study was prospectively registered with PROSPERO. Databases, including CINAHL, Embase, PubMed and Web of Science, were searched for all related journal articles, from database inception to June 29, 2021, published between 2020 and 2021. This review was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines using a PICOS search strategy. A DerSimonian–Laird random-effects model was used to estimate the prevalence and potential heterogeneity among the selected studies using the Cochran Q statistic and I-square test. Publication bias was assessed using the Egger intercept test. Seventeen studies were included in the meta-analysis, representing 13,247 nursing students. During the COVID-19 pandemic, the prevalence of four health problems and sleep disturbances were identified. The health problem with the highest prevalence in nursing students was depression (52%). Other COVID-19-related health problems were fear (41%), anxiety (32%) and stress (30%) and sleep disturbances (27%). The findings from this study showed that strategies are necessary to manage nursing students’ teaching and learning during the COVID-19 pandemic or similar future situations. Our results suggest that preparing modified distance learning might reduce the prevalence of health problems related to the educational process. In addition, providing regular mental health assessments or online mental health services to students may improve their mental health and increase their well-being. Nursing education policies regarding clinical practice remain to be formulated to ensure the achievement of competencies to support future careers while considering the mental readiness and safety of students.

Llama la atención en este sentido, la figura del sacerdote capuchino Sebastián Englert (18881969), quien, a pesar de realizar una importante contribución etnológica y de conservación arqueológica durante su larga estadía en la isla -el Museo local lleva su nombre, se opusiera también en todas las ocasiones narradas a la adquisición de derechos civiles por parte de los rapanui y abogara tercamente por una administración militar a cargo de la Armada, pese a los padecimientos que ello conllevaba para los indígenas. Sin embargo, no todo se lee en clave de dominación, pues el libro documenta también la resistencia de los mismos rapanui a someterse frente a la CEDIP. Santiago: Editorial Penguim Random House.

The suffix 'nga' is appended as a plural or indicative of more than one. [...]tikanga can loosely be defined as \"way(s) of doing and thinking held by Maori to be just and correct\" (New Zealand Law Commission 2001, p. 16). Tikanga are also noted in legislation and legal documents pertaining to land (Durie 1996; Mead 2003). [...]the wide-ranging meanings for tikanga reflect the multiplicity of interpretations and applications in the diverse contexts of Maori social life. [...]the framework is informed by my tribal upbringing, which contributes greatly to the way I interpret and make meaning. [...]a Taranaki-centred focus that derives from the prophetic teachings of Te Whiti o Rongomai and Tohu Kakahi in their peaceful fight for freedom (Hohaia, O-Brien, & Strongman, 2001) is important to the framework; this invokes notions of rangimärie and hümärie (peace and good thoughts to all, tranquillity and humility). According to some elders, it is difficult to conceptualize how tapu can be transferred and applied from the physical (or spiritual) space into the virtual and therefore how tikanga can appropriately be practised without being face to face or physically present.