title: Education in the Te Aroha district in the nineteenth century

authors: Hart, Philip

abstract: Establishing a school at Te Aroha was delayed while the Education Board waited to see whether the settlement would become permanent. In the interim, temporary arrangements were made. Although some praised the building finally erected, others noted such defects as being cold in winter, and residents met some of the costs of necessary improvements. Details are given of all the teachers, of the development of the school, of the number of pupils, and of the quality of the teaching. At Waiorongomai there was same sequence of erecting and improving the school, and details are given of all the teachers and their teaching. In both communities, residents had to raise money through holding entertainments to fund necessary improvements.
Examples of the curriculum are given, along with school inspectors’ reports on the effectiveness of the teaching. Patriotism was emphasized, and corporal punishment was a normal method of control. Irregular attendance handicapped many children’s success, and some parents clearly did not care about sending their children to school regularly. To vary the school year, there were occasional events such as Arbor Day, and a ‘treat’ was held at the end of every year. Providing religious education provoked controversy; and some attempts were made to provide much needed adult education.
To conclude, the life of a particularly popular teacher, James William Rennick, is given in as much detail as is available. 
(Note that ‘most of the early records’ of the Te Aroha school ‘were destroyed by fire’,  making a complete history of its early years impossible.)

text: Education in the Te Aroha district in the nineteenth century Establishing a school at Te Aroha was delayed while the Education Board waited to see whether the settlement would become permanent. In the interim, temporary arrangements were made. Although some praised the building finally erected, others noted such defects as being cold in winter, and residents met some of the costs of necessary improvements. Details are given of all the teachers, of the development of the school, of the number of pupils, and of the quality of the teaching. At Waiorongomai there was same sequence of erecting and improving the school, and details are given of all the teachers and their teaching. In both communities, residents had to raise money through holding entertainments to fund necessary improvements.
Examples of the curriculum are given, along with school inspectors’ reports on the effectiveness of the teaching. Patriotism was emphasized, and corporal punishment was a normal method of control. Irregular attendance handicapped many children’s success, and some parents clearly did not care about sending their children to school regularly. To vary the school year, there were occasional events such as Arbor Day, and a ‘treat’ was held at the end of every year. Providing religious education provoked controversy; and some attempts were made to provide much needed adult education.
To conclude, the life of a particularly popular teacher, James William Rennick, is given in as much detail as is available. 
(Note that ‘most of the early records’ of the Te Aroha school ‘were destroyed by fire’,  making a complete history of its early years impossible.)

year: 2016

title: Left restriction monoids from left E-completions

authors: Stokes, Tim E.

abstract: Given a monoid S with E any non-empty subset of its idempotents, we present a novel one-sided version of idempotent completion we call left E-completion. In general, the construction yields a one-sided variant of a small category called a constellation by Gould and Hollings. Under certain conditions, this constellation is inductive, meaning that its partial multiplication may be extended to give a left restriction semigroup, a type of unary semigroup whose unary operation models domain. We study the properties of those pairs  for which this happens, and characterise those left restriction semigroups that arise as such left E-completions of their submonoid of elements having domain 1. As first applications, we decompose the left restriction semigroup of partial functions on the set X and the right restriction semigroup of left total partitions on X as left and right E-completions respectively of the transformation semigroup  on X, and decompose the left restriction semigroup of binary relations on X under demonic composition as a left E-completion of the left-total binary relations. In many cases, including these three examples, the construction embeds in a semigroup Zappa-Szép product.

text: Left restriction monoids from left E-completions Given a monoid S with E any non-empty subset of its idempotents, we present a novel one-sided version of idempotent completion we call left E-completion. In general, the construction yields a one-sided variant of a small category called a constellation by Gould and Hollings. Under certain conditions, this constellation is inductive, meaning that its partial multiplication may be extended to give a left restriction semigroup, a type of unary semigroup whose unary operation models domain. We study the properties of those pairs  for which this happens, and characterise those left restriction semigroups that arise as such left E-completions of their submonoid of elements having domain 1. As first applications, we decompose the left restriction semigroup of partial functions on the set X and the right restriction semigroup of left total partitions on X as left and right E-completions respectively of the transformation semigroup  on X, and decompose the left restriction semigroup of binary relations on X under demonic composition as a left E-completion of the left-total binary relations. In many cases, including these three examples, the construction embeds in a semigroup Zappa-Szép product.

year: 2022-05

title: The Pene Haare manuscript and issues associated with the translation of historical texts written in indigenous languages

authors: Tipene, Jillian

subjects: Māori manuscripts

abstract: With particular reference to a request to translate into English a manuscript dated 1923 and written by the Māori author Ngakuru Pene Haare, we identify here a range of issues and problems associated with the translation of historical texts written in indigenous languages, suggesting ways in which they might be addressed. Among the problems identified in this case are the paucity of information that is publicly available about the author, the context in which he lived and worked and the events about which he wrote, the absence, or sporadic use in the manuscript of a range of conventions associated with contemporary writing, the occurrence of archaic and/or esoteric words and expressions, and the presence of symbolism that is deeply culturally-embedded. The primary conclusion is that the translation of manuscripts such as this must be ethically-grounded and fully research-embedded. It must therefore involve the mentorship of knowledgeable elders, be guided by procedures that are appropriate in terms of the culture out of which the source text emerged, accompanied by meticulous and wide-ranging research, and take full account of the wishes of the author of the manuscript where these have been stated, or can be inferred.

text: The Pene Haare manuscript and issues associated with the translation of historical texts written in indigenous languages With particular reference to a request to translate into English a manuscript dated 1923 and written by the Māori author Ngakuru Pene Haare, we identify here a range of issues and problems associated with the translation of historical texts written in indigenous languages, suggesting ways in which they might be addressed. Among the problems identified in this case are the paucity of information that is publicly available about the author, the context in which he lived and worked and the events about which he wrote, the absence, or sporadic use in the manuscript of a range of conventions associated with contemporary writing, the occurrence of archaic and/or esoteric words and expressions, and the presence of symbolism that is deeply culturally-embedded. The primary conclusion is that the translation of manuscripts such as this must be ethically-grounded and fully research-embedded. It must therefore involve the mentorship of knowledgeable elders, be guided by procedures that are appropriate in terms of the culture out of which the source text emerged, accompanied by meticulous and wide-ranging research, and take full account of the wishes of the author of the manuscript where these have been stated, or can be inferred.

year: 2009