title: Whakapapa Ora: An exploration of Māori Identity through Whakapapa

authors: Ngawhare, Rauna Maria

subjects: Whakapapa

abstract: This thesis set out to explore Māori identity through access to whakapapa. As whānau, hapū, and iwi, we have a responsibility to future generations to ensure access to whakapapa is inclusive. Therefore, access to whakapapa in today’s world must also consider contemporary approaches, including the use of technology to engage the next generation in learning about, and connecting with, whakapapa. 

The research is centred on the question ‘How can whakapapa be accessed safely in culturally appropriate ways that evolve with twenty-first-century systems?’ I use contemporary pūrākau to review traditional access to whakapapa, supported by a Kaupapa Māori approach to frame the research. Kaupapa Māori Theory, Ngā Takepū, and Pūrākau Methodology (underpinned by Qualitative Methodology and Thematic Analysis) give an overview of the methodologies and methods used herein. Five semi-structured interviews with whānau affiliated to Ngāti Kahungunu ki Heretaunga and Taranaki iwi were conducted. Each share their lived experiences as Māori to support an understanding of identity through whakapapa.  

The results suggest whānau Māori who access whakapapa (in its many forms), will undergo a process of decolonisation. This requires adequate support in the form of kaitiakitanga, necessary to gain a better understanding of Te Ao Māori tikanga and kawa. Whakapapa access develops this process. However, further research is required to fully appreciate ‘Whakapapa Ora’ as a foundation for safe access to whakapapa in the twenty-first century.

text: Whakapapa Ora: An exploration of Māori Identity through Whakapapa This thesis set out to explore Māori identity through access to whakapapa. As whānau, hapū, and iwi, we have a responsibility to future generations to ensure access to whakapapa is inclusive. Therefore, access to whakapapa in today’s world must also consider contemporary approaches, including the use of technology to engage the next generation in learning about, and connecting with, whakapapa. 

The research is centred on the question ‘How can whakapapa be accessed safely in culturally appropriate ways that evolve with twenty-first-century systems?’ I use contemporary pūrākau to review traditional access to whakapapa, supported by a Kaupapa Māori approach to frame the research. Kaupapa Māori Theory, Ngā Takepū, and Pūrākau Methodology (underpinned by Qualitative Methodology and Thematic Analysis) give an overview of the methodologies and methods used herein. Five semi-structured interviews with whānau affiliated to Ngāti Kahungunu ki Heretaunga and Taranaki iwi were conducted. Each share their lived experiences as Māori to support an understanding of identity through whakapapa.  

The results suggest whānau Māori who access whakapapa (in its many forms), will undergo a process of decolonisation. This requires adequate support in the form of kaitiakitanga, necessary to gain a better understanding of Te Ao Māori tikanga and kawa. Whakapapa access develops this process. However, further research is required to fully appreciate ‘Whakapapa Ora’ as a foundation for safe access to whakapapa in the twenty-first century.

year: 2019

title: Examining the Professional Learning and Development of Principals and Teachers in Maori Medium.

authors: McClunie, Adrienne Heeni

subjects: Professional Development

abstract: The Resource Teacher Māori service (RTM) has been working to lift the performance of principals and teachers of Māori medium schools for over 25 years as Māori medium education has attempted to achieve the twofold aim of revitalizing the Māori language and increasing the success of Māori students in Aotearoa/New Zealand. While there have been many positive gains over that time, issues still remain in fulfilling these aims. Therefore, an important question that needs to be answered is to what extent have RTM been successful in supporting schools to realize the key aims of Māori medium education, and what issues still remain in the service they provide? 
The central aim of this research project was to examine how Resource Teachers Māori (RTM) facilitated professional development (PD) in schools, what issues they faced, and how they negotiated them. The study was a multiple case study design of three RTM, principals and teachers and used conversational interviews as the method of data gathering.
The research found that the RTM service was viewed positively by schools and had a positive influence on teacher skills and student learning outcomes. Of particular importance was the Māori language and cultural guidance the RTM provided teachers. They were also highly committed to the Kaupapa Māori philosophy and to Māori language revitalization. However, their potential was not always realized. Factors that affected the performance of RTM included having a large number of schools to service and a wide range of teacher needs.  The support the RTM received at the national and local levels was also insufficient. An implication of these findings is that the RTM service should receive greater support and guidance, but there should also be a greater degree of accountability that the service the RTM are providing is meeting school needs.

text: Examining the Professional Learning and Development of Principals and Teachers in Maori Medium. The Resource Teacher Māori service (RTM) has been working to lift the performance of principals and teachers of Māori medium schools for over 25 years as Māori medium education has attempted to achieve the twofold aim of revitalizing the Māori language and increasing the success of Māori students in Aotearoa/New Zealand. While there have been many positive gains over that time, issues still remain in fulfilling these aims. Therefore, an important question that needs to be answered is to what extent have RTM been successful in supporting schools to realize the key aims of Māori medium education, and what issues still remain in the service they provide? 
The central aim of this research project was to examine how Resource Teachers Māori (RTM) facilitated professional development (PD) in schools, what issues they faced, and how they negotiated them. The study was a multiple case study design of three RTM, principals and teachers and used conversational interviews as the method of data gathering.
The research found that the RTM service was viewed positively by schools and had a positive influence on teacher skills and student learning outcomes. Of particular importance was the Māori language and cultural guidance the RTM provided teachers. They were also highly committed to the Kaupapa Māori philosophy and to Māori language revitalization. However, their potential was not always realized. Factors that affected the performance of RTM included having a large number of schools to service and a wide range of teacher needs.  The support the RTM received at the national and local levels was also insufficient. An implication of these findings is that the RTM service should receive greater support and guidance, but there should also be a greater degree of accountability that the service the RTM are providing is meeting school needs.

year: 2013

title: Normative values for calf muscle strength-endurance in the general population assessed with the Calf Raise Application: A large international cross-sectional study

authors: Visser, Tjerk SO Sleeswijk

subjects: Achilles tendon

abstract: Background: Calf muscle strength-endurance can be reliably assessed with the Heel Rise Endurance Test (HRET), but normative values are lacking. Objectives: To establish normative values for calf muscle strength-endurance, adjusted for personal characteristics. Methods: 500 individuals without current/previous symptoms of Achilles tendinopathy or recent lower limb immobilization were included. Primary outcome measures were the number of repetitions, total work (J), total vertical displacement (cm), and peak height (cm) upon the single-leg HRET, assessed using the validated Calf Raise Application. A multiple quantile regression model was developed, incorporating covariates (personal characteristics) which significantly impacted HRET metrics. Median (50.0th percentile) and 95 % reference intervals (2.5th-97.5th percentiles) were derived. Results: 55 % of the participants were female and 88 % participated in physical activities. Median (dominant/non-dominant leg) number of repetitions was 25/24, total work was 1374/1325 J, vertical displacement was 192/186 cm, and peak height was 9.3/9.6 cm. There was no significant difference between the dominant and non-dominant leg for any HRET metric. Lower physical activity levels, female sex, and higher body mass index (BMI) were associated with lower HRET metrics. Conclusions: Normative calf muscle strength-endurance metrics (number of repetitions, total work, total displacement, and peak height) were developed. Personal characteristics influence HRET outcomes, with female sex, higher BMI, and lower physical activity levels being associated with lower HRET metrics. An openly accessible calculator for estimating normative HRET metrics was developed to help healthcare providers monitor personalized recovery trajectories and provide well-informed rehabilitation guidance. Documenting HRET metrics beyond repetition count may aid in assessing impairment severity and evaluating calf muscle function.

text: Normative values for calf muscle strength-endurance in the general population assessed with the Calf Raise Application: A large international cross-sectional study Background: Calf muscle strength-endurance can be reliably assessed with the Heel Rise Endurance Test (HRET), but normative values are lacking. Objectives: To establish normative values for calf muscle strength-endurance, adjusted for personal characteristics. Methods: 500 individuals without current/previous symptoms of Achilles tendinopathy or recent lower limb immobilization were included. Primary outcome measures were the number of repetitions, total work (J), total vertical displacement (cm), and peak height (cm) upon the single-leg HRET, assessed using the validated Calf Raise Application. A multiple quantile regression model was developed, incorporating covariates (personal characteristics) which significantly impacted HRET metrics. Median (50.0th percentile) and 95 % reference intervals (2.5th-97.5th percentiles) were derived. Results: 55 % of the participants were female and 88 % participated in physical activities. Median (dominant/non-dominant leg) number of repetitions was 25/24, total work was 1374/1325 J, vertical displacement was 192/186 cm, and peak height was 9.3/9.6 cm. There was no significant difference between the dominant and non-dominant leg for any HRET metric. Lower physical activity levels, female sex, and higher body mass index (BMI) were associated with lower HRET metrics. Conclusions: Normative calf muscle strength-endurance metrics (number of repetitions, total work, total displacement, and peak height) were developed. Personal characteristics influence HRET outcomes, with female sex, higher BMI, and lower physical activity levels being associated with lower HRET metrics. An openly accessible calculator for estimating normative HRET metrics was developed to help healthcare providers monitor personalized recovery trajectories and provide well-informed rehabilitation guidance. Documenting HRET metrics beyond repetition count may aid in assessing impairment severity and evaluating calf muscle function.

year: 2025-05-01