title: Te Whare Tāhuhu Kōrero o Hauraki Revitalising 'Traditional' Māori Language of Hauraki

authors: Ngāpō, Korohere Crossley Bishop Lloyd

subjects: Hauraki Reo

abstract: He nui ngā tūmomo reo o te Māori. Ko te reo tuauriuri whāioio tērā, ko te reo ōkawa tērā, ko te reo ōpaki tērā, ko ngā mita, ko ngā kīwaha, ko ngā whakataukī me ngā whakatauākī a ngā iwi puta noa i te motu. I roto i ngā tau maha kua taha ake, kua tāharahara te reo Māori, kua mimiti haere. Hei ātete i tēnei āhua, kua kāpunipuni ngā tohunga me ngā kaupapa ki te whakahaumanu i te reo, kia tangata whenua anō ai te reo Māori ki te ngākau o te iwi. Ka whai take te mihi ki te hunga i upoko pakaru, i toka tū moana ki te whakarangatira i te reo Māori.
Otirā, i hāngai ngā kaupapa whakamāui reo ki te reo ōpaki, ki te reo kōrero, ki te reo kāuta. Ko tāku e whakapae nei, ko te reo e ngaro nei i roto i ngā mahi whakaora reo, ko te reo kāmehameha o ngā toi huarewa, ko te reo tapu o ngā manumea, ko te reo tau ukiuki o te marae. Koinei te pūtake o tēnei tuhinga roa. He kohikohinga kōrero, he whakamoana whakaaro ki te whakatakoto i te rautaki whakaora i te reo ōkawa o Hauraki.

Me hoki ake au ki te mauri o ōku waka o Hauraki, o ōku maunga o Moehau, o Te Aroha, o te tupuna Marutūāhu, o Te Tara o Te-Ika-a-Māui. Me hoki ahau ki te oneone tapu o ōku mātua tūpuna ki te whakatū i Te Whare Tāhuhu Kōrero o Hauraki hei whare pupuru i te mana o ngā taonga kairangi a ngā tūpuna, kia ora ake ai ēnei tikanga mō ake tonu atu. Ko tā tēnei tuhinga roa, he whakatakoto i te mahere whakatū i ngā pakitara, i ngā poupou, i te tāhū, i te tuanui, i ngā wāhanga katoa o tōku whare wānanga. Ko te tūmanako, ka tū tōku whare, ka huaki te kūaha, ka rere te reo pōwhiri ki tōku iwi.

“Hauraki, nau mai ki ngā taonga a koro mā, a kui mā. Nau mai ki te reo ōkawa, ki te reo tapu. Haere mai ki Te Whare Tāhuhu Kōrero o Hauraki.”

text: Te Whare Tāhuhu Kōrero o Hauraki Revitalising 'Traditional' Māori Language of Hauraki He nui ngā tūmomo reo o te Māori. Ko te reo tuauriuri whāioio tērā, ko te reo ōkawa tērā, ko te reo ōpaki tērā, ko ngā mita, ko ngā kīwaha, ko ngā whakataukī me ngā whakatauākī a ngā iwi puta noa i te motu. I roto i ngā tau maha kua taha ake, kua tāharahara te reo Māori, kua mimiti haere. Hei ātete i tēnei āhua, kua kāpunipuni ngā tohunga me ngā kaupapa ki te whakahaumanu i te reo, kia tangata whenua anō ai te reo Māori ki te ngākau o te iwi. Ka whai take te mihi ki te hunga i upoko pakaru, i toka tū moana ki te whakarangatira i te reo Māori.
Otirā, i hāngai ngā kaupapa whakamāui reo ki te reo ōpaki, ki te reo kōrero, ki te reo kāuta. Ko tāku e whakapae nei, ko te reo e ngaro nei i roto i ngā mahi whakaora reo, ko te reo kāmehameha o ngā toi huarewa, ko te reo tapu o ngā manumea, ko te reo tau ukiuki o te marae. Koinei te pūtake o tēnei tuhinga roa. He kohikohinga kōrero, he whakamoana whakaaro ki te whakatakoto i te rautaki whakaora i te reo ōkawa o Hauraki.

Me hoki ake au ki te mauri o ōku waka o Hauraki, o ōku maunga o Moehau, o Te Aroha, o te tupuna Marutūāhu, o Te Tara o Te-Ika-a-Māui. Me hoki ahau ki te oneone tapu o ōku mātua tūpuna ki te whakatū i Te Whare Tāhuhu Kōrero o Hauraki hei whare pupuru i te mana o ngā taonga kairangi a ngā tūpuna, kia ora ake ai ēnei tikanga mō ake tonu atu. Ko tā tēnei tuhinga roa, he whakatakoto i te mahere whakatū i ngā pakitara, i ngā poupou, i te tāhū, i te tuanui, i ngā wāhanga katoa o tōku whare wānanga. Ko te tūmanako, ka tū tōku whare, ka huaki te kūaha, ka rere te reo pōwhiri ki tōku iwi.

“Hauraki, nau mai ki ngā taonga a koro mā, a kui mā. Nau mai ki te reo ōkawa, ki te reo tapu. Haere mai ki Te Whare Tāhuhu Kōrero o Hauraki.”

year: 2012

title: Māori and English textbooks designed for language learners at intermediate level: A comparison in terms of the occurrence and use of insights from research on discourse analysis

authors: Fester, Anthea

subjects: New Zealand

abstract: Over the past two decades, research in the area of discourse analysis has expanded rapidly and has yielded insights that could usefully inform the teaching and learning of languages. In this paper, we report on the results of a comparative study of a number of commercially available textbooks designed for learners of English and learners of te reo Māori at intermediate level in terms of the extent to which they can be shown to have been influenced by specific aspects of discourse analysis research. In the textbooks designed for learners of English, there is some evidence that the writers are aware of, and have been influenced by some aspects of discourse analysis research, particularly in the teaching of writing skills. In the textbooks designed for learners of te reo Māori, however, there is almost no sign of influence of research of this type. In view of the importance of the teaching and learning of te reo Māori in relation to the maintenance of the language, and in view of the fact that many young people in New Zealand now learn a range of academic subjects through the medium of te reo Māori, this raises issues that we believe need to be addressed.

text: Māori and English textbooks designed for language learners at intermediate level: A comparison in terms of the occurrence and use of insights from research on discourse analysis Over the past two decades, research in the area of discourse analysis has expanded rapidly and has yielded insights that could usefully inform the teaching and learning of languages. In this paper, we report on the results of a comparative study of a number of commercially available textbooks designed for learners of English and learners of te reo Māori at intermediate level in terms of the extent to which they can be shown to have been influenced by specific aspects of discourse analysis research. In the textbooks designed for learners of English, there is some evidence that the writers are aware of, and have been influenced by some aspects of discourse analysis research, particularly in the teaching of writing skills. In the textbooks designed for learners of te reo Māori, however, there is almost no sign of influence of research of this type. In view of the importance of the teaching and learning of te reo Māori in relation to the maintenance of the language, and in view of the fact that many young people in New Zealand now learn a range of academic subjects through the medium of te reo Māori, this raises issues that we believe need to be addressed.

year: 2007-11-21

title: Garment pattern definition, development and application with associative feature approach

authors: Au, Chi Kit

subjects: garment pattern

abstract: Garment virtual design has been evolved significantly with the rapid development of 3D CAD tools, especially with the convenient availability of NURBS surface modeling capability. Parametric development of clothes is demanded in line with the trend of mass customization according to the true measures of customers or regulated sizes of certain markets. Virtual design features with well-defined associations with the parametric mannequins are enablers. To achieve an intelligent mass customization approach, the development of surface patches from 3D clothing designs to 2D flattened patterns become essential. This article addresses the definition, development and application of garment features with an associative feature approach.

text: Garment pattern definition, development and application with associative feature approach Garment virtual design has been evolved significantly with the rapid development of 3D CAD tools, especially with the convenient availability of NURBS surface modeling capability. Parametric development of clothes is demanded in line with the trend of mass customization according to the true measures of customers or regulated sizes of certain markets. Virtual design features with well-defined associations with the parametric mannequins are enablers. To achieve an intelligent mass customization approach, the development of surface patches from 3D clothing designs to 2D flattened patterns become essential. This article addresses the definition, development and application of garment features with an associative feature approach.

year: 2010