title: Maori perspectives of the environment: Summary document

authors: Whangapirita, Laura

subjects: Maori

abstract: The Community and Economy Programme at Environment Waikato has developed a partnership with the Maori and Psychology Research Unit of the University of Waikato to further assist in strengthening its commitment to cultural research and information work. This relationship facilitated the development of the Maori and Environment project, which was conducted in two stages and produced a number of significant research reports throughout 2003. This is the summary document.

text: Maori perspectives of the environment: Summary document The Community and Economy Programme at Environment Waikato has developed a partnership with the Maori and Psychology Research Unit of the University of Waikato to further assist in strengthening its commitment to cultural research and information work. This relationship facilitated the development of the Maori and Environment project, which was conducted in two stages and produced a number of significant research reports throughout 2003. This is the summary document.

year: 2003-12

title: Pani me te rawakore: Home-making and Maori homelessness without hope or a home

authors: Groot, Shiloh Ann Maree

subjects: Social Science

abstract: The authors draw from interviews with Maori homeless people and relevant local and international literature to show homemaking practices by Maori for those living on the streets. The proposition is that Maori cultural practices shape a person's efforts to retain a positive sense of self and place, and to engage in home-making while dwelling on the streets. We consider colonialism and societal, developments that have impacted whanau (extended family) economically, culturally and socially, contributing to high rates of homelessness among Maori today. We argue that homelessness is endemic to experiences of colonialism, not only at the personal, but also at the iwi (tribe) level where many Maori have experienced over 150 years of being rendered out of place in their hau kainga (tribal homelands). Finally, we present a case study entitled 'Maia' to show common aspects of various Maori people who are homeless and who access services in Auckland.

text: Pani me te rawakore: Home-making and Maori homelessness without hope or a home The authors draw from interviews with Maori homeless people and relevant local and international literature to show homemaking practices by Maori for those living on the streets. The proposition is that Maori cultural practices shape a person's efforts to retain a positive sense of self and place, and to engage in home-making while dwelling on the streets. We consider colonialism and societal, developments that have impacted whanau (extended family) economically, culturally and socially, contributing to high rates of homelessness among Maori today. We argue that homelessness is endemic to experiences of colonialism, not only at the personal, but also at the iwi (tribe) level where many Maori have experienced over 150 years of being rendered out of place in their hau kainga (tribal homelands). Finally, we present a case study entitled 'Maia' to show common aspects of various Maori people who are homeless and who access services in Auckland.

year: 2015

title: The Importance of Failing Well: An Exploration of the Relationship between Resilience and Academic Achievement

authors: King, Lance G.

subjects: resilience

abstract: Across any group of gifted students in any school there will always be a range of academic and other achievements. It is when these achievements are compared with measures of potential and the expectations of teachers and parents that a gifted child can sometimes be declared an underachiever. The 37 gifted students taking part in this study ranged in academic achievement from high achievers to underachievers. In part one of the study a questionnaire approach was used to measure their locus of control (LOC) and learned helplessness (LH) orientations and their tendency towards resilience or vulnerability. These students were also assessed as to their choice of performance or learning goals; effort or ability attributions for success; and the fixed or flexible nature of intelligence. The results of these investigations were then compared with the expectations of their teachers and their academic performance in recent examinations. None of the factors were found to yield consistent correlation with either expectations or academic achievements. Both high achievers and underachievers were found at all measures of all variables. In part two, a phenomenographic enquiry was undertaken by interview, to investigate the students' reactions to the twin phenomena of success and failure. LOC, LH and resilience/vulnerability were controlled for in this part of the study and the sample group chosen for interview (10 students) included both high achievers and underachievers. Analysis of the interview transcripts revealed one characteristic which consistently differentiated between the underachievers and the high achievers. This was the reaction to failure. Consistently across the sample, irrespective of their LOC, LH and resilience orientations, the students achieving at the highest level were found to display an efficacious, learn-from-mistakes attitude to failure and the underachieving students displayed unhelpful reactions to failure ranging from denial to avoidance to helplessness. The terms failing well and failing badly were used to describe these two clusters of reactions. Learning to fail well, is proposed as one mechanism to help gifted underachievers improve their academic performance. This study adds to existing understandings in that its findings are contrary to much published literature and its conclusions appears to provide a new perspective on the characteristics of the gifted underachiever.

text: The Importance of Failing Well: An Exploration of the Relationship between Resilience and Academic Achievement Across any group of gifted students in any school there will always be a range of academic and other achievements. It is when these achievements are compared with measures of potential and the expectations of teachers and parents that a gifted child can sometimes be declared an underachiever. The 37 gifted students taking part in this study ranged in academic achievement from high achievers to underachievers. In part one of the study a questionnaire approach was used to measure their locus of control (LOC) and learned helplessness (LH) orientations and their tendency towards resilience or vulnerability. These students were also assessed as to their choice of performance or learning goals; effort or ability attributions for success; and the fixed or flexible nature of intelligence. The results of these investigations were then compared with the expectations of their teachers and their academic performance in recent examinations. None of the factors were found to yield consistent correlation with either expectations or academic achievements. Both high achievers and underachievers were found at all measures of all variables. In part two, a phenomenographic enquiry was undertaken by interview, to investigate the students' reactions to the twin phenomena of success and failure. LOC, LH and resilience/vulnerability were controlled for in this part of the study and the sample group chosen for interview (10 students) included both high achievers and underachievers. Analysis of the interview transcripts revealed one characteristic which consistently differentiated between the underachievers and the high achievers. This was the reaction to failure. Consistently across the sample, irrespective of their LOC, LH and resilience orientations, the students achieving at the highest level were found to display an efficacious, learn-from-mistakes attitude to failure and the underachieving students displayed unhelpful reactions to failure ranging from denial to avoidance to helplessness. The terms failing well and failing badly were used to describe these two clusters of reactions. Learning to fail well, is proposed as one mechanism to help gifted underachievers improve their academic performance. This study adds to existing understandings in that its findings are contrary to much published literature and its conclusions appears to provide a new perspective on the characteristics of the gifted underachiever.

year: 2009