title: Pupuritia ngā purapura i mahue mai rā: Te waiata-ā-ringa 1960 - 1990

authors: Papesch, Te Rita

subjects: Māori history

abstract: I tēnei tuhinga kei te āta titiro ahau ki te waiata-ā-ringa. Kei te hoki ahau ki te tīmatanga, ā, kei te whai ahau i te tipuranga me te oranga o tēnei mea, o te waiata-ā-ringa. Hei āwhina i ahau, kei te titiro ahau ki ētahi o ngā waiata-ā-ringa kua titoa e ngā kaitito mai i te tau 1960 tae noa ki te tau 1990. Kei te whakamārama hoki ahau i te whānui o ngā rerengakētanga o ēnei waiata-ā-ringa. Ka titiro hoki ahau ki te mahi ā ringa āhua reka hoki o ēnei waiata-ā-ringa, arā te mahi ngahau, te mahi whakataetae, te mahi i ēnei waiata-ā-ringa hei kīnaki i ngā whaikōrero, hei kīnaki i ngā kōrero kua kōrerohia i ngā hui, hei taonga pupuri i ngā kōrero o te iwi whānui, mō te iwi whānui me ngā mahi kua mahia i te ao i aua tuangahurutoru o ngā tau.
I tōku tau tuawhā i roto i te Tari Māori o Te Whare Wānanga o Waikato, i haere mātou ngā ākonga me tō mātou kaiwhakaako, me Hirini Melbourne, ki te kōrero ki ngā kaitito rongonui o te motu. I aua wā i hopukina ā rātou kōrero ki te mīhini. I roto i tēnei tuhinga kei te hoki ahau ki ā rātou kōrero i mau i a mātou. Ko ētahi o rātou kei te ora tonu, ko ētahi kua mate kē, kua haere ki tua o te ārai, ki te kāinga tūturu mō tātou katoa. Nō reira, e ngā whaea, nā koutou ahau i awhi, i mirimiri ki ō koutou ringa me ō koutou mōhiotanga ki tēnei taonga a tātou, ki te waiata-ā-ringa, moe mai rā i roto i ngā ringa o Hine-nui-te-pō.
Mai i aua wā i a au e ako ana i roto i te Tari Māori o Te Whare Wānanga o Waikato, i haere hoki ahau ki te pātai atu, ki te kōrero atu ki ētahi atu kaitito. Nā rātou ā rātou whakahoki ki aku pātai i tuhi ki runga i te pepa, ā, i mau hoki ki te rīpene. Nā, kua tae ki te wā me whakapuaki e ahau ōku māramatanga, mōhiotanga hoki ki ā rātou kōrero. Nō reira, e ngā mātua, he mihi kau anō tēnei ki a koutou i whai wā ki te whakahoki i ngā pātai, i ngā tono a tēnei tā koutou mōkai. Kua tukua e koutou tōku reo hei kawe i ō koutou whakaaro mō ā koutou mahi whakahirahira.
Kei te tuhi kōrero hoki ahau hei tautoko i tāku i whakapae, i whakahautia ēnei kaitito e ngā mahi waiata-ā-ringa i Te Tairāwhiti, e ngā tāngata o reira hoki, pērā i a Tā Apirana Ngata, i a Tuini Ngawai, i a wai, i a wai. Hei tautoko i tōku whakapae kua pātai atu ahau ki ēnei kaitito mō ō rātou whakaaro mō tōku whakapae, ā, kua tuhia ō rātou whakaaro.
Kei te whai hoki ahau i ōku whakaaro, mā tēnei taonga, mā te waiata-ā-ringa ka ako ai te tangata i tō tātou reo rangatira me ōna āhuatanga katoa.
Ki ahau nei kei reira, kei ngā waiata-ā-ringa e takoto ana ngā kōrero ātaahua o mua rā, arā, ngā whakataukī, ngā pepeha. Kei reira hoki e mahia ana te reo tūturu, te reo tawhito, tae noa ki te reo o nāianei. He ātaahua katoa ēnei reo, he akoranga hoki mā te tangata.
Ki te pātai mai te tangata, e hia te roa atu o tāku mahi rangahau i tēnei kaupapa, ka whakahoki au ki a ia, mai i te wā tuatahi ka mahi au i te waiata-ā-ringa, tae noa ki tēnei tau tonu, ā, e toru tekau ngā tau au e whakaaro ana, e mahi ana i te waiata-ā-ringa. Kātahi anō au ka whai wā ki te tuhi mō te waiata-ā-ringa.
Nā, hei kōrero whakamutunga, kei te titiro ahau kei whea e tū ana te waiata-ā-ringa i ēnei rā, ā, kei whea hoki e haere ana, ka whai hua anō, ā, ki whea?
Kia ora tātou mō tēnei wā.

text: Pupuritia ngā purapura i mahue mai rā: Te waiata-ā-ringa 1960 - 1990 I tēnei tuhinga kei te āta titiro ahau ki te waiata-ā-ringa. Kei te hoki ahau ki te tīmatanga, ā, kei te whai ahau i te tipuranga me te oranga o tēnei mea, o te waiata-ā-ringa. Hei āwhina i ahau, kei te titiro ahau ki ētahi o ngā waiata-ā-ringa kua titoa e ngā kaitito mai i te tau 1960 tae noa ki te tau 1990. Kei te whakamārama hoki ahau i te whānui o ngā rerengakētanga o ēnei waiata-ā-ringa. Ka titiro hoki ahau ki te mahi ā ringa āhua reka hoki o ēnei waiata-ā-ringa, arā te mahi ngahau, te mahi whakataetae, te mahi i ēnei waiata-ā-ringa hei kīnaki i ngā whaikōrero, hei kīnaki i ngā kōrero kua kōrerohia i ngā hui, hei taonga pupuri i ngā kōrero o te iwi whānui, mō te iwi whānui me ngā mahi kua mahia i te ao i aua tuangahurutoru o ngā tau.
I tōku tau tuawhā i roto i te Tari Māori o Te Whare Wānanga o Waikato, i haere mātou ngā ākonga me tō mātou kaiwhakaako, me Hirini Melbourne, ki te kōrero ki ngā kaitito rongonui o te motu. I aua wā i hopukina ā rātou kōrero ki te mīhini. I roto i tēnei tuhinga kei te hoki ahau ki ā rātou kōrero i mau i a mātou. Ko ētahi o rātou kei te ora tonu, ko ētahi kua mate kē, kua haere ki tua o te ārai, ki te kāinga tūturu mō tātou katoa. Nō reira, e ngā whaea, nā koutou ahau i awhi, i mirimiri ki ō koutou ringa me ō koutou mōhiotanga ki tēnei taonga a tātou, ki te waiata-ā-ringa, moe mai rā i roto i ngā ringa o Hine-nui-te-pō.
Mai i aua wā i a au e ako ana i roto i te Tari Māori o Te Whare Wānanga o Waikato, i haere hoki ahau ki te pātai atu, ki te kōrero atu ki ētahi atu kaitito. Nā rātou ā rātou whakahoki ki aku pātai i tuhi ki runga i te pepa, ā, i mau hoki ki te rīpene. Nā, kua tae ki te wā me whakapuaki e ahau ōku māramatanga, mōhiotanga hoki ki ā rātou kōrero. Nō reira, e ngā mātua, he mihi kau anō tēnei ki a koutou i whai wā ki te whakahoki i ngā pātai, i ngā tono a tēnei tā koutou mōkai. Kua tukua e koutou tōku reo hei kawe i ō koutou whakaaro mō ā koutou mahi whakahirahira.
Kei te tuhi kōrero hoki ahau hei tautoko i tāku i whakapae, i whakahautia ēnei kaitito e ngā mahi waiata-ā-ringa i Te Tairāwhiti, e ngā tāngata o reira hoki, pērā i a Tā Apirana Ngata, i a Tuini Ngawai, i a wai, i a wai. Hei tautoko i tōku whakapae kua pātai atu ahau ki ēnei kaitito mō ō rātou whakaaro mō tōku whakapae, ā, kua tuhia ō rātou whakaaro.
Kei te whai hoki ahau i ōku whakaaro, mā tēnei taonga, mā te waiata-ā-ringa ka ako ai te tangata i tō tātou reo rangatira me ōna āhuatanga katoa.
Ki ahau nei kei reira, kei ngā waiata-ā-ringa e takoto ana ngā kōrero ātaahua o mua rā, arā, ngā whakataukī, ngā pepeha. Kei reira hoki e mahia ana te reo tūturu, te reo tawhito, tae noa ki te reo o nāianei. He ātaahua katoa ēnei reo, he akoranga hoki mā te tangata.
Ki te pātai mai te tangata, e hia te roa atu o tāku mahi rangahau i tēnei kaupapa, ka whakahoki au ki a ia, mai i te wā tuatahi ka mahi au i te waiata-ā-ringa, tae noa ki tēnei tau tonu, ā, e toru tekau ngā tau au e whakaaro ana, e mahi ana i te waiata-ā-ringa. Kātahi anō au ka whai wā ki te tuhi mō te waiata-ā-ringa.
Nā, hei kōrero whakamutunga, kei te titiro ahau kei whea e tū ana te waiata-ā-ringa i ēnei rā, ā, kei whea hoki e haere ana, ka whai hua anō, ā, ki whea?
Kia ora tātou mō tēnei wā.

year: 1990

title: Māori and bicultural positions: Professional development programme for Resource Teachers Learning and Behaviour

authors: Glynn, Ted

subjects: Maori

abstract: The Ministry of Education has introduced a new and far-reaching policy initiative,
Special Education 2000. One component of this policy is the provision of
professional development for approximately 700 Resource Teachers [Learning and
Behaviour (RTLB)]. These resource teachers will help schools to meet the needs
of students experiencing mild to moderate learning and behavioural difficulties.
An important aim of the professional development programme is to prepare RTLB
to improve the quality of support to teachers of Māori students in conventional and
Māori medium classes. The programme consists of four courses, one introducing
key concepts, one focussed on class-wide interventions, one focussed on school
and community, and the fourth being a professional practice folio. This paper
describes the Māori and bicultural content of the first two courses within the RTLB
programme. It assesses the extent to which the programme addresses critical
questions (Bishop, 1994; Bishop, 1996) relating to the ownership and control of
Māori content included in the first two courses.

text: Māori and bicultural positions: Professional development programme for Resource Teachers Learning and Behaviour The Ministry of Education has introduced a new and far-reaching policy initiative,
Special Education 2000. One component of this policy is the provision of
professional development for approximately 700 Resource Teachers [Learning and
Behaviour (RTLB)]. These resource teachers will help schools to meet the needs
of students experiencing mild to moderate learning and behavioural difficulties.
An important aim of the professional development programme is to prepare RTLB
to improve the quality of support to teachers of Māori students in conventional and
Māori medium classes. The programme consists of four courses, one introducing
key concepts, one focussed on class-wide interventions, one focussed on school
and community, and the fourth being a professional practice folio. This paper
describes the Māori and bicultural content of the first two courses within the RTLB
programme. It assesses the extent to which the programme addresses critical
questions (Bishop, 1994; Bishop, 1996) relating to the ownership and control of
Māori content included in the first two courses.

year: 2003

title: Gradient boosted trees for evolving data streams

authors: Gunasekara, Nuwan Amila

subjects: computer science

abstract: Gradient Boosting is a widely-used machine learning technique that has proven highly effective in batch learning. However, its effectiveness in stream learning contexts lags behind bagging-based ensemble methods, which currently dominate the field. One reason for this discrepancy is the challenge of adapting the booster to new concept following a concept drift. Resetting the entire booster can lead to significant performance degradation as it struggles to learn the new concept. Resetting only some parts of the booster can be more effective, but identifying which parts to reset is difficult, given that each boosting step builds on the previous prediction. To overcome these difficulties, we propose Streaming Gradient Boosted Trees (Sgbt), which is trained using weighted squared loss elicited in XGBoost. Sgbt exploits trees with a replacement strategy to detect and recover from drifts, thus enabling the ensemble to adapt without sacrificing the predictive performance. Our empirical evaluation of Sgbt on a range of streaming datasets with challenging drift scenarios demonstrates that it outperforms current state-of-the-art methods for evolving data streams.

text: Gradient boosted trees for evolving data streams Gradient Boosting is a widely-used machine learning technique that has proven highly effective in batch learning. However, its effectiveness in stream learning contexts lags behind bagging-based ensemble methods, which currently dominate the field. One reason for this discrepancy is the challenge of adapting the booster to new concept following a concept drift. Resetting the entire booster can lead to significant performance degradation as it struggles to learn the new concept. Resetting only some parts of the booster can be more effective, but identifying which parts to reset is difficult, given that each boosting step builds on the previous prediction. To overcome these difficulties, we propose Streaming Gradient Boosted Trees (Sgbt), which is trained using weighted squared loss elicited in XGBoost. Sgbt exploits trees with a replacement strategy to detect and recover from drifts, thus enabling the ensemble to adapt without sacrificing the predictive performance. Our empirical evaluation of Sgbt on a range of streaming datasets with challenging drift scenarios demonstrates that it outperforms current state-of-the-art methods for evolving data streams.

year: 2024