title: Michael White: Fragments of an event

authors: Winslade, John

subjects: narrative

abstract: We present here fragments, reconstructed from memory1, of Michael White's last workshop2. These fragments are interspersed with descriptions of events that took place in San Diego in the days leading up to Michael's death. Our focus here is not on the medical details, nor on the private family stories, but on the task of recording Michael's last efforts to teach. Our hope is to play a small part in allowing his words to continue to resonate.

text: Michael White: Fragments of an event We present here fragments, reconstructed from memory1, of Michael White's last workshop2. These fragments are interspersed with descriptions of events that took place in San Diego in the days leading up to Michael's death. Our focus here is not on the medical details, nor on the private family stories, but on the task of recording Michael's last efforts to teach. Our hope is to play a small part in allowing his words to continue to resonate.

year: 2008

title: Treating Water Using a Perforated Electrode Flow Through Cell

authors: Hettiarachchi, Jayani

abstract: Perforated Electrode Flow Through cell (PEFT cell) is an undivided electro –chlorination cell designed by the University of Waikato. A new design was developed that consists of two sets of perforated electrodes assembled in a 3D printed casing. The aim of this research was to test the new PEFT cell for chlorine production, trial it for E-coli disinfection and iron and manganese removal by coupling it to a DMI-65 column. Maximum chlorine concentration was achieved at 0.1 mol/L NaCl concentration at a flow rate of 1.8 ml/s at 5 volts and 10 amps, and a current density of 44 mA/cm2, resulting in a chlorine concentration of 510 mg/L. Chlorine production increased with increasing salt concentration but decreased with flow rate. Maximum chlorine production rate was at 0.14 mg/s.amp at 7.41 ml/s flow rate. Total inactivation of E-coli bacteria was achieved for all conditions tested. Iron and manganese removals of 92.5% and 90% respectively were achieved for synthetic bore water when the PEFT cell was coupled to a DMI-65 column.

text: Treating Water Using a Perforated Electrode Flow Through Cell Perforated Electrode Flow Through cell (PEFT cell) is an undivided electro –chlorination cell designed by the University of Waikato. A new design was developed that consists of two sets of perforated electrodes assembled in a 3D printed casing. The aim of this research was to test the new PEFT cell for chlorine production, trial it for E-coli disinfection and iron and manganese removal by coupling it to a DMI-65 column. Maximum chlorine concentration was achieved at 0.1 mol/L NaCl concentration at a flow rate of 1.8 ml/s at 5 volts and 10 amps, and a current density of 44 mA/cm2, resulting in a chlorine concentration of 510 mg/L. Chlorine production increased with increasing salt concentration but decreased with flow rate. Maximum chlorine production rate was at 0.14 mg/s.amp at 7.41 ml/s flow rate. Total inactivation of E-coli bacteria was achieved for all conditions tested. Iron and manganese removals of 92.5% and 90% respectively were achieved for synthetic bore water when the PEFT cell was coupled to a DMI-65 column.

year: 2017

title: Comparisons of experiences at native schools of Te Arawa with today's schools: The aspirations and the realities

authors: Raureti, Ramarie

abstract: The title of this thesis is "Comparisons of Experiences at Native Schools of Te Arawa with Today's Schools: The Aspirations and the Realities". It builds on the topic of native schooling introduced in my Master of Education thesis (Raureti, 2000), yet differs to that study by comparing past Maori (indigenous people of Aotearoa-New Zealand) educational experiences of kaumatua (esteemed elders) within Native Schools, with current educational experiences of their mokopuna (grandchildren) within today's schools. This thesis also adds a new dimension to current literature by exploring past and present educational aspirations, and identifying aspects of past and present schooling that helped fulfil Maori aspirations. 
The main focus of this thesis is to converse with kaumatua and their mokopuna through a series of sequential, in-depth, semi-structured interviews as conversations, in order to explore, examine and compare past and present educational aspirations and experiences, within an indigenous Kaupapa (agenda) Maori approach, while incorporating suitable aspects of qualitative methodology. 
In carrying out the above, this thesis addresses two main questions, 1. What were the educational aspirations and experiences for a group of Te Arawa (indigenous tribe) kaumatua and their mokopuna? 2. What factors assisted or limited the realisation of those aspirations? 
From the late 1800s, many Maori people within Te Arawa have viewed education as a means of enhancing their lives, and complementing their current skills and knowledge in order to participate effectively within society. In contrast, throughout the years, governments have utilised the education system as a tool of oppression to purposefully assimilate Maori people and restrict their participation in society. In spite of oppressive structures and policies, and in line with a spirit of resistance, Maori people have continuously formulated new options to realise their aspirations. It seems that the key factor lies with the degree of Maori control and engagement (tino rangatiratanga) within the educational context. That is, the more that Maori exercised their tino rangatiratanga, the greater the degree to which their educational aspirations were realised. 
Therefore, this thesis is not merely "descriptive, telling us what we already know, yet not proposing any solutions or action that can be taken for change" (Cram, 1993, p 31); nor does it attempt to revolutionise schooling for Maori; it does however, identify and examine effective aspects of past and present schooling, as identified by a selection of Te Arawa kaumatua and their mokopuna. It is suggested that this careful intergenerational consideration of curriculum and pedagogies could inform current teaching practice, which has the potential to be useful because "many schools were aware of issues for Maori students but were unclear on how to make improvements" (Education Review Office, 2003, p 2).

text: Comparisons of experiences at native schools of Te Arawa with today's schools: The aspirations and the realities The title of this thesis is "Comparisons of Experiences at Native Schools of Te Arawa with Today's Schools: The Aspirations and the Realities". It builds on the topic of native schooling introduced in my Master of Education thesis (Raureti, 2000), yet differs to that study by comparing past Maori (indigenous people of Aotearoa-New Zealand) educational experiences of kaumatua (esteemed elders) within Native Schools, with current educational experiences of their mokopuna (grandchildren) within today's schools. This thesis also adds a new dimension to current literature by exploring past and present educational aspirations, and identifying aspects of past and present schooling that helped fulfil Maori aspirations. 
The main focus of this thesis is to converse with kaumatua and their mokopuna through a series of sequential, in-depth, semi-structured interviews as conversations, in order to explore, examine and compare past and present educational aspirations and experiences, within an indigenous Kaupapa (agenda) Maori approach, while incorporating suitable aspects of qualitative methodology. 
In carrying out the above, this thesis addresses two main questions, 1. What were the educational aspirations and experiences for a group of Te Arawa (indigenous tribe) kaumatua and their mokopuna? 2. What factors assisted or limited the realisation of those aspirations? 
From the late 1800s, many Maori people within Te Arawa have viewed education as a means of enhancing their lives, and complementing their current skills and knowledge in order to participate effectively within society. In contrast, throughout the years, governments have utilised the education system as a tool of oppression to purposefully assimilate Maori people and restrict their participation in society. In spite of oppressive structures and policies, and in line with a spirit of resistance, Maori people have continuously formulated new options to realise their aspirations. It seems that the key factor lies with the degree of Maori control and engagement (tino rangatiratanga) within the educational context. That is, the more that Maori exercised their tino rangatiratanga, the greater the degree to which their educational aspirations were realised. 
Therefore, this thesis is not merely "descriptive, telling us what we already know, yet not proposing any solutions or action that can be taken for change" (Cram, 1993, p 31); nor does it attempt to revolutionise schooling for Maori; it does however, identify and examine effective aspects of past and present schooling, as identified by a selection of Te Arawa kaumatua and their mokopuna. It is suggested that this careful intergenerational consideration of curriculum and pedagogies could inform current teaching practice, which has the potential to be useful because "many schools were aware of issues for Maori students but were unclear on how to make improvements" (Education Review Office, 2003, p 2).

year: 2006