title: Ngaa tongikura o te Kiingitanga - He tongi takapou nui, he kura takapou roa

authors: Paki, Nga wai hono i te po

subjects: Tongikura

abstract: Mai anoo, mai anoo i te waa o ngoo taatou tuupuna, ko te iere o te reo, ko te tangi o te kupu te waka kawe i ngaa whakaaro me ngaa kare aa-roto o oo taatou tuupuna. Inaa hoki raa te hoohonu o te whakaaro me te huhua o ngaa kura huna kua rarau ki ngaa kupu tuku iho o oo taatou tuupuna. I roto i a maatou, o Tainui waka, o Waikato iwi, o te Kiingitanga, ko ngaa tongikura te ritenga.

Kei teenei tuhinga te whakamaaramatanga, te whakamahukitanga o teenei taonga te tongikura. Ahakoa, inaa raa ngaa tini tongikura o te Kiingitanga kua tongikuratia ko taa teenei tuhinga whakapae he tuuhura i ngaa kura huna e whakapaetia nei, he oranga kei roto i ngaa tongikura hei painga moo te tangata. Noo te orokohanganga mai o te Kiingitanga tatuu iho raa ki teenei rangi tonu kei ngeenei tongikura ngaa kupu taurangi, ngaa tohutohu nui aa te raangai upoko ariki o te Kiingitanga ki ngaa iwi. I roto i te whakapaparanga o te Kiingitanga kua kitea taatou i te nui o te whakamahinga o ngaa tongikura hei aarahi, hei takitaki i a taatou a Tainui waka, i a Tainui tangata.

Kua haoria ake raa ko ngeetehi kohinga tongikura hei whewheratanga maaku i roto i teenei tuhinga e kite ai taatou i te mauri ora o ngaa tongikura ki roto i te iwi o Waikato, ki roto anoo hoki i ngaa iwi o te Kiingitanga. E haangai mai ana ngeenei tongikura ki te ora o te iwi, e purutia ana hoki hei kura waananga maa ngaa reanga whakatupuranga o te inamata, ki te anamata. Tiikina ake raa ko te kupu wairua, kia tuu te tongikura, ko te aakinga te mea nui, tau ki runga ki teenei tuhikura. Haere, tomokia mai te whare tongikura, he tongi takapou kura, he kura takapou roa.

text: Ngaa tongikura o te Kiingitanga - He tongi takapou nui, he kura takapou roa Mai anoo, mai anoo i te waa o ngoo taatou tuupuna, ko te iere o te reo, ko te tangi o te kupu te waka kawe i ngaa whakaaro me ngaa kare aa-roto o oo taatou tuupuna. Inaa hoki raa te hoohonu o te whakaaro me te huhua o ngaa kura huna kua rarau ki ngaa kupu tuku iho o oo taatou tuupuna. I roto i a maatou, o Tainui waka, o Waikato iwi, o te Kiingitanga, ko ngaa tongikura te ritenga.

Kei teenei tuhinga te whakamaaramatanga, te whakamahukitanga o teenei taonga te tongikura. Ahakoa, inaa raa ngaa tini tongikura o te Kiingitanga kua tongikuratia ko taa teenei tuhinga whakapae he tuuhura i ngaa kura huna e whakapaetia nei, he oranga kei roto i ngaa tongikura hei painga moo te tangata. Noo te orokohanganga mai o te Kiingitanga tatuu iho raa ki teenei rangi tonu kei ngeenei tongikura ngaa kupu taurangi, ngaa tohutohu nui aa te raangai upoko ariki o te Kiingitanga ki ngaa iwi. I roto i te whakapaparanga o te Kiingitanga kua kitea taatou i te nui o te whakamahinga o ngaa tongikura hei aarahi, hei takitaki i a taatou a Tainui waka, i a Tainui tangata.

Kua haoria ake raa ko ngeetehi kohinga tongikura hei whewheratanga maaku i roto i teenei tuhinga e kite ai taatou i te mauri ora o ngaa tongikura ki roto i te iwi o Waikato, ki roto anoo hoki i ngaa iwi o te Kiingitanga. E haangai mai ana ngeenei tongikura ki te ora o te iwi, e purutia ana hoki hei kura waananga maa ngaa reanga whakatupuranga o te inamata, ki te anamata. Tiikina ake raa ko te kupu wairua, kia tuu te tongikura, ko te aakinga te mea nui, tau ki runga ki teenei tuhikura. Haere, tomokia mai te whare tongikura, he tongi takapou kura, he kura takapou roa.

year: 2022

title: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand

authors: Jackson, Ryan

abstract: This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

text: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

year: 2025

title: Understanding the response of nitrifying communities to disturbance in the mcmurdo dry valleys, Antarctica

authors: Monteiro, Maria R.

subjects: Science & Technology

abstract: © 2020 by the authors. Licensee MDPI, Basel, Switzerland. Polar ecosystems are generally limited in nitrogen (N) nutrients, and the patchy availability of N is partly determined by biological pathways, such as nitrification, which are carried out by distinctive prokaryotic functional groups. The activity and diversity of microorganisms are generally strongly influenced by environmental conditions. However, we know little of the attributes that control the distribution and activity of specific microbial functional groups, such as nitrifiers, in extreme cold environments and how they may respond to change. To ascertain relationships between soil geochemistry and the ecology of nitrifying microbial communities, we carried out a laboratory-based manipulative experiment to test the selective effect of key geochemical variables on the activity and abundance of ammonia-oxidizing communities in soils from the McMurdo Dry Valleys of Antarctica. We hypothesized that nitrifying communities, adapted to different environmental conditions within the Dry Valleys, will have distinct responses when submitted to similar geochemical disturbances. In order to test this hypothesis, soils from two geographically distant and geochemically divergent locations, Miers and Beacon Valleys, were incubated over 2 months under increased conductivity, ammonia concentration, copper concentration, and organic matter content. Amplicon sequencing of the 16S rRNA gene and transcripts allowed comparison of the response of ammonia-oxidizing Archaea (AOA) and ammonia-oxidizing Bacteria (AOB) to each treatment over time. This approach was combined with measurements of15NH4+ oxidation rates using15N isotopic additions. Our results showed a higher potential for nitrification in Miers Valley, where environmental conditions are milder relative to Beacon Valley. AOA exhibited better adaptability to geochemical changes compared to AOB, particularly to the increase in copper and conductivity. AOA were also the only nitrifying group found in Beacon Valley soils. This laboratorial manipulative experiment provided new knowledge on how nitrifying groups respond to changes on key geochemical variables of Antarctic desert soils, and we believe these results offer new insights on the dynamics of N cycling in these ecosystems.

text: Understanding the response of nitrifying communities to disturbance in the mcmurdo dry valleys, Antarctica © 2020 by the authors. Licensee MDPI, Basel, Switzerland. Polar ecosystems are generally limited in nitrogen (N) nutrients, and the patchy availability of N is partly determined by biological pathways, such as nitrification, which are carried out by distinctive prokaryotic functional groups. The activity and diversity of microorganisms are generally strongly influenced by environmental conditions. However, we know little of the attributes that control the distribution and activity of specific microbial functional groups, such as nitrifiers, in extreme cold environments and how they may respond to change. To ascertain relationships between soil geochemistry and the ecology of nitrifying microbial communities, we carried out a laboratory-based manipulative experiment to test the selective effect of key geochemical variables on the activity and abundance of ammonia-oxidizing communities in soils from the McMurdo Dry Valleys of Antarctica. We hypothesized that nitrifying communities, adapted to different environmental conditions within the Dry Valleys, will have distinct responses when submitted to similar geochemical disturbances. In order to test this hypothesis, soils from two geographically distant and geochemically divergent locations, Miers and Beacon Valleys, were incubated over 2 months under increased conductivity, ammonia concentration, copper concentration, and organic matter content. Amplicon sequencing of the 16S rRNA gene and transcripts allowed comparison of the response of ammonia-oxidizing Archaea (AOA) and ammonia-oxidizing Bacteria (AOB) to each treatment over time. This approach was combined with measurements of15NH4+ oxidation rates using15N isotopic additions. Our results showed a higher potential for nitrification in Miers Valley, where environmental conditions are milder relative to Beacon Valley. AOA exhibited better adaptability to geochemical changes compared to AOB, particularly to the increase in copper and conductivity. AOA were also the only nitrifying group found in Beacon Valley soils. This laboratorial manipulative experiment provided new knowledge on how nitrifying groups respond to changes on key geochemical variables of Antarctic desert soils, and we believe these results offer new insights on the dynamics of N cycling in these ecosystems.

year: 2020-03-13