title: Te Pūtahitanga: A Tiriti-led science-policy approach for Aotearoa New Zealand

authors: Kukutai, Tahu

abstract: This paper examines the interface between science and policymaking and calls for a policy approach that is enabled by, and responsive to, Te Tiriti o Waitangi and Mātauranga Māori. For a science sector to have its greatest reach and impact for all citizens, it must demonstrate relevance, accessibility and inclusion. In Aotearoa, there has been concern about the exclusion of Māori and Pacific expertise from science advice and key decision-making roles. Te Tiriti offers a powerful framework for connecting systems and communities of knowledge in ways that are mutually beneficial and future focused.

text: Te Pūtahitanga: A Tiriti-led science-policy approach for Aotearoa New Zealand This paper examines the interface between science and policymaking and calls for a policy approach that is enabled by, and responsive to, Te Tiriti o Waitangi and Mātauranga Māori. For a science sector to have its greatest reach and impact for all citizens, it must demonstrate relevance, accessibility and inclusion. In Aotearoa, there has been concern about the exclusion of Māori and Pacific expertise from science advice and key decision-making roles. Te Tiriti offers a powerful framework for connecting systems and communities of knowledge in ways that are mutually beneficial and future focused.

year: 2021-04-28

title: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying

authors: Kururangi, Aorere Helen Mary

subjects: collaborative drawing and storying

abstract: Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

text: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

year: 2008

title: Energy-Efficient SMPS-Based Pulse Generator for Neurostimulators

authors: Seshadri, Sinduja

subjects: pulse generator

abstract: There is a need in the neuromodulation industry for a very energy-efficient pulse generator. Little data is observed in literature to develop a power efficient pulse generator that can deliver the required stimulus. A typical stimulator has a boost stage, a low-dropout (LDO) stage and an analog circuit that delivers the stimulus in the form of a pulse to the patient. Such a system is found to be ∼ 40% efficient. There are two new methods that can improve this efficiency rating significantly. (1) A mod- ification to existing pulse generator by adding microprocessors to control the output voltages of boost and LDO in the circuit, as proposed by the manufacturer; (2) a Single-Ended Primary Inductance Converter (SEPIC) based design proposed by the authors, with the input connected to a battery and the output to electrodes. Comparing with existing design, the modification offered a consistent 75% efficiency for output voltages from 3.9V to 6.6V. SEPIC had an efficiency rating of 80% to 86% across the same voltage range.

text: Energy-Efficient SMPS-Based Pulse Generator for Neurostimulators There is a need in the neuromodulation industry for a very energy-efficient pulse generator. Little data is observed in literature to develop a power efficient pulse generator that can deliver the required stimulus. A typical stimulator has a boost stage, a low-dropout (LDO) stage and an analog circuit that delivers the stimulus in the form of a pulse to the patient. Such a system is found to be ∼ 40% efficient. There are two new methods that can improve this efficiency rating significantly. (1) A mod- ification to existing pulse generator by adding microprocessors to control the output voltages of boost and LDO in the circuit, as proposed by the manufacturer; (2) a Single-Ended Primary Inductance Converter (SEPIC) based design proposed by the authors, with the input connected to a battery and the output to electrodes. Comparing with existing design, the modification offered a consistent 75% efficiency for output voltages from 3.9V to 6.6V. SEPIC had an efficiency rating of 80% to 86% across the same voltage range.

year: 2019