title: Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand

authors: Cruse, Diana Caroline Annavale

subjects: Engagement

abstract: This research sees my interests coalesce into a particular focus on how collaborative partnerships with parents/caregivers can provide whānau Māori with opportunities to strengthen wellbeing in their own lives. It is located in Aotearoa New Zealand and within the context of Te Whāriki (Ministry of Education, 1996), Aotearoa New Zealand’s early childhood curriculum.  The Ministry of Education has a target that 98% of all children in Aotearoa New Zealand under 5 will attend an early childhood education setting (Ministry of Education, 2016), with Māori children having lower participation rates than the national participation rate (Ministry of Education, 2013).  The premise for this thesis is that meaningful whānau engagement in early learning contexts within Aotearoa New Zealand can empower whānau Māori, and honour the promises made in Te Tiriti o Waitangi of partnership, participation, and protection.
Therefore, this thesis sets out to examine what constitutes meaningful engagement for whānau Māori in an early childhood setting in Aotearoa New Zealand, and how meaningful engagement can assist whānau to enjoy an increase of wellbeing.
To explore this issue, I conducted research within an early childhood setting in Aotearoa New Zealand, using methodologies of Kaupapa Māori Research and Narrative Inquiry.  I listened to the narratives of whānau Māori indicating how meaningful engagement was created for them, and investigated if links were generated between engagement and wellbeing for their whānau. These links were identified in the literature as significant levers for educational success.
This research discovered three stages of engagement for the whānau Māori who participated in this study: establishing engagement, developing engagement and solidifying engagement.  Once created, meaningful engagement can lead to flourishing, indicating that there is relationship between meaningful engagement and whānau wellbeing.

text: Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand This research sees my interests coalesce into a particular focus on how collaborative partnerships with parents/caregivers can provide whānau Māori with opportunities to strengthen wellbeing in their own lives. It is located in Aotearoa New Zealand and within the context of Te Whāriki (Ministry of Education, 1996), Aotearoa New Zealand’s early childhood curriculum.  The Ministry of Education has a target that 98% of all children in Aotearoa New Zealand under 5 will attend an early childhood education setting (Ministry of Education, 2016), with Māori children having lower participation rates than the national participation rate (Ministry of Education, 2013).  The premise for this thesis is that meaningful whānau engagement in early learning contexts within Aotearoa New Zealand can empower whānau Māori, and honour the promises made in Te Tiriti o Waitangi of partnership, participation, and protection.
Therefore, this thesis sets out to examine what constitutes meaningful engagement for whānau Māori in an early childhood setting in Aotearoa New Zealand, and how meaningful engagement can assist whānau to enjoy an increase of wellbeing.
To explore this issue, I conducted research within an early childhood setting in Aotearoa New Zealand, using methodologies of Kaupapa Māori Research and Narrative Inquiry.  I listened to the narratives of whānau Māori indicating how meaningful engagement was created for them, and investigated if links were generated between engagement and wellbeing for their whānau. These links were identified in the literature as significant levers for educational success.
This research discovered three stages of engagement for the whānau Māori who participated in this study: establishing engagement, developing engagement and solidifying engagement.  Once created, meaningful engagement can lead to flourishing, indicating that there is relationship between meaningful engagement and whānau wellbeing.

year: 2017

title: Rauaroha: He tohu Aroha rau i te akoranga

authors: Paringatai, Karyn

subjects: huarahi ako

abstract: Nö te tau 2001 i whakatüria ai e Ako Aotearoa (National Centre for Tertiary Teaching Excellence) tëtahi tohu hei whakanui i ngä mahi a te tangata e whakaako ana i te taumata takiura. Me whakaatu te kaiwhiwhi tohu i tana ü roa ki ngä taumata tiketike rawa i tana mahi whakaako. Tekau mä rua ngä kaiwhiwhi toa i ia tau, kätahi ka whiriwhirihia ai e tëtahi kömiti kaiwhakawä kia kotahi te tangata e whiwhi nei i te Tohu Tiketike o te Pirimia. Mö ngä tau e whä kua hipa ake nei i riro i ngä kaiako Mäori te tohu tiketike nei. Ko te aronga o tënei tuhinga he whakaatu i ngä ähuatanga o ënei kaiako kia märama pai atu ai te whakaaro tiketike o te Mäori ki tënei mea te ako.

text: Rauaroha: He tohu Aroha rau i te akoranga Nö te tau 2001 i whakatüria ai e Ako Aotearoa (National Centre for Tertiary Teaching Excellence) tëtahi tohu hei whakanui i ngä mahi a te tangata e whakaako ana i te taumata takiura. Me whakaatu te kaiwhiwhi tohu i tana ü roa ki ngä taumata tiketike rawa i tana mahi whakaako. Tekau mä rua ngä kaiwhiwhi toa i ia tau, kätahi ka whiriwhirihia ai e tëtahi kömiti kaiwhakawä kia kotahi te tangata e whiwhi nei i te Tohu Tiketike o te Pirimia. Mö ngä tau e whä kua hipa ake nei i riro i ngä kaiako Mäori te tohu tiketike nei. Ko te aronga o tënei tuhinga he whakaatu i ngä ähuatanga o ënei kaiako kia märama pai atu ai te whakaaro tiketike o te Mäori ki tënei mea te ako.

year: 2017

title: Mechanical behaviour of ultrafine grained Cu and Cu-(2.5 and 5) vol.%Al₂O₃ composites produced by powder compact forging

authors: Mukhtar, Aamir

subjects: high energy mechanical milling

abstract: Nanostructured Cu-(2.5 and 5) vol.%Al₂O₃ composite powders were produced from a mixture of Cu powder and Al₂O₃  nanopowder using high energy mechanical milling, and then compacted by hot pressing. The Cu and Cu- Al₂O₃  composite powder compacts were then forged into disks at temperatures in the range of 500-800°C to consolidate the Cu and Cu- Al₂O₃ composite powders. Tensile testing of the specimens cut from the forged disks showed that the Cu forged disk had a good ductility (plastic strain to fracture: ~15%) and high yield strength of 320 MPa, and the Cu-(2.5 and 5)vol.%Al₂O₃ composite forged disks had a high fracture strength in range of 530-600 MPa, but low ductility.

text: Mechanical behaviour of ultrafine grained Cu and Cu-(2.5 and 5) vol.%Al₂O₃ composites produced by powder compact forging Nanostructured Cu-(2.5 and 5) vol.%Al₂O₃ composite powders were produced from a mixture of Cu powder and Al₂O₃  nanopowder using high energy mechanical milling, and then compacted by hot pressing. The Cu and Cu- Al₂O₃  composite powder compacts were then forged into disks at temperatures in the range of 500-800°C to consolidate the Cu and Cu- Al₂O₃ composite powders. Tensile testing of the specimens cut from the forged disks showed that the Cu forged disk had a good ductility (plastic strain to fracture: ~15%) and high yield strength of 320 MPa, and the Cu-(2.5 and 5)vol.%Al₂O₃ composite forged disks had a high fracture strength in range of 530-600 MPa, but low ductility.

year: 2011