title: Air Force Pataka: Fifty years of the Royal New Zealand Air Force in Hamilton: A history of the Te Rapa Air Force Base 1942-1992

authors: Amner, Lindsay

subjects: Military bases New Zealand

abstract: As a boy growing up in Hamilton in the 1970s, I can remember the hundreds of times we drove past the Te Rapa Air Force Base, and how each time I searched intently for a glimpse of the Grumman Avenger parked inside the gates. Great was my excitement if I ever got a good look, and great was my disappointment when in 1978, the Avenger was removed for a reason beyond my limited understanding. 
Also beyond my understanding was the purpose of the Base itself. In spite of my intent gaze on our trips to Auckland, I can seldom recall ever seeing a uniformed serviceman, and I certainly never saw the faintest sign of aircraft landing or taking off, which as every small boy knows, must be the sole purpose for an Air Force Base. Was there an underground airstrip? Or did the Base have some secret purpose which small boys were not permitted to know? Whatever the reason, the Base was a solid existence on the road out of Hamilton towards Auckland, and I, like most other Hamiltonians, accepted its presence without ever really knowing or questioning its true role. 
This study will show the purpose of the Te Rapa Base and in discussing its function will also show the wider aspect of the relationship of the Base to the city of Hamilton. The questions of whether the Base adequately filled the role for which it was designed, and why the Base was finally closed down, will be answered as this history of the Air Force supply house unfolds.

text: Air Force Pataka: Fifty years of the Royal New Zealand Air Force in Hamilton: A history of the Te Rapa Air Force Base 1942-1992 As a boy growing up in Hamilton in the 1970s, I can remember the hundreds of times we drove past the Te Rapa Air Force Base, and how each time I searched intently for a glimpse of the Grumman Avenger parked inside the gates. Great was my excitement if I ever got a good look, and great was my disappointment when in 1978, the Avenger was removed for a reason beyond my limited understanding. 
Also beyond my understanding was the purpose of the Base itself. In spite of my intent gaze on our trips to Auckland, I can seldom recall ever seeing a uniformed serviceman, and I certainly never saw the faintest sign of aircraft landing or taking off, which as every small boy knows, must be the sole purpose for an Air Force Base. Was there an underground airstrip? Or did the Base have some secret purpose which small boys were not permitted to know? Whatever the reason, the Base was a solid existence on the road out of Hamilton towards Auckland, and I, like most other Hamiltonians, accepted its presence without ever really knowing or questioning its true role. 
This study will show the purpose of the Te Rapa Base and in discussing its function will also show the wider aspect of the relationship of the Base to the city of Hamilton. The questions of whether the Base adequately filled the role for which it was designed, and why the Base was finally closed down, will be answered as this history of the Air Force supply house unfolds.

year: 1993

title: The development of multiplicative thinking and proportional reasoning: Models of conceptual learning and transfer

authors: Wright, Vincent John

subjects: proportional reasoning

abstract: This thesis considers the development of multiplicative thinking and proportional reasoning from two perspectives. Firstly, it examines the research literature on progressions in conceptual understanding to create a Hypothetical Learning Trajectory (HLT). Secondly, it surveys modern views of how transfer by learners occurs in and between situations, contrasting object views of abstraction with knowledge in pieces views.
Case studies of six students aged 11-13 years illustrate conceptual changes that occur during the course of a school year. The students are involved in a design experiment in which I (the researcher) co-teach with the classroom teacher. The students represent a mix of gender, ethnicity and level of achievement. Comparison of the HLT with the actual learning trajectory for each student establishes its validity as a generic growth path.
Examination of the data suggests that two models of learning and by inference, transfer, describe the conceptual development of the students. There is consideration of students’ use of anticipated actions on physical and imaged embodiments as objects of thought with a focus on the significance of object creation for conceptual growth, and the encapsulation, completeness and contextual detachment of objects. 
There is broad consistency in students’ progress through the phases of the HTL within each sub-construct though the developmental patterns of individual are variable and temporal alignment across the sub-constructs does not uniformly hold. Some consistency of order effect in concept development is noted. Discussion on the limitations of the HTL includes the difference between knowledge types from a pedagogical perspective, absence of significant model-representation-situation transfer, and order relations in conceptual development.
Considerable situational variation occurs as students solve problems that involve applications of the same concepts. Partial construction of concepts is common. This was true of all learners, irrespective of level of achievement. High-achieving students more readily anticipate actions and trust these anticipations as objects of thought than middle and low achievers. The data supports knowledge in pieces views of conceptual development. Complexity for learners in observing affordances in situations, and in co-ordinating the fine-grained knowledge required, explains the difficulty of transfer. While supporting the anticipation of action as significant from a learning perspective the research suggests that expertise in applying concepts involves a process of noticing similarity across contextually bound situations and cueing appropriate knowledge resources.

text: The development of multiplicative thinking and proportional reasoning: Models of conceptual learning and transfer This thesis considers the development of multiplicative thinking and proportional reasoning from two perspectives. Firstly, it examines the research literature on progressions in conceptual understanding to create a Hypothetical Learning Trajectory (HLT). Secondly, it surveys modern views of how transfer by learners occurs in and between situations, contrasting object views of abstraction with knowledge in pieces views.
Case studies of six students aged 11-13 years illustrate conceptual changes that occur during the course of a school year. The students are involved in a design experiment in which I (the researcher) co-teach with the classroom teacher. The students represent a mix of gender, ethnicity and level of achievement. Comparison of the HLT with the actual learning trajectory for each student establishes its validity as a generic growth path.
Examination of the data suggests that two models of learning and by inference, transfer, describe the conceptual development of the students. There is consideration of students’ use of anticipated actions on physical and imaged embodiments as objects of thought with a focus on the significance of object creation for conceptual growth, and the encapsulation, completeness and contextual detachment of objects. 
There is broad consistency in students’ progress through the phases of the HTL within each sub-construct though the developmental patterns of individual are variable and temporal alignment across the sub-constructs does not uniformly hold. Some consistency of order effect in concept development is noted. Discussion on the limitations of the HTL includes the difference between knowledge types from a pedagogical perspective, absence of significant model-representation-situation transfer, and order relations in conceptual development.
Considerable situational variation occurs as students solve problems that involve applications of the same concepts. Partial construction of concepts is common. This was true of all learners, irrespective of level of achievement. High-achieving students more readily anticipate actions and trust these anticipations as objects of thought than middle and low achievers. The data supports knowledge in pieces views of conceptual development. Complexity for learners in observing affordances in situations, and in co-ordinating the fine-grained knowledge required, explains the difficulty of transfer. While supporting the anticipation of action as significant from a learning perspective the research suggests that expertise in applying concepts involves a process of noticing similarity across contextually bound situations and cueing appropriate knowledge resources.

year: 2011

title: Eke Panuku, Eke Tangaroa: He Taonga Tuku Iho

authors: Apanui, Ngahiwi

subjects: Panuku

abstract: He aha te Māori? He aha i kīia ai tētahi āhuatanga, tētahi mahi, tētahi tangata, tētahi whakahaere rānei he Māori? Ko te whāinga o te rangahau nei he rapa huarahi e āhei ai te whakautu i ēnei pātai. Me te huhua hoki o te whakaaro mō ēnei pātai, i huri ahau ki ngā mātanga, ngā pūkenga hoki o te ao mātauranga Māori hei taunaki i te whakautu ki te pātai. 
Ka tūhura te rangahau nei i te rētōtanga o te ao Māori, ka titiro hoki ki te āhua i Māori ai ētahi āhuatanga me te whakautu, he ahurea Māori i Māori ai tētahi āhuatanga, tētahi mahi, tētahi tangata, tētahi whakahaere rānei – ko te pū ahurea Māori tēnei. Ka titiro anō hoki te rangahau nei ki te whakaaro Māori hei tūāpapa mō te pū ahurea Māori, te wāhanga ki ngā kaupapa tuku iho me te whakaatu a te tikanga i te kaupapa. 
Ko te hua o te rangahau nei, he tuku i te rauemi e taea ai te tangata te tautuhi me te ine i te pū ahurea Māori hei ārahi i te aromātaitanga o ngā mahi Māori.

text: Eke Panuku, Eke Tangaroa: He Taonga Tuku Iho He aha te Māori? He aha i kīia ai tētahi āhuatanga, tētahi mahi, tētahi tangata, tētahi whakahaere rānei he Māori? Ko te whāinga o te rangahau nei he rapa huarahi e āhei ai te whakautu i ēnei pātai. Me te huhua hoki o te whakaaro mō ēnei pātai, i huri ahau ki ngā mātanga, ngā pūkenga hoki o te ao mātauranga Māori hei taunaki i te whakautu ki te pātai. 
Ka tūhura te rangahau nei i te rētōtanga o te ao Māori, ka titiro hoki ki te āhua i Māori ai ētahi āhuatanga me te whakautu, he ahurea Māori i Māori ai tētahi āhuatanga, tētahi mahi, tētahi tangata, tētahi whakahaere rānei – ko te pū ahurea Māori tēnei. Ka titiro anō hoki te rangahau nei ki te whakaaro Māori hei tūāpapa mō te pū ahurea Māori, te wāhanga ki ngā kaupapa tuku iho me te whakaatu a te tikanga i te kaupapa. 
Ko te hua o te rangahau nei, he tuku i te rauemi e taea ai te tangata te tautuhi me te ine i te pū ahurea Māori hei ārahi i te aromātaitanga o ngā mahi Māori.

year: 2015