title: How many deaths were caused by the Tarawera eruption?

authors: Lowe, David J.

abstract: Most texts and brochures describing the Tarawera eruption of 10 June, l 886, record that it resulted in about 150 fatalities (e.g., Scott & Nairn, 1989; Ansell & Taber, 1996). Indeed, a figure of 153 deaths is recorded at the excellent new visitors' centre at the Buried Village, Te Wairoa, and in a number of other contexts. Elsewhere, numbers ranging from as few as about one hundred to possibly 'thousands' of deaths have been suggested (e.g., Houghton & Johnston, 1999).

text: How many deaths were caused by the Tarawera eruption? Most texts and brochures describing the Tarawera eruption of 10 June, l 886, record that it resulted in about 150 fatalities (e.g., Scott & Nairn, 1989; Ansell & Taber, 1996). Indeed, a figure of 153 deaths is recorded at the excellent new visitors' centre at the Buried Village, Te Wairoa, and in a number of other contexts. Elsewhere, numbers ranging from as few as about one hundred to possibly 'thousands' of deaths have been suggested (e.g., Houghton & Johnston, 1999).

year: 2001

title: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand.

authors: Cranston, Shirley Ann

subjects: Te Kotahitanga Phase 3

abstract: This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

text: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand. This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

year: 2018

title: The case for universal basic income in New Zealand & worldwide

authors: Goldsmith, Michael

abstract: Universal Basic Income is a well established concept that can help solve this basic human rights issue. While hunger is often recognised in poorer countries, it is trivialised and hidden in countries like New Zealand, which is perceived as being a land of plenty with abundant food resources to feed its people.

text: The case for universal basic income in New Zealand & worldwide Universal Basic Income is a well established concept that can help solve this basic human rights issue. While hunger is often recognised in poorer countries, it is trivialised and hidden in countries like New Zealand, which is perceived as being a land of plenty with abundant food resources to feed its people.

year: 2012