title: Whakaoranga taiao, whakaoranga tangata: The restorative, healing, and decolonising potential of environmental restoration

authors: Moore, Robert

abstract: This thesis explores the ways in which Māori who are involved in environmental restoration are able to use their experiences to reconnect with Te Ao Māori. Semi-structured interviews were conducted with three Māori who have been involved in environmental restoration in and around Kirikiriroa. These research participants were also able to speak to what they have observed in other restoration projects at their respective marae and comment broadly about this work as it is taking place across Aotearoa. It became clear through this research that the impacts of history and colonisation are still felt heavily by Māori in the environmental space today. For Māori involved in environmental restoration, this is a place where they are able to learn and share knowledge and reconnect with their Māoritanga. Environmental restoration can help restore wairua relationships with the whenua and strengthen Maori wellbeing through strengthening relationships with the whenua. Engaging in environmental restoration supports decolonisation as, for the aforementioned outcomes of doing so, being in these spaces supports the affirmation of an Indigenous identity.

text: Whakaoranga taiao, whakaoranga tangata: The restorative, healing, and decolonising potential of environmental restoration This thesis explores the ways in which Māori who are involved in environmental restoration are able to use their experiences to reconnect with Te Ao Māori. Semi-structured interviews were conducted with three Māori who have been involved in environmental restoration in and around Kirikiriroa. These research participants were also able to speak to what they have observed in other restoration projects at their respective marae and comment broadly about this work as it is taking place across Aotearoa. It became clear through this research that the impacts of history and colonisation are still felt heavily by Māori in the environmental space today. For Māori involved in environmental restoration, this is a place where they are able to learn and share knowledge and reconnect with their Māoritanga. Environmental restoration can help restore wairua relationships with the whenua and strengthen Maori wellbeing through strengthening relationships with the whenua. Engaging in environmental restoration supports decolonisation as, for the aforementioned outcomes of doing so, being in these spaces supports the affirmation of an Indigenous identity.

year: 2022

title: Raising Māori Student Achievement - Journeys of Success

authors: Kaumoana, Cadence

abstract: Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

text: Raising Māori Student Achievement - Journeys of Success Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

year: 2013

title: Browsing and book selection in the physical library shelves

authors: Cunningham, Sally Jo

subjects: computer science

abstract: Library users should be conveniently interact with collections and be able to easily choose books of interest as they explore and browse a physical book collection. While there exists a growing body of naturalistic studies of browsing and book selection in digital collections, the corresponding literature on behaviour in the physical stacks is surprisingly sparse. We add to this literature in this paper, by conducting observations of patrons in a university library as they selected books from the shelves. Our aim is to further our understanding of patterns of behaviour in browsing and selection in physical collections.

text: Browsing and book selection in the physical library shelves Library users should be conveniently interact with collections and be able to easily choose books of interest as they explore and browse a physical book collection. While there exists a growing body of naturalistic studies of browsing and book selection in digital collections, the corresponding literature on behaviour in the physical stacks is surprisingly sparse. We add to this literature in this paper, by conducting observations of patrons in a university library as they selected books from the shelves. Our aim is to further our understanding of patterns of behaviour in browsing and selection in physical collections.

year: 2013-02