title: Fear, romance and transience in the lives of homeless women

authors: Radley, Alan

subjects: psychology

abstract: This paper takes up the question of what it means to be a woman who lives on the streets and in hostels as a homeless person in London. Using qualitative data from three women respondents, the analysis focuses upon their reasons for becoming and staying homeless. We address issues concerning the women's perceptions of danger and safety on the streets, the way they construct their role as women in this situation and their options for alternative ways of living in the future. We point up the strategies used by these women to survive on the streets (to remain transient), and relate these to discussions of women's occupancy of public space and their scope to claim equal regard among women in general.

text: Fear, romance and transience in the lives of homeless women This paper takes up the question of what it means to be a woman who lives on the streets and in hostels as a homeless person in London. Using qualitative data from three women respondents, the analysis focuses upon their reasons for becoming and staying homeless. We address issues concerning the women's perceptions of danger and safety on the streets, the way they construct their role as women in this situation and their options for alternative ways of living in the future. We point up the strategies used by these women to survive on the streets (to remain transient), and relate these to discussions of women's occupancy of public space and their scope to claim equal regard among women in general.

year: 2006

title: The role of social signals in segmenting observed actions in eighteen-month-old children.

authors: Kliesch, Christian

subjects: Action Imitation

abstract: Learning about actions requires children to identify the boundaries of an action and its units. Whereas some action units are easily identified, parents can support children's action learning by adjusting the presentation and using social signals. However, currently little is understood regarding how children use these signals to learn actions. 
In the current study we investigate the possibility that communicative signals are a particularly suitable cue for segmenting events. We investigated this hypothesis by presenting 18-month-old children (N = 60) with short action sequences consisting of toy animals either hopping or sliding across a board into a house, but interrupting this two-step sequence either (a) using an ostensive signal as a segmentation cue, (b) using a non-ostensive segmentation cue, and (c) without additional segmentation information between the actions. 
Marking the boundary using communicative signals increased children's imitation of the less salient sliding action. Imitation of the hopping action remained unaffected. Crucially, marking the boundary of both actions using a non-communicative control condition did not increase imitation of either action. Communicative signals might be particularly suitable in segmenting non-salient actions that would otherwise be perceived as part of another action or as non-intentional. These results provide evidence of the importance of ostensive signals at event boundaries in scaffolding children's learning.

text: The role of social signals in segmenting observed actions in eighteen-month-old children. Learning about actions requires children to identify the boundaries of an action and its units. Whereas some action units are easily identified, parents can support children's action learning by adjusting the presentation and using social signals. However, currently little is understood regarding how children use these signals to learn actions. 
In the current study we investigate the possibility that communicative signals are a particularly suitable cue for segmenting events. We investigated this hypothesis by presenting 18-month-old children (N = 60) with short action sequences consisting of toy animals either hopping or sliding across a board into a house, but interrupting this two-step sequence either (a) using an ostensive signal as a segmentation cue, (b) using a non-ostensive segmentation cue, and (c) without additional segmentation information between the actions. 
Marking the boundary using communicative signals increased children's imitation of the less salient sliding action. Imitation of the hopping action remained unaffected. Crucially, marking the boundary of both actions using a non-communicative control condition did not increase imitation of either action. Communicative signals might be particularly suitable in segmenting non-salient actions that would otherwise be perceived as part of another action or as non-intentional. These results provide evidence of the importance of ostensive signals at event boundaries in scaffolding children's learning.

year: 2021

title: Te Tarata

authors: Maxwell, Te Kahautu

subjects: Haka

abstract: He whakamārama mō te haka 
Ko tēnei haka he whakamauharatanga ki te riri whenua i waenganui i Te Whakatōhea me te Karauna i te 23 o Poutūterangi 1865. Ko te ingoa o te pakanga nei ko Te Tarata. Hai tēnei marama kua eke ki te kotahi rau e rima tekau tau mai i tēnei pakanga. Ka kōrerotia te patunga i te mihinare a Te Wākana i te 2 o Poutūterangi i te tau kotahi mano e waru rau e ono tekau mā rima (1865). Nā Kereopa o Ngāti Rangiwewehi i patu a Te Wākana. I haramai a Te Kereopa i raro i te Paimārire (Hauhau) ki Ōpōtiki. Ko tā Te Paimārire kaupapa i tae atu ai ko te kauhau i te whakapono hou a Te Ua Haumēne o Taranaki. Ko ngā āpōtoro i tukuna atu e Te Ua Haumēne ko Pātara Rakataura me Te Kereopa, hoi anō ko te kauhau i te rongopai tā Te Ua Haumēne i whakahau ai. Hoi anō he take tā Te Kereopa, tā te mea i kōhurutia tana wahine me āna tamāhine tokorua ki te whare karakia i Rangiaowhia ki roto o Tainui. Nara i pau a Ngāti Apakura ki te mate ki roto i te ahi, i tahuna te whare karakia e ngā hoia me te iwi o Ngāti Apakura ki roto. Ā i patua anō tana tamāhine hoki ki te pakanga i Hairini. Koiarā tā Kereopa he rānaki i te mate o tana whānau i pau i te ahi nukarau a te Karauna. Nā tēnei patunga i a Te Wākana i riro ai te 250,000 eka o Te Whakatōhea. I tēnei rā tonu o Te Matatini i tēnei tau 2015 kua eke ki te kotahi rau e rima tekau (150) tau o te parekuranui o Te Whakatōhea mō te patunga i te tangata kotahi nā tētahi atu ko Te Kereopa o Ngāti Rangiwewehi. Ko te kōhuru i a Te Whakatōhea me āna tamariki, āna mokopuna, ko te tāwharona i ngā tāne, i ngā wāhine, ko te ekeeke kino te rarahu i ngā wāhine me ngā tamariki kōtiro, tāne hoki. Mutu ana te rarahu ko te kōhuru i a rātou ki te pū, ki te mata o te pēneti ko te tahu rānei. Ko te urupatu anō tērā ko te tahu i ngā pā, i ngā whare tīpuna, i ngā māra, i ngā mira mahi paura, i ngā kaipuke tauhokohoko ki Tāmaki, ki Poihākena, ki Ingarangi. Ko te parekura nui tēnei o Te Whakatōhea, ko te kōhuru i tō mātou katoa, tō mātou ao, tō mātou wairua, tō mātou hinengaro, tō mātou tinana o Te Whakatōhea mō te mate kotahi a te tangata kotahi. Ahakoa he mihingare, he pūrahorua hoki he kawe o kōrero nōna ki a Kāwana Kerei mō ngā nekeneke a Te Whakatōhea ki te tautoko i a Kīngi Tāwhiao me ngā pakanga whenua i Rangiriri, i Ōrakau i te tau kotahi mano e waru rau e ono tekau mā whā (1864). Ki te pakanga o Te Tarata, 14 ngā Māori i mate i tēnei pakanga me ngā hoia pākeha, ngā maemanerau 26. E 500 ngā manemanerau i roto i te ope taua a Kuini Wikitōria. I tēnei pakanga nā Hira Te Popo te rangatira o Ngāti Ira, hapū o Te Whakatōhea i herehangaia ngā tīkouka me ōna rau ki ngā pou o te tūwatawata. Nara i pupuhi ngā pūrepō ngā ki te pā o Te Tarata i hinga ngā tūwatawata me te tū anō. Koirā te mahi a te tīkouka he rākau māmā kāore i whati pēnei i te mānuka me ngā rākau mārō ehara ko tāna he tiaki i te tūwatawata ka tūohu ka tū anō me te maka anō i ngā kariri o te pūrepō ki ngā hōia a te Karauna. Ana nā te tīkouka i āhei a Te Whakatōhea me ōna haumi te rere whakauta ki te tuawhenua. I huihui rātou ki tētahi pā anō ki Kohipawa kīhai i tareka e te Karauna.

text: Te Tarata He whakamārama mō te haka 
Ko tēnei haka he whakamauharatanga ki te riri whenua i waenganui i Te Whakatōhea me te Karauna i te 23 o Poutūterangi 1865. Ko te ingoa o te pakanga nei ko Te Tarata. Hai tēnei marama kua eke ki te kotahi rau e rima tekau tau mai i tēnei pakanga. Ka kōrerotia te patunga i te mihinare a Te Wākana i te 2 o Poutūterangi i te tau kotahi mano e waru rau e ono tekau mā rima (1865). Nā Kereopa o Ngāti Rangiwewehi i patu a Te Wākana. I haramai a Te Kereopa i raro i te Paimārire (Hauhau) ki Ōpōtiki. Ko tā Te Paimārire kaupapa i tae atu ai ko te kauhau i te whakapono hou a Te Ua Haumēne o Taranaki. Ko ngā āpōtoro i tukuna atu e Te Ua Haumēne ko Pātara Rakataura me Te Kereopa, hoi anō ko te kauhau i te rongopai tā Te Ua Haumēne i whakahau ai. Hoi anō he take tā Te Kereopa, tā te mea i kōhurutia tana wahine me āna tamāhine tokorua ki te whare karakia i Rangiaowhia ki roto o Tainui. Nara i pau a Ngāti Apakura ki te mate ki roto i te ahi, i tahuna te whare karakia e ngā hoia me te iwi o Ngāti Apakura ki roto. Ā i patua anō tana tamāhine hoki ki te pakanga i Hairini. Koiarā tā Kereopa he rānaki i te mate o tana whānau i pau i te ahi nukarau a te Karauna. Nā tēnei patunga i a Te Wākana i riro ai te 250,000 eka o Te Whakatōhea. I tēnei rā tonu o Te Matatini i tēnei tau 2015 kua eke ki te kotahi rau e rima tekau (150) tau o te parekuranui o Te Whakatōhea mō te patunga i te tangata kotahi nā tētahi atu ko Te Kereopa o Ngāti Rangiwewehi. Ko te kōhuru i a Te Whakatōhea me āna tamariki, āna mokopuna, ko te tāwharona i ngā tāne, i ngā wāhine, ko te ekeeke kino te rarahu i ngā wāhine me ngā tamariki kōtiro, tāne hoki. Mutu ana te rarahu ko te kōhuru i a rātou ki te pū, ki te mata o te pēneti ko te tahu rānei. Ko te urupatu anō tērā ko te tahu i ngā pā, i ngā whare tīpuna, i ngā māra, i ngā mira mahi paura, i ngā kaipuke tauhokohoko ki Tāmaki, ki Poihākena, ki Ingarangi. Ko te parekura nui tēnei o Te Whakatōhea, ko te kōhuru i tō mātou katoa, tō mātou ao, tō mātou wairua, tō mātou hinengaro, tō mātou tinana o Te Whakatōhea mō te mate kotahi a te tangata kotahi. Ahakoa he mihingare, he pūrahorua hoki he kawe o kōrero nōna ki a Kāwana Kerei mō ngā nekeneke a Te Whakatōhea ki te tautoko i a Kīngi Tāwhiao me ngā pakanga whenua i Rangiriri, i Ōrakau i te tau kotahi mano e waru rau e ono tekau mā whā (1864). Ki te pakanga o Te Tarata, 14 ngā Māori i mate i tēnei pakanga me ngā hoia pākeha, ngā maemanerau 26. E 500 ngā manemanerau i roto i te ope taua a Kuini Wikitōria. I tēnei pakanga nā Hira Te Popo te rangatira o Ngāti Ira, hapū o Te Whakatōhea i herehangaia ngā tīkouka me ōna rau ki ngā pou o te tūwatawata. Nara i pupuhi ngā pūrepō ngā ki te pā o Te Tarata i hinga ngā tūwatawata me te tū anō. Koirā te mahi a te tīkouka he rākau māmā kāore i whati pēnei i te mānuka me ngā rākau mārō ehara ko tāna he tiaki i te tūwatawata ka tūohu ka tū anō me te maka anō i ngā kariri o te pūrepō ki ngā hōia a te Karauna. Ana nā te tīkouka i āhei a Te Whakatōhea me ōna haumi te rere whakauta ki te tuawhenua. I huihui rātou ki tētahi pā anō ki Kohipawa kīhai i tareka e te Karauna.

year: 2017