title: The appropriate use of Te Reo Maori in the names of new species discovered in Aotearoa New Zealand

authors: Papa, Judy Wiki

subjects: Te Reo Maori

abstract: Language is the key to understanding
Ko te reo te taikura o te whakaao-mārama
In this thesis I investigate the naming of new species that are being discovered in and around the waters of the coastline, across the vast landscape and in remote areas of Aotearoa New Zealand. These native species often endemic to Aotearoa New Zealand are often named with no reference to the native landscape and wear names that pay homage to or represent ancestors and traditions of another culture.   Few of these species have been given scientific names that include Te Reo Māori and this study sought to explore why this was the case and how Te Reo Māori should be included in these names.
This study investigated the background, methods and the knowledge associated with matauranga Māori and scientific naming protocols and how these could be incorporated into the naming of new species of Aotearoa New Zealand.  Data were gathered from historical manuscripts that mention naming or classification of species in Aotearoa New Zealand, literature about classification, and eight interviews with people knowledgeable in the Māori and western scientific naming traditions of nomenclature and classification.  The interview data was transcribed and analysed using these themes drawn both from the literature and the data.  The study considered the rightful place of Māori knowledge and western scientific systems of naming new species, including the appropriate use of Te Reo Māori in a uniquely Aotearoa New Zealand way.
My findings indicate that the practice of naming species in Aotearoa New Zealand by scientists is governed by international protocols and that any incorporation of Te Reo Māori varied, and this variation depended on individual researchers that have developed their own method of using Te Reo Māori in the names of new species.  The findings indicate however that Te Reo Māori is of utmost importance to a Māori cultural context and must be used appropriately for the benefit of future generations of Māori.  
In my conclusions I acknowledge the two systems of biological classification and matauranga Māori and their historical importance in the classification of species in Aotearoa New Zealand and on the international stage.  I also recommend a set of guidelines derived from the research findings on the appropriate use of Te Reo Māori in naming new species.

text: The appropriate use of Te Reo Maori in the names of new species discovered in Aotearoa New Zealand Language is the key to understanding
Ko te reo te taikura o te whakaao-mārama
In this thesis I investigate the naming of new species that are being discovered in and around the waters of the coastline, across the vast landscape and in remote areas of Aotearoa New Zealand. These native species often endemic to Aotearoa New Zealand are often named with no reference to the native landscape and wear names that pay homage to or represent ancestors and traditions of another culture.   Few of these species have been given scientific names that include Te Reo Māori and this study sought to explore why this was the case and how Te Reo Māori should be included in these names.
This study investigated the background, methods and the knowledge associated with matauranga Māori and scientific naming protocols and how these could be incorporated into the naming of new species of Aotearoa New Zealand.  Data were gathered from historical manuscripts that mention naming or classification of species in Aotearoa New Zealand, literature about classification, and eight interviews with people knowledgeable in the Māori and western scientific naming traditions of nomenclature and classification.  The interview data was transcribed and analysed using these themes drawn both from the literature and the data.  The study considered the rightful place of Māori knowledge and western scientific systems of naming new species, including the appropriate use of Te Reo Māori in a uniquely Aotearoa New Zealand way.
My findings indicate that the practice of naming species in Aotearoa New Zealand by scientists is governed by international protocols and that any incorporation of Te Reo Māori varied, and this variation depended on individual researchers that have developed their own method of using Te Reo Māori in the names of new species.  The findings indicate however that Te Reo Māori is of utmost importance to a Māori cultural context and must be used appropriately for the benefit of future generations of Māori.  
In my conclusions I acknowledge the two systems of biological classification and matauranga Māori and their historical importance in the classification of species in Aotearoa New Zealand and on the international stage.  I also recommend a set of guidelines derived from the research findings on the appropriate use of Te Reo Māori in naming new species.

year: 2012

title: Rewi Mokena: youngest son of Mokena Hou

authors: Hart, Philip

abstract: The youngest child of Mokena Hou, Rewi Mokena moved from place to place when young, finally settling permanently at Te Aroha. Having received some education, he was fluent in English. Like the typical rangatira of the time, he acquired interests in several blocks of land, obtained income from these in the short term, but because of financial difficulties was brought before the court several times. 
His involvement in gold mining started in a small way in 1875. Five years later, he would assist Hone Werahiko to prospect Te Aroha – and to fend off inquisitive Pakeha. He invested in claims in all of the three areas where gold was found.
By the twentieth century, Rewi was the most important rangatira at Te Aroha, and had wider influence, assisting the King Movement to seek redress for lost land. From a young age he participated in Pakeha society, notably as a rugby player, and became a prominent Mormon. His complicated private life, including bigamy and a wife’s attempted suicide because of his adultery, did not lower his high standing in Maori society nor damage his popularity with Pakeha.

text: Rewi Mokena: youngest son of Mokena Hou The youngest child of Mokena Hou, Rewi Mokena moved from place to place when young, finally settling permanently at Te Aroha. Having received some education, he was fluent in English. Like the typical rangatira of the time, he acquired interests in several blocks of land, obtained income from these in the short term, but because of financial difficulties was brought before the court several times. 
His involvement in gold mining started in a small way in 1875. Five years later, he would assist Hone Werahiko to prospect Te Aroha – and to fend off inquisitive Pakeha. He invested in claims in all of the three areas where gold was found.
By the twentieth century, Rewi was the most important rangatira at Te Aroha, and had wider influence, assisting the King Movement to seek redress for lost land. From a young age he participated in Pakeha society, notably as a rugby player, and became a prominent Mormon. His complicated private life, including bigamy and a wife’s attempted suicide because of his adultery, did not lower his high standing in Maori society nor damage his popularity with Pakeha.

year: 2016

title: Engaging tertiary educators in the development of their assessment literacy

authors: Edwards, Frances

abstract: Using assessment to inform teaching and to measure learning outcomes is of critical importance in higher education. However, many tertiary educators are not sufficiently knowledgeable or prepared to do this confidently. This paper suggests that tertiary educators could be given tools and encouraged to exert agency in their own assessment literacy development. It examines the application of one potential tool, the SALRubric (Edwards, 2017), which describes stages of development in ten dimensions of summative assessment literacy. The tool’s structure and intent make it possible for the rubric to be modified to incorporate other content and context-dependent dimensions of assessment within a tertiary setting. A process through which appropriate dimensions could be identified is described so that the resulting co-constructed rubric could be used for both peer assessment and self-assessment by tertiary educators. Initial work using the SALRubric indicates that this has the potential to lead tertiary educators to an increased awareness of dimensions of assessment literacy and more active engagement in their teaching, thereby enhancing learning for their students.

text: Engaging tertiary educators in the development of their assessment literacy Using assessment to inform teaching and to measure learning outcomes is of critical importance in higher education. However, many tertiary educators are not sufficiently knowledgeable or prepared to do this confidently. This paper suggests that tertiary educators could be given tools and encouraged to exert agency in their own assessment literacy development. It examines the application of one potential tool, the SALRubric (Edwards, 2017), which describes stages of development in ten dimensions of summative assessment literacy. The tool’s structure and intent make it possible for the rubric to be modified to incorporate other content and context-dependent dimensions of assessment within a tertiary setting. A process through which appropriate dimensions could be identified is described so that the resulting co-constructed rubric could be used for both peer assessment and self-assessment by tertiary educators. Initial work using the SALRubric indicates that this has the potential to lead tertiary educators to an increased awareness of dimensions of assessment literacy and more active engagement in their teaching, thereby enhancing learning for their students.

year: 2020