title: Te whakaihonga: He tikanga tapahi makawe i te ao Māori

authors: McDonald, Rangihurihia Ann

subjects: Tapahi makawe

abstract: E ai ki te Māori, mai anō i a Māui Pōtiki, kua tapahia e te pouaru, e te kirimate, ngō rātou makawe i te tangihanga. He reureu, he tiotio, he pakipaki taha ngētehi o ngā tohu weriweri nei, i tauawhi, i whakaū i te aroha ki te mate. I ngētehi wā, he whakamaumahara, he take whakariri i te ngākau, he utu i te tangi kino o te manawa. Mutu kau ana te tangihanga, ko te heuenga hoki i te whare tauā, ki te wai whakaika. Ko ngētehi take ngēnei o te tapahi makawe a te kirimate, otirā, ko te tino whāinga o tēnei tuhinga whakapae. He whakapono makawe anō i whakaemingia, nā te rangahau mātātuhi, ko ngā pūrākau, ngā mōteatea, ngā whakataukī anō hoki a ngā tūpuna. He tirohanga kaumātua i kohikohingia nā roto mai o te uiui. Waiho mai ana ko ngā tikanga tawhito mō te tapahi i te uru tapu o te tangata, ki te ao tūroa.

text: Te whakaihonga: He tikanga tapahi makawe i te ao Māori E ai ki te Māori, mai anō i a Māui Pōtiki, kua tapahia e te pouaru, e te kirimate, ngō rātou makawe i te tangihanga. He reureu, he tiotio, he pakipaki taha ngētehi o ngā tohu weriweri nei, i tauawhi, i whakaū i te aroha ki te mate. I ngētehi wā, he whakamaumahara, he take whakariri i te ngākau, he utu i te tangi kino o te manawa. Mutu kau ana te tangihanga, ko te heuenga hoki i te whare tauā, ki te wai whakaika. Ko ngētehi take ngēnei o te tapahi makawe a te kirimate, otirā, ko te tino whāinga o tēnei tuhinga whakapae. He whakapono makawe anō i whakaemingia, nā te rangahau mātātuhi, ko ngā pūrākau, ngā mōteatea, ngā whakataukī anō hoki a ngā tūpuna. He tirohanga kaumātua i kohikohingia nā roto mai o te uiui. Waiho mai ana ko ngā tikanga tawhito mō te tapahi i te uru tapu o te tangata, ki te ao tūroa.

year: 2011

title: Fragmentation and Restoration: Generational Legacies of 21st Century Māori

authors: Malcolm-Buchanan, Vincent Alan

subjects: Maori

abstract: The content of this thesis is premised on a reflexive examination of some historical juxtapositions culminating in critical aspects of being Māori in the twenty first century and how such aspects have informed contemporary indigenous identity. That is, the continuing acknowledgement and exponential public recognition of critical concepts which inextricably link indigenous and civic identity. 

The theoretical sources for this research are, in the main, derived from anthropological and religious studies, particularly on the significance of mythologies and oral histories, as well as from the oral theorising of elders in Aotearoa New Zealand. A very significant contribution from one such elder, a senior Māori woman academic, has been included in the form of the transcript of an interview. She herself had collected the views of a number of elders on myth, creating a rare and valuable resource.  In the interview she married her reflections on these with her own experiences and her cogent analyses. 

From the outset, it was necessary to be discerning so as to ensure the thesis workload was manageable and realistic.  For this reason the selected critical aspects that have been used to frame this research are (1) a developing Western validation (that is, acknowledgement and respect) of Māori, Māori culture and their mythology; (2) oral history (genealogy) and traditions that have remained constant despite the influences of modernity; and (3) notions of fluidity, negotiation and pragmatism regarding kinship legacies and cultural heritage. The thesis is comprised of six chapters starting from a subjective narrative leading through increasingly objective discourses that culminate in a conclusion which supports a belief that modern Māori require a balancing of critical aspects of cultural heritage, with a broad understanding of the world of the 'other', in order to realise and develop their contemporary indigenous identity.

Ultimately, indigenous ideologies, practices and knowledge recorded and examined in the world of academia today, become potential resources for tomorrow. The intention of this research is to aggregate and discuss intrinsic aspects of the Māori past as well as developing aspects of the present, in order to better understand the significance of the future, and to add to the growing corpus of indigenous worldviews.

text: Fragmentation and Restoration: Generational Legacies of 21st Century Māori The content of this thesis is premised on a reflexive examination of some historical juxtapositions culminating in critical aspects of being Māori in the twenty first century and how such aspects have informed contemporary indigenous identity. That is, the continuing acknowledgement and exponential public recognition of critical concepts which inextricably link indigenous and civic identity. 

The theoretical sources for this research are, in the main, derived from anthropological and religious studies, particularly on the significance of mythologies and oral histories, as well as from the oral theorising of elders in Aotearoa New Zealand. A very significant contribution from one such elder, a senior Māori woman academic, has been included in the form of the transcript of an interview. She herself had collected the views of a number of elders on myth, creating a rare and valuable resource.  In the interview she married her reflections on these with her own experiences and her cogent analyses. 

From the outset, it was necessary to be discerning so as to ensure the thesis workload was manageable and realistic.  For this reason the selected critical aspects that have been used to frame this research are (1) a developing Western validation (that is, acknowledgement and respect) of Māori, Māori culture and their mythology; (2) oral history (genealogy) and traditions that have remained constant despite the influences of modernity; and (3) notions of fluidity, negotiation and pragmatism regarding kinship legacies and cultural heritage. The thesis is comprised of six chapters starting from a subjective narrative leading through increasingly objective discourses that culminate in a conclusion which supports a belief that modern Māori require a balancing of critical aspects of cultural heritage, with a broad understanding of the world of the 'other', in order to realise and develop their contemporary indigenous identity.

Ultimately, indigenous ideologies, practices and knowledge recorded and examined in the world of academia today, become potential resources for tomorrow. The intention of this research is to aggregate and discuss intrinsic aspects of the Māori past as well as developing aspects of the present, in order to better understand the significance of the future, and to add to the growing corpus of indigenous worldviews.

year: 2009

title: The Effectiveness of Precision Teaching when Working with Children with Attention Deficit Hyperactivity Disorder

authors: George, Veronica Anne

subjects: Attention Deficit Hyperactivity Disorder

abstract: A two-dyad multiple baseline design was used to determine if Precision Teaching (PT) was effective in improving the target skills of sight word recognition for two boys aged six and eight (Group A) and multiplication for a 12-year old boy and a 10-year old girl (Group B). The participants were all diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and attended the Kauri Centre. SAFMEDS (Say All Fast Minute Each Day Shuffled) cards containing words or sums were used. Correct and incorrect responses were recorded on a Standard Celeration Chart. Group A also read from a reader, recalled facts about books previously read to them, and copied a passage of writing, while Group B answered sums on multiplication, division, and word problem worksheets. These measures were used to see if PT in a target skill had any effect on other classroom activities. Furthermore, aggressive behaviour, off-task behaviour, and responses to instructions were observed to determine if any changes occurred following the implementation of PT. The arrival of a new teacher, however, confounded these results. PT is a very effective method for teaching target skills to ADHD children, however there is limited application of this skill to other classroom activities and no new behaviours emerged as a result of the PT process. Future research could look at teaching this population other skills using PT and/or using PT to help other children experiencing reading or maths difficulties.

text: The Effectiveness of Precision Teaching when Working with Children with Attention Deficit Hyperactivity Disorder A two-dyad multiple baseline design was used to determine if Precision Teaching (PT) was effective in improving the target skills of sight word recognition for two boys aged six and eight (Group A) and multiplication for a 12-year old boy and a 10-year old girl (Group B). The participants were all diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and attended the Kauri Centre. SAFMEDS (Say All Fast Minute Each Day Shuffled) cards containing words or sums were used. Correct and incorrect responses were recorded on a Standard Celeration Chart. Group A also read from a reader, recalled facts about books previously read to them, and copied a passage of writing, while Group B answered sums on multiplication, division, and word problem worksheets. These measures were used to see if PT in a target skill had any effect on other classroom activities. Furthermore, aggressive behaviour, off-task behaviour, and responses to instructions were observed to determine if any changes occurred following the implementation of PT. The arrival of a new teacher, however, confounded these results. PT is a very effective method for teaching target skills to ADHD children, however there is limited application of this skill to other classroom activities and no new behaviours emerged as a result of the PT process. Future research could look at teaching this population other skills using PT and/or using PT to help other children experiencing reading or maths difficulties.

year: 2010