title: Mā Muri Ko Mua: An introduction to the issues associated with the translation of the Pene Haare manuscript

authors: Tipene, Jillian

subjects: translation

abstract: Keywords: translation; translation theory; translation practice; Ngakuru Pene Haare; Te Rarawa; manuscript; Māori-English translation; ethically grounded translation.

In September 2007, a copy of a typewritten transcript of a manuscript dated 1923 and written by Ngakuru Pene Hare was given to a member of staff of the University of Waikato by Stephen Burke and Bella Wade, descendants of the author, who requested that the University provide a scholarly treatment and translation into English of the text. Also provided later were copies of letters written by the author and a copy of the original handwritten manuscript. The original manuscript, written in the Te Rarawa ki Hokianga dialect of te reo Māori of the author's time, consists of 239 leaves and contains accounts of at least 62 Ngāpuhi battles, most of which took place between 1820 and 1840. 

The research reported here seeks to identify issues and problems that must be addressed if a competent and ethically-grounded translation is to be produced.  Among the issues and problems identified are a number of critical ones. These include the paucity of information that is publicly available about the author, the context in which he lived and worked and the events about which he wrote. Also identified as being problematic are aspects of the text itself. Thus, for example, many of the conventions associated with contemporary writing in Māori (such as paragraphing and the signalling of word and sentence boundaries) are applied only sporadically. Some of the words and expressions used are archaic and/or esoteric, and symbolism that is deeply culturally-embedded characterises much of the text. Also of significance is the impact of writing on conventions associated with the oral transmission of information. The author's intention in producing the text is also identified as being of fundamental importance in relation to the process and product of translation, as are issues associated with the putative readership of that translation. Of paramount importance is the sacred and sensitive nature of the text itself and much of its content. 

In addressing these issues, a wide range of sources are drawn upon. These include the text itself and the transcription of the text, letters and other material written by, or directly influenced by the author, photographs that reveal important information about him, and a wide range of sources of information and opinion (written and oral) about the author and/ or the times and places in which he lived and the events about which he wrote. Also drawn upon is literature in the areas of linguistics and discourse analysis and the theory and practice of translation, including literature written by the growing number of Māori scholars who have focused on issues associated with translation involving Māori and English.

Among the recommendations made are that the translation, a gloss translation that includes explanatory notes, be undertaken, with tikanga Māori as guiding principles, under the mentorship of knowledgeable elders and in consultation with those to whom the manuscript belongs.

text: Mā Muri Ko Mua: An introduction to the issues associated with the translation of the Pene Haare manuscript Keywords: translation; translation theory; translation practice; Ngakuru Pene Haare; Te Rarawa; manuscript; Māori-English translation; ethically grounded translation.

In September 2007, a copy of a typewritten transcript of a manuscript dated 1923 and written by Ngakuru Pene Hare was given to a member of staff of the University of Waikato by Stephen Burke and Bella Wade, descendants of the author, who requested that the University provide a scholarly treatment and translation into English of the text. Also provided later were copies of letters written by the author and a copy of the original handwritten manuscript. The original manuscript, written in the Te Rarawa ki Hokianga dialect of te reo Māori of the author's time, consists of 239 leaves and contains accounts of at least 62 Ngāpuhi battles, most of which took place between 1820 and 1840. 

The research reported here seeks to identify issues and problems that must be addressed if a competent and ethically-grounded translation is to be produced.  Among the issues and problems identified are a number of critical ones. These include the paucity of information that is publicly available about the author, the context in which he lived and worked and the events about which he wrote. Also identified as being problematic are aspects of the text itself. Thus, for example, many of the conventions associated with contemporary writing in Māori (such as paragraphing and the signalling of word and sentence boundaries) are applied only sporadically. Some of the words and expressions used are archaic and/or esoteric, and symbolism that is deeply culturally-embedded characterises much of the text. Also of significance is the impact of writing on conventions associated with the oral transmission of information. The author's intention in producing the text is also identified as being of fundamental importance in relation to the process and product of translation, as are issues associated with the putative readership of that translation. Of paramount importance is the sacred and sensitive nature of the text itself and much of its content. 

In addressing these issues, a wide range of sources are drawn upon. These include the text itself and the transcription of the text, letters and other material written by, or directly influenced by the author, photographs that reveal important information about him, and a wide range of sources of information and opinion (written and oral) about the author and/ or the times and places in which he lived and the events about which he wrote. Also drawn upon is literature in the areas of linguistics and discourse analysis and the theory and practice of translation, including literature written by the growing number of Māori scholars who have focused on issues associated with translation involving Māori and English.

Among the recommendations made are that the translation, a gloss translation that includes explanatory notes, be undertaken, with tikanga Māori as guiding principles, under the mentorship of knowledgeable elders and in consultation with those to whom the manuscript belongs.

year: 2009

title: Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand

authors: Cruse, Diana Caroline Annavale

subjects: Engagement

abstract: This research sees my interests coalesce into a particular focus on how collaborative partnerships with parents/caregivers can provide whānau Māori with opportunities to strengthen wellbeing in their own lives. It is located in Aotearoa New Zealand and within the context of Te Whāriki (Ministry of Education, 1996), Aotearoa New Zealand’s early childhood curriculum.  The Ministry of Education has a target that 98% of all children in Aotearoa New Zealand under 5 will attend an early childhood education setting (Ministry of Education, 2016), with Māori children having lower participation rates than the national participation rate (Ministry of Education, 2013).  The premise for this thesis is that meaningful whānau engagement in early learning contexts within Aotearoa New Zealand can empower whānau Māori, and honour the promises made in Te Tiriti o Waitangi of partnership, participation, and protection.
Therefore, this thesis sets out to examine what constitutes meaningful engagement for whānau Māori in an early childhood setting in Aotearoa New Zealand, and how meaningful engagement can assist whānau to enjoy an increase of wellbeing.
To explore this issue, I conducted research within an early childhood setting in Aotearoa New Zealand, using methodologies of Kaupapa Māori Research and Narrative Inquiry.  I listened to the narratives of whānau Māori indicating how meaningful engagement was created for them, and investigated if links were generated between engagement and wellbeing for their whānau. These links were identified in the literature as significant levers for educational success.
This research discovered three stages of engagement for the whānau Māori who participated in this study: establishing engagement, developing engagement and solidifying engagement.  Once created, meaningful engagement can lead to flourishing, indicating that there is relationship between meaningful engagement and whānau wellbeing.

text: Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand This research sees my interests coalesce into a particular focus on how collaborative partnerships with parents/caregivers can provide whānau Māori with opportunities to strengthen wellbeing in their own lives. It is located in Aotearoa New Zealand and within the context of Te Whāriki (Ministry of Education, 1996), Aotearoa New Zealand’s early childhood curriculum.  The Ministry of Education has a target that 98% of all children in Aotearoa New Zealand under 5 will attend an early childhood education setting (Ministry of Education, 2016), with Māori children having lower participation rates than the national participation rate (Ministry of Education, 2013).  The premise for this thesis is that meaningful whānau engagement in early learning contexts within Aotearoa New Zealand can empower whānau Māori, and honour the promises made in Te Tiriti o Waitangi of partnership, participation, and protection.
Therefore, this thesis sets out to examine what constitutes meaningful engagement for whānau Māori in an early childhood setting in Aotearoa New Zealand, and how meaningful engagement can assist whānau to enjoy an increase of wellbeing.
To explore this issue, I conducted research within an early childhood setting in Aotearoa New Zealand, using methodologies of Kaupapa Māori Research and Narrative Inquiry.  I listened to the narratives of whānau Māori indicating how meaningful engagement was created for them, and investigated if links were generated between engagement and wellbeing for their whānau. These links were identified in the literature as significant levers for educational success.
This research discovered three stages of engagement for the whānau Māori who participated in this study: establishing engagement, developing engagement and solidifying engagement.  Once created, meaningful engagement can lead to flourishing, indicating that there is relationship between meaningful engagement and whānau wellbeing.

year: 2017

title: Landing error scoring system: The effect of head turned position and dual tasking

authors: Anderson, Blake

subjects: sport

abstract: Sport has many mental and physical health benefits. However, with overall participation in sport 
increasing, sport-related issues and injuries are also increasing. Anterior cruciate ligament (ACL) 
injuries are common knee injuries in athletes and the general population, often occurring through non
contact mechanisms. The Landing Error Scoring System (LESS) is a screening task used to identify 
athletes at higher risk of non-contact ACL and musculoskeletal injuries, where higher scores indicate 
poorer landing mechanics and greater risk of injury. Although the LESS is reliable, its predictive value 
is debated and it has been criticised for lacking validity in a sporting context. Previous studies have 
adapted LESS protocols in attempts to increase sport specificity, with changing head position or 
completing a dual task potentially suitable for this purpose as linked with ACL injury situations in 
sports. This thesis contains two experimental chapters. 
In the first experiment, 35 participants (22 males, 13 females) performed the LESS in two conditions 
allocated in a random order. In the control condition, participants jumped horizontally with both legs 
from a 30-cm high box to half their body height, landed with both feet, and jumped vertically as high 
as possible in one motion. In the head turned condition, participants performed the same double-leg 
jump landing movement while maintaining eye contact with an ‘X’ marked on a wall to their right, in 
line with the landing area. Participants performed three trials in each condition. Group mean LESS 
scores were significantly greater (P = 0.027) in the head turned (mean errors = 6.8 ± 1.5) than the 
control (mean errors = 6.4 ± 1.4) condition, with the mean difference of 0.4 errors being of small 
magnitude (Cohen’s d = 0.27 [0.51, 0.03]). No significant difference was found in the odds of being 
categorised at risk between conditions (P = 0.625, odds ratio = 3.00 [0.312, 28.8] based on a 5-error 
threshold. On an individual level, 28 participants were at risk in both conditions, although 13 had a 
meaningful increase in LESS score of one or more in the head turned condition. Average jump heights 
were significantly lower in the head turned condition, with the mean difference of 2.1 cm being of small 
magnitude (Cohen’s d = 0.20 [0.07,0.34]). Overall, performing the LESS with a head turned position 
appeared to increase the complexity and sport specificity of the task. Future research is required to 
determine the ability of the LESS to predict ACL injuries with a head turned condition as this aspect 
was not assessed. 
In the second experiment, an element of cognitive challenge was incorporated to the LESS in attempt 
to recreate the complex athlete-environment relationship of sports. In experiment two, 41 participants 
(20 males, 19 females, 2 others) performed the LESS in two conditions allocated in a random order. 
The control condition was the same as in the first experiment. In the tone counting condition, 
participants completed the same double-leg jump landing movement while mentally counting a random 
series of high-pitched and low-pitched tones, known as a tone counting task. Group mean LESS scores 
were not significantly different between tone counting (mean errors = 6.0 ± 1.3) and control (mean 
errors = 6.2 ± 1.5) conditions. Average jump heights were significantly lower in the tone counting than 
the control condition, with the mean difference of -4.2 cm being of small magnitude (Cohen’s d = 0.48 
[0.30, 0.66]). No significant difference was found in the odds of being categorised at risk between 
conditions (P = 1.000, odds ratio = 1.00 [0.20, 4.95]) based on a 5-error threshold. Overall, performing 
the LESS with a secondary tone counting task significantly decreased jump heights with a small effect 
size, corroborating an increased cognitive load during testing that impaired jump performance. 
However, LESS scores were not meaningfully influenced. 
Overall, introducing a head turned position to the LESS task increased LESS errors significantly, and 
introducing a tone counting task or head turned position decreased jump heights. Although future 
research is required to determine the ability of the LESS to predict ACL injuries with these dual tasking 
conditions, this Thesis demonstrates that the complexity and sport specificity of the LESS task can be 
increased by introducing dual tasking requirements.

text: Landing error scoring system: The effect of head turned position and dual tasking Sport has many mental and physical health benefits. However, with overall participation in sport 
increasing, sport-related issues and injuries are also increasing. Anterior cruciate ligament (ACL) 
injuries are common knee injuries in athletes and the general population, often occurring through non
contact mechanisms. The Landing Error Scoring System (LESS) is a screening task used to identify 
athletes at higher risk of non-contact ACL and musculoskeletal injuries, where higher scores indicate 
poorer landing mechanics and greater risk of injury. Although the LESS is reliable, its predictive value 
is debated and it has been criticised for lacking validity in a sporting context. Previous studies have 
adapted LESS protocols in attempts to increase sport specificity, with changing head position or 
completing a dual task potentially suitable for this purpose as linked with ACL injury situations in 
sports. This thesis contains two experimental chapters. 
In the first experiment, 35 participants (22 males, 13 females) performed the LESS in two conditions 
allocated in a random order. In the control condition, participants jumped horizontally with both legs 
from a 30-cm high box to half their body height, landed with both feet, and jumped vertically as high 
as possible in one motion. In the head turned condition, participants performed the same double-leg 
jump landing movement while maintaining eye contact with an ‘X’ marked on a wall to their right, in 
line with the landing area. Participants performed three trials in each condition. Group mean LESS 
scores were significantly greater (P = 0.027) in the head turned (mean errors = 6.8 ± 1.5) than the 
control (mean errors = 6.4 ± 1.4) condition, with the mean difference of 0.4 errors being of small 
magnitude (Cohen’s d = 0.27 [0.51, 0.03]). No significant difference was found in the odds of being 
categorised at risk between conditions (P = 0.625, odds ratio = 3.00 [0.312, 28.8] based on a 5-error 
threshold. On an individual level, 28 participants were at risk in both conditions, although 13 had a 
meaningful increase in LESS score of one or more in the head turned condition. Average jump heights 
were significantly lower in the head turned condition, with the mean difference of 2.1 cm being of small 
magnitude (Cohen’s d = 0.20 [0.07,0.34]). Overall, performing the LESS with a head turned position 
appeared to increase the complexity and sport specificity of the task. Future research is required to 
determine the ability of the LESS to predict ACL injuries with a head turned condition as this aspect 
was not assessed. 
In the second experiment, an element of cognitive challenge was incorporated to the LESS in attempt 
to recreate the complex athlete-environment relationship of sports. In experiment two, 41 participants 
(20 males, 19 females, 2 others) performed the LESS in two conditions allocated in a random order. 
The control condition was the same as in the first experiment. In the tone counting condition, 
participants completed the same double-leg jump landing movement while mentally counting a random 
series of high-pitched and low-pitched tones, known as a tone counting task. Group mean LESS scores 
were not significantly different between tone counting (mean errors = 6.0 ± 1.3) and control (mean 
errors = 6.2 ± 1.5) conditions. Average jump heights were significantly lower in the tone counting than 
the control condition, with the mean difference of -4.2 cm being of small magnitude (Cohen’s d = 0.48 
[0.30, 0.66]). No significant difference was found in the odds of being categorised at risk between 
conditions (P = 1.000, odds ratio = 1.00 [0.20, 4.95]) based on a 5-error threshold. Overall, performing 
the LESS with a secondary tone counting task significantly decreased jump heights with a small effect 
size, corroborating an increased cognitive load during testing that impaired jump performance. 
However, LESS scores were not meaningfully influenced. 
Overall, introducing a head turned position to the LESS task increased LESS errors significantly, and 
introducing a tone counting task or head turned position decreased jump heights. Although future 
research is required to determine the ability of the LESS to predict ACL injuries with these dual tasking 
conditions, this Thesis demonstrates that the complexity and sport specificity of the LESS task can be 
increased by introducing dual tasking requirements.

year: 2025