title: Mokena Hou and his wife Rina

authors: Hart, Philip

abstract: Mokena Hou had a distinguished whakapapa, but as nephew to Hou was subordinate to the latter’s son, Karauna Hou. He was born near the Te Aroha hot pools, and his future wife, Rina, who also had illustrious ancestors, including some Ngati Haua, was born in the same area. Both were affiliated to several hapu. After the Hauraki tribes fled from Ngapuhi in 1821, he would be present at the battle of Taumatawiwi in 1830 (though he did not fight) and participated in a later siege of the Ngati Haua pa at Matamata. During the 1830s and later, he mostly cultivated land and dug gum in the lower Waihou region and as well as cultivating at Te Aroha. 
 After living at Kaitawa before the Thames goldfield opened, nearby, in 1867, he moved to Te Aroha, where he would live continuously, warding off the ambitions of Ngati Haua. When the land court investigated the ownership of blocks of land in Hauraki, he sought to obtain as many interests as possible, not always successfully, and tried to get more than his fair share of both land and revenue. 
A devoted Anglican, he assisted the early missionaries to the Waihou region. Wanting peaceful relations with Pakeha, he assisted both the surveying and the settlement of the Aroha Block. When gold was discovered at Te Aroha in 1880, he assisted the prospectors, opened his land for mining and for a township, and invested in some claims, expecting and obtaining a good financial reward. He may have assisted in making the hot pools a public reserve, and certainly gave sections of land within the settlement for public and religious purposes. When he and his wife died a month apart, they were fondly remembered.

text: Mokena Hou and his wife Rina Mokena Hou had a distinguished whakapapa, but as nephew to Hou was subordinate to the latter’s son, Karauna Hou. He was born near the Te Aroha hot pools, and his future wife, Rina, who also had illustrious ancestors, including some Ngati Haua, was born in the same area. Both were affiliated to several hapu. After the Hauraki tribes fled from Ngapuhi in 1821, he would be present at the battle of Taumatawiwi in 1830 (though he did not fight) and participated in a later siege of the Ngati Haua pa at Matamata. During the 1830s and later, he mostly cultivated land and dug gum in the lower Waihou region and as well as cultivating at Te Aroha. 
 After living at Kaitawa before the Thames goldfield opened, nearby, in 1867, he moved to Te Aroha, where he would live continuously, warding off the ambitions of Ngati Haua. When the land court investigated the ownership of blocks of land in Hauraki, he sought to obtain as many interests as possible, not always successfully, and tried to get more than his fair share of both land and revenue. 
A devoted Anglican, he assisted the early missionaries to the Waihou region. Wanting peaceful relations with Pakeha, he assisted both the surveying and the settlement of the Aroha Block. When gold was discovered at Te Aroha in 1880, he assisted the prospectors, opened his land for mining and for a township, and invested in some claims, expecting and obtaining a good financial reward. He may have assisted in making the hot pools a public reserve, and certainly gave sections of land within the settlement for public and religious purposes. When he and his wife died a month apart, they were fondly remembered.

year: 2016

title: Marine inequality, borderization, and the radical potential of kinship

authors: McCormack, Fiona

subjects: Aquaculture

abstract: This article utilizes scholarship on borders to interpret the persistence of inequality in Indigenous seascapes, irrespective of moves to redress colonial wrongs or the growing anthropocenic recognition of human-nature interconnectedness. I examine border politics in the context of Māori claims for marine title and rights and the post-settlement development of aquaculture. Drawing on Harsha Walia’s concept of “border imperialism” and Achille Mbembe’s thesis on “borderization,” the article highlights the endurance of colonial forms alongside their neoliberal transformation into the enclosures and entrapments arising in the context of accelerated marine industrialization. By holding in tension the interconnection between marine environments and kinship, on one hand, and scholarship on borders, on the other, the article suggests that Indigenous Māori kinship, expanding through multiple layers of difference, constitutes a site of resistance that has the potential to refute the logic of borderization.

text: Marine inequality, borderization, and the radical potential of kinship This article utilizes scholarship on borders to interpret the persistence of inequality in Indigenous seascapes, irrespective of moves to redress colonial wrongs or the growing anthropocenic recognition of human-nature interconnectedness. I examine border politics in the context of Māori claims for marine title and rights and the post-settlement development of aquaculture. Drawing on Harsha Walia’s concept of “border imperialism” and Achille Mbembe’s thesis on “borderization,” the article highlights the endurance of colonial forms alongside their neoliberal transformation into the enclosures and entrapments arising in the context of accelerated marine industrialization. By holding in tension the interconnection between marine environments and kinship, on one hand, and scholarship on borders, on the other, the article suggests that Indigenous Māori kinship, expanding through multiple layers of difference, constitutes a site of resistance that has the potential to refute the logic of borderization.

year: 2025

title: Flipped teaching and flexible learning in an undergraduate engineering course

authors: Khoo, Elaine G.L.

abstract: In a flipped class, lecture materials are assigned as take-home tasks for students to complete prior to attending face-to-face classes. The class time is thus freed up for the application of the learned ideas through active in-class inquiry, collaboration, and to address student questions and misconceptions. These activities can help students master threshold concepts (TCs) and develop the skills required of 21st century graduates.
In a two-year TLRI funded project we investigated how a flipped classroom approach can impact student learning of technical knowledge (i.e., TCs) and nontechnical competencies (e.g., teamwork). The project examined:
1. the effects of the flipped classroom on students’ learning of threshold concepts (TCs),
2. the affordances of the flipped classroom model of teaching in a first-year compulsory electronics engineering course, and,
3. the long term impact of the flipped class on the development of engineering students’ workplace competencies.
This research took place in a New Zealand university in an introductory engineering undergraduate course with enrolments of typically 150 students. In the past the course lecturers had been refining the course through a focus on TCs and the introduction of online tutorials. Since findings from these efforts have been promising in supporting teaching and learning, the lecturers sought to extend their course redesign to encompass a flipped classroom intervention. Using a design-based method, five cycles of the flipped classroom were implemented where each cycle was enhanced in terms of the course design, materials, and assessment, based on the results of the previous cycle. Two lecturers and students enrolled in the course during each cycle/semester of the flipped class participated in the research. Data were collected from lecturer interviews, student surveys, video analytics, student assessments, class observations and a focus group interview.
Key findings revealed that students’ learning of TCs was enhanced and that they valued the flipped course components such as the lecturer-created videos, in-class problem-solving exercises and continuous assessment in helping them learn. The course lecturers noted higher levels of student engagement during in-class times compared to previous years.
We will report on the overview of:
1. the design of the flipped classroom for the purposes of the course, enhancements made in each cycle and the impact these had on teaching and learning;
2. student learning and achievement as a result of the intervention, and;
3. implications for practice and policy for practitioners interested in implementing the flipped class approach in their context.

text: Flipped teaching and flexible learning in an undergraduate engineering course In a flipped class, lecture materials are assigned as take-home tasks for students to complete prior to attending face-to-face classes. The class time is thus freed up for the application of the learned ideas through active in-class inquiry, collaboration, and to address student questions and misconceptions. These activities can help students master threshold concepts (TCs) and develop the skills required of 21st century graduates.
In a two-year TLRI funded project we investigated how a flipped classroom approach can impact student learning of technical knowledge (i.e., TCs) and nontechnical competencies (e.g., teamwork). The project examined:
1. the effects of the flipped classroom on students’ learning of threshold concepts (TCs),
2. the affordances of the flipped classroom model of teaching in a first-year compulsory electronics engineering course, and,
3. the long term impact of the flipped class on the development of engineering students’ workplace competencies.
This research took place in a New Zealand university in an introductory engineering undergraduate course with enrolments of typically 150 students. In the past the course lecturers had been refining the course through a focus on TCs and the introduction of online tutorials. Since findings from these efforts have been promising in supporting teaching and learning, the lecturers sought to extend their course redesign to encompass a flipped classroom intervention. Using a design-based method, five cycles of the flipped classroom were implemented where each cycle was enhanced in terms of the course design, materials, and assessment, based on the results of the previous cycle. Two lecturers and students enrolled in the course during each cycle/semester of the flipped class participated in the research. Data were collected from lecturer interviews, student surveys, video analytics, student assessments, class observations and a focus group interview.
Key findings revealed that students’ learning of TCs was enhanced and that they valued the flipped course components such as the lecturer-created videos, in-class problem-solving exercises and continuous assessment in helping them learn. The course lecturers noted higher levels of student engagement during in-class times compared to previous years.
We will report on the overview of:
1. the design of the flipped classroom for the purposes of the course, enhancements made in each cycle and the impact these had on teaching and learning;
2. student learning and achievement as a result of the intervention, and;
3. implications for practice and policy for practitioners interested in implementing the flipped class approach in their context.

year: 2017