title: The Control, environmental sustainability and information management of Maori land in New Zealand

authors: Morad, Munir

subjects: Maori land

abstract: An increase in Maori land claims and the subsequent settlement of a number of land confiscation grievances have prompted calls for change to the land management, cadastral and legal regimes in New Zealand. There is little expert agreement as to Me shape any such reforms should take, but environmental planners and Maori leaders have conceded the need for an overhaul of current land information management practices. Such reforms must aspire to being legally workable, culturally appropriate and environmentally sustainable.
Most land in New Zealand is subject to recent legislation (post-1984) which acknowledges concern for Maori cultural values and ancestral rights and environmental sustainability. The existence of this legislation and growing Maori involvement in formulating public policy for the management of land and environmental resources mean that Maori concepts of land management and sustainability are receiving increasing attention and are likely to influence the shape of future cadastral reforms for Maori lands.

text: The Control, environmental sustainability and information management of Maori land in New Zealand An increase in Maori land claims and the subsequent settlement of a number of land confiscation grievances have prompted calls for change to the land management, cadastral and legal regimes in New Zealand. There is little expert agreement as to Me shape any such reforms should take, but environmental planners and Maori leaders have conceded the need for an overhaul of current land information management practices. Such reforms must aspire to being legally workable, culturally appropriate and environmentally sustainable.
Most land in New Zealand is subject to recent legislation (post-1984) which acknowledges concern for Maori cultural values and ancestral rights and environmental sustainability. The existence of this legislation and growing Maori involvement in formulating public policy for the management of land and environmental resources mean that Maori concepts of land management and sustainability are receiving increasing attention and are likely to influence the shape of future cadastral reforms for Maori lands.

year: 1997

title: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms

authors: Eley, Elizabeth Martha Ann

subjects: micro-interactions

abstract: New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

text: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

year: 2020

title: Simulation with real world network stacks

authors: Jansen, Sam

subjects: computer science

abstract: Network simulation is used widely in network research to test new protocols, modifications to existing protocols and new ideas. The tool used in many cases is ns-2. The nature of the ns-2 protocols means that they are often based on theoretical models that might not behave in the same way as real networks. This paper presents the Network Simulation Cradle which allows real world network stacks to be used in a wrapper that allows the stacks protocols to be used in the ns-2 network simulator. The network stacks from the open source operating systems Linux, FreeBSD and OpenBSD are included in the simulation cradle as well as a stack designed for embedded systems, lwIP. Our results show that ns-2's TCP implementations do not match observed behaviour from real machines in some respects and using the Network Simulation Cradle produces results closer to real world network stacks.

text: Simulation with real world network stacks Network simulation is used widely in network research to test new protocols, modifications to existing protocols and new ideas. The tool used in many cases is ns-2. The nature of the ns-2 protocols means that they are often based on theoretical models that might not behave in the same way as real networks. This paper presents the Network Simulation Cradle which allows real world network stacks to be used in a wrapper that allows the stacks protocols to be used in the ns-2 network simulator. The network stacks from the open source operating systems Linux, FreeBSD and OpenBSD are included in the simulation cradle as well as a stack designed for embedded systems, lwIP. Our results show that ns-2's TCP implementations do not match observed behaviour from real machines in some respects and using the Network Simulation Cradle produces results closer to real world network stacks.

year: 2005