title: Children of the migrant dreamers: Comparing the experiences of Pasifika students in two secondary schools attempting to be culturally responsive to mine from a generation ago

authors: Siope, Sefulu Anne Marie

subjects: Pasifika students

abstract: Since the 1950s the original Migrant Dreamers have come from their home islands of the Pacific to Aotearoa New Zealand, in the hopes of gaining a better life with Education being that ticket to happiness. The title of this thesis, Children of the Migrant Dreamers, refers to their posterity. This thesis investigates the experiences of Pasifika students in two secondary schools involved in the Te Kotahitanga project. External statistical evidence has shown Te Kotahitanga to be successful for all students, including Pasifika students. This thesis attempts to see if, and how far, the educational aspirations of the Migrant Dreamers were being manifested or realised through comparison of the Pasifika students experiences in these two schools with my own from over a generation ago. What I found was a much more positive picture in the way Pasifika students are being treated compared to my own schooling experiences. Although Pasifika students in both schools admitted that their schooling experiences were far from perfect, they were fully aware of the efforts put in by their respective schools on their behalf. The lessons to be learned from my research can be of use to teachers of students from diverse linguistic and cultural backgrounds. It can also be of use to the Pasifika students and their families now residing in Aotearoa New Zealand. These experiences serve as a reminder tat within this culturally diverse land, we are all the descendant children of Alii.

text: Children of the migrant dreamers: Comparing the experiences of Pasifika students in two secondary schools attempting to be culturally responsive to mine from a generation ago Since the 1950s the original Migrant Dreamers have come from their home islands of the Pacific to Aotearoa New Zealand, in the hopes of gaining a better life with Education being that ticket to happiness. The title of this thesis, Children of the Migrant Dreamers, refers to their posterity. This thesis investigates the experiences of Pasifika students in two secondary schools involved in the Te Kotahitanga project. External statistical evidence has shown Te Kotahitanga to be successful for all students, including Pasifika students. This thesis attempts to see if, and how far, the educational aspirations of the Migrant Dreamers were being manifested or realised through comparison of the Pasifika students experiences in these two schools with my own from over a generation ago. What I found was a much more positive picture in the way Pasifika students are being treated compared to my own schooling experiences. Although Pasifika students in both schools admitted that their schooling experiences were far from perfect, they were fully aware of the efforts put in by their respective schools on their behalf. The lessons to be learned from my research can be of use to teachers of students from diverse linguistic and cultural backgrounds. It can also be of use to the Pasifika students and their families now residing in Aotearoa New Zealand. These experiences serve as a reminder tat within this culturally diverse land, we are all the descendant children of Alii.

year: 2010

title: A secure interoperable architecture for building-automation applications

authors: Wendzel, Steffen

subjects: computer science

abstract: Building-automation systems enable building administrators and inhabitants to monitor and control their buildings from within the building itself, as well as from outside using remote access tools. In recent years, many such control systems have been developed for both residential and nonresidential buildings, with increasing levels of functionality. Due to the growing number of building-automation system manufacturers, which use different network and communication protocols with no interoperability, it is often not possible to integrate the use of components from different manufacturers in a single building. To overcome this major limitation, we have developed a multilayer architecture for building-automation, designed to allow remote management of buildings, while making it possible to use components from different manufacturers. Our architecture implements an advanced secure interface for building-automation software, using secure event-handling and Role-Based Access Control (RBAC). The architecture is designed to provide energy consumption and monitoring applications with an interface protecting their privacy.

text: A secure interoperable architecture for building-automation applications Building-automation systems enable building administrators and inhabitants to monitor and control their buildings from within the building itself, as well as from outside using remote access tools. In recent years, many such control systems have been developed for both residential and nonresidential buildings, with increasing levels of functionality. Due to the growing number of building-automation system manufacturers, which use different network and communication protocols with no interoperability, it is often not possible to integrate the use of components from different manufacturers in a single building. To overcome this major limitation, we have developed a multilayer architecture for building-automation, designed to allow remote management of buildings, while making it possible to use components from different manufacturers. Our architecture implements an advanced secure interface for building-automation software, using secure event-handling and Role-Based Access Control (RBAC). The architecture is designed to provide energy consumption and monitoring applications with an interface protecting their privacy.

year: 2011

title: Māori transitions into tertiary education

authors: Amundsen, Diana Leigh

subjects: Maori

abstract: This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

text: Māori transitions into tertiary education This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

year: 2019