title: Mouri matters Contextualizing mouri in Māori health discourse

authors: Penehira, Mera

abstract: The vision statement of Te Reo o Taranaki, “Tuku reo, tuku mouri: language, culture, crossing generations”, embodies the essence of an understanding of mouri which goes beyond the simple dictionary translations of “life force” or “life essence”. Indeed, there are numerous oral narratives—whakataukī (proverbs), waiata (songs), haka (dance), karanga (ceremonial call), whaikōrero (formal speech), karakia (prayers and incantations)—from the present day to our earliest records of Māori history that engage the notion of mouri. The purpose of this paper is to examine current understandings of mouri and, by linking the concept with linguistic, cultural and intergenerational terms—as in the Taranaki example—it will be argued that mouri is something of significance to our “being” and to our wellbeing.

text: Mouri matters Contextualizing mouri in Māori health discourse The vision statement of Te Reo o Taranaki, “Tuku reo, tuku mouri: language, culture, crossing generations”, embodies the essence of an understanding of mouri which goes beyond the simple dictionary translations of “life force” or “life essence”. Indeed, there are numerous oral narratives—whakataukī (proverbs), waiata (songs), haka (dance), karanga (ceremonial call), whaikōrero (formal speech), karakia (prayers and incantations)—from the present day to our earliest records of Māori history that engage the notion of mouri. The purpose of this paper is to examine current understandings of mouri and, by linking the concept with linguistic, cultural and intergenerational terms—as in the Taranaki example—it will be argued that mouri is something of significance to our “being” and to our wellbeing.

year: 2011

title: Nga Wahi Ipurangi - Digital Places

authors: Reilly, Alan Howard

subjects: mLearning

abstract: The Waipa district, unbeknown to many New Zealanders, is home to some of the country’s most significant historical sites and stories.  As a Learning Experiences Outside the Classroom (LEOTC) educator, one of my roles is facilitating the understanding of these places and stories with school students.  
Currently, historical sites of national significance in this area are geographically hard to recognise, and have little or no physical interpretation. The ability of students to learn at these sites relies heavily on the educator’s oratory abilities.  Recent development in mobile technology can now provide access to interpretive internet-based content anytime, anywhere and this research investigates potential for mobile technology to be used as a tool to provide meaningful learning experiences that connect students to our unique history in the environment that these events actually took place in.
This research compares different mobile learning methods’ effectiveness in increasing student understanding and retention of social history content. A mobile learning (mLearning) programme was created for the purpose of this research, with the internet-hosted content divided equally between 3 mobile learning methods and one presenter-based method. 
Three groups consisting of Yr 5-6, Yr 7-8 and Yr 9-10 school students participated in the programme. Students completed multi-choice tests before, immediately after and 4 months following the trial programme. The multi choice results were used to compare improvement in student understanding and retention. Focus group interviews were conducted immediately and 4 months after the trial and were used to explore students metacognitive reflections of the learning methods used. 
The results of the study suggest that the mobile audio method was the most effective at increasing student understanding of the learning content and also had the highest level of content retention.  Results also suggest that environmental and technological distraction may have negatively influenced the effectiveness of the two visual mobile learning methods. Distraction may account for the differences between the learning methods effectiveness suggested by the multi-choice testing. Focus group interviews indicate the importance of mobile learning in an authentic context.
Discussion around the reduction, and where possible, elimination of the identified distractions; appropriateness and feasibility of new programme development including: game/trail based mLearning; the importance of authentic contexts for Māori students; student involvement in design; student-centred methods; connection to the classroom; and the relevance of social media are explored.
This research provides a clear direction for future programme development, aligning with the Ministry of Education’s LEOTC review priorities that emphasise raising student achievement for priority students; improving student engagement; and innovative, future focused learning.

text: Nga Wahi Ipurangi - Digital Places The Waipa district, unbeknown to many New Zealanders, is home to some of the country’s most significant historical sites and stories.  As a Learning Experiences Outside the Classroom (LEOTC) educator, one of my roles is facilitating the understanding of these places and stories with school students.  
Currently, historical sites of national significance in this area are geographically hard to recognise, and have little or no physical interpretation. The ability of students to learn at these sites relies heavily on the educator’s oratory abilities.  Recent development in mobile technology can now provide access to interpretive internet-based content anytime, anywhere and this research investigates potential for mobile technology to be used as a tool to provide meaningful learning experiences that connect students to our unique history in the environment that these events actually took place in.
This research compares different mobile learning methods’ effectiveness in increasing student understanding and retention of social history content. A mobile learning (mLearning) programme was created for the purpose of this research, with the internet-hosted content divided equally between 3 mobile learning methods and one presenter-based method. 
Three groups consisting of Yr 5-6, Yr 7-8 and Yr 9-10 school students participated in the programme. Students completed multi-choice tests before, immediately after and 4 months following the trial programme. The multi choice results were used to compare improvement in student understanding and retention. Focus group interviews were conducted immediately and 4 months after the trial and were used to explore students metacognitive reflections of the learning methods used. 
The results of the study suggest that the mobile audio method was the most effective at increasing student understanding of the learning content and also had the highest level of content retention.  Results also suggest that environmental and technological distraction may have negatively influenced the effectiveness of the two visual mobile learning methods. Distraction may account for the differences between the learning methods effectiveness suggested by the multi-choice testing. Focus group interviews indicate the importance of mobile learning in an authentic context.
Discussion around the reduction, and where possible, elimination of the identified distractions; appropriateness and feasibility of new programme development including: game/trail based mLearning; the importance of authentic contexts for Māori students; student involvement in design; student-centred methods; connection to the classroom; and the relevance of social media are explored.
This research provides a clear direction for future programme development, aligning with the Ministry of Education’s LEOTC review priorities that emphasise raising student achievement for priority students; improving student engagement; and innovative, future focused learning.

year: 2013

title: High precision traffic measurement by the WAND research group

authors: Cleary, John G.

subjects: computer science

abstract: Over recent years the size and capacity of the Internet has continued its exponential growth driven by new applications and improving network technology. These changes are particularly significant in the New Zealand context where the high costs of trans-Pacific traffic has mandated that traffic be charged for by volume. This has also lead to a significant focus within the New Zealand Internet community on issues of caching and of careful planning for capacity. 
Approximately three years ago the WAND research group began with a program to measure ATM traffic. We were sharply constrained by cost and decided to start by reprogramming some ATM NIC cards. This paper is largely based on our experience as we have broadened this work to include IP-based non-ATM networks and the construction of our own hardware. We have learned a number of lessons in this work, rediscovering along the way some of the hard discipline that all observation scientists must submit to.

text: High precision traffic measurement by the WAND research group Over recent years the size and capacity of the Internet has continued its exponential growth driven by new applications and improving network technology. These changes are particularly significant in the New Zealand context where the high costs of trans-Pacific traffic has mandated that traffic be charged for by volume. This has also lead to a significant focus within the New Zealand Internet community on issues of caching and of careful planning for capacity. 
Approximately three years ago the WAND research group began with a program to measure ATM traffic. We were sharply constrained by cost and decided to start by reprogramming some ATM NIC cards. This paper is largely based on our experience as we have broadened this work to include IP-based non-ATM networks and the construction of our own hardware. We have learned a number of lessons in this work, rediscovering along the way some of the hard discipline that all observation scientists must submit to.

year: 1999-12