title: Te Awa Tupua (Whanganui river claims settlement) Bill – the endless quest for justice

authors: Te Aho, Linda

abstract: Linda Te Aho continues her review of the new legal framework for Te Awa Tupua (the Whanganui River system) as part of the settlement of historical claims by Whanganui iwi about the Whanganui River.

text: Te Awa Tupua (Whanganui river claims settlement) Bill – the endless quest for justice Linda Te Aho continues her review of the new legal framework for Te Awa Tupua (the Whanganui River system) as part of the settlement of historical claims by Whanganui iwi about the Whanganui River.

year: 2016-08

title: Family structure and change in early childhood and the wellbeing of tamariki Maori

authors: Kukutai, Tahu

subjects: family structure

abstract: Internationally there is growing evidence that family structure, and changes in structure, have an impact on children’s health and wellbeing and the intergenerational transmission of inequity. The effects, however, vary by socio-economic context and ethnicity. Using longitudinal data from Growing Up in New Zealand (n = 1349), we examine family structure and change for tamariki Māori during early childhood, and the potential impacts on their development and wellbeing. We find that a stable two-parent family is the primary experience for tamariki Māori, and sole parenthood is transitory. Diverse family trajectories appear to be linked to poorer cognitive and socio-emotional outcomes but are not the main driver. More important are maternal factors, notably age and education, and material hardship. Importantly, higher levels of cultural connectedness among tamariki Māori, which are associated with diverse family forms, seem to promote socio-emotional development. Our study provides further incentive for policy and programmes that centre equity and support access to the determinants of health for tamariki Māori.

text: Family structure and change in early childhood and the wellbeing of tamariki Maori Internationally there is growing evidence that family structure, and changes in structure, have an impact on children’s health and wellbeing and the intergenerational transmission of inequity. The effects, however, vary by socio-economic context and ethnicity. Using longitudinal data from Growing Up in New Zealand (n = 1349), we examine family structure and change for tamariki Māori during early childhood, and the potential impacts on their development and wellbeing. We find that a stable two-parent family is the primary experience for tamariki Māori, and sole parenthood is transitory. Diverse family trajectories appear to be linked to poorer cognitive and socio-emotional outcomes but are not the main driver. More important are maternal factors, notably age and education, and material hardship. Importantly, higher levels of cultural connectedness among tamariki Māori, which are associated with diverse family forms, seem to promote socio-emotional development. Our study provides further incentive for policy and programmes that centre equity and support access to the determinants of health for tamariki Māori.

year: 2020

title: Nurturing talent through curriculum integration

authors: Brough, Chris Jane

subjects: curriculum integration

abstract: In this paper I discuss the benefits of curriculum integration for gifted and talented students in the regular classroom setting. Although this approach to curriculum delivery enhances learning for all learners, the focus of this article is the gifted and talented student. In this paper I begin by describing the approach and the teacher's role in the process. I then explore how curriculum integration differentiates learning, enhances cultural inclusiveness and crosses traditional subject boundaries. Examples of integrated units are woven throughout this paper to illustrate how this approach can be implemented in practice.

text: Nurturing talent through curriculum integration In this paper I discuss the benefits of curriculum integration for gifted and talented students in the regular classroom setting. Although this approach to curriculum delivery enhances learning for all learners, the focus of this article is the gifted and talented student. In this paper I begin by describing the approach and the teacher's role in the process. I then explore how curriculum integration differentiates learning, enhances cultural inclusiveness and crosses traditional subject boundaries. Examples of integrated units are woven throughout this paper to illustrate how this approach can be implemented in practice.

year: 2007