title: Na Tarimo i whakaari... Ko Rangiwewehi te iwi

authors: Flavell, James William Ben

abstract: Ko ngā kōrero e whai ake nei, he mea kohikohi, he mea tuku mai ki ahau mō te iwi e kiia nei, ko Ngāti Rangiwewehi. Ko te rohe ki te taha raki o te Rotorua-nui-ā-kahumatamomoe to tūrangawaewae, otirā the rohe takahi o te iwi nei, i ngā rā o mua, nā, ahakoa he nui te whenua kua ngaro atu, kei konei tonu te papa kāinga mō tēnei karangatanga o Te Arawa waka, kei konei hoki tōna mauri, tōna mana, tōna wehi.
Ko Ngāti Rangiwehei i ēnei rā, e rite tonu ana ki te tōtara nui. I tipu ake tēnei tōtara i te kākano i ruia i Rangiātea arā, i Hawaiki, i mānu mai ki Aotearoa nei, i puāwai mai, ā, kei te tipu tonu, kei te tuipu tonu.
Nā, kei roto i tēnei rākau, ko ngā kōrero katoa mō te iwi nei, arā ko ngā whakapapa, ko ngā waiata ko ngā karakia, ko ngā pakiwaitara otirā ko ngā āhuatanga katoa e pā ana ki te iwi. Kei konei hoki ko te ira o te tangata e mau nei i ēnei āhuatanga nei.
Ka tae ki te ngahuru, ka heke iho ngā rau rākau ka pirau, ka ngaro. Pēnei i te rākau nei, te hinga te tangata, ka kapohia e te ringa o Aituā, ā, ka ngaro. Ēhara i te mea ko te mauri o te tangata anake te mea e ngaro nei, ēngari, ko ōna mātauranga katoa hoki.
Nā, matemate noa atu ngā koroua me ngākuia e mōhio tūturu ana ki ngā kōrero hōhonu tuku iho a Ngāti Rangiwewehi. Nō reira, ko tāku mahi, he kohi i ēnei kōrero, i mua i te ngaronga tonutanga o ngā kaumātua e ora ana, nei ngaro.
Kua kohia nei e au ngā kōrero katoa ahakoa Māori ahakoa Pākehā, kia kitea ai, kia mārama ake ai ngā momo āhuatanga o tōku iwi.
Ēhara tēnei i te me ngāwari, nō te mea, ko tēnei mea te mātaranga ahakoa he whakapapa rānei, he pakiwaitara rānei, he mea tino tapu ki te Māori, i te ao tawhito, ā, kei te pērā anō hoki i ēnei rā. Kua oti te tārai te tāhū o tēnei tuhituhinga e kore a taea te whakatārewa tēnei tāhū mehemea kāore, ōna pou kāore ōna here e tika ana. Otirā e kore e tū te whare kōreo, te tāhū whakaringa kōereo, mehemea kāore ōna kaupapa whenua, tangata, tae atu ki a Papatūānuku. Nō reira, koia tēnei ka tātaihia ake ngā kupu kōreroa muri ake nei, kia tutuki ai ngā tūmanako ngā wawata, a ngā whakatipuranga, mai, mai, mai i te pō ki ngā kaikōrero me te kaituhi.
E ai ki te iwi, ko Rangiwewehi te tipuna o tēnei iwi te tamaiti a Tawakeheimoa rāua ko Te Aongahoro.
Nā te mea, he karangatanga a Ngāti Rangiwewehi nō Te Arawa waka i hoki atu ai au ki ngā kōrero mō tēnei waka tapu. Tae rawa mai tēnei waka ki tēnei whenua, ka horapa hāere ngā tāngata i te mata o te whenua. I tōna wā, i tae atu ngā tīpuna ke Te Awahou awa, otirā ki te taha raki o Rotorua moana. Mai i taua wā, ka tīmata ngā āhuatanga katoa e pā ana ki tēnei iwi.
Nā, ēhara tēnei tuhinga i te pukapuka hei whakaatu i te tūturutanga o ngā kōrero katoa o Ngāti Rangiwewehi, mā Ngāti Rangiwewehi hei whai atu, ēngari he kōrero kua kohia nei e au i ngā rangatira, i ngā tohunga, i ngā tāngata mōhio, i ngā whāea, i ngā kaumātua me ngā pukapuka a ngā Māori me ngā Pākehā.
He pūtake kōrero noa iho tēnei mō Ngāti Rangiwewehi he tohu whakamaharatanga hoki ki ngā tīpuna, ki ngā mātua kua wehe atu nei ki te pō.

text: Na Tarimo i whakaari... Ko Rangiwewehi te iwi Ko ngā kōrero e whai ake nei, he mea kohikohi, he mea tuku mai ki ahau mō te iwi e kiia nei, ko Ngāti Rangiwewehi. Ko te rohe ki te taha raki o te Rotorua-nui-ā-kahumatamomoe to tūrangawaewae, otirā the rohe takahi o te iwi nei, i ngā rā o mua, nā, ahakoa he nui te whenua kua ngaro atu, kei konei tonu te papa kāinga mō tēnei karangatanga o Te Arawa waka, kei konei hoki tōna mauri, tōna mana, tōna wehi.
Ko Ngāti Rangiwehei i ēnei rā, e rite tonu ana ki te tōtara nui. I tipu ake tēnei tōtara i te kākano i ruia i Rangiātea arā, i Hawaiki, i mānu mai ki Aotearoa nei, i puāwai mai, ā, kei te tipu tonu, kei te tuipu tonu.
Nā, kei roto i tēnei rākau, ko ngā kōrero katoa mō te iwi nei, arā ko ngā whakapapa, ko ngā waiata ko ngā karakia, ko ngā pakiwaitara otirā ko ngā āhuatanga katoa e pā ana ki te iwi. Kei konei hoki ko te ira o te tangata e mau nei i ēnei āhuatanga nei.
Ka tae ki te ngahuru, ka heke iho ngā rau rākau ka pirau, ka ngaro. Pēnei i te rākau nei, te hinga te tangata, ka kapohia e te ringa o Aituā, ā, ka ngaro. Ēhara i te mea ko te mauri o te tangata anake te mea e ngaro nei, ēngari, ko ōna mātauranga katoa hoki.
Nā, matemate noa atu ngā koroua me ngākuia e mōhio tūturu ana ki ngā kōrero hōhonu tuku iho a Ngāti Rangiwewehi. Nō reira, ko tāku mahi, he kohi i ēnei kōrero, i mua i te ngaronga tonutanga o ngā kaumātua e ora ana, nei ngaro.
Kua kohia nei e au ngā kōrero katoa ahakoa Māori ahakoa Pākehā, kia kitea ai, kia mārama ake ai ngā momo āhuatanga o tōku iwi.
Ēhara tēnei i te me ngāwari, nō te mea, ko tēnei mea te mātaranga ahakoa he whakapapa rānei, he pakiwaitara rānei, he mea tino tapu ki te Māori, i te ao tawhito, ā, kei te pērā anō hoki i ēnei rā. Kua oti te tārai te tāhū o tēnei tuhituhinga e kore a taea te whakatārewa tēnei tāhū mehemea kāore, ōna pou kāore ōna here e tika ana. Otirā e kore e tū te whare kōreo, te tāhū whakaringa kōereo, mehemea kāore ōna kaupapa whenua, tangata, tae atu ki a Papatūānuku. Nō reira, koia tēnei ka tātaihia ake ngā kupu kōreroa muri ake nei, kia tutuki ai ngā tūmanako ngā wawata, a ngā whakatipuranga, mai, mai, mai i te pō ki ngā kaikōrero me te kaituhi.
E ai ki te iwi, ko Rangiwewehi te tipuna o tēnei iwi te tamaiti a Tawakeheimoa rāua ko Te Aongahoro.
Nā te mea, he karangatanga a Ngāti Rangiwewehi nō Te Arawa waka i hoki atu ai au ki ngā kōrero mō tēnei waka tapu. Tae rawa mai tēnei waka ki tēnei whenua, ka horapa hāere ngā tāngata i te mata o te whenua. I tōna wā, i tae atu ngā tīpuna ke Te Awahou awa, otirā ki te taha raki o Rotorua moana. Mai i taua wā, ka tīmata ngā āhuatanga katoa e pā ana ki tēnei iwi.
Nā, ēhara tēnei tuhinga i te pukapuka hei whakaatu i te tūturutanga o ngā kōrero katoa o Ngāti Rangiwewehi, mā Ngāti Rangiwewehi hei whai atu, ēngari he kōrero kua kohia nei e au i ngā rangatira, i ngā tohunga, i ngā tāngata mōhio, i ngā whāea, i ngā kaumātua me ngā pukapuka a ngā Māori me ngā Pākehā.
He pūtake kōrero noa iho tēnei mō Ngāti Rangiwewehi he tohu whakamaharatanga hoki ki ngā tīpuna, ki ngā mātua kua wehe atu nei ki te pō.

year: 1986

title: Pushing the process: A whānau journey through the Treaty of Waitangi claims process

authors: Harrison, Reece David

subjects: Whanau Claims

abstract: This thesis follows the journey of a Whānau (ngā uri a Arama Whakatau) in its Claim to the Waitangi Tribunal under the Treaty of Waitangi Act 1986. In particular, it looks at inter-Whānau dynamics before, during and after the Claims process. The connections to the claimant area through whakapapa and establishing ahi kaa rights are identified, as are problems faced by lodging a Claim at the Whānau level. Aspects of inter-Whānau, inter-Hapū and inter-iwi politics are considered along with Crown agencies' processes. The primary question posed in the thesis is whether a Whānau Claim is the more appropriate avenue compared to making a Claim through the Hapū or iwi. However, the inter-Whānau dynamics are the core focus of the thesis in this 'warts-and-all' discussion from the perspective of the participant-observer.

text: Pushing the process: A whānau journey through the Treaty of Waitangi claims process This thesis follows the journey of a Whānau (ngā uri a Arama Whakatau) in its Claim to the Waitangi Tribunal under the Treaty of Waitangi Act 1986. In particular, it looks at inter-Whānau dynamics before, during and after the Claims process. The connections to the claimant area through whakapapa and establishing ahi kaa rights are identified, as are problems faced by lodging a Claim at the Whānau level. Aspects of inter-Whānau, inter-Hapū and inter-iwi politics are considered along with Crown agencies' processes. The primary question posed in the thesis is whether a Whānau Claim is the more appropriate avenue compared to making a Claim through the Hapū or iwi. However, the inter-Whānau dynamics are the core focus of the thesis in this 'warts-and-all' discussion from the perspective of the participant-observer.

year: 2007

title: The Comprehension of Expository Science Texts Among Year 6 Students

authors: de Jonge, Sharyn Leanne

abstract: This study examined the influence of instruction in text feature knowledge and metacognitive strategies on the comprehension of expository text among Year 6 students. Over a period of 8 weeks, twelve Year 6 students read a series of 10 expository science texts with diagrams. An Intervention Group comprised of six students received instructional lessons that emphasised recognition of text features, integration of information across text features and identifying a navigational pathway. A Control Group, of a further six students, read the same material however, they did not receive instruction relating to metacognitive strategies and text features. Comprehension of each text was measured by multiple choice questions, pre and post knowledge assessment, and written response. Metacognitive awareness was measured pre and post intervention using a modified Metacognitive Strategy Index (MSI) (Schmitt, 1990). The study took a mixed methods approach. Qualitative data was analysed by thematic analysis. Quantitative data presents descriptive statistics that indicate differences between and within Intervention and Control Groups. Findings indicate that students benefit from explicit instruction in metacognitive strategies and text feature knowledge.

text: The Comprehension of Expository Science Texts Among Year 6 Students This study examined the influence of instruction in text feature knowledge and metacognitive strategies on the comprehension of expository text among Year 6 students. Over a period of 8 weeks, twelve Year 6 students read a series of 10 expository science texts with diagrams. An Intervention Group comprised of six students received instructional lessons that emphasised recognition of text features, integration of information across text features and identifying a navigational pathway. A Control Group, of a further six students, read the same material however, they did not receive instruction relating to metacognitive strategies and text features. Comprehension of each text was measured by multiple choice questions, pre and post knowledge assessment, and written response. Metacognitive awareness was measured pre and post intervention using a modified Metacognitive Strategy Index (MSI) (Schmitt, 1990). The study took a mixed methods approach. Qualitative data was analysed by thematic analysis. Quantitative data presents descriptive statistics that indicate differences between and within Intervention and Control Groups. Findings indicate that students benefit from explicit instruction in metacognitive strategies and text feature knowledge.

year: 2012