title: Te kura o Ruatoki 1896 - 1979

authors: Williams, Kim Reina Reremoana

subjects: Ruatoki Native School

abstract: Ko tēnei tuhinga roa e kōrero ana mō te Kura o Ruatoki i roto i te rohe o te iwi o Tūhoe. I whakatūria he kura i te tau 1896 i runga i te inoi a ngā Koroua ki te Kāwanatanga o taua wā.
Hai te Upoko tuatahi, ka whakatakotoria ngā kōrero mō te āhua o te whenua, ngā tāngata me ā rātau nekeneke. Tutū ana te puehu i runga i ngā whakatū waewae ki te iwi, ki te Pākehā hoki mō taua whenua.
Hai te Upoko tuarua ka takoto ngā kōrero mō te heke o ngā pānui o ngā inoi, ngā reta a ngā Koroua ki te Kāwanatanga mō te whakatū i tētahi Kura i Ruatoki. Te nuinga o ēnei rauemi i rangahaua, i kitea, i te Whare pukapuka o Pōneke. Ko ētahi i te Whare pukapuka o Tāmaki. Ka tau te tono, ka kitea te tūtukitanga o te ao Pākehā ki te ao Māori, otirā, kua puta te kaupapa i whakatūria ake ai te kura hei whakatangata whenua i ngā tāngata, i ngā aronga hinengaro Māori kia rite ki tō te Pākehā.
Hai te Upoko tuatoru ka tirohia ko ngā tuhinga a ngā Tumuaki mai i te tau 1896 ki te tau 1979 mō te Kura o Ruatoki. Ka kite i roto i ā rātau tirohanga te āhua o tā rātau kaihautū i te rerenga o te kaupapa nei. Ko ngā kaihautū i te waka nei, he tūmau noa nā te Kāwanatanga hai whakatō i te Pākehātanga ki roto i te whatumanawa Māori.
He tini o te whārua i hinga i roto i ēnei tau i runga i ngā mate urutī, mate tauhou i pā ki roto i te whārua. Ahakoa tērā ka tukuna tonu ngā tamariki ki te kura i runga i te whakapono he oranga ka puta mai i reira. I te tau 1946 ka tū he kura tuarua, he Māori District High School. Ko te nuinga o ngā tamariki o Tawera rāua ko Ruatoki i haere mai ki tēnei kura. Tokoiti ia tau i whiwhi karahipi mō te haere ki ngā kura hāhi o Tīpene rāua ko Wikitōria. Tērā pea he tango atu i ēnei tamariki mai i ngā āhuatanga Māori o te whārua.
Hai te upoko tuawhā, ka whakakorehia te kura tuarua. Ko ngā take mō te katinga ka āta whakamāramahia. He mahi nanakia nā te tari Mātauranga me āna āpiha i runga i ngā nekeneke mō tēnei kaupapa.
Hai te Upoko tuarima ka whakarerekēhia ngā marautanga ako kia tau ko te kaupapa ako i roto i ngā reo e rua ki roto i te kura. He whakautu tēnei i te kōrero a Richard Benton o te N.Z.C.E.R e kī ana, "Kāore e roa ka ngaro te reo Māori." Koinei te wā i whakapihihia ake ai te kaupapa ako i roto i ngā reo e rua, ā, ka tiritiria ko te kaupapa Rumaki Reo.
Hai te Upoko tuaono ko te kōhuretanga o te kaupapa Māori me te puāwaitanga o ngā hinengaro me ngā wairua o ngā tamariki ki te āhua o te ako i ā rātau mahi i roto i tō rātau ake reo. I tīmatahia te kaupapa i te tau 1977. Tae rawa atu ki ngā tau o muri mai kua kitea kē te huringa o ngā ngākau ki te ako.
Hai te Upoko tuawhitu ka whakaatahia mai ngā whakanekeneke i raro i tēnei kaupapa. He nui ngā tutukitanga ki ngā ture i te whakatūtanga o ngā Kura mō Āpōpō.
Hei whakarāpopototanga i ngā moemoeā me ngā tūmanako ka titiro ake ki ngā waru tekau tau kua pahemo. Kua turuki ki te pō, ki te ao. Kua noho te pukenga o te kupu kōrero, kua taipū ngā kaupapa. Ko taku mahi he whakarārangi i ngā pikinga i ngā hekenga i ngā āhuatanga katoa i mahia i roto i tēnei kura mai kore ka kitea atu he māramatanga he huarahi rānei e tiketike ake ai ngā mahi ako, ngā akoranga, ki ēnei o ā tātau mokopuna o Ngāi Tūhoe e tipu mai nei. Nō reira ka hoki rawa ngā kauhau ki ērā i whakatakotohia mai e ngā mātua tīpuna. Ka tīkina atu te kōrero i reira hai whakatinana i ngā tūmanako mō te wharekura o Ruatoki i tēnei wā.

text: Te kura o Ruatoki 1896 - 1979 Ko tēnei tuhinga roa e kōrero ana mō te Kura o Ruatoki i roto i te rohe o te iwi o Tūhoe. I whakatūria he kura i te tau 1896 i runga i te inoi a ngā Koroua ki te Kāwanatanga o taua wā.
Hai te Upoko tuatahi, ka whakatakotoria ngā kōrero mō te āhua o te whenua, ngā tāngata me ā rātau nekeneke. Tutū ana te puehu i runga i ngā whakatū waewae ki te iwi, ki te Pākehā hoki mō taua whenua.
Hai te Upoko tuarua ka takoto ngā kōrero mō te heke o ngā pānui o ngā inoi, ngā reta a ngā Koroua ki te Kāwanatanga mō te whakatū i tētahi Kura i Ruatoki. Te nuinga o ēnei rauemi i rangahaua, i kitea, i te Whare pukapuka o Pōneke. Ko ētahi i te Whare pukapuka o Tāmaki. Ka tau te tono, ka kitea te tūtukitanga o te ao Pākehā ki te ao Māori, otirā, kua puta te kaupapa i whakatūria ake ai te kura hei whakatangata whenua i ngā tāngata, i ngā aronga hinengaro Māori kia rite ki tō te Pākehā.
Hai te Upoko tuatoru ka tirohia ko ngā tuhinga a ngā Tumuaki mai i te tau 1896 ki te tau 1979 mō te Kura o Ruatoki. Ka kite i roto i ā rātau tirohanga te āhua o tā rātau kaihautū i te rerenga o te kaupapa nei. Ko ngā kaihautū i te waka nei, he tūmau noa nā te Kāwanatanga hai whakatō i te Pākehātanga ki roto i te whatumanawa Māori.
He tini o te whārua i hinga i roto i ēnei tau i runga i ngā mate urutī, mate tauhou i pā ki roto i te whārua. Ahakoa tērā ka tukuna tonu ngā tamariki ki te kura i runga i te whakapono he oranga ka puta mai i reira. I te tau 1946 ka tū he kura tuarua, he Māori District High School. Ko te nuinga o ngā tamariki o Tawera rāua ko Ruatoki i haere mai ki tēnei kura. Tokoiti ia tau i whiwhi karahipi mō te haere ki ngā kura hāhi o Tīpene rāua ko Wikitōria. Tērā pea he tango atu i ēnei tamariki mai i ngā āhuatanga Māori o te whārua.
Hai te upoko tuawhā, ka whakakorehia te kura tuarua. Ko ngā take mō te katinga ka āta whakamāramahia. He mahi nanakia nā te tari Mātauranga me āna āpiha i runga i ngā nekeneke mō tēnei kaupapa.
Hai te Upoko tuarima ka whakarerekēhia ngā marautanga ako kia tau ko te kaupapa ako i roto i ngā reo e rua ki roto i te kura. He whakautu tēnei i te kōrero a Richard Benton o te N.Z.C.E.R e kī ana, "Kāore e roa ka ngaro te reo Māori." Koinei te wā i whakapihihia ake ai te kaupapa ako i roto i ngā reo e rua, ā, ka tiritiria ko te kaupapa Rumaki Reo.
Hai te Upoko tuaono ko te kōhuretanga o te kaupapa Māori me te puāwaitanga o ngā hinengaro me ngā wairua o ngā tamariki ki te āhua o te ako i ā rātau mahi i roto i tō rātau ake reo. I tīmatahia te kaupapa i te tau 1977. Tae rawa atu ki ngā tau o muri mai kua kitea kē te huringa o ngā ngākau ki te ako.
Hai te Upoko tuawhitu ka whakaatahia mai ngā whakanekeneke i raro i tēnei kaupapa. He nui ngā tutukitanga ki ngā ture i te whakatūtanga o ngā Kura mō Āpōpō.
Hei whakarāpopototanga i ngā moemoeā me ngā tūmanako ka titiro ake ki ngā waru tekau tau kua pahemo. Kua turuki ki te pō, ki te ao. Kua noho te pukenga o te kupu kōrero, kua taipū ngā kaupapa. Ko taku mahi he whakarārangi i ngā pikinga i ngā hekenga i ngā āhuatanga katoa i mahia i roto i tēnei kura mai kore ka kitea atu he māramatanga he huarahi rānei e tiketike ake ai ngā mahi ako, ngā akoranga, ki ēnei o ā tātau mokopuna o Ngāi Tūhoe e tipu mai nei. Nō reira ka hoki rawa ngā kauhau ki ērā i whakatakotohia mai e ngā mātua tīpuna. Ka tīkina atu te kōrero i reira hai whakatinana i ngā tūmanako mō te wharekura o Ruatoki i tēnei wā.

year: 1998

title: Activating belonging: Towards a critcial ensemble pedagogy

authors: Brown, Gaenor

abstract: Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

text: Activating belonging: Towards a critcial ensemble pedagogy Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

year: 2025

title: The Amplification of Tsunamis by Mercury Bay, New Zealand

authors: Ramli, Andi Yulianti

subjects: Tsunami

abstract: The east coast of New Zealand is exposed to tsunami hazards, which are generated by both distant and near tsunamigenic sources. The impact of tsunami varies along the coast depending on the source region and the amount of local attenuation or amplification. Some regions have consistently amplified historic tsunami, including Mercury Bay on the east coast of the Coromandel Peninsula. Whitianga, located in the Mercury Bay, is now the fastest growing population centre in the Coromandel Region; hence, tsunami hazard is of particular concern. The natural resonance periods (eigen periods) of Mercury Bay are determined by its geometry and depth, and tsunami waves that enter the Bay will be amplified when their frequencies match the resonant frequencies of the Bay. The combination of tide levels with the amplified tsunami waves may lead to a destruction of the moored vessels and many coastal facilities. To date, amplification within the bay has mostly increased the trough depth, while having little effect on the crest height.

This study assesses the tsunami hazard in Mercury Bay in response to a tsunami generated along the Kermadec subduction margin (Kermadec Trench). Even though historically, the Kermadec Trench has never produced a hazardous tsunami affecting the eastern coast of New Zealand, it is still important to develop an assessment of the worst scenarios of earthquake generated tsunamis from this source. In particular, the Sumatra 2004 and Tohuku 2011 tsunami events have suggested that a magnitude Mw 9 to 9.5 subduction megathrust earthquake is a plausible scenario.
Merian’s formula was used to obtain the natural resonant period of Mercury Bay and 17 scenarios of tsunamigenic earthquakes were simulated using the tsunami model COMCOT version 1.7. Those scenarios included the recent various combination of the Kermadec earthquake, and hypothetical earthquakes that rupture the northern, middle, southern parts of Kermadec Trench. The results demonstrate that most of the initial tsunami waves generated by Kermadec Trench earthquakes are negative waves that arrive in the Bay within 56 to 158 minutes of the earthquake. This may explain the observed historical pattern of enhanced amplification of the troughs. However, significant amplification of the crests, producing waves that would threaten Whitianga Township, are generated by Kermadec earthquakes with magnitudes greater than Mw 8.5.
From the spectral analysis of each tsunami model, Mercury Bay showed a consistent response of about 52 minutes dominant period. This period is also shown as the period of the Mercury Bay when tsunami is absent. In response to distant tsunamis, it seems that the geometry of the Mercury Bay control their periods as they enter the bay. Both the 2011 Tohoku and 2010 Chilean Events have the dominant periods close to the Mercury Bay period at 47 and 51 minutes respectively.

text: The Amplification of Tsunamis by Mercury Bay, New Zealand The east coast of New Zealand is exposed to tsunami hazards, which are generated by both distant and near tsunamigenic sources. The impact of tsunami varies along the coast depending on the source region and the amount of local attenuation or amplification. Some regions have consistently amplified historic tsunami, including Mercury Bay on the east coast of the Coromandel Peninsula. Whitianga, located in the Mercury Bay, is now the fastest growing population centre in the Coromandel Region; hence, tsunami hazard is of particular concern. The natural resonance periods (eigen periods) of Mercury Bay are determined by its geometry and depth, and tsunami waves that enter the Bay will be amplified when their frequencies match the resonant frequencies of the Bay. The combination of tide levels with the amplified tsunami waves may lead to a destruction of the moored vessels and many coastal facilities. To date, amplification within the bay has mostly increased the trough depth, while having little effect on the crest height.

This study assesses the tsunami hazard in Mercury Bay in response to a tsunami generated along the Kermadec subduction margin (Kermadec Trench). Even though historically, the Kermadec Trench has never produced a hazardous tsunami affecting the eastern coast of New Zealand, it is still important to develop an assessment of the worst scenarios of earthquake generated tsunamis from this source. In particular, the Sumatra 2004 and Tohuku 2011 tsunami events have suggested that a magnitude Mw 9 to 9.5 subduction megathrust earthquake is a plausible scenario.
Merian’s formula was used to obtain the natural resonant period of Mercury Bay and 17 scenarios of tsunamigenic earthquakes were simulated using the tsunami model COMCOT version 1.7. Those scenarios included the recent various combination of the Kermadec earthquake, and hypothetical earthquakes that rupture the northern, middle, southern parts of Kermadec Trench. The results demonstrate that most of the initial tsunami waves generated by Kermadec Trench earthquakes are negative waves that arrive in the Bay within 56 to 158 minutes of the earthquake. This may explain the observed historical pattern of enhanced amplification of the troughs. However, significant amplification of the crests, producing waves that would threaten Whitianga Township, are generated by Kermadec earthquakes with magnitudes greater than Mw 8.5.
From the spectral analysis of each tsunami model, Mercury Bay showed a consistent response of about 52 minutes dominant period. This period is also shown as the period of the Mercury Bay when tsunami is absent. In response to distant tsunamis, it seems that the geometry of the Mercury Bay control their periods as they enter the bay. Both the 2011 Tohoku and 2010 Chilean Events have the dominant periods close to the Mercury Bay period at 47 and 51 minutes respectively.

year: 2012