title: Rauaroha: He tohu Aroha rau i te akoranga

authors: Paringatai, Karyn

subjects: huarahi ako

abstract: Nö te tau 2001 i whakatüria ai e Ako Aotearoa (National Centre for Tertiary Teaching Excellence) tëtahi tohu hei whakanui i ngä mahi a te tangata e whakaako ana i te taumata takiura. Me whakaatu te kaiwhiwhi tohu i tana ü roa ki ngä taumata tiketike rawa i tana mahi whakaako. Tekau mä rua ngä kaiwhiwhi toa i ia tau, kätahi ka whiriwhirihia ai e tëtahi kömiti kaiwhakawä kia kotahi te tangata e whiwhi nei i te Tohu Tiketike o te Pirimia. Mö ngä tau e whä kua hipa ake nei i riro i ngä kaiako Mäori te tohu tiketike nei. Ko te aronga o tënei tuhinga he whakaatu i ngä ähuatanga o ënei kaiako kia märama pai atu ai te whakaaro tiketike o te Mäori ki tënei mea te ako.

text: Rauaroha: He tohu Aroha rau i te akoranga Nö te tau 2001 i whakatüria ai e Ako Aotearoa (National Centre for Tertiary Teaching Excellence) tëtahi tohu hei whakanui i ngä mahi a te tangata e whakaako ana i te taumata takiura. Me whakaatu te kaiwhiwhi tohu i tana ü roa ki ngä taumata tiketike rawa i tana mahi whakaako. Tekau mä rua ngä kaiwhiwhi toa i ia tau, kätahi ka whiriwhirihia ai e tëtahi kömiti kaiwhakawä kia kotahi te tangata e whiwhi nei i te Tohu Tiketike o te Pirimia. Mö ngä tau e whä kua hipa ake nei i riro i ngä kaiako Mäori te tohu tiketike nei. Ko te aronga o tënei tuhinga he whakaatu i ngä ähuatanga o ënei kaiako kia märama pai atu ai te whakaaro tiketike o te Mäori ki tënei mea te ako.

year: 2017

title: Activating whanau (extended family) processes within a community and school literacy partnership

authors: Glynn, Ted

subjects: Maori Education

abstract: "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

text: Activating whanau (extended family) processes within a community and school literacy partnership "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

year: 2004

title: Let's get connected: A new graph theory-based approach and toolbox for understanding braided river morphodynamics

authors: Connor-Streich, Gabriel

subjects: Science & Technology

abstract: Our understanding of braided river morphodynamics has improved significantly in recent years, however, there are still large knowledge gaps relating to both long‐term and event‐based change in braided river morphologies. Furthermore, we still lack methods that can take full advantage of the increasing availability of remotely sensed datasets that are well suited to braided river research. Network analysis based on graph theory, the mathematics of networks, offers a largely unexplored toolbox that can be applied to remotely sensed data to quantify the structure and function of braided rivers across nearly the full range of spatiotemporal scales relevant to braided river evolution. In this article, important commonalities between braided rivers and other types of complex network are described, providing a compelling argument for the wider uptake of complex network analysis methods in the study of braided rivers. We provide an overview of the extraction of graph representations of braided river networks from remotely sensed data and detail a suite of metrics for quantitative analysis of these networks. Application of these metrics as new tools for multiscale characterization of braided river planforms that improve upon traditional, spatially averaged approaches is discussed and potential approaches to network‐based analysis of braided river dynamics are proposed, drawing on a range of different concepts from braided river research and other network sciences. Finally, the potential for using graph theory metrics to validate numerical models of braided rivers is discussed.

text: Let's get connected: A new graph theory-based approach and toolbox for understanding braided river morphodynamics Our understanding of braided river morphodynamics has improved significantly in recent years, however, there are still large knowledge gaps relating to both long‐term and event‐based change in braided river morphologies. Furthermore, we still lack methods that can take full advantage of the increasing availability of remotely sensed datasets that are well suited to braided river research. Network analysis based on graph theory, the mathematics of networks, offers a largely unexplored toolbox that can be applied to remotely sensed data to quantify the structure and function of braided rivers across nearly the full range of spatiotemporal scales relevant to braided river evolution. In this article, important commonalities between braided rivers and other types of complex network are described, providing a compelling argument for the wider uptake of complex network analysis methods in the study of braided rivers. We provide an overview of the extraction of graph representations of braided river networks from remotely sensed data and detail a suite of metrics for quantitative analysis of these networks. Application of these metrics as new tools for multiscale characterization of braided river planforms that improve upon traditional, spatially averaged approaches is discussed and potential approaches to network‐based analysis of braided river dynamics are proposed, drawing on a range of different concepts from braided river research and other network sciences. Finally, the potential for using graph theory metrics to validate numerical models of braided rivers is discussed.

year: 2018