title: Introduction to special section on bodies in motion: Sport, health, physical activity and physical education.

authors: Pope, Clive C.

subjects: education

abstract: The article focuses on health and physical education. Rachel Saunders presents a narrative that typifies many sporting communities in this country. Her story illustrates the nature and influence that significant adults can have on young people within sport contexts. This narrative will ring true for many readers and highlights how many apparent rituals and routines should never be taken for granted by adults. Karen Barbour draws on feminist research to explore how knowledge can be constructed by individuals and groups based on lived experience. She argues for "embodied ways of knowing" as an alternative to traditional epistemologies that have dominated Western thought.

text: Introduction to special section on bodies in motion: Sport, health, physical activity and physical education. The article focuses on health and physical education. Rachel Saunders presents a narrative that typifies many sporting communities in this country. Her story illustrates the nature and influence that significant adults can have on young people within sport contexts. This narrative will ring true for many readers and highlights how many apparent rituals and routines should never be taken for granted by adults. Karen Barbour draws on feminist research to explore how knowledge can be constructed by individuals and groups based on lived experience. She argues for "embodied ways of knowing" as an alternative to traditional epistemologies that have dominated Western thought.

year: 2004

title: Orthogonal grid generation software

authors: Delbourgo, Daniel

abstract: Calculates transformations between physical and index space within a numerical grid

text: Orthogonal grid generation software Calculates transformations between physical and index space within a numerical grid

year: 1992

title: Ngā takenga o te riri

authors: Murphy, Ēnoka

subjects: Pakanga

abstract: Ko te kaupapa ake o tēnei tuhinga, ko te whakawhāriki i ētahi kōrero mō te takenga mai o te riri, o te pakanga ki tā rā ngā kōrero a te Māori. Ko aua take mai rā kei ngā kōrero o tua whakarere, e hokia ana ki a Ranginui rāua ko Papatūānuku me tā rāua hūnuku. Ko tāna e pātai ake nei, nō hea ake te riri Māori, otirā, te pakanga a te Māori? Nō hea anō hoki āna tikanga? He aha ā ērā kōrero tauiratanga mai ki te toa o te Māori ki te whawhai. Ka mutu, ko te wāhi uaua pea o ngā pātai nei, ko te āhua ki ngā kōrero a te Māori kāore nei i te tapatahi mō te oroko hīmatanga. Ahakoa rā, tērā ōna rite, ōna rerekē. Kua tuhia nuitia te kaupapa o te oroko tīmatanga mai o te ao e ngā momo o te kaituhi Pākehā, ā, tērā anō hoki ko ngā tuhinga a te Māori ake. Inā te rerekē o ngā kōrero mō te oroko hīmatanga mai o te ao, tērā noa ētahi kōrero kua tīkina hei mātaitanga mō tēnei rangahau, mō tēnei tuhinga. Ka mutu, ko tā tēnei tuhinga, he whakaatu i te takenga mai o te riri, o te matawhāura Māori.

text: Ngā takenga o te riri Ko te kaupapa ake o tēnei tuhinga, ko te whakawhāriki i ētahi kōrero mō te takenga mai o te riri, o te pakanga ki tā rā ngā kōrero a te Māori. Ko aua take mai rā kei ngā kōrero o tua whakarere, e hokia ana ki a Ranginui rāua ko Papatūānuku me tā rāua hūnuku. Ko tāna e pātai ake nei, nō hea ake te riri Māori, otirā, te pakanga a te Māori? Nō hea anō hoki āna tikanga? He aha ā ērā kōrero tauiratanga mai ki te toa o te Māori ki te whawhai. Ka mutu, ko te wāhi uaua pea o ngā pātai nei, ko te āhua ki ngā kōrero a te Māori kāore nei i te tapatahi mō te oroko hīmatanga. Ahakoa rā, tērā ōna rite, ōna rerekē. Kua tuhia nuitia te kaupapa o te oroko tīmatanga mai o te ao e ngā momo o te kaituhi Pākehā, ā, tērā anō hoki ko ngā tuhinga a te Māori ake. Inā te rerekē o ngā kōrero mō te oroko hīmatanga mai o te ao, tērā noa ētahi kōrero kua tīkina hei mātaitanga mō tēnei rangahau, mō tēnei tuhinga. Ka mutu, ko tā tēnei tuhinga, he whakaatu i te takenga mai o te riri, o te matawhāura Māori.

year: 2017