title: Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books

authors: Daly, Nicola

subjects: New Zealand

abstract: When a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987.

text: Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books When a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987.

year: 2007

title: Takuahi: Te oriori mō Tāmaunga-o-te-rangi - Mana atua, mana whenua, mana tangata

authors: Dewes, Mahue

subjects: Takuahi

abstract: E roa nei tātau te Māori nō ngā wā o Hawaiki e tito ana i te waiata, i te haka, i te oriori, i te mōteatea hei waka kawe i ngā kōrero tuku iho ki ngā whakatipuranga hou. He putuputu tonu ngā tūmomo karere, ka raua atu ki roto i wēnei momo titonga waiata a te Māori. Ka whārikihia e ngā tohunga kaitito ngā karere nei mā te reo kīwaha, mā te reo whakataukī, mā te reo auaha hei kura huna. Mei māmā te kimi, ka tohunga katoa ngā Māori. Kai te aroaro o te tuhingaroa nei, ka ketuketu i tētahi o ngā oriori o Ngāti Porou, otiā, nō Te Whānau-a-Hinerupe, ko te oriori mō Tāmaunga-o-te-rangi, nā Te Māperetahi. Mā konei ake e ruku atu ai ki te raparapa i ngā kura huna e whakatauira ana i te mana Atua, mana whenua, mana tangata hei mana ahi kā. Mā tēnā hoki e whakatauira te mana ahi kā, kai a Tama, otiā, hei tauira atu ki ngā uri o Te Whānau-a-Hinerupe i tō rātau ake ahi kā roa ki Te Kawakawa mai Tawhiti. Ko ngā kōrero kua kohingia, he kōrero nō ngā tāngata e mōhio ana ki ngā tūmomo mana, ā, ki ngā kōrero e pā ana ki te oriori nei. Ka iringia wēnei rau kōrero hei whakarākei tonu i te pae tapu o Te Whānau-a-Hinerupe.

text: Takuahi: Te oriori mō Tāmaunga-o-te-rangi - Mana atua, mana whenua, mana tangata E roa nei tātau te Māori nō ngā wā o Hawaiki e tito ana i te waiata, i te haka, i te oriori, i te mōteatea hei waka kawe i ngā kōrero tuku iho ki ngā whakatipuranga hou. He putuputu tonu ngā tūmomo karere, ka raua atu ki roto i wēnei momo titonga waiata a te Māori. Ka whārikihia e ngā tohunga kaitito ngā karere nei mā te reo kīwaha, mā te reo whakataukī, mā te reo auaha hei kura huna. Mei māmā te kimi, ka tohunga katoa ngā Māori. Kai te aroaro o te tuhingaroa nei, ka ketuketu i tētahi o ngā oriori o Ngāti Porou, otiā, nō Te Whānau-a-Hinerupe, ko te oriori mō Tāmaunga-o-te-rangi, nā Te Māperetahi. Mā konei ake e ruku atu ai ki te raparapa i ngā kura huna e whakatauira ana i te mana Atua, mana whenua, mana tangata hei mana ahi kā. Mā tēnā hoki e whakatauira te mana ahi kā, kai a Tama, otiā, hei tauira atu ki ngā uri o Te Whānau-a-Hinerupe i tō rātau ake ahi kā roa ki Te Kawakawa mai Tawhiti. Ko ngā kōrero kua kohingia, he kōrero nō ngā tāngata e mōhio ana ki ngā tūmomo mana, ā, ki ngā kōrero e pā ana ki te oriori nei. Ka iringia wēnei rau kōrero hei whakarākei tonu i te pae tapu o Te Whānau-a-Hinerupe.

year: 2016

title: An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom

authors: Martin, Isaac

subjects: Behaviour analysis

abstract: Research has shown that academic achievement is positively correlated with improved employment opportunities, social skills, well-being, standard of living, and overall quality of life. One variable that has been shown to significantly influence academic achievement are the seats that are used by students in the classroom. The aim of the current study was to investigate the impact that Bodyfurn chairs had on academic achievement by evaluating the effect that they had on-task and disruptive behaviour of students compared to the regular classroom chairs. It was hypothesized that Bodyfurn chairs would increase the on-task behaviour and decrease disruptive behaviours of students. The study included three separate groups of five primary school students and implemented a multiple baseline design. All three groups used the regular classroom chairs during the baseline phase and Bodyfurn chairs were introduced in a staggered fashion once stable baselines were established. The results showed that the introduction of Bodyfurn chairs resulted in immediate and noticeable increases in on-task behaviour for two of the groups, with on-task behaviour increasing by 27.4% and 15.7% relative to the regular classroom chairs, while a ceiling effect prevented any noticeable experimental effect from occurring in the third group. The results also showed marked decreases in disruptive behaviour across all three groups when Bodyfurn chairs were used with occurrences of disruptive behaviour decreasing by 49.1%, 47.8%, and 59.5% compared to the regular classroom chairs. The findings of this study suggest that Bodyfurn chairs could improve academic achievement of students.

text: An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom Research has shown that academic achievement is positively correlated with improved employment opportunities, social skills, well-being, standard of living, and overall quality of life. One variable that has been shown to significantly influence academic achievement are the seats that are used by students in the classroom. The aim of the current study was to investigate the impact that Bodyfurn chairs had on academic achievement by evaluating the effect that they had on-task and disruptive behaviour of students compared to the regular classroom chairs. It was hypothesized that Bodyfurn chairs would increase the on-task behaviour and decrease disruptive behaviours of students. The study included three separate groups of five primary school students and implemented a multiple baseline design. All three groups used the regular classroom chairs during the baseline phase and Bodyfurn chairs were introduced in a staggered fashion once stable baselines were established. The results showed that the introduction of Bodyfurn chairs resulted in immediate and noticeable increases in on-task behaviour for two of the groups, with on-task behaviour increasing by 27.4% and 15.7% relative to the regular classroom chairs, while a ceiling effect prevented any noticeable experimental effect from occurring in the third group. The results also showed marked decreases in disruptive behaviour across all three groups when Bodyfurn chairs were used with occurrences of disruptive behaviour decreasing by 49.1%, 47.8%, and 59.5% compared to the regular classroom chairs. The findings of this study suggest that Bodyfurn chairs could improve academic achievement of students.

year: 2021