title: Akuhata Koropango Lipsey

authors: Hart, Philip

abstract: The eldest son of George and Ema Lipsey, Augie, as he was known, was most notable, and popular, as a sportsman. A good rugby player in his youth, he later became a keen golfer. As well, he owned and raced horses, an interest that would result in his financial downfall. Although a farmer off and on, he had no farming skills and had to take on other work, in his last years working in a billiard saloon.  
After marrying an English girl and fathering several children, he proved to be a poor provider for his family. His wife, well liked for her involvement in various worthy causes, especially those organized by the Anglican Church, had to teach dancing and to milk cows to raise money, for Lipsey squandered his inheritance, notably on the Auckland racecourse. His method of meeting his debts and living expenses was to sell land, and although over many years officials tried to prevent this (to protect his family), they gradually let him have his way. Bankrupted twice, on his death his family was left in poverty.

text: Akuhata Koropango Lipsey The eldest son of George and Ema Lipsey, Augie, as he was known, was most notable, and popular, as a sportsman. A good rugby player in his youth, he later became a keen golfer. As well, he owned and raced horses, an interest that would result in his financial downfall. Although a farmer off and on, he had no farming skills and had to take on other work, in his last years working in a billiard saloon.  
After marrying an English girl and fathering several children, he proved to be a poor provider for his family. His wife, well liked for her involvement in various worthy causes, especially those organized by the Anglican Church, had to teach dancing and to milk cows to raise money, for Lipsey squandered his inheritance, notably on the Auckland racecourse. His method of meeting his debts and living expenses was to sell land, and although over many years officials tried to prevent this (to protect his family), they gradually let him have his way. Bankrupted twice, on his death his family was left in poverty.

year: 2016

title: Raising Māori Student Achievement - Journeys of Success

authors: Kaumoana, Cadence

abstract: Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

text: Raising Māori Student Achievement - Journeys of Success Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

year: 2013

title: Publishing panel: Book proposals and environmental history journals

authors: Beattie, James John

abstract: This presentation was associated with the conference held at Macquarie University, 'Foreign Bodies, Intimate Ecologies: Transformations in Environmental History' (10-13 February 2016), at which James Beattie presented a paper entitled, ' "Hungry dragons" in the South Pacific: Chinese resource frontiers, environmental change, and entrepreneurship'

text: Publishing panel: Book proposals and environmental history journals This presentation was associated with the conference held at Macquarie University, 'Foreign Bodies, Intimate Ecologies: Transformations in Environmental History' (10-13 February 2016), at which James Beattie presented a paper entitled, ' "Hungry dragons" in the South Pacific: Chinese resource frontiers, environmental change, and entrepreneurship'

year: 2016