title: Relational and culturally responsive supervision of doctoral students working in Māori contexts: Inspirations from the Kingitanga

authors: Glynn, Ted

subjects: Relational and culturally responsive supervision

abstract: There is much to celebrate in the greatly increased number of Māori and non-Māori students in New Zealand tertiary institutions undertaking doctoral research on issues of importance to Māori.
However, in honouring their commitments to the Treaty of Waitangi, tertiary institutions need to ensure that Māori doctoral students and their Māori communities maintain their right to define their own research questions, research paradigms and methodologies. As supervisors of doctoral research students investigating issues of significance to Māori people, it is essential that we learn to position ourselves as visitors in someone else’s cultural space, as partners in the Treaty of Waitangi, and as co-constructors of knowledge and research methodology rather than as experts and gatekeepers (Berryman, SooHoo, & Nevin, 2013; Glynn, 2012).

This paper was occasioned by an invitation from the organisers of the annual Kingitanga Day cultural and educational programme at the University of Waikato. The Kingitanga movement has much to teach us about how to frame and conduct research that responds to long-standing injustices that have marginalised Māori people. The Kingitanga has inspired us through the resistance, resilience, agency and humility of its leaders in asserting their right to define the effects of historic and contemporary injustices, and the right to define their own responses to these injustices.

In this paper, we explore some of the relational and culturally responsive understandings we have arrived at from supervising the research of four doctoral candidates in Education (two Māori and two non-Māori). This research has been designed to promote the success and wellbeing of Māori students in mainstream schools, addressing historic and ongoing injustices experienced by Māori students and their whānau and communities.

text: Relational and culturally responsive supervision of doctoral students working in Māori contexts: Inspirations from the Kingitanga There is much to celebrate in the greatly increased number of Māori and non-Māori students in New Zealand tertiary institutions undertaking doctoral research on issues of importance to Māori.
However, in honouring their commitments to the Treaty of Waitangi, tertiary institutions need to ensure that Māori doctoral students and their Māori communities maintain their right to define their own research questions, research paradigms and methodologies. As supervisors of doctoral research students investigating issues of significance to Māori people, it is essential that we learn to position ourselves as visitors in someone else’s cultural space, as partners in the Treaty of Waitangi, and as co-constructors of knowledge and research methodology rather than as experts and gatekeepers (Berryman, SooHoo, & Nevin, 2013; Glynn, 2012).

This paper was occasioned by an invitation from the organisers of the annual Kingitanga Day cultural and educational programme at the University of Waikato. The Kingitanga movement has much to teach us about how to frame and conduct research that responds to long-standing injustices that have marginalised Māori people. The Kingitanga has inspired us through the resistance, resilience, agency and humility of its leaders in asserting their right to define the effects of historic and contemporary injustices, and the right to define their own responses to these injustices.

In this paper, we explore some of the relational and culturally responsive understandings we have arrived at from supervising the research of four doctoral candidates in Education (two Māori and two non-Māori). This research has been designed to promote the success and wellbeing of Māori students in mainstream schools, addressing historic and ongoing injustices experienced by Māori students and their whānau and communities.

year: 2015

title: Estimated catchment loads of nitrogen and phosphorus to the Rotorua Te Arawa Lakes

authors: McBride, Chris G.

abstract: The Rotorua Te Arawa Lakes are central to the identity of their region, of immense historical and cultural importance, and provide ecosystem services that underpin biodiversity, conservation and socioeconomic aspirations of the community. The diversity of water quality in the lakes reflects their catchments, which are diverse in topography, hydrogeology and intensity of land use, ranging from the largely undeveloped land around lakes Tikitapu and Okataina, to highly developed forestry and pastoral land around lakes Rerewhakaaitu, Rotorua and Okaro. Lake water quality is strongly linked to nutrients received by each lake from surface flows and groundwater springs. It therefore follows that management of lake water quality requires a good understanding of nutrient loads derived from the landscape, as does the assessment or prediction of the in-lake effects of catchment-based management initiatives aimed at improving lake water quality.

text: Estimated catchment loads of nitrogen and phosphorus to the Rotorua Te Arawa Lakes The Rotorua Te Arawa Lakes are central to the identity of their region, of immense historical and cultural importance, and provide ecosystem services that underpin biodiversity, conservation and socioeconomic aspirations of the community. The diversity of water quality in the lakes reflects their catchments, which are diverse in topography, hydrogeology and intensity of land use, ranging from the largely undeveloped land around lakes Tikitapu and Okataina, to highly developed forestry and pastoral land around lakes Rerewhakaaitu, Rotorua and Okaro. Lake water quality is strongly linked to nutrients received by each lake from surface flows and groundwater springs. It therefore follows that management of lake water quality requires a good understanding of nutrient loads derived from the landscape, as does the assessment or prediction of the in-lake effects of catchment-based management initiatives aimed at improving lake water quality.

year: 2021

title: Interactive system testing using interaction sequences

authors: Turner, Jessica Dawn

subjects: computer science

abstract: Interaction sequences (ISeqs) are an abstraction of interactive systems which allow us to inspect the interactive system behaviour. In this research, ISeqs are used to support interactive system testing. In interactive system testing the components of an interactive system, the functional and the interactive, are often tested separately. However, errors can still occur when these components overlap. Therefore, we must investigate ways to test this overlap as part of a more comprehensive testing approach. ISeqs provide a clear view of this overlap, which we use to inform a model-based testing approach. By testing not only the functional and interactive components of a system, but also this overlap, ISeqs provide us with a way to better cover the interactive system state space, improving system reliability and safety.

text: Interactive system testing using interaction sequences Interaction sequences (ISeqs) are an abstraction of interactive systems which allow us to inspect the interactive system behaviour. In this research, ISeqs are used to support interactive system testing. In interactive system testing the components of an interactive system, the functional and the interactive, are often tested separately. However, errors can still occur when these components overlap. Therefore, we must investigate ways to test this overlap as part of a more comprehensive testing approach. ISeqs provide a clear view of this overlap, which we use to inform a model-based testing approach. By testing not only the functional and interactive components of a system, but also this overlap, ISeqs provide us with a way to better cover the interactive system state space, improving system reliability and safety.

year: 2018