title: Ko Waikato-Maniapoto te iwi

authors: Ngaia, Te Ingo Karangaroa Terehia

subjects: Waikato Maniapoto

abstract: Nō te ūnga mai o Tainui waka, i Whangaparāoa, ka tīmata i reira te tautapa haere a Tainui waka i tōna rohe, i tāna tere i Te Ika-ā-Māui. Nāwai rā ka tau ki tōna tumu i roto o Kāwhia Moana, Kāwhia Kai, Kāwhia Tāngata, i te taha hauāuru o Te Ika-ā-Māui. I roto i ngā rautau i muri mai i te ūnga o Tainui waka me ngā tūpuna i tere mai i te waka, ka tīmata ngā tūpuna te mātoro haere i te whenua hou me te whakanoho i ngō rātou whānau. Ka tupu i koneki ngā hapū me ngā iwi i heke mai i ngā waka. I roto i ngā tātai whakapapa o Tainu waka, e mārama mai ana ngā kāwai heke ki ngā iwi o Waikato me Maniapoto hoki. Ka whai mana ngā rangatira o ngā iwi nei i ngō rātou kāinga me ngā pānga whenua i noho ai rātou.
I hua tuatahi ai te iwi o Waikato-Maniapoto i roto i ngā pakanga me ngā whakaipoipotanga mo ngā kāinga me ngā pānga whenua, kai, moana hoki. Nā ngā pūkenga wānanga, pakanga hoki, i whakawehe, i kotahi ai rānei ngā iwi.
I te taenga mai o te Pākehā ki te pēhi i ngā tikanga a te Māori, ka huri te aro o te Pākehā ki te whakahau me te whakawai i ngā rātou tauira hou ki runga i ngā iwi.
Ka whakaturengia ngā ingoa o ngā tikanga hou, nā te Kāwanatanga Pākehā hou nei i whakamana, ā, i whakaū ngēnei tikanga hou kia pēhia ngā tikanga taketake ake a te Māori. Ka huri a Waikato-Maniapoto iwi ki te aru i ngā tauira hou ki te whakawhanake i ngā uri whakatupu i roto i te ao hou. Hoi, i mau tonu i a Waikato-Maniapoto te wairua me ngā tikanga i heke iho ki ngōna uri.
Ka whakaūngia te wairua me ngā tikanga o ngā mātua tūpuna ki roto i te tauira hou o te Kīngitanga. Ka mahi ngātahi te Kīngitanga me te iwi o Waikato-Maniapoto ki te whakatinana i tōna kaupapa, arā, hei pupuru i te toto; hei pupuru i te whenua; ā, hei pupuru i te mana Māori motuhake. I roto i te Kīngitanga nga 
hanganga iwi hou i puta hei kōkiri i ngā rautaki whakawhanake i te iwi whānui i roto i te ao hou nei.
Huhua noa atu ngā uri o Waikato-Maniapoto i whai wāhi i runga i ngā tūranga whakawhanake i te iwi whānui mā te whakaū i te mana Māori motuhake i roto i te reo me ngā tikanga o Waikato-Maniapoto iwi me ngōna kaupapa. Ko te whakahua i ngā hononga iwi kia whai whanaungatanga, kia whai tūrangawaewae te whakatinanatanga o te whakapono ā-wairua nei ki ngā taonga tuku iho o Waikato-Maniapoto. Ka whai mana, ka tūturu te kīanga a Waikato-Maniapoto i roto i te whakamana a ngā uri i ngā kōrero whakapapa o te iwi o Waikato-Maniapoto me te whakamana i te kīanga nei i ngā reanga whakapapa.

text: Ko Waikato-Maniapoto te iwi Nō te ūnga mai o Tainui waka, i Whangaparāoa, ka tīmata i reira te tautapa haere a Tainui waka i tōna rohe, i tāna tere i Te Ika-ā-Māui. Nāwai rā ka tau ki tōna tumu i roto o Kāwhia Moana, Kāwhia Kai, Kāwhia Tāngata, i te taha hauāuru o Te Ika-ā-Māui. I roto i ngā rautau i muri mai i te ūnga o Tainui waka me ngā tūpuna i tere mai i te waka, ka tīmata ngā tūpuna te mātoro haere i te whenua hou me te whakanoho i ngō rātou whānau. Ka tupu i koneki ngā hapū me ngā iwi i heke mai i ngā waka. I roto i ngā tātai whakapapa o Tainu waka, e mārama mai ana ngā kāwai heke ki ngā iwi o Waikato me Maniapoto hoki. Ka whai mana ngā rangatira o ngā iwi nei i ngō rātou kāinga me ngā pānga whenua i noho ai rātou.
I hua tuatahi ai te iwi o Waikato-Maniapoto i roto i ngā pakanga me ngā whakaipoipotanga mo ngā kāinga me ngā pānga whenua, kai, moana hoki. Nā ngā pūkenga wānanga, pakanga hoki, i whakawehe, i kotahi ai rānei ngā iwi.
I te taenga mai o te Pākehā ki te pēhi i ngā tikanga a te Māori, ka huri te aro o te Pākehā ki te whakahau me te whakawai i ngā rātou tauira hou ki runga i ngā iwi.
Ka whakaturengia ngā ingoa o ngā tikanga hou, nā te Kāwanatanga Pākehā hou nei i whakamana, ā, i whakaū ngēnei tikanga hou kia pēhia ngā tikanga taketake ake a te Māori. Ka huri a Waikato-Maniapoto iwi ki te aru i ngā tauira hou ki te whakawhanake i ngā uri whakatupu i roto i te ao hou. Hoi, i mau tonu i a Waikato-Maniapoto te wairua me ngā tikanga i heke iho ki ngōna uri.
Ka whakaūngia te wairua me ngā tikanga o ngā mātua tūpuna ki roto i te tauira hou o te Kīngitanga. Ka mahi ngātahi te Kīngitanga me te iwi o Waikato-Maniapoto ki te whakatinana i tōna kaupapa, arā, hei pupuru i te toto; hei pupuru i te whenua; ā, hei pupuru i te mana Māori motuhake. I roto i te Kīngitanga nga 
hanganga iwi hou i puta hei kōkiri i ngā rautaki whakawhanake i te iwi whānui i roto i te ao hou nei.
Huhua noa atu ngā uri o Waikato-Maniapoto i whai wāhi i runga i ngā tūranga whakawhanake i te iwi whānui mā te whakaū i te mana Māori motuhake i roto i te reo me ngā tikanga o Waikato-Maniapoto iwi me ngōna kaupapa. Ko te whakahua i ngā hononga iwi kia whai whanaungatanga, kia whai tūrangawaewae te whakatinanatanga o te whakapono ā-wairua nei ki ngā taonga tuku iho o Waikato-Maniapoto. Ka whai mana, ka tūturu te kīanga a Waikato-Maniapoto i roto i te whakamana a ngā uri i ngā kōrero whakapapa o te iwi o Waikato-Maniapoto me te whakamana i te kīanga nei i ngā reanga whakapapa.

year: 2010

title: Maori participation in higher education: Tainui graduates from the University of Waikato, 1992 to 1997

authors: Tiakiwai, Sarah-Jane

abstract: This thesis is an examination of what factors contribute to the success of Maori who participate in higher education. The thesis is informed by the experiences of nine Tainui tribal members who received scholarships from the Tainui Maori Trust Board and who graduated from the University of Waikato between 1992 and 1997. 

The thesis addresses two questions: what factors contributed to the success of Tainui graduates at the University of Waikato? What effect did programmes, policies and initiatives offered by the University of Waikato and the Tainui Maori Trust Board have on the academic success of Tainui graduates at the University of Waikato? 

There are three main components to the thesis: a brief history of the University of Waikato and an examination of three documents (University of Waikato Charter 1991; Paetawhiti, the strategic plan 1993; Academic Audit Unit report 1997) and how they pertain to Maori; a history of the Tainui Maori Trust Board and an examination of the Tainui Education Strategy (1986, 1991), its review (1993) and scholarship programmes; and a study and analysis of the experiences of nine Tainui graduates from the University of Waikato. 

Argued from an eclectic theoretical and methodological position, drawing from indigenous and western theories and research practices that emphasise a kaupapa Maori and tribal approach, the thesis identifies multiple factors that have contributed to the success of the Tainui graduates. These factors include family and parental support, mentoring, the role of finances, institutional support, and identity. 

The thesis finds through examination of the documents, that the policies, initiatives and programmes of the Tainui Maori Trust Board and the University of Waikato have ambiguous and at times conflicting aims and objectives in regard to Maori participation and graduation from higher education. The thesis also finds that the experiences of the graduates reveal that neither the Tainui Maori Trust Board nor policies relating to Maori at the University of Waikato played significant roles in the success of the Tainui graduates. Rather, the thesis finds that the success of the graduates is largely borne by their own efforts, which reflect western notions of success, but which also reinforce their identity as Maori, and as Tainui tribal members. 

The thesis suggests that both the Tainui Maori Trust Board and the University of Waikato review their relationships with their tribal and Maori members (respectively), and recommendations are made to help develop a greater awareness of the contribution that both organisations can make to the success of Maori university students.

text: Maori participation in higher education: Tainui graduates from the University of Waikato, 1992 to 1997 This thesis is an examination of what factors contribute to the success of Maori who participate in higher education. The thesis is informed by the experiences of nine Tainui tribal members who received scholarships from the Tainui Maori Trust Board and who graduated from the University of Waikato between 1992 and 1997. 

The thesis addresses two questions: what factors contributed to the success of Tainui graduates at the University of Waikato? What effect did programmes, policies and initiatives offered by the University of Waikato and the Tainui Maori Trust Board have on the academic success of Tainui graduates at the University of Waikato? 

There are three main components to the thesis: a brief history of the University of Waikato and an examination of three documents (University of Waikato Charter 1991; Paetawhiti, the strategic plan 1993; Academic Audit Unit report 1997) and how they pertain to Maori; a history of the Tainui Maori Trust Board and an examination of the Tainui Education Strategy (1986, 1991), its review (1993) and scholarship programmes; and a study and analysis of the experiences of nine Tainui graduates from the University of Waikato. 

Argued from an eclectic theoretical and methodological position, drawing from indigenous and western theories and research practices that emphasise a kaupapa Maori and tribal approach, the thesis identifies multiple factors that have contributed to the success of the Tainui graduates. These factors include family and parental support, mentoring, the role of finances, institutional support, and identity. 

The thesis finds through examination of the documents, that the policies, initiatives and programmes of the Tainui Maori Trust Board and the University of Waikato have ambiguous and at times conflicting aims and objectives in regard to Maori participation and graduation from higher education. The thesis also finds that the experiences of the graduates reveal that neither the Tainui Maori Trust Board nor policies relating to Maori at the University of Waikato played significant roles in the success of the Tainui graduates. Rather, the thesis finds that the success of the graduates is largely borne by their own efforts, which reflect western notions of success, but which also reinforce their identity as Maori, and as Tainui tribal members. 

The thesis suggests that both the Tainui Maori Trust Board and the University of Waikato review their relationships with their tribal and Maori members (respectively), and recommendations are made to help develop a greater awareness of the contribution that both organisations can make to the success of Maori university students.

year: 2001

title: Adversarial risk analysis for first-price sealed-bid auctions.

authors: Ejaz, Muhammad

subjects: adversarial risk analysis

abstract: Adversarial risk analysis (ARA) is an upcoming methodology that is considered to haveadvantages over the traditional decision-theoretic and game-theoretic approaches. ARAsolutions for ﬁrst-price sealed-bid (FPSB) auctions have been found but only under strongassumptions which make the model somewhat unrealistic. In this paper, we use ARAmethodology to model FPSB auctions using more realistic assumptions. We deﬁne a newutility function that considers bidders’ wealth, we assume a reserve price and ﬁnd solutionsnot only for risk-neutral but also for risk-averse as well as risk-seeking bidders. We modelthe problem using ARA for non-strategic play and level-k thinking solution concepts.

text: Adversarial risk analysis for first-price sealed-bid auctions. Adversarial risk analysis (ARA) is an upcoming methodology that is considered to haveadvantages over the traditional decision-theoretic and game-theoretic approaches. ARAsolutions for ﬁrst-price sealed-bid (FPSB) auctions have been found but only under strongassumptions which make the model somewhat unrealistic. In this paper, we use ARAmethodology to model FPSB auctions using more realistic assumptions. We deﬁne a newutility function that considers bidders’ wealth, we assume a reserve price and ﬁnd solutionsnot only for risk-neutral but also for risk-averse as well as risk-seeking bidders. We modelthe problem using ARA for non-strategic play and level-k thinking solution concepts.

year: 2021