title: Na Tarimo i whakaari... Ko Rangiwewehi te iwi

authors: Flavell, James William Ben

abstract: Ko ngā kōrero e whai ake nei, he mea kohikohi, he mea tuku mai ki ahau mō te iwi e kiia nei, ko Ngāti Rangiwewehi. Ko te rohe ki te taha raki o te Rotorua-nui-ā-kahumatamomoe to tūrangawaewae, otirā the rohe takahi o te iwi nei, i ngā rā o mua, nā, ahakoa he nui te whenua kua ngaro atu, kei konei tonu te papa kāinga mō tēnei karangatanga o Te Arawa waka, kei konei hoki tōna mauri, tōna mana, tōna wehi.
Ko Ngāti Rangiwehei i ēnei rā, e rite tonu ana ki te tōtara nui. I tipu ake tēnei tōtara i te kākano i ruia i Rangiātea arā, i Hawaiki, i mānu mai ki Aotearoa nei, i puāwai mai, ā, kei te tipu tonu, kei te tuipu tonu.
Nā, kei roto i tēnei rākau, ko ngā kōrero katoa mō te iwi nei, arā ko ngā whakapapa, ko ngā waiata ko ngā karakia, ko ngā pakiwaitara otirā ko ngā āhuatanga katoa e pā ana ki te iwi. Kei konei hoki ko te ira o te tangata e mau nei i ēnei āhuatanga nei.
Ka tae ki te ngahuru, ka heke iho ngā rau rākau ka pirau, ka ngaro. Pēnei i te rākau nei, te hinga te tangata, ka kapohia e te ringa o Aituā, ā, ka ngaro. Ēhara i te mea ko te mauri o te tangata anake te mea e ngaro nei, ēngari, ko ōna mātauranga katoa hoki.
Nā, matemate noa atu ngā koroua me ngākuia e mōhio tūturu ana ki ngā kōrero hōhonu tuku iho a Ngāti Rangiwewehi. Nō reira, ko tāku mahi, he kohi i ēnei kōrero, i mua i te ngaronga tonutanga o ngā kaumātua e ora ana, nei ngaro.
Kua kohia nei e au ngā kōrero katoa ahakoa Māori ahakoa Pākehā, kia kitea ai, kia mārama ake ai ngā momo āhuatanga o tōku iwi.
Ēhara tēnei i te me ngāwari, nō te mea, ko tēnei mea te mātaranga ahakoa he whakapapa rānei, he pakiwaitara rānei, he mea tino tapu ki te Māori, i te ao tawhito, ā, kei te pērā anō hoki i ēnei rā. Kua oti te tārai te tāhū o tēnei tuhituhinga e kore a taea te whakatārewa tēnei tāhū mehemea kāore, ōna pou kāore ōna here e tika ana. Otirā e kore e tū te whare kōreo, te tāhū whakaringa kōereo, mehemea kāore ōna kaupapa whenua, tangata, tae atu ki a Papatūānuku. Nō reira, koia tēnei ka tātaihia ake ngā kupu kōreroa muri ake nei, kia tutuki ai ngā tūmanako ngā wawata, a ngā whakatipuranga, mai, mai, mai i te pō ki ngā kaikōrero me te kaituhi.
E ai ki te iwi, ko Rangiwewehi te tipuna o tēnei iwi te tamaiti a Tawakeheimoa rāua ko Te Aongahoro.
Nā te mea, he karangatanga a Ngāti Rangiwewehi nō Te Arawa waka i hoki atu ai au ki ngā kōrero mō tēnei waka tapu. Tae rawa mai tēnei waka ki tēnei whenua, ka horapa hāere ngā tāngata i te mata o te whenua. I tōna wā, i tae atu ngā tīpuna ke Te Awahou awa, otirā ki te taha raki o Rotorua moana. Mai i taua wā, ka tīmata ngā āhuatanga katoa e pā ana ki tēnei iwi.
Nā, ēhara tēnei tuhinga i te pukapuka hei whakaatu i te tūturutanga o ngā kōrero katoa o Ngāti Rangiwewehi, mā Ngāti Rangiwewehi hei whai atu, ēngari he kōrero kua kohia nei e au i ngā rangatira, i ngā tohunga, i ngā tāngata mōhio, i ngā whāea, i ngā kaumātua me ngā pukapuka a ngā Māori me ngā Pākehā.
He pūtake kōrero noa iho tēnei mō Ngāti Rangiwewehi he tohu whakamaharatanga hoki ki ngā tīpuna, ki ngā mātua kua wehe atu nei ki te pō.

text: Na Tarimo i whakaari... Ko Rangiwewehi te iwi Ko ngā kōrero e whai ake nei, he mea kohikohi, he mea tuku mai ki ahau mō te iwi e kiia nei, ko Ngāti Rangiwewehi. Ko te rohe ki te taha raki o te Rotorua-nui-ā-kahumatamomoe to tūrangawaewae, otirā the rohe takahi o te iwi nei, i ngā rā o mua, nā, ahakoa he nui te whenua kua ngaro atu, kei konei tonu te papa kāinga mō tēnei karangatanga o Te Arawa waka, kei konei hoki tōna mauri, tōna mana, tōna wehi.
Ko Ngāti Rangiwehei i ēnei rā, e rite tonu ana ki te tōtara nui. I tipu ake tēnei tōtara i te kākano i ruia i Rangiātea arā, i Hawaiki, i mānu mai ki Aotearoa nei, i puāwai mai, ā, kei te tipu tonu, kei te tuipu tonu.
Nā, kei roto i tēnei rākau, ko ngā kōrero katoa mō te iwi nei, arā ko ngā whakapapa, ko ngā waiata ko ngā karakia, ko ngā pakiwaitara otirā ko ngā āhuatanga katoa e pā ana ki te iwi. Kei konei hoki ko te ira o te tangata e mau nei i ēnei āhuatanga nei.
Ka tae ki te ngahuru, ka heke iho ngā rau rākau ka pirau, ka ngaro. Pēnei i te rākau nei, te hinga te tangata, ka kapohia e te ringa o Aituā, ā, ka ngaro. Ēhara i te mea ko te mauri o te tangata anake te mea e ngaro nei, ēngari, ko ōna mātauranga katoa hoki.
Nā, matemate noa atu ngā koroua me ngākuia e mōhio tūturu ana ki ngā kōrero hōhonu tuku iho a Ngāti Rangiwewehi. Nō reira, ko tāku mahi, he kohi i ēnei kōrero, i mua i te ngaronga tonutanga o ngā kaumātua e ora ana, nei ngaro.
Kua kohia nei e au ngā kōrero katoa ahakoa Māori ahakoa Pākehā, kia kitea ai, kia mārama ake ai ngā momo āhuatanga o tōku iwi.
Ēhara tēnei i te me ngāwari, nō te mea, ko tēnei mea te mātaranga ahakoa he whakapapa rānei, he pakiwaitara rānei, he mea tino tapu ki te Māori, i te ao tawhito, ā, kei te pērā anō hoki i ēnei rā. Kua oti te tārai te tāhū o tēnei tuhituhinga e kore a taea te whakatārewa tēnei tāhū mehemea kāore, ōna pou kāore ōna here e tika ana. Otirā e kore e tū te whare kōreo, te tāhū whakaringa kōereo, mehemea kāore ōna kaupapa whenua, tangata, tae atu ki a Papatūānuku. Nō reira, koia tēnei ka tātaihia ake ngā kupu kōreroa muri ake nei, kia tutuki ai ngā tūmanako ngā wawata, a ngā whakatipuranga, mai, mai, mai i te pō ki ngā kaikōrero me te kaituhi.
E ai ki te iwi, ko Rangiwewehi te tipuna o tēnei iwi te tamaiti a Tawakeheimoa rāua ko Te Aongahoro.
Nā te mea, he karangatanga a Ngāti Rangiwewehi nō Te Arawa waka i hoki atu ai au ki ngā kōrero mō tēnei waka tapu. Tae rawa mai tēnei waka ki tēnei whenua, ka horapa hāere ngā tāngata i te mata o te whenua. I tōna wā, i tae atu ngā tīpuna ke Te Awahou awa, otirā ki te taha raki o Rotorua moana. Mai i taua wā, ka tīmata ngā āhuatanga katoa e pā ana ki tēnei iwi.
Nā, ēhara tēnei tuhinga i te pukapuka hei whakaatu i te tūturutanga o ngā kōrero katoa o Ngāti Rangiwewehi, mā Ngāti Rangiwewehi hei whai atu, ēngari he kōrero kua kohia nei e au i ngā rangatira, i ngā tohunga, i ngā tāngata mōhio, i ngā whāea, i ngā kaumātua me ngā pukapuka a ngā Māori me ngā Pākehā.
He pūtake kōrero noa iho tēnei mō Ngāti Rangiwewehi he tohu whakamaharatanga hoki ki ngā tīpuna, ki ngā mātua kua wehe atu nei ki te pō.

year: 1986

title: Overcoming ‘Being’ in Favour of Knowledge: The fixing effect of ‘mātauranga’

authors: Mika, Carl Te Hira

subjects: knowledge

abstract: It is common to hear Māori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. ‘Mātauranga’, a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, ‘knowledge’, to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to mātauranga for Māori, and even the term ‘ako’ will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Māori.

text: Overcoming ‘Being’ in Favour of Knowledge: The fixing effect of ‘mātauranga’ It is common to hear Māori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. ‘Mātauranga’, a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, ‘knowledge’, to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to mātauranga for Māori, and even the term ‘ako’ will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Māori.

year: 2012

title: The influence of sociocultural and interpersonal factors on body image disturbance and unhealthy dieting in female adolescents

authors: McClintock, Joanna Marie

abstract: Body image disturbance and unhealthy dieting in adolescent females are areas of particular concern for mental health professionals, teachers, and parents. Many theories have been developed to explain body image disturbance and unhealthy dieting, in which sociocultural pressure and interpersonal influences are prominent. However, there is still no clear understanding of how these influences interrelate or how they impact upon body image disturbance and unhealthy dieting. In addition, very little research has been conducted in New Zealand examining the role of such pressures, or investigating body image or dieting. 
This thesis explores the role of social evaluation, incorporating both sociocultural and interpersonal variables, in the development of body image disturbance and unhealthy dieting in New Zealand adolescent females. The research programme incorporated three studies, firstly focus group discussions, followed by a survey study, and finally an experimental paradigm. 
Focus group discussions were conducted with female teenagers to explore their conceptualisations of dieting, and to identify areas of social evaluation that were of particular import to New Zealand teenagers. Need for approval, appraisal sensitivity, media influence, appearance evaluation, and peer comparison emerged as dominant themes in the teenagers discussions. 
The second study extended the focus group data through a survey with 190 female high school students about the social evaluation themes identified in the focus group discussions as well as body image disturbance, unhealthy dieting, and low mood. Structural equation modelling was utilised to test a model of interrelationships between these variables. The survey study established that there were indirect and direct relationships between the variables of social evaluation, body image disturbance, unhealthy dieting, and low mood. Specifically appearance-related feedback and appearance-related comparison emerged as having pivotal roles in the model of interrelationships. 
The final stage of the research programme further extended the findings of the focus group discussions and the survey study by using an experimental paradigm. A pilot study was conducted with 33 high school students to ensure that the methodology of a mood induction procedure intended to reflect negative appearance-related feedback and negative appearance-related comparison was powerful enough to elicit changes in body image and negative affect. For the final study, a further 33 female high school students participated in the imaginal mood induction procedure and completed questionnaires assessing appraisal sensitivity and sociocultural ideals. Repeated measures analyses demonstrated that participants' body image disturbance increased after exposure to the imagined social situations. Negative affect also increased after the imaginal mood induction procedure. Peer feedback had a stronger influence on levels of anger, happiness, and inferiority/'stinkness'. Unexpectedly, dispositional levels of appraisal sensitivity and internalisation of the thin-ideal did not moderate the effects of the mood induction procedure on participants ratings of body image disturbance. 
This research programme demonstrated that social evaluation has an important and influential role in the development of body image disturbance and unhealthy dieting in female adolescents. This thesis highlights the importance of considering how the interrelationships between sociocultural and interpersonal variables affect body image disturbance. The research programme also provides many opportunities for future research and clinical investigations in the areas of models of interrelationships, body image disturbance, and unhealthy dieting.

text: The influence of sociocultural and interpersonal factors on body image disturbance and unhealthy dieting in female adolescents Body image disturbance and unhealthy dieting in adolescent females are areas of particular concern for mental health professionals, teachers, and parents. Many theories have been developed to explain body image disturbance and unhealthy dieting, in which sociocultural pressure and interpersonal influences are prominent. However, there is still no clear understanding of how these influences interrelate or how they impact upon body image disturbance and unhealthy dieting. In addition, very little research has been conducted in New Zealand examining the role of such pressures, or investigating body image or dieting. 
This thesis explores the role of social evaluation, incorporating both sociocultural and interpersonal variables, in the development of body image disturbance and unhealthy dieting in New Zealand adolescent females. The research programme incorporated three studies, firstly focus group discussions, followed by a survey study, and finally an experimental paradigm. 
Focus group discussions were conducted with female teenagers to explore their conceptualisations of dieting, and to identify areas of social evaluation that were of particular import to New Zealand teenagers. Need for approval, appraisal sensitivity, media influence, appearance evaluation, and peer comparison emerged as dominant themes in the teenagers discussions. 
The second study extended the focus group data through a survey with 190 female high school students about the social evaluation themes identified in the focus group discussions as well as body image disturbance, unhealthy dieting, and low mood. Structural equation modelling was utilised to test a model of interrelationships between these variables. The survey study established that there were indirect and direct relationships between the variables of social evaluation, body image disturbance, unhealthy dieting, and low mood. Specifically appearance-related feedback and appearance-related comparison emerged as having pivotal roles in the model of interrelationships. 
The final stage of the research programme further extended the findings of the focus group discussions and the survey study by using an experimental paradigm. A pilot study was conducted with 33 high school students to ensure that the methodology of a mood induction procedure intended to reflect negative appearance-related feedback and negative appearance-related comparison was powerful enough to elicit changes in body image and negative affect. For the final study, a further 33 female high school students participated in the imaginal mood induction procedure and completed questionnaires assessing appraisal sensitivity and sociocultural ideals. Repeated measures analyses demonstrated that participants' body image disturbance increased after exposure to the imagined social situations. Negative affect also increased after the imaginal mood induction procedure. Peer feedback had a stronger influence on levels of anger, happiness, and inferiority/'stinkness'. Unexpectedly, dispositional levels of appraisal sensitivity and internalisation of the thin-ideal did not moderate the effects of the mood induction procedure on participants ratings of body image disturbance. 
This research programme demonstrated that social evaluation has an important and influential role in the development of body image disturbance and unhealthy dieting in female adolescents. This thesis highlights the importance of considering how the interrelationships between sociocultural and interpersonal variables affect body image disturbance. The research programme also provides many opportunities for future research and clinical investigations in the areas of models of interrelationships, body image disturbance, and unhealthy dieting.

year: 2003