title: Nā Wai Koe? Our tūpuna call us home: Maremare whānau thinking about connections to whenua tupuna

authors: Sampson, Jasmine

subjects: Whenua Tūpuna

abstract: This research focuses on the Maremare whānau from Tiniwaitara Marae, Turakina, in order to explore the importance of our relationship with our whenua tupuna and the related concept of returning home. 

Although many academics have carefully attended to the concept of ‘disconnection’ from whenua tupuna in order to describe the effects of Māori mobility, this term unfortunately reinforces the colonial attempt to detach our people from the things that provide us with our sense of belonging. I argue that thinking about relationship with whenua tupuna through terms like ‘disconnection’ and ‘reconnection’ are unhelpful and problematic; instead, when we understand this relationship in Māori terms, our connection to our whenua tupuna is an everlasting relationship that is woven into the fabric of our whakapapa.

The research combines interviews with three generations of the Maremare whānau, including people with diverse experiences of relationships with Turakina, with critical reflection on relevant concepts from Te Ao Māori. Specifically, mobilising a Kaupapa Māori Theory approach, the thesis draws on an oriori, ‘He Oriori mō Wharaurangi’ as the methodology and foundation of this thesis. In this way, the thesis both argues and demonstrates the value of researchers, and in particular kairangahau Māori, look to mātauranga Māori to guide us in our research about Māori topics. This oriori is iwi specific, it holds kōrero tuku iho that pertains to my whakapapa as an uri of Ngā Wairiki Ngāti Apa and it is very relevant to both my kaupapa and the people participating in the rangahau.

Ultimately, whakapapa rests at the core of connection to whenua tupuna. It is the foundation in which we stand and it connects us as a people to the land that birthed us. This thesis looks at the different ways that our tūpuna call us home, the different ‘returning home’ experiences within the Maremare whānau and how people within the whānau view their connection with our whenua tupuna in Turakina. Nā wai koe? Our tūpuna call us home.

text: Nā Wai Koe? Our tūpuna call us home: Maremare whānau thinking about connections to whenua tupuna This research focuses on the Maremare whānau from Tiniwaitara Marae, Turakina, in order to explore the importance of our relationship with our whenua tupuna and the related concept of returning home. 

Although many academics have carefully attended to the concept of ‘disconnection’ from whenua tupuna in order to describe the effects of Māori mobility, this term unfortunately reinforces the colonial attempt to detach our people from the things that provide us with our sense of belonging. I argue that thinking about relationship with whenua tupuna through terms like ‘disconnection’ and ‘reconnection’ are unhelpful and problematic; instead, when we understand this relationship in Māori terms, our connection to our whenua tupuna is an everlasting relationship that is woven into the fabric of our whakapapa.

The research combines interviews with three generations of the Maremare whānau, including people with diverse experiences of relationships with Turakina, with critical reflection on relevant concepts from Te Ao Māori. Specifically, mobilising a Kaupapa Māori Theory approach, the thesis draws on an oriori, ‘He Oriori mō Wharaurangi’ as the methodology and foundation of this thesis. In this way, the thesis both argues and demonstrates the value of researchers, and in particular kairangahau Māori, look to mātauranga Māori to guide us in our research about Māori topics. This oriori is iwi specific, it holds kōrero tuku iho that pertains to my whakapapa as an uri of Ngā Wairiki Ngāti Apa and it is very relevant to both my kaupapa and the people participating in the rangahau.

Ultimately, whakapapa rests at the core of connection to whenua tupuna. It is the foundation in which we stand and it connects us as a people to the land that birthed us. This thesis looks at the different ways that our tūpuna call us home, the different ‘returning home’ experiences within the Maremare whānau and how people within the whānau view their connection with our whenua tupuna in Turakina. Nā wai koe? Our tūpuna call us home.

year: 2021

title: Wearable technology for hazardous remote environments: Smart shirt and Rugged IoT network for forestry worker health

authors: Hinze, Annika

subjects: software engineering

abstract: This paper introduces the architecture and details of our wearable IoT solution for workplace health and safety in rugged outdoor environments. We focus on the specific requirements defined by the New Zealand forestry environment as it is the industry with the most fatalities and highest accident rate in New Zealand. Neither consumer-level products nor professional wearables have been found to be suitable for forestry conditions. Furthermore, forestry workplaces cannot rely on existing networking infrastructure, and due to their remote and rugged nature, no permanent setup is possible.

We describe the Hakituri project in which we integrate wearable devices, networking, data analytics, and a buddy system into a novel monitoring solution for worker health and safety. Our wearable IoT solution includes a dynamic network set-up, wearables suitable for forestry conditions, contextual rule-based data analytics, and real-time alerts. A wearable smart shirt carries sensors for collecting personal data from forestry workers, while further environmental sensors capture contextual data. The IoT network is set up for communication in unreliable and rugged outdoor environments. We explore a variety of setups to achieve the best quality outcomes for health and safety in the forestry domain.

text: Wearable technology for hazardous remote environments: Smart shirt and Rugged IoT network for forestry worker health This paper introduces the architecture and details of our wearable IoT solution for workplace health and safety in rugged outdoor environments. We focus on the specific requirements defined by the New Zealand forestry environment as it is the industry with the most fatalities and highest accident rate in New Zealand. Neither consumer-level products nor professional wearables have been found to be suitable for forestry conditions. Furthermore, forestry workplaces cannot rely on existing networking infrastructure, and due to their remote and rugged nature, no permanent setup is possible.

We describe the Hakituri project in which we integrate wearable devices, networking, data analytics, and a buddy system into a novel monitoring solution for worker health and safety. Our wearable IoT solution includes a dynamic network set-up, wearables suitable for forestry conditions, contextual rule-based data analytics, and real-time alerts. A wearable smart shirt carries sensors for collecting personal data from forestry workers, while further environmental sensors capture contextual data. The IoT network is set up for communication in unreliable and rugged outdoor environments. We explore a variety of setups to achieve the best quality outcomes for health and safety in the forestry domain.

year: 2022

title: Supporting students with impairments in higher education: social inclusion or cold comfort?

authors: Claiborne, Lise Bird

subjects: inclusive education

abstract: This paper uses a discursive analysis to examine the experience of ‘inclusion’ from several stakeholder groups in one university. The research team included disability support staff at the institution, external disability consultants and academic researchers. A critical focus group investigation centred on four groups: students who were identified as having an impairment (SWIs), academic staff (teachers), administrators and students who did not identify as having an impairment (non‐SWIs). Interviews had facilitators with both research and disability expertise. Groups recounted different experiences of inclusion. SWIs, drawing on a rights discourse, emphasised a lack of resourcing and barriers created by the teaching staff. In contrast, teachers, administrators and (to a lesser extent) non‐SWIs emphasised the importance of social inclusion, reflecting discourses around needs and humanist notions of care and support, which largely seemed to miss the core of SWI concerns about recognition of their technical competence. For all groups, questions around disclosure of disability were of greater concern than tensions between needs and rights or the recent publication of a Code of Practice for the higher education sector. The findings challenged some of the researchers’ own assumptions, with unexpected implications for practice.

text: Supporting students with impairments in higher education: social inclusion or cold comfort? This paper uses a discursive analysis to examine the experience of ‘inclusion’ from several stakeholder groups in one university. The research team included disability support staff at the institution, external disability consultants and academic researchers. A critical focus group investigation centred on four groups: students who were identified as having an impairment (SWIs), academic staff (teachers), administrators and students who did not identify as having an impairment (non‐SWIs). Interviews had facilitators with both research and disability expertise. Groups recounted different experiences of inclusion. SWIs, drawing on a rights discourse, emphasised a lack of resourcing and barriers created by the teaching staff. In contrast, teachers, administrators and (to a lesser extent) non‐SWIs emphasised the importance of social inclusion, reflecting discourses around needs and humanist notions of care and support, which largely seemed to miss the core of SWI concerns about recognition of their technical competence. For all groups, questions around disclosure of disability were of greater concern than tensions between needs and rights or the recent publication of a Code of Practice for the higher education sector. The findings challenged some of the researchers’ own assumptions, with unexpected implications for practice.

year: 2011