title: A literary and linguistic critique of a Māori lullaby

authors: August, Tipene

subjects: waiata Māori

abstract: Māori song poems surviving from pre-colonial times can provide a valuable source of information about the artistic and cultural heritage of Māoridom. However, they present a number of challenges for the contemporary analyst. On the basis of a stylistic analysis of a Māori lullaby, a number of hypotheses about Māori song poems in general, and the lullaby in particular, are put forward and it is suggested that these hypotheses could be tested in relation to a corpus of song poems. It is hoped that the approach to stylistic analysis adopted here will be of use to scholars of Māori song poems and, perhaps, also to others who are interested in indigenous art forms more generally.

text: A literary and linguistic critique of a Māori lullaby Māori song poems surviving from pre-colonial times can provide a valuable source of information about the artistic and cultural heritage of Māoridom. However, they present a number of challenges for the contemporary analyst. On the basis of a stylistic analysis of a Māori lullaby, a number of hypotheses about Māori song poems in general, and the lullaby in particular, are put forward and it is suggested that these hypotheses could be tested in relation to a corpus of song poems. It is hoped that the approach to stylistic analysis adopted here will be of use to scholars of Māori song poems and, perhaps, also to others who are interested in indigenous art forms more generally.

year: 2001-02

title: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms.

authors: Hermanns, Christina Leilani

subjects: science

abstract: Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

text: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms. Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

year: 2025-05-29

title: On microstructural evolution and mechanical properties of Ti-5Al-5V-5Mo-3Cr alloy synthesised from elemental powder mixtures

authors: Yang, Fei

subjects: Science & Technology

abstract: In this paper, we explored to prepare a multi-compositional titanium alloy, Ti-5Al-5V-5Mo-3Cr (Ti-5553), by powder compact extrusion from elemental powder mixtures, and investigate the microstructure variation during the synthesising process and after post heat treatments and the changes of mechanical properties. XRD, OM and SEM were used to analyse the phase constitutions and microstructures of the Ti-5553 alloy at different processing conditions, and tensile tests were conducted to examine their mechanical properties. The results showed that a homogeneous Ti-5553 alloy was successfully produced by powder compact extrusion from the powder mixtures, β phase was mainly contained in the hot-pressed and 1200°C-extruded Ti-5553 alloy and had an equiaxed microstructure. Different types of α phase precipitated from the β matrix after heat treatment, and this significantly changed the microstructures and improved the mechanical properties of the extruded Ti-5553 alloy, with yield strength of 1250 MPa and ultimate strength of 1300 MPa for the alloy treated at 675 °C for 2 h, and the ductility of about 6.1% for the alloy treated at 780 °C for 2 h.

text: On microstructural evolution and mechanical properties of Ti-5Al-5V-5Mo-3Cr alloy synthesised from elemental powder mixtures In this paper, we explored to prepare a multi-compositional titanium alloy, Ti-5Al-5V-5Mo-3Cr (Ti-5553), by powder compact extrusion from elemental powder mixtures, and investigate the microstructure variation during the synthesising process and after post heat treatments and the changes of mechanical properties. XRD, OM and SEM were used to analyse the phase constitutions and microstructures of the Ti-5553 alloy at different processing conditions, and tensile tests were conducted to examine their mechanical properties. The results showed that a homogeneous Ti-5553 alloy was successfully produced by powder compact extrusion from the powder mixtures, β phase was mainly contained in the hot-pressed and 1200°C-extruded Ti-5553 alloy and had an equiaxed microstructure. Different types of α phase precipitated from the β matrix after heat treatment, and this significantly changed the microstructures and improved the mechanical properties of the extruded Ti-5553 alloy, with yield strength of 1250 MPa and ultimate strength of 1300 MPa for the alloy treated at 675 °C for 2 h, and the ductility of about 6.1% for the alloy treated at 780 °C for 2 h.

year: 2018