title: E kore koe e ngaro e tōku reo rangatira

authors: Puke, Te Manawanui

subjects: Reo Māori

abstract: Ka whakapeto ngoi ahau ki te wānanga i ngā tini āhuatanga e kōhuru nei, he patu kino nei, e panoni haere nei, e whakamate nei i tōku reo rangatira! E kaha tōmina nei kia kore rawa ai ia e ngaro. Nā reira, ka tīkina te matū o tēnei kaupapa, ka takitaki haere ai mei kore noa e tūpono ka hīnātore mai he māramatanga, he ihumaneatanga i ēnei kōrero āku.

text: E kore koe e ngaro e tōku reo rangatira Ka whakapeto ngoi ahau ki te wānanga i ngā tini āhuatanga e kōhuru nei, he patu kino nei, e panoni haere nei, e whakamate nei i tōku reo rangatira! E kaha tōmina nei kia kore rawa ai ia e ngaro. Nā reira, ka tīkina te matū o tēnei kaupapa, ka takitaki haere ai mei kore noa e tūpono ka hīnātore mai he māramatanga, he ihumaneatanga i ēnei kōrero āku.

year: 2016

title: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school

authors: Kay, Joan-Marie

subjects: Maori Achievement

abstract: This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

text: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

year: 2008

title: Riparian zone as a variable source area for the estimation of evapotranspiration through the analysis of daily fluctuations in streamflow

authors: Sarwar, Muhammad Waqas

subjects: baseflow

abstract: Evapotranspiration is a critical component of the water balance of a catchment, and riparian zones play a crucial role in the hydrological process. However, the influence of riparian zones on evapotranspiration, especially at a catchment scale, needs more investigation. Since evapotranspiration is negligible at night, the difference in recharge between day and night generates diurnal fluctuations in streamflows. A new method is developed to estimate riparian evapotranspiration by analysing the streamflow response to diurnal evapotranspiration. The potential evapotranspiration (PET) calculated by FAO-56 is used as a true reference for validation. The estimated evapotranspiration shows acceptable goodness of fit with the hourly PET calculated from FAO 56. However, the new approach estimates average evapotranspiration across the entire riparian area than a point observation and provides a better understanding of the impact of the riparian zone on streamflow patterns.

text: Riparian zone as a variable source area for the estimation of evapotranspiration through the analysis of daily fluctuations in streamflow Evapotranspiration is a critical component of the water balance of a catchment, and riparian zones play a crucial role in the hydrological process. However, the influence of riparian zones on evapotranspiration, especially at a catchment scale, needs more investigation. Since evapotranspiration is negligible at night, the difference in recharge between day and night generates diurnal fluctuations in streamflows. A new method is developed to estimate riparian evapotranspiration by analysing the streamflow response to diurnal evapotranspiration. The potential evapotranspiration (PET) calculated by FAO-56 is used as a true reference for validation. The estimated evapotranspiration shows acceptable goodness of fit with the hourly PET calculated from FAO 56. However, the new approach estimates average evapotranspiration across the entire riparian area than a point observation and provides a better understanding of the impact of the riparian zone on streamflow patterns.

year: 2022-09-23