title: School leadership for Māori succeeding as Māori: A Mataatua perspective

authors: Barrett, Te Arani

subjects: tribal leadership

abstract: This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

text: School leadership for Māori succeeding as Māori: A Mataatua perspective This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

year: 2018

title: Coaching for the game of life: Driving coaching with mana

authors: Were, Brandyn Māia

subjects: Kaupapa Māori

abstract: Coaching needs to account for culture. This indigenous autoethnography explores personal experience to show how I, a young Māori male coach in Aotearoa New Zealand, navigates the complex nature of coaching. By weaving together Kaupapa Māori, established coaching knowledge, and experiences from my playing and coaching journey to date, a Kaupapa Māori coaching framework emerges – Driving Coaching with Mana.

As I reflect on the teachings of my coach, Mr. Mel Young, combined with my cultural identity, I reconnect to critical moments in my life that have shaped the person I am today and the values I hold, elevating the centrality of culture through the practice of Kaupapa, Ako, Manaakitanga, Whanaungatanga, Wairuatanga, and self-reflection as Āta-kaiako (a reflective coach).

Driven to enhance the development of rangatahi (youth) through sport, and informed by literature and experience, Driving Coaching with Mana is personally and culturally grounded – a way of thinking about coaching differently and in a more holistic way. There is more to the people we coach than their lives as athletes. Coaching is more than skill acquisition.

text: Coaching for the game of life: Driving coaching with mana Coaching needs to account for culture. This indigenous autoethnography explores personal experience to show how I, a young Māori male coach in Aotearoa New Zealand, navigates the complex nature of coaching. By weaving together Kaupapa Māori, established coaching knowledge, and experiences from my playing and coaching journey to date, a Kaupapa Māori coaching framework emerges – Driving Coaching with Mana.

As I reflect on the teachings of my coach, Mr. Mel Young, combined with my cultural identity, I reconnect to critical moments in my life that have shaped the person I am today and the values I hold, elevating the centrality of culture through the practice of Kaupapa, Ako, Manaakitanga, Whanaungatanga, Wairuatanga, and self-reflection as Āta-kaiako (a reflective coach).

Driven to enhance the development of rangatahi (youth) through sport, and informed by literature and experience, Driving Coaching with Mana is personally and culturally grounded – a way of thinking about coaching differently and in a more holistic way. There is more to the people we coach than their lives as athletes. Coaching is more than skill acquisition.

year: 2023

title: Effects of stage of lactation and time of year on plasmin-derived proteolytic activity in bovine milk in New Zealand

authors: Nicholas, Gina D.

subjects: milk protein

abstract: The objective of this study was to determine the effects of stage of lactation (SOL) and time of year on plasmin-derived proteolytic activity in the milk of pasture-fed dairy cows in New Zealand. Four herds of 20 Friesian cows were used, one herd calving in each of January, April, July and October. Cows grazed ryegrass/white clover pasture only, except during June (winter) when all cows received supplementary pasture silage. Milk samples were collected on four occasions during the year (spring, summer, autumn and winter) from each cow in milk, to give a total of three samples per cow (early, mid and late lactation; c. 30, 120 and 220 days after calving, respectively). Milk samples were analysed for plasmin-derived proteolytic activity. There was no effect of either SOL or time of year on plasmin activity and therefore yields of plasmin followed patterns in milk yield (highest in early lactation and in summer). There were effects of both SOL and time of year on plasminogen-derived and total plasmin plus plasminogen-derived activity, both of which were highest in late lactation and in spring. Changes in plasminogen-derived activity and total plasmin plus plasminogen-derived activity due to SOL were not only due to the decrease in milk yield associated with advancing lactation, because enzyme yields were also increased with advancing lactation. Similarly, effects of time of year on plasminogen-derived activity and total plasmin plus plasminogen-derived activity could not be attributed solely to concomitant changes in milk yield, and may be influenced by the variation in the quality and quantity of feed during the year inherent in a pasture-based dairy system. Effects of SOL on proteolytic activity were greater than, and independent of, effects of time of year.

text: Effects of stage of lactation and time of year on plasmin-derived proteolytic activity in bovine milk in New Zealand The objective of this study was to determine the effects of stage of lactation (SOL) and time of year on plasmin-derived proteolytic activity in the milk of pasture-fed dairy cows in New Zealand. Four herds of 20 Friesian cows were used, one herd calving in each of January, April, July and October. Cows grazed ryegrass/white clover pasture only, except during June (winter) when all cows received supplementary pasture silage. Milk samples were collected on four occasions during the year (spring, summer, autumn and winter) from each cow in milk, to give a total of three samples per cow (early, mid and late lactation; c. 30, 120 and 220 days after calving, respectively). Milk samples were analysed for plasmin-derived proteolytic activity. There was no effect of either SOL or time of year on plasmin activity and therefore yields of plasmin followed patterns in milk yield (highest in early lactation and in summer). There were effects of both SOL and time of year on plasminogen-derived and total plasmin plus plasminogen-derived activity, both of which were highest in late lactation and in spring. Changes in plasminogen-derived activity and total plasmin plus plasminogen-derived activity due to SOL were not only due to the decrease in milk yield associated with advancing lactation, because enzyme yields were also increased with advancing lactation. Similarly, effects of time of year on plasminogen-derived activity and total plasmin plus plasminogen-derived activity could not be attributed solely to concomitant changes in milk yield, and may be influenced by the variation in the quality and quantity of feed during the year inherent in a pasture-based dairy system. Effects of SOL on proteolytic activity were greater than, and independent of, effects of time of year.

year: 2002