title: Aroha

authors: Maxwell, Te Kahautu

abstract: Waita Tira. Lyrics composed by Te Kahautu Maxwell, muscial score composed by Raharuha Mitai, Thomas Mitai, Renee Mitai. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (3mins)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura
Mōteatea: Tērā te haeata
Waiata ā Ringa: Tiaho Mai
Poi: E ia, e ia
Haka: Ranginui
Whakawātea: Te Tiriti o Waitangi

text: Aroha Waita Tira. Lyrics composed by Te Kahautu Maxwell, muscial score composed by Raharuha Mitai, Thomas Mitai, Renee Mitai. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (3mins)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura
Mōteatea: Tērā te haeata
Waiata ā Ringa: Tiaho Mai
Poi: E ia, e ia
Haka: Ranginui
Whakawātea: Te Tiriti o Waitangi

year: 2020-02-06

title: Reha Aperahama: a Ngati Rahiri rangatira

authors: Hart, Philip

abstract: Reha Aperahama had an illustrious whakapapa and was affiliated to several hapu. His father was notable as one of the most loyal rangatira (from the Crown’s perspective) in Hauraki, and Reha followed his lead, probably in part because of the financial rewards he received from selling land to settlers. He tried to maximize his income from this source, spending several years pleading for permission to sell his Te Kawana block (near Te Aroha). After opposing Ngati Haua ambitions to acquire the Aroha block, by 1878 he was willing to encourage road building. 
Reha was regularly before the courts because of his inability or reluctance to pay his debts, occasionally perjuring himself to avoid liability. In his later years he had little money. Despite occasionally being drunk and even violent, he was an important figure in Maori society, with a leadership role in his hapu and in the Mormon church. He was also notable for his marital complications.

text: Reha Aperahama: a Ngati Rahiri rangatira Reha Aperahama had an illustrious whakapapa and was affiliated to several hapu. His father was notable as one of the most loyal rangatira (from the Crown’s perspective) in Hauraki, and Reha followed his lead, probably in part because of the financial rewards he received from selling land to settlers. He tried to maximize his income from this source, spending several years pleading for permission to sell his Te Kawana block (near Te Aroha). After opposing Ngati Haua ambitions to acquire the Aroha block, by 1878 he was willing to encourage road building. 
Reha was regularly before the courts because of his inability or reluctance to pay his debts, occasionally perjuring himself to avoid liability. In his later years he had little money. Despite occasionally being drunk and even violent, he was an important figure in Maori society, with a leadership role in his hapu and in the Mormon church. He was also notable for his marital complications.

year: 2016

title: What’s the story? Outdoor education in New Zealand in the 21st century

authors: Cosgriff, Marg

subjects: schools

abstract: Outdoor education, in its various guises, has been part of the New Zealand education system for decades and is considered by many to be integral to school life. This paper addresses outdoor education within physical education in primary and secondary schools. It critiques the priority historically given to personal and social outcomes, suggesting that this has served to keep outdoor pursuits and adventure activities at the forefront of many school programmes, particularly in secondary schools. In turn, it is proposed that this has sidetracked the focus from outdoor environmental education, a problematic outcome given contemporary concerns about the need to foster environmental appreciation, understanding, and action. A range of possibilities for a practice of outdoor education that deliberately and creatively fuses simple, 'skill-full' adventures, and student connectedness and commitment to local environments is highlighted.

text: What’s the story? Outdoor education in New Zealand in the 21st century Outdoor education, in its various guises, has been part of the New Zealand education system for decades and is considered by many to be integral to school life. This paper addresses outdoor education within physical education in primary and secondary schools. It critiques the priority historically given to personal and social outcomes, suggesting that this has served to keep outdoor pursuits and adventure activities at the forefront of many school programmes, particularly in secondary schools. In turn, it is proposed that this has sidetracked the focus from outdoor environmental education, a problematic outcome given contemporary concerns about the need to foster environmental appreciation, understanding, and action. A range of possibilities for a practice of outdoor education that deliberately and creatively fuses simple, 'skill-full' adventures, and student connectedness and commitment to local environments is highlighted.

year: 2008