Te Kani-a-Takirau, ariki : a thesis as part fulfilment of the requirements for a M.A. Degree, Massey University

Text in English and MaoriTihei mauriora! Ko Te Kani-a-Takirau te tihi o te karaka, ko Ngati Kahukuranui nga peka. Ka tuku whakamihi atu ki te hunga kua memene ki tawhiti, ki nga kura wananga o te po. Otira, ki nga kaihautu kua whakarerea te kakau o te hoe, manaakitia. He mihi kau atu ana tenei kia koutou kia tahuri mai o koutou mata ki te iwi e manokohia tonutia nga mahi kaingakau, nga kaupapa whakapakari te noho ki te ao nei. He takoha, hei whakamana te rangatiratanga o te tangata enei kupu ruarua nei. E te matua, Te Kani-a-Takirau, tuku mai o manaakitanga ki o iwi e rapa ana, e kimi huarahi ana hei whakatutuki i ohau wawata i a koe e takatu haere nei te whenua. Ko te mana, ko to iwi, kia hiwa ra, maranga mai ki runga ki te hautu i o waka. Mihi mai, maioha mai. This thesis has been prepared to contribute another perspective to the interesting and constantly evolving study of Maori leadership. In August 1992, the Sir Apirana Ngata Memorial Committee¹This committee was set up in 1982 to continue the Rauru-nui-a-Toi lecture series format compiled and presented by Sir Apirana in 1944. devoted a section of their wananga programme, held in Uawa²Tolaga Bay, a small township situated 56 kilometres from Gisborne., to the history of Te Kani-a-Takirau. The author of this thesis along with Wayne Ngata, and at the request of the committee and Te Aitanga-a- Hauiti³The descendants of Hauiti. The tribal group of the Uawa area., made a presentation which outlined in broad perspective some of the highlights of the life of Te Kani-a-Takirau and his contributions to the situation of his people. Subsequently, it was recommended that an attempt be made to organise and document the presentation so that the history pertaining to Te Kani-a-Takirau could be made in greater detail and in a way more readily available to Te Aitanga-a-Hauiti and Ngati Porou. Hence this thesis, which I hope will go some way to achieving that aim. [FROM PREFACE

HPLC Analysis of Amino Acids in Algae

Undergraduate Basi

Evaluation of Skills for Work pilot courses : final report

The evaluation has shown that the SfW pilot has been successful in achieving the objectives and key measures of success identified by the stakeholders interviewed at the start of the pilot. Schools, colleges and providers are committed to the value of SfW courses and see them as having raised the status of vocational learning in schools; providers have developed and tested out different approaches to delivering courses and overcome various obstacles and challenges; schools and colleges are increasingly recognising the need to work more closely together and have started to implement strategies to strengthen their partnerships; colleges and schools are positive about the impact of courses on students’ attitudes and skills relevant to employment, their motivation to learn, and their ability to work with and relate to adults; finally, more than four-fifths of students had passed their courses by the end of the second year of the pilot

Co-movement of Australian State Business Cycles

We use a variety of techniques to examine the nature and degree of co-movement among Australian state business cycles. Our results indicate that these cycles move quite closely together, with particularly strong links between the cycles of the larger states. This finding is robust to a range of statistical measures. We also use an unobserved components model to attempt to distinguish the sources of this co-movement. An implication of our model is that the major source of cyclical fluctuation in state activity is shocks that are common to all states. Region-specific shocks appear to have a moderate influence on cyclical fluctuations, while spillovers of such shocks from one state to another seem to play only a minor role. These findings are consistent with the results of recent studies for the United States, Canada and Europe, where common shocks have also been found to dominate regional cyclical activity.business cycles; concordance; unobserved components

What did the Romans ever do for us? ‘Next generation’ networks and hybrid learning resources

Networked learning is fundamentally concerned with the use of information and communication technologies (ICT) to link people to people and resources, to support the process of learning. This paper explores some current and forthcoming changes in ICT and some potential implications of these developments for networked learning. Whilst we aim to avoid taking a technologically determinist stance, we explore the potential for future practice and how some educational and pedagogic practices are evolving to exploit and shape the digital environment. We argue that we can change both the ways in which connections between people (learners and other learners; learners and tutors) are made and the nature of the resources that learning communities (particularly distributed communities) can engage with. In doing this we draw on two strands of work. Firstly, we draw on the ‘IBZL Education’ a UK Open University initiative to develop new scholarship in the context of STEM (Science, Technology, Engineering and Mathematics) through which educators are encouraged to think about technological change in the next five to ten years and ways in which we can intervene and shape these developments. We use problem-based learning as an example of a learning experience that can be difficult to implement in a networked learning environment. IBZL identified two broad strands of significant technological development. 'Superfast' broadband networks that are capable of supporting novel applications are being rolled in the UK (and elsewhere). Also, boundaries between the real and virtual worlds are becoming blurred as in the ‘internet of things’ where, for example, RFID tags enable information about the real world to be brought into the virtual one. We use the term ‘artefact’ to describe designed components, whether entirely digital, such as a computer forum, or material, such as a tablet PC. Networked ‘hybrid’ technologies of virtual and material components have may great potential for use in education. Secondly, we illustrate how these changes may be beginning to happen in distance education using the example of TU100 My Digital Life, a new introductory Open University. . TU100 Students use an electronics board in their own homes to work on a programming problem in collaboration other students through a tutor-led tutorial in a web conferencing system. We also note some of the evident complexity that establishing such resources as part of wider infrastructures of networked learning would be likely to involve

Digital, material and networked: some emerging themes for SET education

Boundaries between the digital and material worlds are becoming blurred as the internet increasingly connects us to things as well as people and information. This is increasingly relevant to education as initiatives which significantly combine digital and material elements in networks are becoming a reality for Science, Engineering and Technology (SET) learning. Our paper reports on the initial findings of a project to carry out a ‘state of the art’ review of literature to establish the key themes, opportunities and obstacles that are emerging from the development and use of these ‘hybrid’ systems in learning. We wanted to explore the extent to which this new domain of study is being reported in the literature and to identify work representative of this area. Our aim was to investigate the depth of research in this area by going beyond the technologically descriptive to focus on pedagogical and organisational issues raised in the literature. To identify the state of current research in the area we carried out a systematic search of databases of Science, Engineering and Technology education literature. We found 808 papers relating to the hybrid learning initiatives we are interested in, of which the majority, 81%, involved the Engineering and Technology disciplines while 6.8% related to Science. The vast majority of papers referred to remote laboratories and most of these were concerned with describing the technologies involved. In order to explore issues emerging from the research, we carried out an in-depth text review of a particular subset of the papers found that focussed on pedagogical issues. The three main themes that emerged were: the importance of real data and authenticity in learning; the importance of a sense of presence (e.g. telepresence, social presence and/or immersion) and the locus of control in, and responsiveness of, a hybrid system. We conclude that these new digital ‘hybrid’ pedagogies offer a lens with which to view both the more traditional material pedagogies, e.g. laboratory-based learning, and purely digital pedagogies, e.g. virtual labs. Finally, issues of authenticity, presence and control/responsiveness will be of increasing pedagogical importance to other ‘hybrid’ systems, such as those involving ubiquitous computing

HRXRD study of the theoretical densities of novel reactive sintered boride candidate neutron shielding materials

Reactive Sintered Borides (RSBs) are novel borocarbide materials derived from FeCr-based cemented tungsten (FeCr-cWCs) show considerable promise as compact radiation armour for proposed spherical tokamak,[1],[2],[3],[4],[5]. Six candidate compositions (four RSBs, two cWCs) were evaluated by high-resolution X-ray diffraction (XRD), inductively coupled plasma (ICP), energy dispersive X-ray analysis (EDX) and scanning electron microscopy (SEM) to determine the atomic composition, phase presence, and theoretical density. RSB compositions were evaluated with initial boron contents equivalent to 25 at% 30 at%. All RSB compositions showed delamination and carbon enrichment in the bulk relative to the surface, consistent with non-optimal binder removal and insufficient sintering time. Phase abundance within RSBs derived from powder XRD was dominated by iron tungsten borides (FeWB/FeW2B2), tungsten borides (W2B5/WB) and iron borides. The most optimal RSB composition (B5T522W) with respect to physical properties and highest ρ/ρtheo had ρtheo = 12.59 ± 0.01 g cm-3 for ρ/ρtheo = 99.3% and had the weigh-in and post-sintered W : B : Fe abundance closest to 1 : 1 : 1. This work indicates that despite their novelty, RSB materials can be optimized and in principle be processed using existing cWC processing routes