Volume 07, Issue 2 (2006)

Permanent URI for this collectionhttps://hdl.handle.net/10289/18070

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He Puna Kōrero: Journal of Māori and Pacific Development (Vol. 7, Issue 2)
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-09)
He Puna Kōrero: Journal of Māori and Pacific Development, Volume 7, Issue 2.
The display and conservation of taonga Māori – establishing culturally appropriate display and conservation facilities: Mahi Māreikura – a work in progress
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-09) Whaanga, Hēmi; Hedley, Rangiiria
This paper examines issues relating to the appropriate display and conservation of taonga Māori in the context of a discussion of the establishment of Mahi Māreikura, a room in the University of Waikato library that is dedicated primarily to the display and conservation of the collected taonga and works of the late Dr. Pei te Hurinui Jones and a collection of the work of his colleague and close relative, Professor Bruce Biggs.
Kuta (Eleocharis sphacelata, Cyperaceae), a locally important and highly valued weaving plant
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-09) Wehi, Priscilla M.
This article introduces and discusses kuta (Eleocharis sphacelata, Cyperaceae), a tall spikerush found on the margins of shallow lakes in New Zealand, which, although often overlooked, is considered in Northland to be a valuable weaving resource.
Gulangyu: A photographic exploration of its colonial heritage
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-09) Scott, Howard M.
As Artist in Residence at the Art Centre of Xiamen University in 2005, I had an opportunity to visit Xiamen (formerly known as Amoy) on many occasions and to photograph examples of the colonial style architecture. Following a brief introduction to the history of Xiamen/ Amoy, I provide a selection of these photographs to provide some sense of the architectural novelty of this fascinating place whose buildings are symbolic of a significant aspect of China's rich and varied history.
Te Whanake Online: An interactive resource for Māori language learning
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-09) Ka'ai, Tānia M.; McDonald, Jenny; Moorfield, John C.
The promotion of the Māori language is regarded by Māori as essential to the survival of Māori culture, arts, history and identity. The goal of the Te Whanake Online project is to develop a series of online interactive modules to complement an established Māori language learning set of texts and related resources, called Te Whanake. Te Whanake Online supports an immersion or game-style approach to language learning. Currently the fifteen modules for the first book in the series, Te Whanake 1 Te Kākano, have been completed. Each module begins with an animated movie introducing the new language of the module. Between nine and sixteen activities in each module provide practice in a wide range of spoken and written language skills, including listening with comprehension, speaking, reading with comprehension, writing and activities to help learn grammatical structures and vocabulary. The project means that Māori language learners will have access to an online resource which is at the forefront of current thinking and practice in language learning online and firmly grounded in a successful and well-established Māori language series of texts, study guides, audio-visual resources, a dictionary-index, and teachers' manuals. This article outlines the project background, its design, evaluation and the outcomes.
Weaving kaupapa Māori and e-Learning
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-09) Neal, Terry; Collier, Hohaia
This paper describes the creation and design of an online professional development course that aims to help educators in New Zealand to weave kaupapa Māori and e-Learning approaches together. The team sought to model weaving of kaupapa Māori and e-Learning approaches in how they worked together and the educational design for the material. The authors propose that educators with these skills are crucial if we are to effectively meet the needs of Māori learners, more than that, of all New Zealand learners, in the 21st century.
He reo amiorangi
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-09) Roa, Tom
This paper discusses a project involving the translation of a learning management system (LMS), Modular Object-Oriented Dynamic Learning Environment (Moodle), into te reo Māori so that users of this LMS, learners, teachers and administrators who have a high level of competence in the language, can work within a fully Māori environment. Aspects of the project referred to here include adaptation of the style guide created by Te Taura Whiri for the Microsoft project, use of the Microsoft translation guidelines, the philosophy guiding the translation and the translation process itself (with examples). The process by which the project was evaluated is also discussed.
Language, mātauranga Māori . . . and technology?
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-09) Selby, Mereana
In this paper, I report on a research project involving the creation of an e-learning environment for the teaching and learning of an aspect of te reo Māori, that is the preparation of mihi. It was found that learning in the context of an e-learning environment in which anonymity was assured, learners could learn in their own spaces and at their own pace and there was no pressure to perform in front of peers and tutors had the potential to reduce the potentially negative effects of whakamā.

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