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1
Mendiola, Casey Alexandra. „He koha aroha ki te whanau: deliberate self harm and Maori whanau“. Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/13627.
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Deliberate self-harm (DSH) is a significant social problem facing young Māori (the indigenous people of New Zealand) today. Whānau, a concept meaning family and including extended family, is an essential factor in the well-being of Māori. Little is known about family members‟ reactions to a child‟s DSH or their needs following DSH, especially with Māori. Some research with non-Māori suggests that both the impact of DSH and consequent needs of family members may be considerable, yet often neglected. This study examined the impact of their children‟s DSH on Māori whānau, beliefs about the motives for the young person‟s DSH, and needs following the event. The whānau of ten young people, aged 10-18 years, presenting to a Child and Adolescent Mental Health Service following DSH were interviewed about the impact of the DSH, perceived motives for DSH and their needs. Five Māori clinicians were also interviewed about these topics. Interviews were recorded, transcribed, and subsequently analyzed using thematic analysis. Seven themes were identified from whānau ideas regarding motives for DSH: to communicate distress and seek help, to punish someone, to get relief from a distressing emotional state, due to the influence of others, as a response to feeling overwhelmed by difficult circumstances, to die, and the cultural influence of matakite. Clinicians presented similar motives; however, they did not mention matakite and included DSH being precipitated by social isolation. When discussing impacts of DSH, whānau reported that DSH had affected the entire whānau as well as having an effect on parents; including an emotional impact, an impact on parenting, and the concept of mental health was described as being difficult for parents to come to terms with. On the other hand, participants reported improvement in relationships within their whānau following DSH. Whānau also reported that DSH had resulted in practical difficulties. Themes derived from clinicians were similar; however, they did not discuss the effect of DSH on relationships. Whānau and clinicians both reported the need for greater levels of support and information. Implications are presented for the delivery of mental health services for young Māori and their families.
2
Ngahooro, Roger, und n/a. „What about us, Al?: the pragmatics of whanau in education“. University of Otago. Department of Social Work and Community Development, 2005. http://adt.otago.ac.nz./public/adt-NZDU20070430.112609.
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This thesis looks at the relationships Board of Trustees need to balance between themselves and their Maori communities. Their researcher was a sole Maori representative on a South Island Board of Trustees and explored the minority position of his role. The research was restricted to one Primary School and one board of Trustees. This research examined the strengths, weaknesses, attitudes and perceptions of Boards of Trustees governance when dealing with issues around their Maori communities. The role of the researcher as both writer and Board of Trustees Member, created ethical issues around objectivity and subjectivity, and sought to show how a researcher is able to remain impartial, in their own study.
The research found that relationships between mainstream Boards of Trustees and their Maori communities are better developed by including local iwi or hapu, therefore making a three way relationship.
3
Walker, Shayne W., und n/a. „The Maatua Whangai Programme O Otepoti from a caregiver perspective“. University of Otago. Department of Social Work and Community Development, 2001. http://adt.otago.ac.nz./public/adt-NZDU20070508.150948.
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This research critically engages with the history and practice of Maatua Whangai within Aotearoa/New Zealand. Specifically it focusses on Maatua Whangai O Otepoti, examining the discourses of care-givers within this context. Further, this research is constructed within a Maori world view of both traditional fostercare practices and State interpretations of those practices. Case studies of the discourses of caregivers within the Maatua Whangai Programme are described and articulated in terms of kaupapa Maori research methods. The data generated identifies the discourses of the caregivers and their desire to have their voices heard. In contrast, the discourse of the state is examined in the light of reports such as Puao-Te-Ata-Tu (1986), and the work of Bradley (1994) and Ruwhiu (1995). It is argued that any shift in the current dominance of power relationships surrounding the Maatua Whangai Programme and fostercare practices in relation to Maori would entail a strengthening of ties between service providers, Iwi and the Crown. This would go some way towards redressing Crown dominance of Maori fostercare practices.
Keywords: Maatua Whangai, Fostercare, Tamaiti Whangai, Maori, Iwi, Power, Dominance.
4
Herbert, Averil May Lloyd. „Whanau Whakapakari: a Māori-centred approach to child rearing and Parent-training programmes“. The University of Waikato, 2001. http://hdl.handle.net/10289/2470.
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The goal of this Whanau Whakapakari (Strengthening Families) research was to define critical aspects of Māori experiences and views on child-rearing practices, and to describe whanau (extended family) values and expectations for tamariki (children) and mokopuna (grandchildren). Furthermore, these Māori views were included in culturally adapted parent-training programmes. The overall aim was to devise an approach to emphasise client strengths and provide best outcomes for research participants. Qualitative aspects included discussing the research processes in the Māori community by acknowledging the roles of whanau, hapu (sub-tribal), and iwi (tribal) structures. I also identified the importance of pan-tribal and urban Māori groups in the current research. As the project developed, an ongoing consultation and feedback protocol was established to ensure that Māori views on the research and the written outcomes were recognised. In-depth interviews with kaumatua (elders), and focus groups with Māori service providers and Māori parents were analysed qualitatively to establish Māori values in child rearing and parenting, and the knowledge and skills that contribute to effective parenting and family functioning. Values identified from these participants confirmed the central role of whanaungatanga (family connections), whakapapa (genealogy), and awhinatanga (support) for Māori. Two culturally adapted parent-training programmes, the Matuatanga (Parenting) Relationships Model and the Matuatanga Values Model programmes, were developed and compared with a Standard Parent Training programme. The Matuatanga Relationships Model programme emphasised the importance of child, parent and whanau relationships and interactions. The Matuatanga Values Model programme emphasised Māori values derived from the qualitative data - whanaungatanga, whakapapa and awhinatanga. A range of pre- and post-training measures were undertaken to identify acceptable and appropriate measures for quantifying parent-training outcomes. These included questions on support networks, parent expectations of children, parental self-efficacy, parental self-rating, critical-incident scenarios, and programme evaluation. While 78 participants attended at least one of the research sessions 22 participants provided pre- and post-training measures for the Whanau Whakapakari programmes. Results showed that there was a medium effect size improvement across all Standard Parent Training and Matuatanga Model programmes and a statistically significant improvement in the Standard Parent Training and Matuatanga Relationship Model programmes. There were no statistically significant differences between the outcomes of the different programmes but qualitative differences from evaluation and feedback data were considered in identifying specific skills acquisition, general understanding and enjoyment components in the programmes. Results from the different measures indicated that parent expectations and critical-incident scenario measures provided the most information on post-training changes. Analysis of the outcome data with the attendance patterns confirmed the value of parent-training programmes per se and indicated that at least in the short term, parent effectiveness scores continued to improve for participants who continued to attend for more than one programme. Programme follow-ups considered natural whanau supports in the Māori community and issues of social and cultural validity. Integration of standard parent-training concepts and cultural concepts suggest a multi-dimensional approach which recognises parenting skills acquisition and cultural validation of whanau concepts relevant to parenting for Māori.
5
Berryman, Mere. „Repositioning within indigenous discourses of transformation and self-determination“. The University of Waikato, 2008. http://hdl.handle.net/10289/2565.
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This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory. The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.
6
Thompson, Andrew Paul. „Whanau/family meetings in the paediatric intensive care unit: content, process, and family satisfaction : a thesis presented in fulfilment of the requirements for the degree of Master of Philosophy, Social Work, Massey University, Auckland, New Zealand“. Massey University, 2009. http://hdl.handle.net/10179/1102.
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Family Meetings occur frequently in the Paediatric Intensive Care Unit (PICU) yet little data existed to guide clinicians in the conduct of these meetings. The medical team is required to deliver complex medical information and navigate complex decision-making with a traumatised family during a meeting. The objectives of this study were to describe the content and process of 15 whanau/family meetings in the PICU, identify family meeting characteristics and patient and family attributes that influence family satisfaction and recommend guidelines for health professionals working in the PICU. The study was conducted in a PICU in a university-affiliated children’s hospital in New Zealand (NZ). The process and content of 15 family meetings were analysed using a coding framework previously developed through a qualitative study of family meetings in the adult intensive care unit (Curtis, 2002a). A questionnaire providing a quantitative assessment of family satisfaction drawn from the same study was administered to 30 family members. Demographic data for the study were collected from the patient’s hospital record and these were combined with data relating to the meeting recording and transcript to identify family meeting characteristics and attributes that might influence family satisfaction. The content and process of family meetings in the PICU were described using a framework detailing 28 codes from the six domains: introductions, informational exchange, discussions of the future, decisions, discussions about death and dying, and closings. A comparison of family meeting characteristics and patient and family attributes revealed that longer meetings (40 minutes plus) were associated with lower family satisfaction and should therefore prompt clinicians to consider whether there are unresolved conflicts, difficulties or misunderstandings between the medical team and the family. Recommendations are proposed to guide health professionals in family meetings in the PICU. This is the first study to record and code the content of family meetings in the PICU. The findings from this study will assist clinicians in their meetings with families. The description of the family meeting content will also provide a foundation for future communication training and research in the health environment.
7
Walker, Peter E., und n/a. „For better or for worse ... : a case study analysis of social services partnerships in Aotearoa/New Zealand“. University of Otago. Department of Social Work and Community Development, 2007. http://adt.otago.ac.nz./public/adt-NZDU20070914.145613.
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Partnerships between organizations are seen as one of the building blocks of the �Third Way� approach to welfare provision both in Europe and in New Zealand. While there is much discussion of this emphasis on building social capital and working in partnerships these partnerships are usually perceived as being between government and community or private organizations as part of a new phase of neo-liberalism. Using qualitative research this thesis explores three partnership sites: Those within a Maori social service provider, Te Whanau Arohanui, and the local Hapu and State organisations; that between the Ngai Tahu Maori Law Centre (an indigenous organization) and the Dunedin Community Law Centre; and finally the State lead Strengthening Families partnership initiative.
This thesis is concerned with the development of citizen participation in public policy decision-making through partnerships. While contemporary studies of policy change have identified stakeholder and actor-network forms as dominant these often seem even less democratic, participatory, accountable and transparent than those they have supposedly replaced. I draw on ideas of deliberative governance to explore options for both the theory and practice of sustainable, permanent and participatory policy change in an age of diversity. I suggest that the practice of Community Development is needed to supplement descriptive and post-facto accounts of policy change and so create a usable practice theory of effective mechanisms for participatory input.
Using a series of case studies of partnerships, a tentative practice theory and strategy for change is proposed. This is set within an interactive framework that is able to confront levels of power to encourage diversity and participation in decision-making from bottom-up initiatives.
8
Wiseley, Adelle Dyane. „Factors affecting the retention of adult students within an indigenous tertiary institution“. Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1161.
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This study sought to identify influences on the retention of Māori students, and adult students in general within Te Wānanga o Aotearoa. Te Wānanga o Aotearoa is a Māori-led tertiary institution in New Zealand. A mixed method research design was employed and data were collected by qualitative methods (focus group) and quantitative methods (72-item questionnaire). Inductive and deductive analytic techniques were employed including Rasch Rating Scale model estimations (Andrich, 1978). Seven retention variables were identified. These were student retention attitudes and behaviours, kaiako (teacher) characteristics, whānau (family) features, integration processes and institutional culture, employment and financial situation, student motivation, and pre-enrolment and induction processes. The variables were qualified and quantified by plotting item difficulty measures and person ability measures on the same scale. Additionally, associations between variables were examined by a multiple regression analysis and analysis of variance. Student retention attitudes and behaviours were shown to be positively associated with kaiako (teacher) characteristics and student motivation. Also the ethnicity of the student (Māori or non-Māori) was shown to weakly account for variance in integration processes and institutional culture.After highlighting the key factors affecting the retention of students at Te Wānanga o Aotearoa, four propositions were made regarding ways to improve their retention. These were: Kaiako (teachers) need retention related training; External motivation for kaiako (teachers) will improve student retention; Improved student retention requires a change in institutional culture; The measurement of retention attitudes and behaviours could provide data essential for increasing retention. The study has led the way for future research in the following areas: Using the student voice to provide a grounded view of retention; Researching the area of kaiako (teachers) and pedagogy with regards to their ability to positively affect retention; Researching the role of whānau (family) features to effectively configure support programmes to positively affect retention; Identifying significant factors that contribute to adult students feelings of pressure, negatively affecting their retention.
9
Morrison, Laurie Elena. „Māori Women and Gambling: Every Day is a War Day!“ The University of Waikato, 2008. http://hdl.handle.net/10289/2537.
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This study was concerned with the health implications of new forms of gambling such as casinos, pokie machines and internet gambling for Māori women and their families in Auckland and the Bay of Plenty region of Aotearoa (New Zealand). It set out to discover what culturally appropriate services were available and the extent to which Māori women gamblers were utilising them. The literature documenting Māori perceptions of gambling shows that Māori women gamblers and their partner/whānau members and gambling service providers have been little studied previously. These goals translated into the following specific aims: 1) to study how Māori women problem gamblers, their partner or whānau members and key informants perceived gambling, what it meant to them and why they did it; 2) to investigate the consequences of gambling for Māori women, whānau and service providers in dealing with the effects of gambling; 3) to report on how these three groups dealt with the effects of gambling; and 4) to discover what helped to bring about positive changes for the three groups. All of the aims were achieved. A Māori approach (Kaupapa Māori), combined with a naturalistic approach to data collection, was adopted. Qualitative methods are most appropriate to use when working with some Māori, as there is a growing realisation that research with Māori needs to be interactive. A Māori research procedure modelled on the ritual ceremony of encounter (Pōwhiri) provided an appropriate structure for the development and presentation of the research process. The major focus was on the qualitative data obtained from semi-structured interviews in two locations - Rotorua and Auckland. The interviews were conducted with twenty Māori women gamblers, sixteen whānau members including partners and ten interviews with staff involved in services that provided help for problem gamblers. The three interview schedules were based on a number of broad themes and open-ended questions to obtain meaningful descriptive data. The interviews were audio recorded and used to produce transcripts that were then sent back to the participants for feedback. Qualitative data analysis was conducted on the returned documents. The findings from this study revealed major impacts of the women's socio-economic, familial and societal circumstances on gambling behaviour and its effects, which are areas of concern for mental health professionals and researchers. The mythical Māori canoes on which Māori voyaged from their place of origin (Hawaiiki) to Aotearoa, the Waka, provided an appropriate metaphor to present the interrelationship between the pull and push factors toward gambling, and its implications for society. This is illustrated as a spinning waka, Te Waka Hūrihuri. On the other hand, Te Waka Māia (courageous) demonstrates the relationships between the variables that help Māori women gamblers to cope and helpful strategies found to assist them to modify or stop their gambling behaviour. It is recommended that the government limit the proliferation of gaming venues and continue to encourage development of emerging Māori services. Moreover, a coordinated approach is essential, as Māori women gamblers, partners and whānau members need to heal together for positive outcomes for Māori health development in Aotearoa. The main implication of this study is that a wide range of further research into Māori and gambling is required. Recommendations on ways in which the current delivery of services in Rotorua and Auckland could be improved are: That the Ministry of Health purchase services that establish support groups for Māori people with problem gambling and their whānau, and That non-Māori provider services and organisations support the development of emerging Māori services. Heeding the outcome of this research should help improve New Zealand's existing health policy and capacity for Māori women's health development. It should also enrich our understanding of the adaptation patterns of Māori whānau member/s, and thus should have implications, not only for Māori health policies, but also relevance for the wider field of international cross-comparative research on indigenous gambling and mental health issues. Limitations of this study included a small, localised sample that means the findings can only tentatively be generalised to the wider population of Māori women gamblers. Nonetheless, information gained from the study contributes to understanding of the adaptation patterns of Māori women gamblers, their whānau member/s, and those who are trying to help them. It is hoped that the study will make it at least a little less true that every day is a war day for Māori women and their whānau trying to deal with the problem of gambling.
10
Tehrani, B. H. „Chemical stabilisation of Whaka Terrace loess, Christchurch“. Thesis, University of Canterbury. Engineering Geology, 1988. http://hdl.handle.net/10092/6705.
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The dispersive and erodible nature of some loess soils on the Port Hills results in a variety of mass movement, surface and sub-surface erosion features. These features produce engineering problems for residential development, and chemical stabilisation techniques have been used to reduce and/or prevent further erosion by rendering the soils non-dispersive and non erodible.
Field and laboratory investigations were undertaken to characterise the dispersive and erodible nature of Whaka Terrace subdivision loess, as well as to assess changes in chemistry and mineralogy of the chemically stabilised soils. Field investigation included engineering geological mapping, geophysical surveying, hand auger hole drilling and logging, and sampling.
The application of 1%, 2%, and 4% hydrated lime, quicklime, Portland cement, gypsum, and a mixture of hydrated lime and gypsum (on a 1:1 basis) was used to stabilise erodible loess-colluvium in the laboratory. Evaluation tests included permeability, pinhole erodibility, jar slaking, uniaxial swelling, crumb dispersion, unconfined compressive strength, undrained shear strength, and the determination of optimum moisture content, Atterberg limits and grainsize distribution. Soil chemistry was analysed using pH, soluble salts, organic content, cation exchange capacity and XRF, while XRD, SEM and EDAX were used to study soil mineralogy and fabric.
Application of 1 and 2% quicklime and hydrated lime produces a non-erodible, non-dispersive and durable material which resists slaking and swelling during saturation, and wetting and drying cycles. Application of Portland cement at higher concentration (2 and 4%) produces similar results to that of hydrated lime and quicklime, while gypsum fails to produce a non-erodible and durable material. Furthermore, although the application of a mixed hydrated lime and gypsum stabiliser produces a non-dispersive and non-erodible material, it fails to produce a durable material and mixed stabiliser soils possess a high potential for swelling and slaking.
The unconfined compressive strength and shear strength of all stabilised samples except gypsum increases by 2-3 times relative to the untreated samples. This increase in strength is related to the production of pozzolanic cementing agents (pozzolanic reaction) in the chemically stabilised samples. The presence of cementing agents also changes the strain deformation of treated samples by producing a more brittle material relative to the untreated samples.
11
Whang, Eun Ah [Verfasser]. „Social Security and Labor Market in Germany / Eun Ah Whang“. Berlin : Freie Universität Berlin, 2018. http://d-nb.info/1176632086/34.
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12
Sahakalkan, Serhat [Verfasser], und David [Akademischer Betreuer] Wharam. „Spin Transport in Carbon Nanotubes with Circular Nanodot Contacts / Serhat Sahakalkan ; Betreuer: David Wharam“. Tübingen : Universitätsbibliothek Tübingen, 2019. http://d-nb.info/1182985432/34.
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13
Fischbach, Ulf [Verfasser], und David [Akademischer Betreuer] Wharam. „Heat balance and temperature regulation in complex biological systems / Ulf Fischbach ; Betreuer: David Wharam“. Tübingen : Universitätsbibliothek Tübingen, 2017. http://d-nb.info/1165578107/34.
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14
Heid, Andreas [Verfasser], und David [Akademischer Betreuer] Wharam. „Buildup and Characterization of an Active Flexible Microelectrode Array / Andreas Heid ; Betreuer: David Wharam“. Tübingen : Universitätsbibliothek Tübingen, 2020. http://d-nb.info/1213720575/34.
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15
Schefzyk, Daniel Jens [Verfasser], und David A. [Akademischer Betreuer] Wharam. „Quantenbauelemente als aktive Sensoren zur Ladungsbestimmung in elektronischen Nanostrukturen / Daniel Jens Schefzyk ; Betreuer: David A. Wharam“. Tübingen : Universitätsbibliothek Tübingen, 2015. http://d-nb.info/1163321168/34.
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16
Lee, Michelle. „Te whatu o poutini a visual art exploration of new media storytelling, 2007“. Click here to access this resource online, 2007. http://hdl.handle.net/10292/419.
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This visual art project has explored the ancient Maori pukorero (oral tradition) of Te Whatu o Poutini (The Eye of Poutini) that articulates the journey of Poutini Taniwha, Waitaiki and Tamaahua from Tuhua (Mayor Island) in the Bay of Plenty, to the Arahura River. An oral geological map, the pukorero also expresses through cultural values, the intimate spiritual relationship Ngati Waewae have with our tupuna, the Arahura River, pounamu stone and each other. Exploring the genres of digital storytelling and video art installation, this project combines them as new media storytelling. The current experience of colonisation and urbanisation emotionally parallel the abduction, transformation and multiple places of belonging experienced by the tupuna Waitaiki at the hand of Poutini Taniwha. The project explores and acknowledges this connection. The survival, restoration and celebration of Ngati Waewae culture and the need to assert control of our own destinies has infused every component of the project.
17
Dieter, Christoph [Verfasser], und David A. [Akademischer Betreuer] Wharam. „Quantenpunktkontakte als aktive Ladungssensoren zur Untersuchung der spektralen Eigenschaften von Quantenpunkten / Christoph Dieter ; Betreuer: David A. Wharam“. Tübingen : Universitätsbibliothek Tübingen, 2018. http://d-nb.info/1199268526/34.
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18
Hindin-Miller, Jennifer Margaret. „Re-storying identities: Young women's narratives of teenage parenthood and educational support“. Thesis, University of Canterbury. Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7228.
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Teenage parenting is widely constructed in prevailing research and public discourse as a social problem, with poor outcomes for parent and child. Teenage parents are regarded as a drain on state funds, too young to parent well, and at high risk of social exclusion, both educationally and economically. This thesis proposes that teenage motherhood is a turning point in a young woman’s life and identity, which can be an opportunity, rather than a problem, if there is adequate support for the mother and her child. It considers the role of a New Zealand School for Teenage Parents in providing this support.
Using qualitative narrative methodology, ten young women, six family members and nine other members of the School community were interviewed about their experiences of its culture and practices. Six of the young women were also interviewed to gather their life stories. Informed by the narrative understanding that we story our identities from the narrative possibilities available to us within the varied discursive contexts of our lives, this thesis draws on these life stories to explore how the young women storied the fashioning of their own identities as young women, as learners and as young parents. It presents their stories of childhood and family life, teenage-hood and schooling, pregnancy and parenthood, their experiences at the School for Teenage Parents, and their lives since leaving the School, in order to consider the role of the School in supporting the positive refashioning of their identities.
This thesis draws on social constructionist and narrative theories to interpret the storied contexts of the young women’s lives, and the role these often constraining and difficult contexts played in the fashioning of their multiple identities. Māori culturally responsive pedagogical theories are also drawn on to interpret the culture of the School for Teenage Parents, and its attempts to provide a supportive and affirming family or whānau environment for its students, in order to offer them more positive narrative possibilities of self and identity as young women, as learners and as young parents.
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Jung, Seung Whan [Verfasser]. „Chiral and optically active polymers from hydrocarbon monomers / Seung Whan Jung“. Aachen : Hochschulbibliothek der Rheinisch-Westfälischen Technischen Hochschule Aachen, 2012. http://d-nb.info/1022087770/34.
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Macfarlane, Sonja Lee. „In Pursuit of Culturally Responsive Evidence Based Special Education Pathways in Aotearoa New Zealand: Whaia ki te ara tika“. Thesis, University of Canterbury. School of Health Sciences, 2012. http://hdl.handle.net/10092/7177.
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This thesis seeks to acknowledge the issues and challenges, as well as the opportunities and successes that continue to present for Māori learners accessing special education services in Aotearoa New Zealand. Year after year, strategic educational documents, policies and services are revisited, reviewed or restructured in order to effect a series of considered and realistic responses that are able to address the inequities that perpetuate for Māori learners. Discussions and debates specific to what needs to change, how this should be done, and who has the authority to decide, continue to be had. Perceptions vary between interested groups about the relevance and appropriateness of much of the research evidence that is drawn on to inform special education policy and practice directions for use with Māori learners.
This research study investigates two key special education constructs; culturally responsive practice, and evidence based practice. The overall aims are to ascertain what Māori perceive to be the key components that comprise both of these individual terms; to determine if (and how) they are dissimilar or synonymous terms from a Māori perspective; and, to understand how these perceptions differ or are in tandem with special education (western) thinking. It is argued that these terms are regularly defined for Māori by non-Māori, without input or consultation from the former, and that this (in effect) perpetuates a cycle of special education service provision that is unable to respond adequately to, or connect culturally with, Māori realities.
The scene is set wherein a three-circle evidence based practice framework that has been adopted by special education is used (in tandem with the Māori concept of mana), as the structure for selecting the research participants; all of whom are Māori / Māori affiliated. It is my contention that a range of Māori perspectives that are reflective of all of the three types of evidence that special education acknowledges is a worthy starting point for determining parallels and distinctions. From the three evidence domains of research, practice, and whānau, 18 leaders share their respective and collective knowledge, expertise, thoughts and wisdom about the two key constructs. What transpires throughout this study is the emergence of six strong components that are unanimously privileged by these leaders as critical to culturally responsive evidence based special education practice for Māori tamariki and whānau. These components are then drawn on to uncover a range of kaupapa Māori frameworks that are reflective of the participants’ discourses.
21
Nübler, Johannes [Verfasser], und David [Akademischer Betreuer] Wharam. „Density Dependence of the v=5/2 Fractional Quantum Hall Effect - Compressibility of a Two-dimensional Electron System under Microwave Irradiation / Johannes Nübler ; Betreuer: David Wharam“. Tübingen : Universitätsbibliothek Tübingen, 2011. http://d-nb.info/1162699248/34.
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Malcolm-Buchanan, Vincent Alan. „Fragmentation and Restoration: Generational Legacies of 21st Century Māori“. The University of Waikato, 2009. http://hdl.handle.net/10289/2797.
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The content of this thesis is premised on a reflexive examination of some historical juxtapositions culminating in critical aspects of being Māori in the twenty first century and how such aspects have informed contemporary indigenous identity. That is, the continuing acknowledgement and exponential public recognition of critical concepts which inextricably link indigenous and civic identity. The theoretical sources for this research are, in the main, derived from anthropological and religious studies, particularly on the significance of mythologies and oral histories, as well as from the oral theorising of elders in Aotearoa New Zealand. A very significant contribution from one such elder, a senior Māori woman academic, has been included in the form of the transcript of an interview. She herself had collected the views of a number of elders on myth, creating a rare and valuable resource. In the interview she married her reflections on these with her own experiences and her cogent analyses. From the outset, it was necessary to be discerning so as to ensure the thesis workload was manageable and realistic. For this reason the selected critical aspects that have been used to frame this research are (1) a developing Western validation (that is, acknowledgement and respect) of Māori, Māori culture and their mythology; (2) oral history (genealogy) and traditions that have remained constant despite the influences of modernity; and (3) notions of fluidity, negotiation and pragmatism regarding kinship legacies and cultural heritage. The thesis is comprised of six chapters starting from a subjective narrative leading through increasingly objective discourses that culminate in a conclusion which supports a belief that modern Māori require a balancing of critical aspects of cultural heritage, with a broad understanding of the world of the 'other', in order to realise and develop their contemporary indigenous identity. Ultimately, indigenous ideologies, practices and knowledge recorded and examined in the world of academia today, become potential resources for tomorrow. The intention of this research is to aggregate and discuss intrinsic aspects of the Māori past as well as developing aspects of the present, in order to better understand the significance of the future, and to add to the growing corpus of indigenous worldviews.
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Lee, Insoo. „A feminist interpretation of Korean gender ideology through the play "If you look for me, I won't be there"“. Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1082751903.
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Moorfield, John C., und n/a. „A discourse on the nature of Te Whanake [kit] : a series of textbooks and resources for adult learners of Maori : a commentary on the body of work submitted for the degree of Doctor of Literature at the University of Otago“. University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 1999. http://adt.otago.ac.nz./public/adt-NZDU20070523.152527.
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As suggested in the regulations for the degree, this discourse on the nature of the Te Whanake series of Maori language textbooks and resources is being submitted with the series in support of the application for the award of the degree of Doctor of Literature (LittD) at the University of Otago.
The purpose of this discourse is to make explicit some of the principles that underlie what is contained in the textbooks, the audio-and videotapes and the teachers� manuals. Some of this commentary repeats information provided in Maori or English in the teachers� manuals. As well as concentrating information about the nature of the Te Whanake series into one document, it is also for the benefit of those who do not understand Maori.
This commentary will:
outline the author�s background leading up to the writing of the Te Whanake series;
discuss the content of the textbooks and resources;
make explicit the teaching methodology underpinning the series and how these methods are implemented;
explain the principles used in creating the textbooks and tape-recorded exercises; and discuss the pedagogic grammar of the Maori language contained in the textbooks.
While the four student textbooks are central to the submission, the total set of resources needs to be considered. The description in Chapter Two will give an insight into what the four student textbooks, the teachers� manuals, the study guides and the audio-and videotaped exercises contain.
While the textbooks, teachers� manuals, study guides and audiotapes of the Te Whanake series are original work by the author, the series does draw on the work of fluent speakers and writers of Maori, especially in the more advanced textbooks and supporting resources. This was necessary to expose the learners to a variety of contemporary texts as well as examples by writers from last century when Maori was still very much the language of Maori communities.
It seems that by 1929 Maori was being offered as a unit for the Bachelor of Arts degree by the University of New Zealand, although there is conflicting information regarding the precise date when this started. However, it was not until 1951 that the language was actually taught by a permanent member of the faculty at any constituent college of the University of New Zealand when Professor Bruce Biggs was appointed Lecturer in Maori Studies at the University of Auckland.The other universities in New Zealand have gradually followed. The University of Waikato introduced Maori as a subject for a Bachelors degree early in its life in 1970 under the leadership of Timoti Karetu, but the University of Otago, which was established in 1869, only introduced Maori as a subject in 1981 despite having produced some outstanding Maori graduates such as Sir Peter Buck.
It was only with the production of the Te Whanake textbooks and resources that a comprehensive series designed to teach Maori as a second language to adults has become available. Prior to the production of these resources the material available for teaching Maori language to adults was limited to a few grammar textbooks, the best of which was Bruce Biggs� Let�s Learn Maori. Other textbooks available were designed for teaching the language to children, the most notable of which are the more advanced textbook by Timoti Karetu called Te Reo Rangatira. There were no Maori language textbooks designed for developing the receptive and productive skills of adult learners of Maori. Some European languages such as English, French, Spanish and German have a variety of helpful and well designed textbooks and accompanying resources for adult foreign language learners. Maori had no such resources.
The Te Whanake series provides the basis for a structured Maori language programme from beginner level through to the advanced learner of Maori. While further resources will continue to be added to the series, with the publication in 1996 of Te Whanake 4 Te Kohure and its set of six videotapes there is finally a comprehensive set of resources for teaching Maori to adults.
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Decottignies-Renard, Lisa. „L’art de tisser des liens chez les Māori de Nouvelle-Zélande Aotearoa : analyse des relations entre les Māori et leurs ancêtres par l'intermédiaire des manteaux māori (kākahu) en qualité de trésors ancestraux (taonga)“. Electronic Thesis or Diss., Strasbourg, 2020. http://www.theses.fr/2020STRAG013.
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Cette thèse analyse les relations que les Māori entretiennent avec leurs ancêtres par l’intermédiaire de trésors ancestraux tangibles et intangibles transmis de génération en génération (taonga). J’ai choisi de m’intéresser à deux taonga que les femmes engendrent et mobilisent, avec le concours des hommes et des ancêtres : les manteaux māori (kākahu) et l’art du tissage au doigt māori (whatu) qui en permet la création. Sur le terrain, suivre ces deux taonga m’a amenée à travailler auprès de celles et de ceux qui les conçoivent, les utilisent et les font circuler dans un univers où la relation aux ancêtres est primordiale. Afin de traduire et comprendre cette ontologie, je développe plusieurs approches conceptuelles telles que : les processus créatifs non linéaires nécessaires à l’engendrement des taonga, l’enveloppement des personnes, les circulations des personnes et des taonga, la continuité transgénérationnelle, l’ancestralité, l’espace sociocosmique et le tissage relationnelThis Ph.D. thesis analyzes the bounds that Māori people of Aotearoa New Zealand nurture and maintain with their ancestors through tangible and intangible ancestral treasures passed down from generation to generation (taonga). The focus of this research is set on two taonga that women generate and mobilize with the help of men and ancestors : the māori cloaks (kākahu) and the māori art of finger weaving (whatu) which allows its creation. In Aotearoa, following these two taonga led me to work with specialists who create, take care, display and pass them down because they have the responsibility to act as intermediaries between the living and their ancestors in a universe where weaving relationships with ancestors is essential. To translate and understand this ontology, I develop several conceptual approaches such as the nonlinear creative processes, the envelopment of people, the circulations of people and taonga, transgenerational continuity, sociocosmic space, and relational weaving
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O'Reilly, Denis Christopher. „Mahi whanau (2) : reflecting on the use of consensus cardsort as an effective process for whanau Maori to construct a future narrative. A dissertation submitted in partial fulfilment of the requirements for the degree of Master of Social Practice, Unitec New Zealand /“. Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1000&context=unitec_tpkw_di.
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Thesis (M.SP)--Unitec New Zealand, 2008.Cardsort is a generic name for any process that uses statements written on cards and has participants sieve, cluster or rank ideas or statements. When the participants themselves create the statements in question this process is consensus cardsort. Includes bibliographical references (leaves 134-145).
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Henare-Solomona, Roseanna. „Whakaaro Rua - two ways of knowing : understanding how identity and culture changes when Maori migrate across the Tasman to live in Australia“. Thesis, 2012. http://handle.uws.edu.au:8081/1959.7/520058.
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This thesis is about seeking empowerment through informed reflection. It articulates changes to Maori identity and culture when whanau leave their traditional homelands in Aotearoa and move across the Tasman Sea to live in Australia. The thesis presents a community narrative derived from autoethnographic reflections, short stories and informal conversations I gathered from youth, families and community groups during individual interviews and focus groups. These storylines help to illustrate how whanau have managed to exist as Maori in another country without their tribal system close by to support the traditional and cultural way of life. The thesis also highlights how the research methods used in this study enable culturally competent practices and it endeavors to describe the self-organizing, dynamic and emerging behaviour of our Maori community. In undertaking this research and through writing the thesis I have chosen to follow a particular format. This is not to flaunt convention, but to find a position, my space, a Maori place amidst the conversations and storylines that articulate living in and between two worlds. In doing this I have sought to manage the research and writing process by having recourse to a conceptual design. The work is informed by Kaupapa Maori and Complexity theory. It is autoethnographic in style moving back and forth between an insider’s passionate perspective and an outsider’s impassive one (Van Maanen 1988) all the while I tell stories and engage in conversation about what I/we see and how this can help me/us to know how trans-Tasman migration has influenced a change in the way we practice our Maori ways of being and knowing. As the inquirer, my role is to be the facilitator of the emergent in which bicultural issues, scholarly insights, and the ‘new’ in the ‘old’ narrative unfolds. I then turn to my Tupuna, Matua Tekoteko who now becomes the kaitiaki or caretaker of this work. He holds it within for safekeeping.
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Hohepa, Margie Kahukura. „Hei tautoko i te reo : Maori language regeneration and whānau bookreading practices“. 2000. http://hdl.handle.net/2292/517.
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I nga rua tekau ma rima tau nei ka puta ake ētahi kaupapa mātauranga hei whakaora i te reo tūturu o Aotearoa, i te reo Māori me ōna tikanga. Ka tirohia e tēnei tuhinga roa te kaupapa, arā, ma te kōrero Māori o te hunga tata ki ngā tamariki e ako ana i roto i te reo e puawai ai te kaupapa ako i te reo Māori. Ka tirohia te kaupapa nei, te ārohi i nga kōrero pukapuka-a-whānau hei tautoko i te reo. He huarahi te 'ao tuhi' i roto i nga mahi o ia rā hei whakawhānui i te whakaora i te reo, ki te pupuri hoki i nga tikanga Māori. Ka rangahautia e rua nga mahi e pā ana ki nga ritenga kōrero pukapuka-a-whānau o ngā tamariki nohinohi kātahi anō ka uru ki te kura kaupapa Māori. Ko te māramatanga i puta mai i ēnei rangahau, ma te hāngai tonu ki te kōrero tahi i nga pukapuka ki nga tamariki kua rima nga tau, e tupu ai te kōrero i te reo Māori i nga kāinga, e hāpai ai hoki nga kōkiritanga ki te whakaora, ki te whakawhānui i te reo i roto i nga kura me nga whānau. In the last quarter of the twentieth century a number of educational initiatives have emerged aimed at regenerating Māori, the indigenous language of Aotearoa-New Zealand. This thesis explores the premise that in order for such educational initiatives to be effective, those who have intimate contact with students in their personal domains of life also need to be interacting with them in the target language. It examines interactions in family literacy practices as a constitutive context for adult Māori language elaboration and acquisition processes. 'Literacy' is conceived as providing tools within sociocultural practices to amplify Māori language regeneration and cultural persistence. Across two separate studies the home literacy practices of ten families with new entrant children in a Māori medium sclooling initiative, kura kaupapa Māori, are examined. The results of the studies indicate that specific literacy-related strategies sited in bookreading with 5 year olds can increase the use of Māori language within homes, thereby increasing the effectiveness of Māori language regeneration programmes and initiatives across school and family settings.
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Whalan, Steve. „Reproduction, larval dispersal and population genetics of the sponge Rhopaloeides odorabile“. Thesis, 2006. https://researchonline.jcu.edu.au/26247/1/26247-whalan-2006.pdf.
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Reproductive strategies and larval dispersal behaviours are key factors in the distribution patterns of marine taxa. Furthermore, our understanding of population distributions, and the processes that influence and maintain them is fundamental to the conservation and management of marine benthic environments. Whilst reproductive and larval dispersal processes are well documented for a range of sessile marine invertebrates our understanding is predominantly related to corals. For other dominant sessile invertebrates, such as sponges, these processes are less well understood, even though they form an important component of the benthos.
Sponges are found from polar to tropical seas, in both marine and freshwater environments, with an estimated 15, 000 species worldwide. Their ecological roles are equally diverse with functional roles implicated in reef consolidation, and bio-erosion, habitat refuges, and benthic-pelagic coupling processes. Despite their presence and important functional roles, our understanding of processes that influence populations are still unclear. This study contributes to this understanding by quantitatively examining the reproductive processes, larval dispersal behaviours and population genetic structure of Rhopaloeides odorabile (Dictyoceratida; Demospongiae), a common sponge species of the Great Barrier Reef (GBR).
Sexual reproductive processes of Rhopaloeides odorabile were quantified using histological sections of samples from Pelorus Island collected over two reproductive seasons. Further sampling was undertaken to compare reproduction of populations from different locations including Pelorus Island (inner shelf reef), Rib Reef (mid shelf reef), and Pith Reef (outer shelf reef). Rhopaloeides odorabile is viviparous and gonochoristic. Commencement and cessation of gametogenesis coincides with rising and falling sea surface temperatures (≈ 20-28oC). Spermatogenesis occurs from September until December. Females initiate oogenesis in October with the asynchronous development of oocytes, embryos and larvae occurring within brood chambers. A larval release period of 5-6 weeks occurs during January and February. There is a clear gradient of female reproductive effort across the shelf reefs with reproductive output increasing with increasing distance from the coastline. Female reproductive effort for R. odorabile varied significantly across the shelf reefs on two levels. Firstly, sponges from the outer and mid reefs have a reproductive output, per unit volume, of up to 15 times more than inner reef sponges. Secondly, in conjunction (and co-related) to the reproductive output is investment into the size of oocytes. Mean oocyte diameters increased in size from inner to mid and outer reefs. Inner reef sponges recorded mean oocyte sizes of 156 μm (±9.4) compared to mean sizes of 203μm (±8.7) and 195μm (±8.9) for mid, and outer reef sponges respectively. Therefore, both increased egg size and egg numbers contribute to a much larger reproductive output. Reproductive output for inner shelf sponges may be compromised from exposure to terrigenous run-off resulting in sub-optimal habitat conditions.
The poor motility of many sessile marine invertebrate larvae makes active dispersal and habitat selection challenging. Manipulative experiments were undertaken using larvae from R. odorabile to quantify behaviours associated with vertical migration, phototaxis, swimming ability and settlement responses to cues associated with light, settlement surface topography, coral rubble and biofilms. Following an afternoon release larvae are cued by light and migrate vertically to the surface for 6 - 18 hours. From 24 hours larvae move from the surface to the bottom, maintaining this position for up to 54 hours before settling or dying. Larvae do not display gregarious settlement patterns or a preference for settlement surface topographies but do preferentially settle to light exposed surfaces rather than shaded sites. Settlement to individual treatments of biofilms or coral rubble was higher when compared to controls with no cue. In addition, higher larval settlement to treatments containing non-sterile coral rubble compared to those containing sterile coral rubble demonstrates settlement is almost certainly a response to the biofilm, rather than the physicality associated with coral rubble. However, the transition from initial settlement to metamorphosis was higher when treatments comprised a combination of biofilm and coral rubble substrate suggesting a combination of cues is responsible for optimum recruitment. Therefore, vertical migration to surface waters is likely to facilitate passive dispersal over medium to large distances via wind driven surface currents. Larvae have the ability to swim and explore the substratum on their return to the benthos. The importance of settling to light exposed, biofilmed substrata facilitates settlement to microhabitats favourable to continued survival and growth (recruitment).
Population genetic results from allozyme and mtDNA data of R. odorabile support genetic differentiation at both the broadest (i.e. 10's kms), and smallest spatial scales (1 km) examined in this study. In addition, levels of genetic connectedness are also observed across the same spatial scale comparisons, providing an overall pattern of chaotic genetic structure. Whilst extensive larval dispersal would explain genetic homogeneity over broad spatial scales, fine scale population subdivision would also suggest larval dispersal is restricted between some of the sites examined. The behavioural strategies of vertical migration, coupled with pre-competency periods of up to 54 hours for R. odorabile larvae, provide a mechanism for passive dispersal via current systems throughout the sampled sites in this study. However, recognising that the GBR comprises a patchy mosaic of reef systems, many associated with self-entrained circular or eddy current systems, is of critical importance in explaining patterns of genetic variation, and therefore larval dispersal patterns. It is proposed that the degree of larval dispersal is subject to reef specific hydrodynamics, and current patterns at the time of larval release, explaining the genetic patchiness observed in this species. Varying intensity of current regimes at spawning times will lead to localised recruitment at some sites or the occurrence of random or occasional dispersal over extensive distances, thereby explaining genetic homogeneity between more distant sites.
Although R. odorabile broods larvae, larval dispersal as inferred from population genetic data, and coupled with larval vertical migration behaviour, suggests larval dispersal can occur across moderate spatial scales beyond natal reefs. Overall, the variable patterns of reproductive output together with seasonality demonstrated to date for sponges, make generalisations of trends difficult, and illuminate the complexity in reproductive ecology for Porifera. Importantly, recognising the significance of reproductive processes for benthic invertebrates, will contribute to our understanding of the roles they play in the recruitment and maintenance of populations. This is particularly relevant for sponges, which are a major part of many benthic environments, but attract a comparatively minor focus of research effort to manage and conserve reefs.
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Te, Amo Kristin Mei. „Oranga whānua, oranga niho the oral health status of 5-year-old Māori children : a case study /“. 2007. http://adt.waikato.ac.nz/public/adt-uow20070306.114001/index.html.
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Kwon, Ki-Whan [Verfasser]. „Selbstbewusstsein und Reflexion in der Philosophie Fichtes / Ki-Whan Kwon“. 2007. http://d-nb.info/1002382556/34.
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Pere, Huia Matariki. „Whānau coping under the circumstance of multiple job holding : a thesis submitted in fulfilment of the requirements for the degree of Master of Arts in Sociology in the University of Canterbury /“. 2007. http://library.canterbury.ac.nz/etd/adt-NZCU20080318.142856.
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Emery, Debra Joy Tepora. „E hoki ki tō maunga the quintessential elements of home /“. 2008. http://adt.waikato.ac.nz/public/adt-uow20080701.130312/index.html.
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Hung, Lichien, und 洪儷倩. „Theory and Practice of “Eight Dwellings Clear Mirror”-Take Teacher Chen, Chin-whan as the example“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8wt49z.
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碩士真理大學
宗教文化與組織管理學系碩士班
102
Ba-drai-ming-ching( Eight Dwelling Clear Mirror) is a book about Fong-shei, formed in Ching Dynasty, of which writer was said as Yang, Yung-sung, a Fong-shei master in Tang Dynasty and was re-written by Jou-kuan-dao-jen(箬冠道人) around Ming and Ching Dynasty. It applied the Method of Eight Dwellings(Ba Drai Fa), which figures out that how the individual little cosmos is influenced both by the chi circulating in big cosmos and by the chi in the dwellings via understanding the principles of Yin Yang and Five Elements; therefore, the luck of individual little cosmos will be influenced by the arrangement and the relocation of the living space. Method of Eight Dwellings(Ba Drai Fa) applied in Ba-drai-ming-ching( Eight Dwelling Clear Mirror) separates dwellings into Four East Dwellings(Dong Si Drai) which include Kan, Li, Jen, and Shein, and Four West Dwellings(Shi Si Drai) which include Chien, Kuen, Ken, and Dwei, while separating people into Four East Fate(Dong Si Ming) which include Kan, Li, Jen, and Shein, and Four West Fate(Shi Si Ming) which include Chien, Kuen, Ken, and Dwei. People who are of Four East Fate(Dong Si Ming) are supposed to live in Four East Dwellings(Dong Si Drai) while people who are of Four West Fate(Shi Si Ming) are supposed to live in Four West Dwellings(Shi Si Drai). The four positions of Four East Dwellings(Dong Si Drai) are all good to the others while the four positions of Four West Dwellings(Shi Si Drai) are all bad. This is the way that Method of Eight Dwellings(Ba Drai Fa) arranges the living space in the dwellings. This thesis focuses on the interpretation toward the application of Method of Eight Dwellings(Ba Drai Fa) in Ba-drai-ming-ching( Eight Dwelling Clear Mirror) from Teacher Chen, Chin-whan. Since Ba-drai-ming-ching( Eight Dwelling Clear Mirror) was originally applied to traditional Chinese buildings—three section compound, how the theory in the book applies to the modern urbanized apartment will be the main issue of this thesis. Furthermore, Ba-drai-ming-ching( Eight Dwelling Clear Mirror) is also constructed both on the male-centre point of view and patriarchal structure. The way that Teacher Chen, Chin-whan practices the Yang Dwelling( Yang- Drai) is not only the re-interpretation to Ba-drai-ming-ching (Eight Dwelling Clear Mirror)，but also the application and the transformation of Ba-drai-ming-ching( Eight Dwelling Clear Mirror) in modern society.
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Chih-MinTsai und 蔡智閔. „The Design on the Reuse and Extension of Der-Whau Huang House in Dajia District of Taichung City“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/59584523287975992138.
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Pan, Yann Sheng, und 潘燕昇. „To study the behavior of Pb and Cd whan used incineration technology to treatmentthe the waste of plastics“. Thesis, 1996. http://ndltd.ncl.edu.tw/handle/98455926567553272818.
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碩士國立臺灣大學
環境工程研究所
84
In Taiwan，because the prices of plastics is inexpensive，and people use the plastics widespread，so there have a large of discard. The process of making plastics to use the metal for the additives of plastics.The metal must scatter in bottom ash and fly ash if we use the incineration technology to treatment Wastesastes，and there will produce dangerously for environment if we do not have to treatment these ashes. If we would be to mitigate the harm of the metals for environment，the first，it have to understand that the behavior of metals，the effect of operational factor when the waste was incinerated.The paper was to study the effect of temperature and the ratio of gases （N2 and O2） to metal distributions when e use the incineration technology to treat the plastics. The results indicated that （1 ）When operational temperature was uperaise，the ratio in fly ash of Lead was upraise，and when we used high temperature to incinerate the plastics，the temperature was uperaise，the ratio in fly ash of Cadmium was upraise.（2）When we used high concentration of oxygen to incinerate the plastics，the Percent volatilization of Lead would be restrained，and in high temperature，the Cadmium will have the similar condition.
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Pan, Yan-Sheng, und 潘燕昇. „To study the behavior of Pb and Cd whan used incineration technology to treatmentthe the waste of plastics“. Thesis, 1996. http://ndltd.ncl.edu.tw/handle/29088005516605836508.
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Huang, Shu-fen, und 黃淑芬. „A Study on the Bicycle-riding-traffic Lesson Plan for Middle-grades Students in Elementary School-A Case Study of Taichung Der Whau Elementary School“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/72377196225922021673.
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碩士中華大學
運輸科技與物流管理學系碩士班
102
Bicycle riders on public roads are the vulnerable groups. According to the statistics from Ministry of Transportation and Communications, bicycle Class A accidents are much higher than others as from 2012. Moreover, students and the elderly people are the majority of bicycle fatalities. That is a safety warning for those students who are commuting by bicycles. But the road-traffic safety is usually taught informally in the infusion curriculum. However, teaching road-traffic safety is important, a Lesson Plan which is designed in three parts “the basic safety”, “prohibition” and “riding skill and tips” would be needed. Therefore, this study is focusing on designing the bicycle traffic safety Lesson Plan to enhance the bicycle riding safety of students. Through the pre-teaching test and the post-teaching test to analyze the change of students’ bicycle traffic safety awareness. And offer the improvement suggestions after analyzing the possible factors for the changes of pre-test and post-test. This case study is held for the middle grades students at Der Whau elementary school in Taichung. The result shows this teaching activity design is effective for the middle grades students, and is more effective for forth graders than third graders. Students already gained certain knowledge from prior experiences for part of question contents. Therefore, the similar questions would be considering to be deleted in the future, but they will be put in teaching contents as reminder. It is believed that the instruction can help students to have better understanding because they are able to answer the following questions more correctly. This study offers the related suggestion for Elementary bicycle-riding traffic safety teaching program and other related topics.
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Perkins, Valerie Maruru. „The unique experiences of Maori adoptive mothers in the 'closed stranger' adoption system : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology, Massey University, Palmerston North, Aotearoa/New Zealand“. 2009. http://hdl.handle.net/10179/1372.
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'Closed stranger' adoption in Aotearoa / New Zealand from approximately 1940 to 1990 involved the practice of a complete break between the birth mother and her child and the legal transfer of the child to adoptive parents. In Aotearoa / New Zealand between 1940 and 1990, 108,899 adoptions took place, and most consisted of ‘closed stranger’ adoptions. These adoptions have caused much joy as well as some heartache for parties involved in the experience namely, birth mothers, adoptees and adoptive mothers and their whānau. This thesis reports original research which aims to investigate the unique experiences of Māori adoptive mothers in the 'closed stranger' adoption period and enable the impact of legal adoption on these Māori women who have not previously warranted research, to be valued. A qualitative methodology, Māori-centred research and unstructured kanohi ki te kanohi (face to face) interviews were utilized to gather data from six Māori adoptive mothers. The intention of Māori centred research as its name suggests, is to locate Māori people and Māori knowledge at the centre of the research action. A thematic analysis utilizing interpretative phenomenological analysis (IPA) was used. The unique experiences of Māori women legally adopting in the ‘closed stranger’ adoption system were about whānau business, and grouped under that superordinate theme were experiences of ‘not blood’, land succession, naming and caring for whānau. The stigma of adoption resonated throughout the women’s narratives. As well, most of these Māori adoptive mothers found that they experienced ‘closed stranger’ adoption as a ‘rollercoaster of emotions’.