To see the other types of publications on this topic, follow the link: Reo Maori.
Dissertations / Theses on the topic 'Reo Maori'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 21 dissertations / theses for your research on the topic 'Reo Maori.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Gallagher, Kerrie Louise. "An Intervention Approach to Target Vocabulary Development in Te Reo Maori in Maori Immersion Settings." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/1879.
Full textAbstract:
The aim of this study was to investigate the effectiveness of a storybook retell technique to facilitate vocabulary acquisition in children educated in Māori immersion class settings. A second aim of the study was to explore the cultural responsiveness and pedagogical appropriateness of the intervention approach and the importance of relationship building (whakawhanaungatanga) to successful interventions. Nine children participated in the study. These children (aged between 5 and 8 years) were recruited from two Kura Kaupapa Māori settings in differing urban areas in New Zealand. The children entered the study on a rolling basis in groups of three. The first three participants to enter the study were recruited from the one classroom on the basis of their demonstrating specific language impairment (SLI). The second group of three participants attended a different classroom and these participants were recruited into the study as a result of identified delayed reading development (RD). The third group of three participants from a third classroom was selected as the participants exhibited typical spoken and written language development (TD). The intervention technique utilized in this study adopted a structured approach to teaching the meaning of pre selected vocabulary items that were embedded in class story books. Three different books were selected and each book was read by the teacher to the whole class three times during a one week period. The target vocabulary was highlighted each time it occurred in the story through the following techniques: an adult definition was given for the word, an antonym or synonym was given, and the meaning was acted out by the teacher or the picture detailing the meaning of the word in the book was highlighted. A single subject research design using pre-intervention, intervention and post intervention assessment probes for the target vocabulary items was employed to examine the effectiveness of the intervention in teaching the children the targeted vocabulary. Teacher interviews were also carried out to assess the appropriateness of the intervention in relation to the philosophy of the Kura Kaupapa and its pedagogical appropriateness and cultural responsiveness. The results suggested that the children in all three groups (SLI, RD and TD) made moderate gains in the acquisition of the target vocabulary supporting the hypothesis that targeting vocabulary in story book retelling at a whole class level will lead to acquisition of the vocabulary by the participants' exposed to the intervention. However, using a Two Standard Deviation method to evaluate the significance of each participant's change, the gains made for the RD and SLI participants were not significant. The TD participants did demonstrate a significant difference in the number of words correct. The teachers of the participants involved in the study reported positively on the effectiveness and appropriateness of the intervention for inclusion within the Kura Kaupapa and classroom programme. In particular, teachers' reported that as the intervention included each child in the class (as opposed to a withdrawal intervention model) the intervention was more appropriate for the philosophy of the Kura Kaupapa. The teachers' also reported the effectiveness of the intervention for the development of collaboration and relationship building between the teacher and researcher (a speech-language therapist. The data showed that the intervention investigated in this study was culturally responsive and pedagogically appropriate. It could be included as a component of the class programme as it was responsive to the philosophy of the Kura Kaupapa. The participants' did make moderate gains in the acquisition of the vocabulary (although not at a level to be considered significant for children with delayed development). Further research is necessary to explore the effectiveness of what may potentially be a useful intervention to enhance vocabulary development for children in Kura Kaupapa.
2
Paterson, Lachlan, and n/a. "Nga reo o nga niupepa : Maori language newspapers 1855-1863." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 2004. http://adt.otago.ac.nz./public/adt-NZDU20070502.151028.
Full textAbstract:
By 1855, most Maori still lived in a tribal setting, with little official Pakeha interference. This would have been as they expected, exercising their tino rangatiratanga, the chiefly rights guaranteed by the Treaty of Waitangi. However, their world was changing. In an effort to gain Pakeha goods, many Maori had entered the market economy. Most had converted to Christianity. Many could read and write. Some had sold land to accommodate the increasing numbers of Pakeha settlers. These trends gratified the government. It envisaged a New Zealand society dominated by Pakeha, in which European mores would be norm, and where its sovereignty, gained through the Treaty, would be substantive rather than nominal.
At this time, the government pursued the policy of iwi kotahi (one people) or "amalgamation". This policy included the aim of elevating Maori socially and economically by extending to them the benefits of European civilisation. It sought too to encourage Maori to give up their "waste" lands for Pakeha settlement and for Maori to accept the rule of English law, and government authority. Ultimately the two races would become one society- a Pakeha-style society. The government used newspapers for disseminating its message to Maori, publishing the bi-lingual Maori Messenger-Te Karere Maori from January 1855 to September 1863.
This thesis investigates the government�s newspaper, plus other Maori language newspapers appearing within the period, printed by government agents, evangelical Pakeha, the Wesleyan Church, and the rival Maori government, the Kingitanga. The thesis not only looks at the impact of newspapers upon Maori society and politics at this time, but also how the newspapers portrayed the major social and political issues to Maori, including the first Taranaki War, the Kohimarama Conference, and the impending all-out war with the Kingitanga in Waikato.
Using the newspapers as its major source, this thesis seeks to show how Maori might have understood the issues, and where possible, to allow them to respond in their own voices. We are fortunate that for almost a year the Kingitanga was able to publish its own views in Te Hokioi, thus allowing the anti-government Maori voice to articulate its stand. However, Maori opinion was hardly unitary. The Pakeha-run Maori language newspapers, through reports, reported speeches, and their corresponence columns, provide another set of Maori opinions, which show a variety of opinions on political and social issues. Many histories of this period focus on the tensions and conflicts between Crown and Maori, thus marginalising pro-government Maori, the waverers, and those who merely wanted to keep trouble from their door. This thesis endeavours to illuminate the whole colonial discourse as it appeared in the Maori language newspapers, providing as wide a range of opinions as possible.
3
Tito, Janie. "Māori language use in New Zealand secondary schools : what are the issues for teachers and students? : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Māori Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/544.
Full text
4
De, Bres Julia. "Planning for tolerability : promoting positive attitudes and behaviours towards the Māori language among non-Māori New Zealanders : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/687.
Full text
5
Moorfield, John C., and 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.
Full textAbstract:
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.
6
Laws, Mark R., and n/a. "Maori language integration in the age of information technology: a computational approach." University of Otago. Department of Information Science, 2001. http://adt.otago.ac.nz./public/adt-NZDU20070517.123300.
Full textAbstract:
A multidisciplinary approach that involves language universals, linguistic discourse analysis and computer information technology are combined to support the descriptive nature of this research dissertation. Utilising comparative methods to determine rudimentary language structures which reflect both the scientific and historic parameters that are embedded in all languages. From a hypothesis to the proof of concept, a multitude of computer applications have been used to test these language models, templates and frameworks. To encapsulate this entire approach, it is best described as "designing then building the theoretical, experimental, and practical projects that form the structural network of the Maori language system". The focus on methods for integrating the language is to investigate shared characteristics between Maori and New Zealand English. This has provided a complete methodology for a bilingual based system. A system with text and speech for language generation and classification. This approach has looked at existing computational linguistic and information processing techniques for the analysis of each language�s phenomena; where data from basic units to higher-order linguistic knowledge has been analysed in terms of their characteristics for similar and/or dissimilar features. The notion that some language units can have similar acoustic sounds, structures or even meanings in other languages is plausible. How these are identified was the key concept to building an integrated language system. This research has permitted further examination into developing a new series of phonological and lexical self organising maps of Maori. Using phoneme and word maps spatially organised around lower to higher order concepts such as �sounds like�. To facilitate the high demands placed on very large data stores, the further development of the speech database management system containing phonological, phonetic, lexical, semantic, and other language frameworks was also developed. This database has helped to examine how effectively Maori has been fully integrated into an existing English framework. The bilingual system will allow full interaction with a computer-based speech architecture. This will contribute to the existing knowledge being constructed by the many different disciplines associated with languages; naturally or artificially derived. Evolving connectionist systems are new tools that are trained in an unsupervised manner to be both adaptable and flexible. This hybrid approach is an improvement on past methods in the development of more effective and efficient ways for solving applied problems for speech data analysis, classification, rule extraction, information retrieval and knowledge acquisition. A preliminary study will apply bilingual data to an �evolving clustering method� algorithm that returns a structure containing acoustic clusters plotted using visualisation techniques. In the true practical sense, the complete bilingual system has had a bi-directional approach. Both languages have undergone similar data analysis, language modelling, data access, text and speech processing, and human-computer network interface interaction.
7
Stehr, Claudia. "Shakespeare as transcultural narrative : Te tangata Whai rawa o Weniti = The Māori Merchant of Venice /." e-Book (PDF), 2006. http://www.library.auckland.ac.nz/eproducts/ebooks/Shakespeareastransculturalnarrative.pdf.
Full textAbstract:
Thesis (MA)--Technischen Universität Carolo-Wilhelmina zu Braunschweig, 2006.Title from PDF cover (viewed on 5 October, 2007 ). "Magisterarbeit zur Erlangung des Magistergrades (M.A.) am Fachbereich für Geistes- und Erziehungswissenschaften".
8
Gallegos, Carina. "Paradigms on indigenous language revitalisation : the case of te reo Māori in Aotearoa New Zealand and Mapudungun in Chile : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Development Studies /." ResearchArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/1041.
Full text
9
Clarke, Te Hurinui. "He Konohi Kainukere: An Exploration into the Factors that Encourage Retention in Senior Te Reo Maori Programmes in English Medium Secondary Schools in Waitaha, Canterbury." Thesis, University of Canterbury. Māori, Social and Cultural Studies in Education, 2010. http://hdl.handle.net/10092/6350.
Full textAbstract:
During the 1960’s Maori concerned about the state of te reo Maori lobbied the government to have te reo Maori included as a teaching subject in the New Zealand curriculum. In the early 1970’s they reaped the rewards of their hard fought efforts when te reo Maori became a taught subject in the New Zealand curriculum. However, even with te reo being taught in English medium schools, its use was still in decline creating even more anxiety about its survival.
In the 1980’s Maori took the matter into their own hands and the birth of Maori medium early childhood education centres named Kohanga Reo (Language Nests) was the result. Shortly afterwards Maori medium primary schools (Kura Kaupapa Maori) emerged followed by Maori medium secondary schools (Wharekura). There was a ground swell of support for
these community driven initiatives and it seemed te reo Maori would be returned from the brink of extinction. Even given the emergence of Maori medium educational facilities
including Wananga (Tertiary Institutes), the majority of Maori students have remained in English medium education. After a respite of about twenty years it would seem that te reo Maori is once again on the decline.
For many years kaiako reo Maori (Maori language teachers) in English medium secondary schools have grappled with the issue of high attrition rates from their senior te reo Maori
programmes. This is a significant issue as 85 percent of akonga Maori (Maori students) still participate in the English medium education system. However this problem plagues not only akonga Maori but also those who are non Maori. Te reo Maori programmes in mainstream New Zealand schools are offered to akonga as optional subjects. While retention is relatively unproblematic for akonga in the junior levels of secondary schools (ages 13 to 14), it
becomes a significant issue in the senior levels (ages 15 to 18) where attrition rates are considerably high. This research attempts to identify the factors that contribute to the high rates of attrition and offers some possible solutions to decreasing attrition rates amongst akonga reo Maori.
10
Keegan, Te Taka Adrian Gregory. "Indigenous language usage in a digital library he hautoa kia ora tonu ai /." The University of Waikato, 2007. http://hdl.handle.net/10289/2534.
Full textAbstract:
The research described in this thesis examines indigenous language usage in a digital library environment that has been accessed via the Internet. By examining discretionary use of the Māori Niupepa and Hawaiian Nūpepa digital libraries this research investigates how indigenous languages were used in these electronic environments in 2005. The results provide encouragement and optimism to people who are striving to retain, revitalise and develop the use of indigenous languages in information technologies. The Transaction Log Analysis (TLA) methods used in this research serve as an example of how web logs can be used to provide significant information about language usage in a bilingual online information system. Combining the TLA with user feedback has provided insights into how and why clients use indigenous languages in their information retrieval activities. These insights in turn, show good practice that is relevant not only to those working with indigenous languages, indigenous peoples or multilingual environments, but to all information technology designers who strive for universal usability. This thesis begins by describing the importance of using indigenous languages in electronic environments and suggests that digital libraries can provide an environment to support and encourage the use of such languages. TLA is explained in the context of this study and is then used to analyse aspects of te reo Māori usage in the Niupepa digital library environment in 2005. TLA also indicates that te reo Māori was used by international clients and this usage differed to te reo Māori usage by national (Aotearoa) clients. Findings further reveal that the default language setting of the Niupepa digital library had a considerable impact on te reo Māori usage. When the default language was set to te reo Māori not only were there more requests in te reo Māori but there was also a higher usage of te reo Māori in the information retrieval activities. TLA of the Hawaiian Nūpepa digital library indicated that the Hawaiian language was also used in a digital library. These results confirm that indigenous languages were used in digital library environments. Feedback from clients suggests reasons why indigenous languages were used in this environment. These reasons include the indigenous language content of the digital library, the indigenous language default language setting of the digital library and a stated desire by the clients to use the indigenous language. The key findings raise some interface design issues and support the claim that digital libraries can provide an environment to support the use of indigenous languages.
11
Lewis, Roger Brian. "A criterion referenced analysis and evaluation of the processes involved in formulating a Māori language regeneration strategy for Whakamārama marae." The University of Waikato, 2007. http://hdl.handle.net/10289/2303.
Full textAbstract:
The quality of the processes involved in language regeneration strategy formation is critical to the creation of an effective language regeneration strategy and this, in turn, is critical to the achievement of successful language regeneration outcomes. The overall aim of this research project was to evaluate, using a range of effectiveness criteria, the processes involved in the creation of a marae-based te reo Māori regeneration strategy in the hope that others involved in similar projects in the future would benefit and in the hope that the Whakamārama whānau will themselves derive benefit from it in reviewing what has already been achieved. In Chapter 1, the background to the research project and its rationale are outlined and the research questions and research methods are introduced. Chapter 2 provides a critical review of selected literature in the area of strategic planning aspects of language regeneration and relevant aspects of mātauranga Māori. Using an ethnographic approach, the processes and immediate outcomes (in terms of a survey report and a regeneration plan for Whakamārama marae) of the language regeneration project are outlined in Chapter 3. In Chapter 4, effectiveness criteria are derived on the basis of the literature review in Chapter 2. These include criteria relating to leadership, participation, Kaupapa Māori values, environmental analysis and outcomes. The criteria are then applied to the analysis and evaluation of the processes and outcomes outlined in Chapter 3 in order to identify their strengths and weaknesses. The overall conclusion is that Whakamārama's language regeneration activities to date can be regarded as successful in many ways, including the fact that they have resulted in the production of high quality documentation that is widely appreciated by the whānau in the form of a maraebased language survey and a marae-based te reo Māori regeneration plan. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination, in addition to the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which resulted in a build up of work at a number of stages. This, in turn, lead to delays in producing outcomes and some loss of momentum. It also led, indirectly, to the views of two or three members of the core group being overrepresented in the reo plan goals. The information and analysis provided here have relevance to any language community involved in micro-level language regeneration activities of a similar type. It is hoped therefore that this thesis may help others to not only avoid the problems experienced by the Whakamārama whānau but also to benefit from their successes.
12
PERINI, ANTOINE-D. "Francais et reo maohi dans l'aire tahitianophone. Bilinguisme ou semi-linguisme double ?" Grenoble 3, 1988. http://www.theses.fr/1988GRE39013.
Full textAbstract:
Le primat du verbe dans la culture polynesienne, essentiellement de tradition orale, pourrait laisser inferer l'usage de la parole comme moyen communicationnel privilegie ; en realite il n'en est rien. Le verbe, jadis, n'etait point le vehicule de la communication pour le peuple car reserve aux tenants du pouvoir ou a ceux parlant en son nom (sorciers ou orateurs) ; un langage de remplacement, a base de gestes et de mimiques, lui fut donc substitue qui, l'economie linguistique encore tenace aidant, a perdure jusqu'a nos jours. Le repertoire communicatif de l'apprenant tahitianophone, "mixte", compose de mimogestualite conversationnelle, de reo maohi et de francais, s'accomode mal des exiqences institutionnelles, du contexte scolaire ou les deux langues sont en presence, et faute de politique linguistique et bilingue coherente developpe un semi-linquisme double qui l'handicape lourdement et hypotheque ses chances de reussite scolaire et partant, d'insertion sociale.
13
Royal, Tangaere Arapera. "Te hokinga ki te ūkaipō : a socio-cultural construction of Māori language development : Kōhanga reo and home." Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/13392.
Full textAbstract:
There is a body of international research evidence that argues that as children learn and develop their language they are learning about and developing their perception of their socio-cultural environment. In turn as they interact within a specific context the nature of that context stimulates language. However there has been little comprehensive research carried out on the language learning practices of the children in Kōhanga Reo and in their home since the movement first began. This research explores the role that the whānau (family) plays in the construction of language development with the Kōhanga Reo child in their socio-cultural context. It critically examines the processes of language socialisation within the cultural base of Te Kōhanga Reo and in the child's home. The study's theoretical framework adopts a socio-cultural approach (Rogoff, 1995, 2003) couched within a bioecological model of whānau development (Bronfenbrenner, 1979, 2005). This framework assisted the researcher in unfolding the multi layers of social, cultural, political and spiritual influences on whānau development during the child's co-construction of Māori language within his/her two main settings Te Kōhanga Reo and home. From this premise a hypothesis was proposed, that the cultural base in Te Kōhanga Reo results in socio-cultural interactions (whanaungatanga) within the home and kōhanga that support the construction of language development as defined by tikanga Māori. The study examines the kaupapa (philosophy) of the Kōhanga Reo movement, its cultural base, the socio-cultural interactions that take place namely whanaungatanga, and the child's construction of te reo Māori (the Māori language). However discussions with whānau, recordings of the children's Māori language development, the cultural interactions between children and whānau soon highlighted the dynamic and passionate contribution that whānau, both home and kōhanga, make to their children's learning.
14
Norman, Camille. "Walking backwards into the future." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4996.
Full textAbstract:
Chapter five contains my conclusions of the connections I find. In addition, I use examples from Witi Ihimaera's fictional novel The Uncles Story, as well as many other of his plays and novels, to show examples of influences from Maori culture, Mormonism, and his homosexuality on Ihimaera's work.; Recent artists like Norwegian Recycling and E-603 have created a new genre of art within music: digital recycling. These artists take many different well-known and less-known lyrics, music, and spoken word and combine them together. This meshing of multiple pieces of art has new historical roots. The different images, auditory and visual, that these creations produce and often enhance meaning and connections through popular media. These connections interest me most. Through the lenses of post-colonial, gender, and queer theories, I examine Witi Ihimaera's creative work. I splice in different theorists' words, my own thoughts, and images to enhance and accent Ihimaera's "Singing Word" (Juniper Ellis 170). According to Ihimaera, the written word and the "novel is alien to the indigenous form, and that where Maori are going now is probably where it's most natural, and that is into theatre or into poetry...and oral storytelling" (Ihimaera 170). As the first published playwright in New Zealand and as an English professor at the University of Auckland, Witi Ihimaera is a role model and leader to many other Maori and New Zealand playwrights and writers. I am most interested in understanding what and how he has been influenced as an artist. I craft a document that extends the idea of a written word in a Maori context, in which I explore the major influences on Ihimaera as a theatrical creator and influencer of other Maori artists. Chapter one introduces Witi Ihimaera and my methods. Chapter two includes my research on the Maori culture with the following subsections: the people, their traditions, and their paternal systems of power. Chapter three is my research on the influx of Pakeha authority highlighting the Mormon take over and how that affected author and playwright Witi Ihimaera. Chapter four is my research on how Ihimaera's homosexuality has influenced his creations and the contemporary Maori Performance.ID: 029810499; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 76-77).
M.A.
Masters
Theatre
Arts and Humanities
15
Lewis, Roger Brian. "A criterion referenced analysis and evaluation of the processes involved in formulating a Māori language regeneration strategy for Whakamārama marae." 2007. http://adt.waikato.ac.nz/public/adt-uow20070817.121016/index.html.
Full text
16
Hohepa, Margie Kahukura. "Hei tautoko i te reo : Maori language regeneration and whānau bookreading practices." 2000. http://hdl.handle.net/2292/517.
Full textAbstract:
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.
17
King, Jeanette. "Eke ki runga i te waka : the use of dominant metaphors by newly-fluent Māori speakers in historical perspective : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics in the University of Canterbury /." 2007. http://hdl.handle.net/10092/977.
Full text
18
Te, Momo Ivan Prentus. "From darkness to dawn? a forum for kāpō Māori /." 2007. http://adt.waikato.ac.nz/public/adt-uow20071127.163522/index.html.
Full text
19
Reese, Alistair. "Are you listening? the 'voice' of Waitaha : a forgotten people = Whakarongo mai koutou? : ko te 'reo' o Waitaha : he iwi whakarerea /." 2006. http://adt.waikato.ac.nz./public/adt-uow20060911.112836.
Full text
20
Rosa, Maria Manuela Caladé Tomaz. "As elites femininas em Mari no reinado de Zimrî-Lîmc: 1775-1761 a. C." Master's thesis, 2011. http://hdl.handle.net/10451/6947.
Full text
21
Rosa, Maria de Fátima Castanheira da Silva. "O projecto político de Zimbri-Lim, 1775-1762 a.C." Master's thesis, 2010. http://hdl.handle.net/10451/1771.
Full textAbstract:
Tese de mestrado, História Antiga, Universidade de Lisboa, Faculdade de Letras, 2010Zimri-Lim chegou ao trono de Mari em 1775 a.C., após o desmembramento do reino da Alta Mesopotâmia. As circunstâncias que envolveram a sua entronização explicam o facto do soberano poder contar deste cedo com a aliança de alguns dos monarcas mais poderosos do mundo siro-mesopotâmico. Nos anos seguintes, Zimri-Lim dedicar-se-ia à construção de uma estrutura político-diplomática coesa e, tanto quanto possível, estável. O alargamento desta rede de aliados teria sido concretizado mediante a conciliação de poderes tão díspares quanto inimigos (como o Yamhad, E nunna, o Ekallatum e a Babilónia). O principal objectivo do rei de Mari era a sobrevivência do reino enquanto entidade politicamente independente. Contudo, tomando esta estrutura político diplomática como o seu motor de expansão, Zimri-Lim tentaria subir ao patamar mais alto da estrita e complexa hierarquia que caracterizava as relações diplomáticas no séc. XVIII a.C. Assim sendo, firmando a sua suserania à região do delta do Habur e considerando a sua proximidade diplomática à zona do Sindjar, Zimri-Lim conseguiria afirmar-se como um dos principais soberanos de então. Contudo, este período de crescimento começaria lentamente a reverter-se a partir do último terço do reinado. O cenário até então bastante favorável terminaria abruptamente com a tomada da cidade pelas forças do seu homólogo e ex-aliado, Hammu-rabi, em 1762 a.C. Para esta ruína muito terá contribuído o desgaste causado pelas sucessivas guerras travadas ao longo do reinado, assim como o complexo dimorfismo que caracterizava o reino. No entanto, ela dever-se-á acima de tudo à insustentabilidade da política diplomática imposta pelo soberano.
Zimri-Lim ascended to the throne of Mari in 1775 B.C., after the downfall of the kingdom of Upper Mesopotamia. The circumstances in which he became king explain the fact that, since the beginning of his reign, he could count amongst his allies some of the most powerful sovereigns of that time. Following his enthronement, Zimri-Lim tried to expand his political power by extending the realm of his diplomatic contacts and consolidating his suzerainty in the Habur region. In order to survive in the international political scene, the king of Mari would have to be recognized by his fellow allies. Therefore, basing his power on the politico - diplomatic structure he established, he would gain the respect he aimed for, making possible the acceptance of Mari as one of the most important kingdoms of the Syro- Mesopotamian world. Despite this ascension, Mari began suffering its first political setbacks on the third half of Zimri-Lim's reign. Mari's defeat would ultimately happen in 1762 B.C. when the troops of Hammu-rabi, his former ally, abruptly took over the town. Contributing to its ruin were the successive and exhausting wars Mari had to endure over the years of Zimri-Lim's reign and the complex dimorphism that characterized its social component. Notwithstanding, the fall of Mari also has to be analyzed as the outcome of the increasing unsustainability of the diplomatic politics imposed by Zimri-Lim.