Journal articles on the topic 'Reo Maori'

INTRODUCTION: The influence of indigeneity is widely recognised as a health determinant; however the impact of the utilisation of the indigenous language on health care has not been closely examined. AIM: To explore the Maori language (te reo) as a determinant of health from a Maori patient’s perspective. METHODS: Maori patients were recruited through Maori health networks and the snowballing technique. Thirty participants participated in one of three focus group interviews. A semi-structured interview explored the utilisation of health services, comfortability with service delivery and perceptions of general practice surgeries’ cultural competency. Thematic analysis was utilised to interpret the data. RESULTS: Te reo was recognised as an important cultural competency, noted by participants as contributing to the development of appropriate doctor–patient relationships and their feelings of being valued within a practice. Patient-led use of te reo was identified as most appropriate, an indicator of quality of care. DISCUSSION: The training of primary care staff in te reo should be encouraged. Developed as a competency, this will see primary care settings better able to respond to Maori patients and in turn support Maori health gains. KEYWORDS: Maori health; Maori language; family practice; quality health indicators

There are not many loanwords from the Maori language in Russian. Nevertheless, among them there are both exotisms ("Maori," "haka") and words that have become commonplace ("kiwi," "taboo"), whose deep connection with Polynesia and New Zealand is not always obvious to speakers. In addition, a number of borrowings from te reo Maori are found in some Russianspeaking subcultures ("mana," "poi").

o presente trabalho se constitui na entrevista com Hone Morris, professor do curso de Maori na Escola de Humanidades da Massey University. Com a utilização da metodologia qualitativa, serão sublinhados vários aspectos sobre como o idioma (Te Reo) maori passou da esfera oral para o escrito, bem como o surgimento de ferramentas para o Pukenga Reo (habilidade linguística), com o objetivo de tornar o idioma nativo (indígena) acessível e ensinado em escolas na Nova Zelândia.

In this piece, I recount some events in which I was called upon to speak in te reo Maori on behalf of others in a variety of formal situations. I call this being ‘on the paepae’ but the paepae should be understood more properly as the paepae tapu. I will leave the further explanation of this for others who should rightly speak about such things. For my purposes here, the paepae is understood to be any situation in which one acts as a spokesperson for others and follows tikanga Maori in a contemporary context. I always feel like I am on the paepae when speaking te reo Maori in many situations. More often than not, this happens in schools. We are usually not on an actual marae but, nonetheless, a paepae is brought into existence. I have done this speaking (whaiko rero) with varying degrees of success and competence, and not a little anxiety. I have got it wrong sometimes and failed utterly in my responsibilities. A few times I have done well. Recently, my father-in-law presented me with a tokotoko, a ceremonial ‘walking’ stick (or perhaps it should be talking stick), to be carried when doing whaiko rero. This was a surprise and has caused me to reflect on my position as a Pa kehaon the paepae. Kua tae mai a tokotoko. Me aha ahau? The walking stick has arrived. What should I do?

While support for compulsory te reo Māori in schools in Aoteaora New Zealand is growing, there is a risk that any future policy could fail, or be only poorly implemented, unless we understand more deeply the factors which shape effective language policy implementation in schools. In this paper we employ a ‘future policy analysis' to explore what it would take to effectively implement a compulsory te reo Māori policy in schools in the future. We report on interviews with twelve purposively selected stakeholders (including Māori, Pākehā, Chinese and Samoan teachers, principals and one Member of Parliament) to elicit from their experiences and reflections the key elements required to implement te reo Māori well in schools. Participants identified that prioritising and valuing te reo Maori was foundational and essential for any potential policy shift at both national and school level. In addition, participants elaborated on how teacher expertise, resourcing, time and leadership support through senior management was integral to successful adoption and implementation. The paper concludes by recommending urgent attention to a range of future-focused strategies that beginning right now could bring about transformational change in our schools and give te reo Māori the mana it deserves.

This research examines outcomes from introducing cultural values into Cook Islands secondary schools during two cycles of action research comprising planning, implementing, observing and reflecting. The cultural values upon which the physical education lessons were based were: tāueue (participation), angaanga kapiti (cooperation), akatano (discipline), angaanga taokotai (community involvement), te reo Maori Kuki Airani (Cook Islands Maori language), and auora (physical and spiritual wellbeing). The cultural values were believed to be an essential element of teaching physical education but one challenge was how to assist teachers to implement the cultural values into classroom teaching as most participant teachers were not Cook Islanders. Findings from this action research project suggest that while participant teachers and community cultural experts may agree to incorporate cultural values in teaching Cook Islands secondary school students, teachers nonetheless find difficulties in implementing this objective.

In 1995 I Taught a Course in New Zealand Literature at Tokyo University. The Students Were Attentive, and Curious About New Zealand, but they found my Kiwi English hard to follow, being accustomed to American or British varieties. I wondered about their seeming tolerance recently while teaching a similar course to undergraduates back home, at Victoria University, in Wellington, when one of the Maori students complimented a Pākehā (New Zealand European) colleague for her Maori pronunciation. Like most Pākehā, I have a rudimentary grasp of Māori, enough to be familiar with the words and phrases that have entered everyday speech and those in the poetry and fiction I teach. But I cannot conduct a conversation in Māori or read a Māori text, and I am as embarrassed by the irritation that my pronunciation of te reo (the Māori language) causes Māori speakers as I was by the difficulty my rising terminals and strange accent posed for competent English speakers in Japan.

Structured literacy is an evidence-based approach (Brady, 2011; Fletcher et al., 2007; Forman et al., 2016; IDA, 2018; National Reading Panel NRP, 2000, TKI 2020a) informed by the science of reading acquisition instruction and how the brain acquires and processes information (Reyna, 2004; Seidenberg, 2017). The literature examines how this approach could support bilingual tamariki (children) who may present with dyslexic tendencies in Māori-medium immersion contexts. Through an anonymous questionnaire to kaiako within Kura Kaupapa Māori (Māori-medium immersion schools) who teach or have taught tau 0-10 ākonga (years 1-10 students), participants shared what they know and understand about literacy, dyslexia and how this learning difference might reveal itself through te reo Māori (Maori language) and English. The findings highlighted the potential structured literacy has to benefit all ākonga in both languages and the need for te reo Māori resources and professional development on dyslexia and structured literacy.

It is more than obvious to say that the signing of the Treaty was the big event of the 1840s. The initial Treaty signing at Waitangi on 6 February 1840 by Lieutenant-Governor William Hobson, representing the British Crown, and "about 45 Maori chiefs" has become a defining moment in New Zealand's history, but, as Smith notes, [o]nly recently has the Treaty of Waitangi become central to national life ... Hastily devised at the time, the treaty sheets have become a national monument: they mean different things to different groups but have had an evolving official interpretation placed upon them. The Treaty "is the basis of the Crown's authority and legitimised European settlement in New Zealand," but important differences between the English version and the Māori version (which most Māori signed) include differences in the translations of article one (the cession of sovereignty vs "te kāwanatanga katoa" (governorship)), and silence in the te reo Māori text "on the Crown right of pre-emption. It promised the Queen "hokonga" - the buying and selling of land that Maori were willing to part with - but not exclusively, nor even as the highest priority.

Modelled on earlier national surveys of 1987 and 1994, this 2003 survey polled New Zealand journalists on their educational background, formal training, experiences on the job and professional development. Even though the returns (297) were fewer than expected, those participating provided useful insights into the profession. Participants responded to questions about changing aspects of journalism (such as the impact of the internet, and the consequences of commercial pressures on newsgathernig), which are compared with American journalists responding to the same questions. They also responded to questions about the use of te reo language and coverage of Maori news and issues. Despite the contraints of the same size, there is ample evidence in this survey to show young New Zealand journalists take their profession seriously, and demonstrate a willingness to address the imperfections and shortcomings of the Fourth Estate.

The above group of ethnically diverse, third-year community development students from Massey University, Aotearoa New Zealand connected through a shared interest in the wellbeing of Maori and Pasifika peoples in Oceania. They identified the critical importance of preserving indigenous languages as a vehicle for maintaining cultural heritage and linguistic rights. Diasporic Pacific populations experience vulnerability in maintaining cultural heri- tage. One of the fundamental elements in retaining cultural heritage is the preservation of indigenous languages. This paper was presented at the Social Policy, Social Welfare Systems and Human Security in the Pacific Conference held at the University of South Pacific, 5th- 7th October 2010. It explores a structural analysis and ‘development from below’ process which identified a unifying metaphor as a powerful tool to assist social change around the preservation of indigenous languages. Rather than employing a hegemonic view on the sta- tus of indigenous languages, this paper offers solutions from a Pasifika perspective formed within a post-modern New Zealand context. This framework and the process that the students undertook offer a valuable contribution to social and cultural protection and human security policy development as it pertains to language preservation within Oceania. Other social change groups may find this process and the tool/metaphor useful for their work. Ko toku reo, toku ohooho Ko toku reo, toku mapihi maurea. My language is my awakening My language is the window to my soul.

The following is being published as if it were a “Letter to the Editor”[1] of the IJVTPR. It was written in response to a request to the Editorial Board from Charles Tortise on behalf of the de jure Sovereign Wakaminenga Maori Government (WMG) of Nui Tireni New Zealand. He called on the journal editors and authors to supply up to the minute information to be used in helping to shape nationwide policy in New Zealand during the COVID-19 Aftermath. Whereas the leader of the de facto Wellington government, the Prime Minister Jacinda Ardern, recently relaxed certain “mandates” — ones that Blaylock refers to as “draconian” — concerning the COVID-19 masks and injections, her whole de facto NZ government, which draws authority from the 1840 Treaty of Waitangi has always been legally subordinated to the de jure Sovereign Wakaminenga, in accordance with the 1835 He Wakaputanga, a Declaration of Independence by the Confederation of the Chiefs of the United Maori tribes. By law, the subordinate NZ government headed up now by Ardern, must be authorized each year by the agreement of the direct descendants of those Chiefs, meeting in Congress, known as the National Wakaminenga, to continue as the de facto government. This being the case, it is the declared intention of the WMG to learn as much as possible about the COVID-19 injectables, and about the world-wide genetic experiments that are underway. Such information is needed in order for the de jure WMG to decide wisely about whether the policies and regulations put in place as the COVID-19 response of the de facto NZ government in Wellington were as “safe and effective” as has been said and review their performance accordingly. Maori are defined as people who “aspire to purity without blemish”, and the jurisdiction they have is, as far as we know, unique in all the world. Therefore, the discussion underway there, incorporating the information in this letter, written by Russell Blaylock, MD and retired neurosurgeon, is addressed not only to the WMG through Charles G. Tortise, but also the whole world. It is written on behalf of a group of people hardly known to much of the rest of the world but who are, in the estimation of the editors of this journal, about to make world-wide history in respect to the COVID Aftermath. It was after consultation among several members of our Editorial Board that we decided to call on Russell Blaylock, to write the initial position paper, as it were, to be presented to the WMG. He won’t say it but we will: he is eminently well qualified and credentialed to write the opinion letter that follows. This is his position paper for the WMG. [1] This letter has been reviewed by three other members of the Editorial Board for the IJVTPR and is published here because of the importance of the issues at stake not only to all New Zealand, but to the whole world. In the opinion of the editors, the policies being challenged by the sovereign Wakaminenga Maori Government (WMG) of New Zealand — for reasons detailed by Russell Blaylock, MD — are of critical importance to the whole world. The WMG is led by Arikinui Ripekatangi also known by her English name as Georgina Job. The term “Wakaminenga” in Te reo, the Maori language, means “assembly”. The Maori people are from different tribes called “iwi” and smaller groups known as “hapu”. Leaders of the northern tribes began meeting from about 1808 in a formal assembly to discuss laws and policy concerning the increasing interactions with foreigners, especially the British that followed soon after James Cook landed there during one of his voyages of exploration. The assembly was known as “Te Wakaminenga o Ngā Hapū o Nu Tīreni” [the General Assembly of the Tribal Nations]. The WMG is the administrative arm of the current National Assembly, website here. Of note Arikinui Ripekatangi issued a statement dated August 16, 2022 outlining the background leading to this article. The website address for the WMG news releases is here.

The Maori settled in New Zealand in the eighth or ninth centuries A.D.; the Europeans, many centuries later. Maori meeting houses are very ornate: besides carved wood figures, painted black-red-white designs embellish rafters and structural posts. These designs stand out as highly sophisticated examples of the twenty-four known band groups of 2-dimensional 1-translational symmetry G21 and antisymmetry (G21)′ The two independent symmetry elements, periodically repeated by lattice p or antilattice p′, are any two of the following: mirror m and antimirror m′, both either transverse or longitudinal; glide plane a or antiglide plane a′, longitudinal only; and two-fold rotation axis 2 or anti-axis 2′. Pseudosymmetry is common and obviously intentional: desymmetrization is achieved by added motifs, inserted along the edges of the band, at cell boundaries or inside the main design, which possess their own symmetries, always lower than that of the original design. The resulting symmetry of the whole is the symmetry common to the superposed patterns. Desymmetrization is also obtained by topological deformations of the design or deviations from the color scheme imposed by antisymmetry. Such irregularities led to Herbert Williams' hypothesis that the artist worked in two stages: tracing the outline and working in the color [1]. This conjecture finds support in group theory: the geometrical symmetry group involving no change of color (stage 1) is turned into an antisymmetry group (stage 2), as red goes to black and black goes to red under antisymmetry operations. The international symmetry notation of crystallographers is shown to be well suited to describe the Maori designs.

A meados dos Quinhentos, entre 1545 e 1548, enquanto se encarregava da supervisão dos trabalhos do Comitê de Obras Reais estabelecido em Madri por seu pai, o rei Carlos V da Espanha, o jovem príncipe Filipe promove a redação de um tratado arquitetônico aplicável à prática nacional e baseado, em grande parte, no De re ædificatoria de Leon Battista Alberti. Este trabalho se dedica a analisar como o autor do manuscrito castelhano elege e assimila os preceitos albertianos, em particular aqueles concernentes às noções de «beleza» e «ornamento», tendo em vista as intenções reais de embelezar a ainda modesta Madri para transformá-la na capital dos reinos de Castela e Aragão, a partir de 1561.

Camellia flowers are highly prized for their beauty worldwide and are strongly symbolic in many cultures. A new interspecific hybrid cultivar, Camellia ‘Maozi’, generated by crossing Camellia pubipetala with C. japonica ‘Dahong Mudan’, exhibits strong hybrid vigor and has small flowers with a rare light tone of purple. In southwest China with a subtropical monsoon climate, young Camellia ‘Maozi’ trees flush shoots three times in spring, summer, and autumn, with an average annual growth of 12.9 cm. Adult trees flush once a year. Floral bud formation occurs in late April and early May. Camellia ‘Maozi’ flowers are sterile with no fruits and seeds produced. While an individual flower wilts 4–8 days after opening, the blossom can last 1–3 months. Frost damage can be found in young leaves when temperature drops to 4–7 °C. Under direct sunlight with temperatures of 37–39 °C lasting for more than 2 days, young leaves can turn yellow on their edges. Its primary diseases include sooty mold, shoot tip blight, and peony leaf tip blight. Its primary insect pests are tea green leafhopper (Jacobiasca formosana) and tea aphid (Toxoptera aurantii). Rooting of stem cuttings occurs directly from stems, mostly without callus development. Two hours of treatment with 500 mg·L−1 indole-3-butyric acid and rooting in a mix of latosolic red soil and vermiculite (2:1 v/v) resulted in high rooting rate and quality of aboveground growth. Grafting can be carried out from May to September, while survival rate and new shoot length are highest in July. The most compatible rootstock is C. oleifera, followed by C. polyodonta. The results of this study are of value for understanding the reproductive biology of Camellia ‘Maozi’ and further disseminating it as a new cultivar for camellia collection.

Em 1970, o compositor brasileiro Gilberto Mendes foi convidado para participar do III Festival de Música de América y España em Madri, que reuniu compositores de diversos países da América Latina, EUA, Canadá e Espanha. Para Mendes, esse festival foi fundamental para estabelecer uma aproximação entre os compositores latino-americanos, mais especificamente entre brasileiros e os demais países de língua espanhola, que, em sua opinião, até aquele momento ainda se conheciam pouco. A partir desse ano, observa-se um crescimento da participação de compositores latino-americanos no Festival Música Nova, criado por Gilberto Mendes em 1962 em Santos. Por meio da análise de fontes primárias como programas de concertos e depoimentos, este trabalho demonstra a importância do Festival de Música de América y España para o desenvolvimento de um projeto de integração da música de vanguarda latino-americana, iniciado no Festival Música Nova e ampliado nos Cursos Latinoamericanos de Música Contemporánea.

En este artículo nos proponemos analizar el modo en que Mauricio Macri y Daniel Scioli significaron el “Cambio” en sus discursos políticos dentro de la red social Facebook durante el período de ballotage presidencial. En efecto, relacionamos nuestro corpus de análisis con la teoría de los discursos sociales, la corriente posmarxista, las teorías semiolingüísticas y de la enunciación, para poder abordar las estrategias discursivas que llevaron a cabo ambos candidatos.

After individual quotas were imposed in 1990, the fishery for Jasus edwardsii in the Gisborne area showed continuing declines in catch and catch rate to 1993, and the total quota could not be caught in this area. There were few legal-sized but many sublegal-sized lobsters. Pots caused mortality of sublegal lobsters through handling, pot-related Octopus predation, and thefts from commercial pots. The industry, in conjunction with recreational fishers and Maori, developed a scheme to address these problems. The aim was to increase landed value to compensate for quota reductions, and to do this by landing more lobsters in winter (when prices were higher) and landing smaller lobsters (which had a higher unit price). A shortened season was designed to reduce pot-related mortality. Part of the scheme—a proposal to reduce the minimum legal size of male lobsters—caused controversy. However, the package was evaluated with a simple model and then accepted by the Minister of Fisheries. Results were substantially increased catch rates since 1993, a successful shift to a winter fishery, and a shift in length frequencies toward larger sizes. A simple size-structured model fitted to the fishery data and used to evaluate future management options is also described.

<p class="Default">En este artículo nos proponemos analizar la destina­ción y contradestinación en el discurso político de Mauricio Macri y de Daniel Scioli durante el <em>ballotage </em>presidencial del año 2015, en la República Argentina. Nuestro corpus discursivo se conforma a partir de los posteos realizados por ambos candidatos en sus pági­nas oficiales de la red social Facebook. Para llevar a cabo el análisis cualitativo utilizamos las herramientas inter­pretativas tanto del enfoque post-marxista del discurso de Laclau y Mouffe (2008, 2007, 2005, 2002, 1996, 1993, 1985) como de la polifonía enunciativa de García Ne­groni (2016, 1988). Este estudio plantea como resultado la emergencia de un nuevo modo de contradestinación en el discurso político.</p>

Neste artigo pretendemos trabalhar com os embates diplomáticos envolvendo Portugal e Espanha após a anulação do Tratado de Madri, assinado em 1750. Diante do fracasso da transmigração dos índios dos Sete Povos das Missões Orientais do Uruguai e a resistência indígena conhecida como Guerra Guaranítica (1754-1756), foi necessário retornar ao status anterior no conjunto das fronteiras americanas. A partir de então, uma nova disputa estava em jogo: o domínio e obediência dos povos indígenas que haviam passado pelo processo de transmigração e os conflitos em torno de sua devolução ao rei da Espanha, envolvendo elementos como escravidão e liberdade nas fronteiras do rio da Prata colonial.

O presente relatório técnico objetiva descrever as atividades de prospecção arqueológica em um empreendimento tipo complexo Fotovoltaico no município de Açu, estado do Rio Grande do Norte, no povoado Canto do Mari. Está dividido em dois momentos: o contexto da pesquisa, no qual se descreve as características ambientais, arqueológicas e etno-histórica da área de estudo; e a metodologia de pesquisa no qual se descreve a metodologia prospectiva adotada e os resultados obtidos.

With haliʻa aloha and sincere gratitude, a few of us sat together to share personal reflections about Kekuni Blaisdell, a beloved man who had mentored and nurtured us for many years. The gathering was reminiscent of previous afternoons in Nuʻuanu when Kekuni had welcomed haumāna to his home—a kīpuka where kapa hung on the wall and conversations flowed freely. Memories of these precious times together were still vivid: Kekuni’s dark red ink pen to correct our manuscripts, perhaps a camera to capture a moment in time, his reclaiming of the phrase Kānaka Maoli to describe the first peoples, his persistent reminder that Hawaiʻi is the “mainland” and, most significantly, his leadership in establishing strong pilina that connect the lähui and will continue to unite us. The essay that follows is our expression of profound aloha, respect, and appreciation for Kekuni Blaisdell.

Maoji Jiu (MJ), a medicinal wine, has been used commonly by the Chinese to enrich and nourish the blood. In this study, the aim is to examine the hematopoietic function of MJ and investigate its hematopoietic regulation mechanism. Thirty-six female Sprague-Dawley rats (200 ± 20 g) were randomly divided into six groups with six rats in each group. The blood deficiency model was induced by injecting hypodermically with N-acetylphenylhydrazine (APH) and injecting intraperitoneally with cyclophosphamide (CTX), and treatment drugs were given by oral gavage twice a day for continuous 10 days from the start of the experiments. The administration of MJ improved the levels of white blood cells (WBCs), red blood cells (RBCs), hemoglobin (HGB), and hematocrit (HCT) in the blood deficiency model rats. Hematopoietic effect involves regulating the antioxidant activity in the liver and the levels of Bcl-2, Bax, erythropoietin (EPO), transforming growth factor-beta-1 (TGF-β1), and macrophage colony-stimulating factor (M-CSF) mRNA in spleen tissues to enhance extramedullary hematopoiesis. This study suggests that MJ has a beneficial effect on blood deficiency model rats.

Taro [Colocasia esculenta (L.) Schott] corms from 57 vegetatively propagated cultivars were evaluated for yield, physical and chemical characteristics, and either microwaved, microwaved and ground into poi, or fried. Poi color ranged from purple to orange or yellow and the dry matter content from 18.3 to 48%. The taste panel preferred poi made from a number of other cultivars than that made from the most common cultivar `Lehua Maoli' used in Hawaii, and a darker bluish-red poi was preferred. Corm total soluble solids were positively correlated to corm specific gravity and dry matter, and to the taste preference of microwaved corm and poi. The fried cultivars varied widely in yield and corm color varied from cream to white. Additionally, some cultivars did not have purple vascular bundles, and others were acrid after frying. Chip oil content was negatively correlated to corm weight, dry weight, and chip yield. The `Bin Liang' cultivar was judged the best overall in fried chip taste. Considerable variation in corm yield and quality characteristics existed in this widely cultivated vegetatively propagated tropical crop.

Maoji Jiu (MJ) is a kind of medicinal wine that has been widely used by Chinese people for many years to nourish and promote blood circulation. The purpose of this study was to investigate the hematopoietic effect of MJ on the metabolism of blood deficient rats and to explore the underlying hematopoietic regulation mechanisms. Blood deficiency model rats were induced by subcutaneous injection of N-acetylphenylhydrazine (APH) and intraperitoneal injection of cyclophosphamide (CTX). The plasma metabolic fingerprints of blood deficiency model rats with and without MJ treatment were obtained by using metabonomics based on ultra-high-performance liquid chromatography coupled to quadrupole time-of-flight mass spectrometry (UHPLC–QTOF/MS). Orthogonal partial least squares-discriminant analysis (OPLS–DA) was used to evaluate the hematopoietic effect of MJ and identify potential biomarkers in the plasma of blood deficiency model rats. The levels of white blood cells (WBC), red blood cells (RBC) and hemoglobin (HGB) and the activity of antioxidant capacity showed a recovery trend to the control group after MJ treatment, while the dose of 10 mL/kg showed the best effect. In this study, thirteen potential biomarkers were identified, which were mainly related to seven metabolic pathways, including linoleic acid metabolism, d-glutamine and d-glutamate metabolism, alanine, aspartate and glutamate metabolism, tryptophan metabolism, pyrimidine metabolism, porphyrin and chlorophyll metabolism and arginine biosynthesis. Metabolomics was applied frequently to reflect the physiological and metabolic state of organisms comprehensively, indicating that the rapid plasma metabonomics may be a potentially powerful tool to reveal the efficacy and enriching blood mechanism of MJ.

Resumo: Este estudo propõe uma análise centrada na pintura Felipe II, después de la victoria de Lepanto, ofrece al cielo al príncipe don Fernando (Madri, Museu do Prado), de Ticiano Vecellio. Produzida em resposta à encomenda do rei espanhol Felipe II, teve por intenção celebrar dois momentos marcantes de seu reinado no ano de 1571: a vitória sobre a frota turca na batalha de Lepanto e o nascimento de seu herdeiro, o infante Dom Fernando. Com o objetivo de compreender os sentidos e funções do objeto imagético nesse contexto, a linguagem simbólica da pintura é interpretada em conexão com os acontecimentos contemporâneos à sua produção. Apesar de ser reconhecida como a “alegoria da batalha de Lepanto”, de facto, esta é representada em último plano, eclipsada por uma série de elementos carregados de simbolismo dinástico e religioso. Palavras-chave: Felipe II de Espanha; Ticiano Vecellio; Batalha de Lepanto; Iconografia; História e Imagem. Abstract: This study proposes an analysis focused on the painting Felipe II , después de la victoria de Lepanto, ofrece al cielo al prince don Fernando (Madrid, Museum of Prado), by Titian Vecellio. It was produced in response to the request of the Spanish King Philip II, with the intention to celebrate two key moments of his reign in the year 1571: the victory over the turkish fleet at the Battle of Lepanto and the birth of his heir, the infante Don Fernando. In order to understand the meanings and functions of imagery object in this context, the symbolic language of painting is interpreted in connection with contemporary events to its production. Despite being recognized as the "Allegory of the Battle of Lepanto", in fact, this is represented in the last level, eclipsed by a series of loaded elements of dynastic and religious symbolism. Keywords: Philip II ofSpain; Titian Vecellio;Battle of Lepanto; Iconography; History and Image.

We describe ten new species of treefrogs assigned to the genus Boophis (Anura: Mantellidae) and resurrect two species from synonymy, based on materials collected during fieldwork in Madagascar, carried out mainly between 2000 and 2007. Our comparative database assembled over the past years comprises fresh material for molecular analysis from all 58 nominal Boophis species, and advertisement call recordings from all except three species. We follow an integrative approach and combine molecular, bioacoustic and morphological evidence to diagnose the new species. In most cases, the new species have uncorrected molecular divergences of over 4–5% in the mitochondrial 16S rRNA gene to their closest relatives. In some cases the divergences are lower (2–2.5%) but are then accompanied by distinct differences in advertisement calls or morphology. Boophis piperatus sp. nov. from Ranomafana National Park is a small brown species assigned to the B. majori group that is similar to B. miniatus but differs in morphology and advertisement calls. Boophis arcanus sp. nov. is assigned to the B. majori group as well and is known from only two female specimens from a site close to Ranomafana; it is described mainly based on its strong genetic differentiation (> 7.2% to all other species). Boophis entingae sp. nov. is a species of the Boophis goudoti group occurring in northern Madagascar, similar to and sympatric with B. brachychir, but with a strongly different advertisement call. Boophis roseipalmatus sp. nov. belongs to the B. goudoti group, is similar to B. madagascariensis, and appears to replace this species in most of northern Madagascar, with possible areas of sympatry in the north east. Boophis spinophis sp. nov. is an enigmatic, morphologically highly divergent species from Ranomafana National Park that belongs into the B. goudoti group but differs from all other spe-4 · Zootaxa 2383 © 2010 Magnolia Presscies in the group by having distinct dermal tubercles along the lateral parts of the shank and around the elbow. Boophis praedictus sp. nov. is a sibling species of B. albilabris in the B. albilabris group, diagnosable by its red iris periphery and distributed in rainforest along the east coast. Boophis sandrae sp. nov. belongs to the B. luteus group and is superficially similar to the sympatric B. elenae, but has a faster call and smaller body size. Boophis miadana sp. nov. and B. haingana sp. nov., both in the B. albipunctatus group and syntopically occurring at Andohahela National Park, are related to B. ankaratra and B. schuboeae and differ mainly by their advertisement calls. Boophis luciae sp. nov., also in the B. albipunctatus group, differs from the sympatric B. albipunctatus and B. sibilans by having slightly smaller body size and different advertisement calls. We furthermore resurrect Rhacophorus obscurus Boettger, 1913 (as Boophis obscurus in the B. goudoti group) from the synonymy of Boophis goudoti as well as Rhacophorus andrangoloaka Ahl, 1928 (as Boophis andrangoloaka in the B. microtympanum group) from the synonymy of Boophis rhodoscelis, and propose to consider Rhacophorus brevirostris Ahl, 1928 as junior synonym of Boophis andrangoloaka. We discuss our integrative methodological approach and the different lines of evidence used to delimitate the species described or resurrected herein. By applying IUCN Redlist criteria, we evaluate the threat status of the species considered: six species are classified Data Deficient (B. arcanus, B. haingana, B. miadana, B. piperatus, B. praedictus, B. spinophis), four Vulnerable (B. andrangoloaka, B. entingae, B. roseipalmatus, B. sandrae), and two Least Concern (B. luciae, B. obscurus).

This paper presents a theoretical investigation with the objective of identifying the basic competences to be acquired and developed in the language teaching-learning process, especially in virtual contexts. The study herein presented, of bibliographic nature, evidences a discussion and reflections on the theme competences and the representativeness of the communicative-digital domain, in the production and sharing of information, in the written and oral modality. The results achieve three basic skills : interacion through Information and Communication Technologies, creation of digital contents and sharing digital contents in the target language.ResumoEste artigo apresenta uma investigação teórica, com o objetivo de identificar as competências básicas a serem adquiridas e desenvolvidas no processo de ensino-aprendizagem de línguas, especialmente em contextos virtuais. O estudo em questão, de natureza bibliográfica, evidencia uma discussão e reflexões sobre a temática competências e a representatividade do domínio comunicativo-digital na produção e compartilhamento de informações, na modalidade escrita e oral. Os resultados evidenciam três competências básicas: interação por meio das Tecnologias de Informação e Comunicação, criação de conteúdos digitais e compartilhamento de conteúdos na língua-alvo.Resumen Este artículo presenta una investigación teórica con el objetivo de identificar las competencias básicas que vayan a ser adquiridas y desarrolladas en el proceso de enseñanza y aprendizaje de lenguas, especialmente en contextos virtuales. El estudio en cuestión, de naturaleza bibliográfica, evidencia una discusión y reflexiones sobre el tema competencias y la representatividad del dominio comunicativo-digital, en la producción y el intercambio de información, en la modalidad escrita y oral. Los resultados comprenden tres competencias básicas: interacción por medio de las Tecnologías de Información y Comunicación, creación de contenidos digitales e intercambio de contenidos en la lengua.Palavras-chave: Ensino de línguas, Competências, Competência comunicativa, Tecnologias.Keywords: Language Teaching, Competences, Communicative competence, Technologys.Palabras claves: Enseñanza de lenguas, Competencias, Competencia cumunicativa, Tecnologías.ReferencesALCARÁ, Adriana Rosecler et al. Fatores que influenciam o compartilhamento da informaçaõ e do conhecimento. Perspectivas em Ciência da Informação, v.14, n.1, p. 170-191, jan./abr., 2009. Disponível em: http://www.scielo.br/pdf/pci/v14n1/v14n1a12. Acesso em: 15 mar. 2019.AREA MOREIRA, Manuel. La alfabetización en la sociedad digital. In: Alfabetización digital y competencias informacionales. Colección Fundación Telefónica. Espanha: Editorial Ariel, p. 3-40, 2012.BARBERO ANDRÉS, J. et al. 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El uso del correo electrónico (asincrónico) y de las salas electrónicas de conversación (sincrónico) en la clase de español como lengua extranjera. ASELE – Actas, 2001. Disponível em: https://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/12/12_0477.pdf. Acesso em: 12 set. 2019.DURAND, Jean-Pierre. O Modelo da competência: uma nova roupagem para velhas ideias. Revista Latinoamericana de Estudios del Trabajo, México, v. 7, n. 14, p. 203-228, 2001.FREITAS, Henrique, et al. Sphinx aprendiz. Canoas: Sphinx, 2008.GARAGORRI YARZA, Xabier. Propuestas curriculares basadas en competencias en el ámbito europeo. Aula de Innovación Educativa, n. 161, Espanha, 2007, p. 56-59. Dispnonível em: http://ardilladigital.com/DOCUMENTOS/EDUCACION%20ESPECIAL/COMPETENCIAS/Propuestas%20Curriculares%20en%20el%20ambito%20europeo%20%20Garagorri%20-%20articulo.pdf. Acesso em: 10 jan. 2020.HYMES, Dell. H. On communicative competence. In: BRUMFIT, Christopher; JOHNSON, Keith. 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Disponível em: https://eur-lex.europa.eu/legal-content/ES/TXT/?uri=celex%3A32006H0962. Acesso em: 12 set. 2019.PERRENOUD, Philippe. Dez novas competências para ensinar. Tradução de Chittoni Ramos. Porto Alegre: Artmed, 2000, 162 p.PERRENOUD, Philippe; THURLER, Monica Gather. As Competências para Ensinar no Século XXI: A Formação dos Professores e o Desafio da Avaliação. Tradução de Cláudia Schilling e Fátima Murad. Porto Alegre: Artmed Editora, 2002, 176 p.RAMOS, M. N. A. Pedagogia das competências: autonomia ou adaptação? São Paulo: Cortez, 2001.REDECKER, Christine; PUNIE Yves. European Framework for the Digital Competence of Educators: DigCompEdu, Luxembourg: Publications Office of the European Union, 2017. Disponível em: https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/european-framework-digital-competence-educators-digcompedu. Acesso em: 5 jan. 2020.RICHARDS, Jack C.; RODGERS,Theodore S. Enfoques y métodos em la enseñanza de idiomas. 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Resumo: O presente artigo apresenta uma compreensão sobre a filosofia no autor de Genebra, Jean-Jacques Rousseau (1712-1778), a partir de suas críticas aos pensadores de sua época. Para o autor suíço tais pensadores estavam interessados em obter fama e reconhecimento em meio à República das letras. O posicionamento do escritor genebrino pode se traduzir no modo pelo qual ele resolve chamar a atenção para o distanciamento entre os discursos proferidos pela sociedade do século dezoito, caracterizados pelo otimismo exacerbado em relação à razão, e as ações cotidianas comumente envolvidas com o cultivo da vaidade humana e com a negação da virtude. Tal desconexão entre discurso e realidade resulta na infelicidade característica da vida de tais indivíduos. Assim, em meio a uma postura contestadora, é possível perceber que Rousseau aponta para o que seria o verdadeiro modo de ser da filosofia, a saber, enquanto um exercício do pensar que favoreça a experiência do autoconhecimento. Nesse sentido, a realização da atividade da filosofia deveria consistir no intento de conduzir o homem a conhecer-se para melhorar-se, para educar-se. Palavras-chave: Rousseau. Filosofia. Ensino. Abstract: The present paper emphasizes possible understanding of philosophy from the Geneva author, Jean Jacques Rousseau (1712-1778), from his criticism to the thinkers of his epoch. To the Swiss author highlighted here, such thinkers were interested in obtaining fame and recognition among the Republic of Letters. The positioning of the Genevan writer would translate in a way which it decides to raise awareness to the distance between the speeches given by the eighteenth-century society, characterized by exaggerated optimism in relation to the rationality, and the daily actions extremely involved in the diffusion of human vanity, denial of virtue and ultimately responsible for the unhappiness of individuals. Through a contesting posture, we can notice that Rousseau points to what would be the true way of being of philosophy as an exercise of thinking that furthers the experience of self-knowledge, in other words, that the realization of the activity of philosophy should be in order to lead the man to know himself to know, to know himself and to know enough for know yourself and know enough for yourself. Keywords: Rousseau. Philosophy. Teaching. REFERÊNCIAS ARAÚJO SILVA, Marcos Érico de. A questão da Filosofia e sua introdução: o despertar de uma tonalidade afetiva (stemning) fundamental. In: ARAÚJO SILVA, Marcos Érico de. A superação da metafísica na filosofia de Kierkegaard e de Heidegger: as tonalidades afetivas (Stemninger, Stimmungen) como arché da filosofia, páthos do filosofar. São Paulo, LiberArs, 2018, p. 37-80. ASPIS, Renata Lima; GALLO, Sílvio. Ensinar Filosofia: um livro para professores. São Paulo: Atta Mídia e Educação, 2009. BECKER, Evaldo. Natureza, ética e sociedade em Rousseau. Cadernos de Filosofia Política, São Paulo, n. 21, fev. 2012, p. 31-42. BEZERRA, Gustavo Cunha. A ordem da natureza no pensamento filosófico e religioso de Jean-Jacques Rousseau. Tese (Doutorado em Filosofia), Universidade Estadual de Campinas, 2014. BRAGA, Eduardo Cardoso. Relações e paralelos entre Rousseau e a ecologia radical contemporânea. Griot – Revista de Filosofia, Amargosa, v. 8, n. 2, dez. 2013, p. 201-225. CERLETTI, Alejandro. O ensino de filosofia como problema filosófico. Belo Horizonte: Autêntica, 2009. CHAUÍ, Marilena. Rousseau: vida e obra. In: ROUSSEAU, J.-J. Obras. 2. ed. São Paulo, Abril Cultural, 1978, p. VI-XXIV. CORREIA, Mary Lúcia Andrade. Rousseau: meio ambiente e ética ambiental. Revista Jurídica Luso Brasileira - RJLB, Lisboa, ano 1, n. 3, ago. 2015, p. 1245-1269. DENT, N.J.H. Dicionário de Rousseau. Tradução de Álvaro Cabral. Rio de Janeiro, Jorge Zahar Editor, 1996. ESPÍNDOLA, Arlei de. Rousseau e Sêneca: da crítica das luzes à defesa da virtude. Revista Tempo da Ciência, Toledo, v. 14, n. 27, jan.-jul. 2007, p. 09-21. FORTES, Luis Roberto Salinas. Rousseau: da teoria à prática. São Paulo: Ed. Ática, 1976. HERMANN, Nadja. Rousseau: o retorno à natureza. In: CARVALHO, Isabel Cristina de; GRÜN, Mauro; TRAJBER, Rachel (Org). Pensar o Ambiente: bases filosóficas para a Educação Ambiental. Brasília, Ministério da Educação, Secretaria de Educação Continuada, Alfabetização e Diversidade, UNESCO, 2006, p. 93-109. LARRÈRE, Catherine. Jean-Jacques Rousseau: o retorno da natureza? Cadernos de Ética e Filosofia Política, São Paulo, USP, n. 21, 2012, p. 93-109. PITANO, Sandro de Castro; NOAL, Rosa Elena. Horizontes de diálogo em educação ambiental: contribuições de Milton Santos, Jean-Jacques Rousseau e Paulo Freire. Educação em Revista, Belo Horizonte, v. 25, n. 03, dez. 2009, p. 283-298. PRADO JUNIOR, Bento. A retórica de Rousseau e outros ensaios. São Paulo: Cosac Naify, 2008. ROUSSEAU, Jean-Jacques. As Confissões de Jean-Jacques Rousseau. Tradução e prefácio de Wilson Lousada. Rio de Janeiro, Edições de Ouro, 1965. (Coleção “Clássicos de Bolso”). ROUSSEAU, Jean-Jacques. Discurso sobre a origem e os fundamentos da desigualdade entre os homens. Tradução de Lourdes Santos Machado. São Paulo: Editora Nova Cultural, 1978a, p. 201-320. (Coleção Os Pensadores). ROUSSEAU, Jean-Jacques. Discurso sobre as Ciências e as Artes. Tradução de Lourdes Santos Machado. São Paulo: Editora Nova Cultural, 1978b, p. 321-354. (Coleção Os Pensadores). ROUSSEAU, Jean-Jacques. Resposta de J.-J. Rousseau ao Rei da Polônia, Duque de Lorena. Tradução de Lourdes Santos Machado. São Paulo: Editora Nova Cultural, 1978c, p. 375-391. (Coleção Os Pensadores). ROUSSEAU, Jean-Jacques. Emílio ou Da educação. Tradução de Laurent de Saes. São Paulo: Edipro, 2017a. ROUSSEAU, Jean-Jacques. Os devaneios do caminhante solitário. Tradução de Júlia da Rosa Simões. Porto Alegre: L&PM, 2017b. SIMPSON, Matthew. Compreender Rousseau. Tradução de Hélio Magri Filho. Petrópolis: Vozes, 2009. STAROBINSKI, Jean. Jean-Jacques Rousseau: a transparência e o obstáculo; seguido de Sete ensaios sobre Rousseau. Tradução de Maria Lúcia Machado. São Paulo: Companhia das Letras, 2011. VICENTE, José João Neves Barbosa. A “Sociedade Moderna” na visão de Rousseau. In: Prometeus filosofia, São Cristovão-SE, v. 10, n. 24, set.-dez., p. 315-328, 2017. Disponível: https://seer.ufs.br/index.php/prometeus/article/viewFile/5928/5796. Acesso em: 18/11/2018.

ABSTRACT Previous studies mostly measured sharia financial inclusion using an index consisting of three dimensions: accessibility, availability, and usage. This research develops it by adding a digitalization dimension so that there are 4 dimensions in measuring sharia financial inclusion in Indonesia using an index. The first objective of this study is to visually illustrate the results of calculating the sharia financial inclusion index (in map form) in 33 provinces in Indonesia, using GeoDa software. Second, analyze the impact of sharia financial inclusion variables (the 4 form dimensions) that are calculated, on economic fundamental variables (growth, unemployment, poverty, and inequality) through a quantitative approach based on panel data analysis methods (FEM and REM). The secondary data used comes from the Financial Services Authority (OJK) and the Central Statistics Agency (BPS), in the 2015-2020 period. The results of this study indicate that sharia financial inclusion in Indonesia needs to be increased more evenly, so that it is not stagnant and centered in Java or provinces with a communal Muslim base (viewed from the results of index calculations) because the values ​​are unequal between provinces. Meanwhile, the results of panel data analysis techniques show that variables reflecting the 4 dimensions of sharia financial inclusion have an impact on fundamental economic variables. Keywords: Sharia Financial Inclusion, Index, GeoDa, Panel data ABSTRAK Kajian sebelumnya banyak mengukur inklusi keuangan syariah dengan menggunakan indeks yang terdiri dari tiga dimensi: aksessibilitas, availabilitas, dan penggunaan. Penelitian ini mengembangkannya dengan menambah dimensi digitalisasi, sehingga terdapat 4 dimensi dalam mengukur inklusi keuangan syariah di Indonesia menggunakan indeks. Tujuan pertama penelitian ini menggambarkan visual hasil perhitungan indeks inklusi keuangan syariah (dalam bentuk peta) di 33 provinsi yang ada di Indonesia, dengan software GeoDa. Kedua, menganalisis pengaruh variabel inklusi keuangan syariah (4 dimensi pembentuknya) yang dihitung, terhadap variabel fundamental ekonomi (pertumbuhan, tingkat pengangguran, kemiskinan, dan ketimpangan) melalui pendekatan kuantitatif berbasis metode analisis data panel (FEM dan REM). Data yang digunakan bersumber dari Otoritas Jasa Keuangan (OJK) dan Badan Pusat Statistika (BPS), dalam periode 2015-2020. Hasil penelitian ini, menunjukkan bahwa bahwa inklusi keuangan syariah di Indonesia perlu ditingkatkan lebih merata, agar tidak stagnan terpusat di Java atau provinsi dengan basis muslim komunal, jika dilihat dari hasil perhitungan indeks yang nilainya timpang antar porvinsi. Sementara itu, hasil teknik analisis data panel menunjukkan bahwa variabel yang mencerminkan 4 dimensi inklusi keuangan syariah berdampak bagi variabel fundamental ekonomi. Kata Kunci: Inklusi Keuangan Sharia, Indeks, Geoda, Data Panel. REFERENCES Allen, J., Cars, G., & Madanipour, A. (2012). Social exclusion in European cities: processes, experiences and responses. London: Routledge. Alshyab, N., Sandri, S., & Daradkah, D. (2021). The effect of financial inclusion on unemployment reduction-evidence from non-oil producing Arab countries. International Journal of Business Performance Management, 22(2-3), 100-116. Amakor, I. C., & Eneh, O. (2021). Financial inclusion and unemployment rate in Nigeria. International Journal of Research (IJR), 8(11), 1-14. Ananzeh, I. E. N. (2016). Relationship between bank credit and economic growth: Evidence in Jordan. International Journal of Financial Research, 7(2), 53-63. doi:10.5430/ijfr.v7n2p53 Anwar, K., & Amri, A. (2017). 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<em>Along with the progress and development of the business world in Indonesia, especially the city of Bandung, the more advanced the establishment of billboards both isidentil and permanent. The installation of billboards is currently increasing in number and piling up without paying attention to the predetermined procedures for organizing billboards. So it is necessary to carry out supervision or control, this regulation is an obligation of the Bandung City Civil Service Police Unit (Satpol PP) as stated in the Bandung City Regional Regulation Number 02 of 2017 in Article 19 paragraph (1) Challenge the implementation of the regulation of the implementation of advertising. However, in reality, in the implementation of billboards, there are still many people who do not follow the installation procedure and not all violations of billboard organizers can be put in order by satpol PP Bandung City. The purpose of this study is to determine the performance of Satpol PP Bandung City employees in the Regulation of Billboards 2020 and to find out the supporting and inhibiting factors in the control of violations of billboard organizers in Satpol PP Bandung City. The method used in this study is a descriptive method with a qualitative type of research. This is done in the context of collecting primary data by means of observation, interviews and documentation. In addition, data collection was carried out using several book references with research themes to support previous data. The results showed that the performance of Satpol PP Bandung City Employees in the Implementation of Billboard Control has not been optimal, this is evidenced by the many violations of billboard organizers in the city of Bandung. This is due to the lack of personnel and facilities and infrastructure. The way to overcome this is that there must be additional personnel or employees of billboard control and the provision of adequate equipment to support the implementation of advertising control in the field</em><textarea id="BFI_DATA" style="width: 1px; height: 1px; display: none;"></textarea><textarea id="BFI_DATA" style="width: 1px; height: 1px; display: none;"></textarea><div class="TnITTtw-fp-collapsed-button" style="display: block;"> </div><textarea id="BFI_DATA" style="width: 1px; height: 1px; display: none;"></textarea><div class="TnITTtw-fp-collapsed-button" style="display: block;"> </div><textarea id="BFI_DATA" style="width: 1px; height: 1px; display: none;"></textarea><div id="WidgetFloaterPanels" class="LTRStyle" style="display: none; text-align: left; direction: ltr; visibility: hidden;"><div id="WidgetFloater" style="display: none;" onmouseover="Microsoft.Translator.OnMouseOverFloater()" onmouseout="Microsoft.Translator.OnMouseOutFloater()"><div id="WidgetLogoPanel"><span 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This article explores the close relationship between the loss of Te Reo Maori and the impact on Maori performing arts. The crucial role of language as the central component to Maori performing arts is examined, and the revival of Te reo Maori is considered as a parallel development to the growth in the number of Te Reo speakers since the 1970s.

Ko te patai e whaingia nei ko ‘Kei hea te reo?’. E tika ana pea kia pataingia hokitia, ‘He aha te reo?’ The question is ‘Where is the reo?’ It is also appropriate perhaps to ask ‘What is the reo?’ E ai ki te marearea ko te reo Maaori, he momo reo mai i a Raiaatea, mai i Te Moana nui a Kiwa. Kia whakakuitihia teenei, he reo mai i Te Moana nui a Kiwa ki te Raawhiti, he reo wheenaa i teenaa ki a Rarotonga, Hawaii, Rapa Nui me ngaa moutere ki waaenganui. The proposition usually is that te reo Maori is a Pacific language. The standard approach is to narrow that down to a language of Eastern Polynesia sharing features with the languages of the Cook Islands, Hawaii, Easter Island and points in between.

This article extends on the notion of the traditional Maori notion of three baskets of knowledge by adding a fourth category. The author draws on an extensive quantity of literature, over a diverse range of disciplines, with a general focus on the role of Te Reo Maori (the Maori language) in the modern world.

In this article, Peter Cleave explores aspects of the revitalisation of te reo Maori in a modern context, considering social, cultural, geographic and political dimensions that affect the development of te reo.

The traditional domains in which the Maori language has been able to flourish or even survive have been severely reduced as a result of colonisation and associated language loss. The breakdown of traditional Maori communities and the economic and social pressures experienced by Maori have all contributed to our language decline as our people increasingly left their traditional communities for the urban centres in the hope of securing a better existence for them and their whanau. This move away from papakainga combined with the restrictions upon access to traditional mahinga kai (food gathering places) has meant the domain of te taiao (the environment) and associated language around the hunting and gathering practices of our tupuna (ancestors )are now held by a declining number of repositories of the reo. Furthermore advances in technology, techniques and equipment used in the modern harvest of wild foods have occurred faster than the evolution of the language. The survival of the language and transmission of its knowledge now requires collaboration between those with knowledge of the language and those engaged in the environment. This will enable the development of vocabulary to keep up with the changes while maintaining the traditional knowledge base and perspective. This paper aims to examine methods of collaborating those with the specific knowledge of each field in an effort to regenerate the usage of the language in the domain from which it finds reference.

During 1992, many hands seized the chance to paddle the Maori education waka in the primary system.The Maori community continued to establish Kura Kaupapa Maori, immersion and bilingual programmes. Schools increased the involvement of whanau in their activities and generally attempted to improve the quality of Maori education programmes.The National Maori Congress, Te Whakakotahitanga o Nga Iwi o Aotearoa, completed a report that promoted the goal of establishing iwi education authorities. Government established an inquiry into Maori education and directed officials committees to:(a) develop a bold strategy for the protection and promotion of te reo Maori; and(b) develop a comprehensive policy for Maori education.A Maori Education Group to comment on the Minister of Education’s “Vision for Education” was established. Maori government officials and others attempted to co-ordinate an effective Maori voice in education through Te Roopu Whakahaere and Te Roopu Whanui.Tino Rangatiratanga continued its work of co-ordinating, mobilising and politicising Maori in education and challenging the effectiveness of existing or proposed government education policy.Finally, in an atmosphere of government hostility towards unions, the primary teachers’ union, the New Zealand Educational Institute (NZEI) strengthened its philosophies, policies, priorities and practices by:establishing Miro Maori as an integral part of NZEI structures;giving leadership, direction and cohesion to the development of Maori education policies; andensuring that Maori views are included in the activities, developments and changes in the general education system.In putting forward a Maori unionist’s view, there is recognition that during 1992:Maori people put a lot of energy into primary education for the purpose of improving Maori achievement, revitalizing te reo me ona tikanga Maori andstrengthening Maori participation in the education of their children;NZEI, the primary teachers’ union, gave significant support to Maori education developments; andthere was a lot of government activity and stated commitment but their work lacked rigour, direction and coherency.Although many hands paddled the Maori education waka, by the end of 1992, it had made only a minor advance from where it had been in 1991. The waka tended to veer in motion from side to side, backwards and forwards and swirled around in circles rather than tracking forwards towards achieving significant goals. The Matauranga Maori waka clearly lacks strong navigational leadership, and government in particular is paddling against the tide of Maori aspirations...

This paper considers the language from several points of view including leadership, identity and literacy. Attention is given to possibilities for language development, recent literature and future emphases. Contents 1 Background 2 Homes and Locales 3 Language leadership and direction 4 Identity and Property 5 Literacy 6 Language Leaps 7 Concluding comments Bibliography

Music videos are designed, filmed and edited to magnify the musical experience, and, when well-used, contribute to making artists stand out. With the evolution of media and technology, ‘localness’ can be broadcast worldwide, and folklore, culture and traditions are at the heart of many metal groups’ preoccupations. By making their culture a central part of their music, Alien Weaponry’s success has resulted in the Maori culture, history and legends achieving international recognition in the metal music world. ‘Kai Tangata’ and ‘Hatupatu’, the music videos directed by Alex Hargreaves, operate to further represent elements of Maori culture, by adding a visual dimension to Alien Weaponry’s use of te reo Maori, the Maori language. Using formal and comparative aesthetical analyses, reinforced by a theoretical approach, the use of immersion in this representation will be discussed. Firstly, the representation of the characters in the videos and their role in the narration will be analysed. Secondly, the affect and the dynamism brought by the rhythm and the structure of music and images will be examined. And finally, the representation of bodies, gestures and rituality will be analysed, as a representation of the Maori culture, meant for both Maori and non-Maori people.

In February of 2018, Māori Television began broadcasting several shows associated with the WWE (World Wrestling Entertainment) franchise, including its flagship programs, “Raw” and “Smackdown.” One airing per week is in te reo Māori. Not surprisingly, this decision led to a wave of controversy that has not dissipated. Critics cite the promotion of violence and the lack of Māori content on the show, while supporters note that broadcasting popular entertainment will bring more viewers to the station.

This paper highlights the importance of majority-culture professionals learning to work in contexts where control over educational research, development and training for indigenous people remains under the control of indigenous people, and is located within culturally preferred practices and settings. We describe work undertaken by our bicultural research whanau at the New Zealand Specialist Education Services Poutama Pounamu Education Research Centre, in Tauranga. We discuss processes and outcomes of research which has been undertaken within a research whanau (metaphoric extended family). Our whanau includes Maori elders, Maori members of the New Zealand Specialist Education Services, Maori teachers, as well as Maori students and a non-Maori academic. To date, our research has focussed on developing and trialing learning and behavioural resources for Maori students, and their teachers and families. We present information from five projects; (1) parent- or peer-delivered Maori and English reading tutoring strategies (Tatari Tautoko Tauawhi); (2) a collaborative parent and teacher programme designed to assist Maori students experiencing behavioural difficulties in school, home and community settings (Hei Awhina Matua); (3) a programme for improving students’ learning to write in Maori (Kia Puawai ai Te Reo); (4) a study of the training needs of itinerant Resource Teachers of Guidance and Learning, so they can assist Maori students experiencing behavioural and learning difficulties in mainstream schools; and (5) Mauri Tau, a programme for young Maori who are parents or are becoming parents. Each of the five projects has generated practical and effective resources for sharing with Maori students, teachers and communities. We now seek to establish networks to enable us to deliver our research findings and materials around New Zealand. We conclude this paper by focussing attention onto some of the important cultural principles which have guided our work, and will continue to do so.

In this article, the use of the Te Whanake textbooks and resources – a comprehensive series designed to teach Maori as a second language to adults – is evaluated. Issues of teaching methodologies, the content of the materials, the principles behind their creation, and associated themes are analysed.

From the voyages of Te Aurere, the waka that retraced the voyage of our tipuna by sailing from Aotearoa to Rarotonga and back (Te Puni Kokiri, 1992), to the daily symposium of research based papers on Maori education at the joint NZARE/AARE Researchers in Education conference in Geelong, Melbourne (AARE/NZARE, 1992), Maori education in traditional and contemporary forms has followed this counsel in interesting ways in 1992, both in Aotearoa as well as in the wider international context. A sampling of these programmes throughout this paper will highlight the diversity this expression has taken in the past twelve months. The year also marked the anniversary of some significant events in our educational history: a decade since the opening of the first Te Kohanga Reo, effectively launching the movement and, nine decades since the birth of Clarence Beeby, former Director General of Education, one of this country’s educational giants, whose words in 1939 gave Peter Fraser, then Minister of Education, the first education policy on equal educational opportunity. In August 1992 it was announced that the Contestable Equity Fund would not be continued in the 1993 academic year. Somewhat incredible was the statement which announced the fund’s abolition: The fund was set up to encourage institutions in ways of equity, and this has been done. (AUS, 1992) ...an interesting claim, on the eve of the 1993 Suffrage Year activities and the 1993 United Nations Indigenous People’s Year. Indeed, the fate of equity in education since the National government came to power in late 1990 has been a matter of real concern. Equity remains one of this country’s critical contemporary issues. Analyses of the equity women have attained in this country, particularly Maori women, will be discussed in the light of this claim and the recently released Status of Women in New Zealand. The Second Periodic Report on the Convention on the Elimination of all forms of Discrimination Against Women, it is described by the Hon. Jenny Shipley in its foreword as “the most definitive piece of work to date on the status of women in New Zealand” (CEDAW, 1992, p. vi). Prepared by the Ministry of Women’s Affairs for submission to the United Nations and released in December 1992, this report will provide the most up to date data against which to test claims about the attainment of equity on any economic, social or educational indicators. These events will be briefly visited in order to provide something of a historical perspective on this 1992 review, ensuring that it is not read in an ahistorical timeless void. In summary, then, this paper will analyse Maori education in 1992, by providing an overview of Maori education initiatives in national and international contexts, and by comparing some issues and trends in Maori education in 1992 with their historical antecedents.