Affiliate Te Arawa Iwi and Hapū Statutory Acknowledgements
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Geographic Specificity Indigenous Peoples
1/05/2017 Te Arawa is the vessel that my ancestors voyaged upon 37th Annual Conference of the International Association for Impact Assessment Le Centre Sheraton Montréal Hôtel, Montréal, Canada Ngāti Pikiao are the descendents, the people I belong to 4‐7 April 2017 Matawhaura is our sacred mountain Session: Impact assessment, climate change, and lasting community wellbeing 11am Wednesday 5 April Te Roto ikite ai e Ihenga are our waters Title: Anticipatory adaptation and the Mauri Model Te Rangiunuora is our eponymous ancestral bond Te Puna Whakareia A Rākeiao is our gathering place Dr Kēpa Morgan BE, MBA, PhD, FIPENZ, LMSPPEEx General Manager, Ngāti Mākino Iwi Authority Acknowledgement and Salutations to you all. Anticipatory Adaptation Challenge Geographic Specificity Indigenous Peoples (Durie, 2005) The majority of anticipatory adaptation frameworks applied in developed nations idealize institutional and • Unity with the environment (holistic ontology) cultural readiness for their successful deployment. • Geographic relationship of belonging Anticipatory Adaptation in Marginalized Communities Within Developed Countries • Endurance over many generations (time) Boyle and Dowlatabadi 2011 • Development of a distinctive culture (identity) • System of knowledge Anticipatory Climate Change Adaptation is difficult • A unique language because CC is a global phenomenon, it is realised over • Epitomise Sustainability generations, and requires detailed ways of knowing that are geographically specific. Strategic responses are The enduring relationship -
Iwi / Hapū Rights and Interests in Fresh Water: Recognition Work-Stream: Research Report
IWI / HAPŪ RIGHTS AND INTERESTS IN FRESH WATER: RECOGNITION WORK-STREAM: RESEARCH REPORT CONTENTS EXECUTIVE SUMMARY ................................................................................................................... 4 Possible outcomes and mechanisms for effective rights recognition ............................................... 5 Alternative forms of iwi relationship to freshwater bodies ............................................................. 6 Iwi, hapū and whānau as kaitiaki and decision-makers for particular waterbodies in their rohe and/or areas of responsibility ...................................................................................................... 6 Iwi/hapū access to fresh water for marae, papakainga and mahinga kai ...................................... 7 Additional outcomes / directions .................................................................................................. 7 INTRODUCTION, PURPOSE AND SCOPE ..................................................................................... 10 PART ONE: IWI / HAPŪ / WHĀNAU RELATIONSHIPS WITH FRESHWATER AND PARTICULAR FRESHWATER BODIES ................................................................................................................. 12 Tikanga Taiao: The Māori View of the Environment ...................................................................... 13 Tikanga Wai: The Māori View of Freshwater................................................................................. 14 Identity and Freshwater ........................................................................................................... -
Annual Report 2019
Annual Report 2019 - 2020 I te wā i tuhia ai te pūrongo ā-tau At the time of writing the 2019 | 2020 Annual 2019/2020, e tāmia ana a Aotearoa Report, Aotearoa is still whānui i te mate urutā, arā i te Korona. weathering the storm of the COVID-19 global Nā konā i raru ai ngā huinga raraunga pandemic. While not me ngā kaupapa e whakaaturia ana i relevant to the data sets and kaupapa presented tēnei pūrongo, ka mutu, e mārama ana in this report, we are mātau kua horapa āna kawenga ki tēnā cognisant of the impact this event has had on iwi, ki tēnā hapū huri noa i te ao. our iwi, hapū and every E mihi ana ngā tarahitī o TTA ki te person on our planet. The Tūhourangi Tribal manawaroa o Tūhourangi whānui, te Authority Trustees would āhei ki te papare ā-iwi, te tiaki pai i ō like to acknowledge the resilience of our tātau kōeke, te aha, te aha. Tēnei te mihi Tūhourangi whānau – o te ngākau māhaki ki a koutou katoa. our ability to collectively respond and look after He mea tuku iho ki a Tūhourangi tōna our koeke and most aumangea – ka mutu, ehara tātau i te vulnerable has been humbling. tauhou ki ngā piki me ngā heke o tēnei Tūhourangi has a legacy ao matemate, ko te hū o Tarawera of resilience – our history tērā, ko ngā pakanga o mua tērā. E is steeped in overcoming adversity, from the whakapono ana ka puta te ihu, kia Tarawera eruption in whakahōnoretia ō tātau tūpuna, kia 1886 to times of hardship before. -
Mokoia Intermediate School – Te Kura Takawaenga O Mokoia
MMokookioai aIn Itnetremrmedeidaitaete Te TKeu Krau rTaa kTaawkaaewnagean gOa MOo Mkooikaoia PRPORSOPSEPCETCUTSU 2S0 2 0 We aWree aLrime iLtilmesitsl!e s sW! e aWree aPraes sPiaosnsaitoen!a t We!e aWree aMroek Moioak Noioa. 1N! o.1! Meet the ‘A’ Team Chris Bashford Toni Bocock Shannon Brake Ashleen Fahy Jacqui French Jess Gibbs Arihi Harvey Rhys Hohepa Glen Law Tracey Low Doug Maguire Kathryn McMurdo Taimona Panapa Leanne Stewart Liana Te Hau Gail Forge Hori Hapi Lisa Te Whare Deana Turner Te Aroha Wihapi Resource Manager Kaiarahi i te Reo Marianne Hodge Moana Hunter Ellen Leach Heather Lind Katrina Weren Learning Support Learning Support Learning Support Learning Support Learning Support Janet Du Fall Sue Rasdall Annemarie Hyde Jackie Jones Rawiri Wihapi Executive Officer School Secretary DP Curriculum DP Pastoral Principal 2 Principal’s Message Welcome to Mokoia Intermediate School – Te Kura Takawaenga o Mokoia Tena Koutou Whānau Ma My name is Rawiri Wihapi and I am delighted to welcome you be at Mokoia Intermediate. I am both honoured and excited to be the Principal of a school which supports change, builds whakawhanaungatanga (relationships), cares for wellbeing (hauora) and is developing a culture of learning. I am married with two adult children. I am of Tainui and Te Arawa descent. I have been a principal for 16 years and a teacher for the past 27 years. I have a passion for teaching, learning and education. I do my best to support, encourage and be a voice for our Mokoia community, especially our tamariki. I believe we should strive to do our personal best to achieve the highest possible standards of learning in all endeavours that life has to offer. -
Lake Ōkareka 21
Contents Purpose 1 Overview 1 Lake Rotorua 2016-2017 1 Lake Rotoehu 2016-2017 3 Lake Rotoiti 2016-2017 3 Lake Ōkāreka 2016-2017 3 Key achievements 5 Rotorua Te Arawa Lakes Annual Water Quality Results 10 Lake Rotorua 13 Lake Rotoehu 17 Lake Rotoiti 19 Lake Ōkareka 21 Actions and Outcomes for Non Deed Lakes 23 Communications and stakeholder engagement update 26 Science update 27 Land Technical Advisory Group 27 Water Quality Technical Advisory Group 27 Rotorua Te Arawa Lakes Programme – DRAFT Annual Report 2016-2017 i Environmental modelling 28 Action Plans and sewage reticulation 28 Financials 29 Rotorua Te Arawa Lakes Programme – DRAFT Annual Report 2016-2017 ii Purpose The purpose of this document is to report progress against the 2016-2017 Annual Work Programme of the Rotorua Te Arawa Lakes Programme (the Programme), for the year ending 30 June 2017. This report is in accordance with Clause 5.1 and 5.2 of Deed of Funding with the Crown, for the Programme. In this report, progress made on individual interventions is reported against the Annual Work Programme commitments. The overarching goal of the Deed of Funding Agreement is to meet community aspirations for water quality in the four Deed Funded lakes: Rotoiti, Rotorua, Ōkāreka and Rotoehu. Each of these lakes has a target water quality set by the community in the Bay of Plenty Regional Water and Land Plan. This target water quality is set by Trophic Level Index (TLI) and this report provides an update on the status of water quality across the Rotorua Te Arawa Lakes, against the targets set for all lakes, Deed and non-Deed funded. -
Te Pai Tawhiti: Exploring the Horizons of Māori Economic Performance Through Effective Collaboration
Te Pai Tawhiti: Exploring the Horizons of Māori Economic Performance through Effective Collaboration Final Report 2016 Te Pai Tawhiti: Exploring the Horizons of Māori Economic Performance through Effective Collaboration Prepared by Dr Robert Joseph ArapetaFinal Tahana Report Jonathan Kilgour2016 Dr Jason Mika Te Mata Hautū Taketake GHA Pare Consulting GHA University of Waikato MylenePrepared Rakena by Te Puritanga Jefferies UniversityDr Robert of JosephWaikato GHAArapeta Tahana Jonathan Kilgour Dr Jason Mika Te Mata Hautū Taketake GHA Pare Consulting GHA PreparedUniversity for of Waikato Ngā Pae o Te Māramatanga Mylene Rakena Te Puritanga Jefferies 2016 University of Waikato GHA Prepared for Ngā Pae o Te Māramatanga Research Partners 2016 Research Partners Ngāti Pikiao iwi and hapū Ngāti Pikiao iwi and hapū Above Illustration The above illustration is a view of Lake Rotoehu, looking at the Ngāti Pikiao maunga Matawhaura. Most Ngāti Pikiao people view Matawhaura from Lake Rotoiti. Viewing Matawhaura from a different perspective to what Ngāti Pikiao are used to offers a valuable analogy of viewing what Ngāti Pikiao have from a different perspective which aligns with the theses of this report. CONTENTS DIAGRAMS, TABLES, MAPS & GRAPHS .................................................................................. 7 HE MIHI ................................................................................................................................. 8 1. EXECUTIVE SUMMARY .................................................................................................. -
GNS Science Consultancy Report 2013/155
DISCLAIMER This report has been prepared by the Institute of Geological and Nuclear Sciences Limited (GNS Science) exclusively for and under contract to Bay of Plenty Regional Council. Unless otherwise agreed in writing by GNS Science, GNS Science accepts no responsibility for any use of, or reliance on any contents of this Report by any person other than Bay of Plenty Regional Council and shall not be liable to any person other than Bay of Plenty Regional Council, on any ground, for any loss, damage or expense arising from such use or reliance. The data presented in this Report are available to GNS Science for other use from January 2015. BIBLIOGRAPHIC REFERENCE Tschritter, C.; White, P. 2014. Three-dimensional geological model of the greater Lake Tarawera catchment. GNS Science Consultancy Report 2013/155. 42 p. Project number 631W1026 Confidential 2013 CONTENTS EXECUTIVE SUMMARY ....................................................................................................... III 1.0 INTRODUCTION ........................................................................................................ 1 2.0 REVIEW OF GEOLOGY AND HHYDROGEOLOGY IN THE GREATER LAKE TARAWERA CATCHMENT ............................................................................. 2 2.1 History and Structure ..................................................................................................... 2 2.2 Major Geological Units in the Study Area ..................................................................... 2 2.2.1 Okataina Rhyolites .......................................................................................... -
Ka Pu Te Ruha, Ka Hao Te Rangatahi Annual Report 2020 Nga Rarangi Take
Nga Rarangi Take Ka Pu Te Ruha, Ka Hao Te Rangatahi Annual Report 2020 Nga Rarangi Take Ka Pu Te Ruha, Ka Hao Te Rangatahi When the old net is cast aside, the new net goes fishing, our new strategy remains founded on our vision. Nga Rarangi Take CONTENTS Nga Rarangi Take Introduction/Snapshot 4 Te Arawa 500 scholarships 26 Highlights - 2020 5 Iwi Partnership Grants Programme 27 Your Te Arawa Fisheries 6 Te Arawa Mahi 28 Our Mission/Vision 8 INDIGI-X 29 Message form the Chair 9 Looking to the Future 30 CEO’s Report 10 Research and Development 31 COVID-19 11 Smart Māori Aquaculture Ngā Iwi i Te Rohe o Te Waiariki 32 Rotorua Business Awards Finalist 12 Ka Pu Te Ruha, Ka Hao te Rangatahi Taking our Strategy to the next level 14 Te Arawa Fisheries Climate Change Strategy 34 Governance Development 16 Aka Rākau Strategic Partnerships and Investing for the Future 18 Te Arawa Carbon Forestry Offset Programme 36 Te Arawa Fresh - What Lies Beneath 20 Te Arawa Fresh Online 21 APPENDIX 1: T500 Recipients 38 Our People 22 APPENDIX 2: 2019-2020 Pataka Kai Recipients 40 Our Team 22 APPENDIX 3: AGM Minutes of the Meeting for Te Arawa Fisheries 42 Diversity Report 24 Financial Report 2020 45 Our board of trustees: from left to right. Tangihaere MacFarlane (Ngati Rangiwewehi), Christopher Clarke (Ngati Rangitihi), Blanche Reweti (Ngati Tahu/Whaoa), Dr Kenneth Kennedy (Ngati Rangiteaorere), back Willie Emery (Ngati Pikiao), in front of Dr Ken Roku Mihinui (Tuhourangi), Paeraro Awhimate (Ngati makino), in front Pauline Tangohau (Te Ure o Uenukukopako), behind Punohu McCausland (Waitaha), Tere Malcolm (Tarawhai) Nga Rarangi Take Introduction/Snapshot Timatanga Korero e Kotahitanga o Te Arawa Waka Fisheries Trust Board was legally established on T19 December 1995 by a deed of trust. -
Recognising Rangatiratanga: Sharing Power with Māori Through Co-Management
RECOGNISING RANGATIRATANGA: SHARING POWER WITH MĀORI THROUGH CO-MANAGEMENT Samuel George Wevers A dissertation submitted in partial fulfilment of the requirements of the degree of Bachelor of Laws (Honours) Faculty of Law University of Otago 2011 To the memory of my great-great grandfather William Rolleston Minister of Native Affairs and Minister of Justice 2 ACKNOWLEDGEMENTS I would like to express my most sincere thanks to the following: Professor John Dawson, for his patience and insight My family, each of whom have inspired me in their own way Max Harris, Henry Clayton and SJR Sutton, for their help Hamuera Orupe McLeod (Joe), who unknowingly sparked my interest in these matters 3 Glossary of Māori Terms Hapū Extended family group; sub-tribe Iwi Tribe Kaitiaki Guardian Kaitiakitanga Guardianship Kāwanatanga Governance Mana whakahaere Power to manage Mātauranga Māori science and knowledge Tangata whenua Māori people with customary authority in a particular area; people of the land Tangihanga Funeral ceremony Taonga Treasured thing; valued things and resources Tikanga Māori custom or law Tino rangatiratanga Māori constitutional authority; tribal self-government 4 Table of Contents Glossary of Māori Terms ........................................................................................................ 4 Introduction .................................................................................................................. 6 Part One ....................................................................................................................... -
Blue-Sky Eruptions, Do They Exist? Implications for Monitoring New
Blue‐sky eruptions, do they exist? Implications for monitoring New Zealand’s volcanoes. A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Science in Disaster and Hazard Management at the University of Canterbury by Angela Louise Doherty University of Canterbury 2009 Frontispiece “What are the odds, right?” “Before it happened it would have said slim, but since it did happen I would say 100%...” Dr Ray Langston replying to Catherine Willows (played by Lawrence Fishburne and Marg Helgenberger – CSI: Crime Scene Investigation). Lahar following the September 2007 eruption of Ruapehu (photo: GNS Science). Abstract The term “blue‐sky eruption” (BSE) can be used to describe eruptions which are unexpected or have no detected precursory activity. Case study analyses indicate that they have a diverse range of characteristics and magnitudes, providing both direct and indirect hazards and occur in both under‐developed and developed countries. BSEs can be a result of physical triggers (e.g. the lack of physically detectable precursors or a lack of understanding of the eruption model of the volcano), social triggers (such as an inadequate monitoring network), or a combination of the two. As the science of eruption forecasting is still relatively young, and the variations between individual volcanoes and individual eruptions are so great, there is no effective general model and none should be applied in the absence of a site‐specific model. Similarly, as methods vary between monitoring agencies, there are no monitoring benchmarks for effective BSE forecasting. However a combination of seismic and gas emission monitoring may be the most effective. -
Part 2 Geological History.Indd
2. Geological History Activities Curriculum Curriculum Environmental Page Activity title level link education aspect 2a Formation of the L 3–5 Science 37 Rotorua lakes 2b Silent Card Shuffl e L 3–5 Science 39 2c Mt Ngongotaha L 3–5 Science About, In 42 2d Looking at Sediment Any level Science About, In 53 2e How Wet is your Any level Science 55 Sediment? 2f What is in your L 5 Science 58 Sediment? Relevant resources: • Rotorua’s Volcanic Past – video – hire from Rotorua Public Library • Rotorua Museum Education Resources » Te Arawa – Mai Maketu ki Tongariro » Legends, Landforms and Learning » Tarawera photo kit » Tarawera Resource kit • Pollution Busters newsletter # 5 Volcanoes • Learning Media - Building Science Concepts • Book 12 – Volcanoes: Hot Rock in a Cool World Levels: 3–4 • Book 52 – The Land Changes: Keeping Earth’s Systems in Balance: Levels: 3–4 • Learning Media – Readers » The Changing Land, Jane Buxton, ISBN 0478214162, explores how the elements can affect Earth and change its shape The Rotorua Lakes Education Resource 35 Activity 2a Formation of the Rotorua Lakes Curriculum links Science Any level 2 Resources required Science • PowerPoint presentation by Will Esler, University of Waikato (on CD) • The Life and Times of Lake Rotorua and Lake Rotoiti (see background notes) • Graphic of Rotorua lake edge 9000 years ago Method 1 View the PowerPoint (ppt) before using it with the class, or set a small group this responsibility. Identify good stopping places for discussion or questions. Have some questions already identifi ed e.g. What was the signifi cant event during this time? Why was it signifi cant? Who/what was responsible for this event occurring? If a small group has previewed the ppt then they can act as a lead questioner/facilitator for one of the groups below. -
Identity and Whakapapa a Curriculum for the Gifted Maori Child Melinda
Identity and Whakapapa A curriculum for the gifted Maori child Melinda Webber, Faculty of Education, University of Auckland. Abstract: The importance of identifying and nurturing the gifts and talents of all tamariki in Aotearoa is widely accepted in education circles. The continued under-representation of Maori students in Gifted and Talented programmes indicates the need to ensure our understandings about the way children learn, and the corresponding curriculum content, reflect Maori conceptions, values and practices. Research shows that cultural practice, tribal structures and whakapapa are all significant in the development of Maori identity (Durie, 2002; Murchie, 1984; Broughton, 1993; Moeke-Pickering, 1996). Where Maori children are encouraged to use their own whanau/hapu/tribe as a starting point for better understanding what giftedness means for both their cultural and educational lives, they will feel empowered to embrace the gifts they possess and use them to progress educationally, culturally and spiritually. This paper presents a story from a classroom teacher of Ngati Whatua descent regarding his teaching philosophy for Ngati Whatua tamariki. I then suggest a curriculum centred on Ngati Whakauue whakapapa as a model for potential programmes for gifted and talented learners within the Rotorua area. Ko wai au? Why is it important I start with this? Who I am today, is determined by those who have come before me. I am a product of my history and whakapapa. One cannot be separated from the other. My personal, ethnic and professional identities stem from my whakapapa. It strengthens me. It empowers me. ¾Ki te taha o toku papa. ¾Te Arawa te iwi ¾Ngati Whakaaue te hapu ¾Ngongotaha te maunga ¾Maketu te moana ¾Tunohopu te marae ¾Tamatekapua te tangata ¾No Ohinemutu me Rotorua aku Turangawaewae Ki te taha o toku mama.