Wave approach the beach at an angle due to the direction of the wind. How we experiment it : In our group‚ one person stand on the starting point of another person throwing an orange (and repeat this action for 5 times) to both the Muriwai beach and Maori bay. The movement of the orange help us to determine the direction of the longshore drift which is due to wind. The movement of the wave causes the swash up to the beach and the gravity pulls down the wave. The orange goes at the direction tha
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Ta moko and Ierzumi: The Art behind the Maori and Yakuza tattoos Cultural Anthropology 101 February 24th‚ 2014 Body art has been around for thousands of years in many different forms from tattooing to physical body modification. “Adornment is the obvious‚ but not the sole‚ purpose for such a painful and permanent art form…”(Morris‚ 2002‚ para 1). The skin is a very large canvas‚ that past generations have taken advantage of to not only identify one tribe or clan from another but as a form
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The Presence of “Magical Thinking” within the case studies of The Maori Cannibals & Cantonese Funerals Since the day you were born‚ you have been taught lessons that will help you get through everyday life. There have been the lessons of sharing‚ to always help others‚ and of course‚ to always be kind to your fellow man. Now‚ why is it that if you were to see someone use a dirty dinner plate‚ or drink someone else’s half empty glass of water‚ you deem that person disgusting? Is it in fact
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Waitangi was signed. This was a form of agreement between the British crown and more than 500 Maori chiefs and was also made to bring the two cultures together. Another reason was also because the Maori had wanted the British to protect them from other countries who had wanted to colonize in New Zealand. For the treaty signing to have taken place the treaty was written in English and was then translated to Maori by the missionary Henry Williams and his son Edward. Due to Henry Williams translating the
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The Treaty of Waitangi (Māori: Tiriti o Waitangi) is a treaty first signed on 6 February 1840 by representatives of the British Crown and various Māori chiefs from the North Island of New Zealand. The Treaty established a British Governor of New Zealand‚ recognised Māori ownership of their lands and other properties‚ and gave the Māori the rights of British subjects. The English and Māori versions of the Treaty differed significantly‚ so there is no consensus as to exactly what was agreed to.
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1 He taonga te reo: Honouring te reo me ona tikanga1‚ the Māori language and culture‚ within early childhood education in Aotearoa2. Dr Jenny Ritchie‚ Associate Professor‚ Early Childhood Teacher Education‚ Unitec Institute of Technology‚ New Zealand Abstract This paper considers data from recent research which illustrates the ways in which tamariki (children)‚ whānau (families) and educators are integrating the use of the Māori language within their everyday educational interactions‚ as mandated
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end of the second Taranaki war in 1866‚ Parihaka was created as a Maori settlement after the Government had taken away almost all Maori land in Taranaki as a way of punishing “rebel” Maori. The settlement was founded by Maori Chief Te Whiti o Rongomai‚ who had already fought in the previous Taranaki wars. He did this to not only distance himself and his people from European contact‚ but also to distance himself from warlike Maori tribes. Fellow chief Tohu Kakahi and Te Whiti also joined Rongomai
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the way these rules are maintained. Thus‚ the combination of both primary and secondary rules are crucial in order for a legal system to be legitimate. In this particular case‚ the comparison and critical analysis will be directed towards tikanga Maori. Hart states that there are three weaknesses of primitive law‚ which is why secondary law is needed. These three weaknesses can be summarized as‚ the uncertainty of rules‚ the rigidity of laws‚ and finally the inefficienct enforcement of rules. Simply
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References: Anand‚ Vijayantimala & Bennie‚ Ngaire. (2005) Annual Monitoring of Reading Recovery. Retrieved March 1‚ 2008 from http://www.educationcounts.govt.nz/publications/series/1547/5035 Bevan-Brown‚ Jill. (2004‚ December). Māori Perspectives of Autistic Spectrum Disorders. Retrieved March 1‚ 2008 from http://www.educationcounts.govt.nz/publications/special_education Glynn‚ Ted‚ et Ministry of Education‚ New Zealand. Retrieved March 1‚ 2008 from http://www.minedu.govt.nz/
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needs to be faced is the ways in which Teachers can improve successful learning for Maori students. The Principles of best practice will assist Maori students experiencing minor to modest learning and behavioural difficulties. The Strategies of best practice that I have chosen to write about is The Effective Teacher Profile‚ which contains six elements. The one that I believe helps foster successful learning for Maori students in Ako. Ako is a strategy that promotes interaction between the teacher
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