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.

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.

Abstract <br /><br /> Coordination models and languages are relatively new methods in modeling component-based software systems. These models and languages separate the communication aspect of systems from their computation aspect, and hence enable the modeling of concurrent, distributed, and heterogeneous systems. In this thesis, our goal is to show that Reo, a channel-based exogenous coordination language, is powerful enough to be used in the area of workflow management. In order to achieve this goal, we consider a set of workflow control patterns. We implement each of these patterns in terms of a Reo circuit and show that these Reo circuits capture the behavior of the corresponding workflow control patterns. We believe that the patterns we choose in this thesis are enough to show the strength of Reo as a workflow language. <br /><br /> We explain our approach in four steps. In the first step, we specify the general definition of workflow control patterns in terms of some Point Interval Temporal Logic formulas. In the second step, we convert each PITL formula to a constraint automaton. In the third step, we implement each workflow control pattern by a Reo circuit; each Reo circuit consists of a set of <em>components</em> and a set of <em>connectors</em> that connect and coordinate those components and provide its behavior as a relation on <em>timed data streams</em>; a timed data stream is a twin pair of a data stream and a time stream. In the forth step, we compositionally derive the constraint automata of that Reo circuit and finally, in the fifth step, we show the equivalence of the two constraint automata.

Abstract <br /><br /> Coordination models and languages are relatively new methods in modeling component-based software systems. These models and languages separate the communication aspect of systems from their computation aspect, and hence enable the modeling of concurrent, distributed, and heterogeneous systems. In this thesis, our goal is to show that Reo, a channel-based exogenous coordination language, is powerful enough to be used in the area of workflow management. In order to achieve this goal, we consider a set of workflow control patterns. We implement each of these patterns in terms of a Reo circuit and show that these Reo circuits capture the behavior of the corresponding workflow control patterns. We believe that the patterns we choose in this thesis are enough to show the strength of Reo as a workflow language. <br /><br /> We explain our approach in four steps. In the first step, we specify the general definition of workflow control patterns in terms of some Point Interval Temporal Logic formulas. In the second step, we convert each PITL formula to a constraint automaton. In the third step, we implement each workflow control pattern by a Reo circuit; each Reo circuit consists of a set of <em>components</em> and a set of <em>connectors</em> that connect and coordinate those components and provide its behavior as a relation on <em>timed data streams</em>; a timed data stream is a twin pair of a data stream and a time stream. In the forth step, we compositionally derive the constraint automata of that Reo circuit and finally, in the fifth step, we show the equivalence of the two constraint automata.

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.

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.

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.

Thesis (M.S.L.T.)--University of Canterbury, 2008. / Typescript (photocopy). "March 2008." Includes bibliographical references (leaves 58-62). Also available via the World Wide Web.

The study's primary purpose was, through the recorded observations of a Regional Education Officer (REO) working in Catholic primary schools over eighteen months, to draw out implications for local and central administrators for the maintenance and improvement of the schools' quality. Of particular interest was the question that since the schools were Catholic schools, would or should this make any significant difference to these implications. A secondary purpose of the study was the clarification and articulation for myself of what the main elements of the REO role might best be in practice. Analysis of diary entries and relevant Catholic Education Office documents was based on the writer's fundamental assumption that the merits of educational administrative decisions and actions should be judged in relation to the benefit these are to teachers and their students. The main conclusions of the study were: i) that the recognition by administrators of the special qualities of the personal and interpersonal relationships existing in schools would assist administrators in maintaining and developing the schools' quality; ii) that the religious faith aspect of the ideals of a Catholic school adds a deeper dimension to the special qualities of the personal and interpersonal relationships which are common to schools; iii) that such are the demands by staffs of schools for support and assistance, that the only ones who can realistically meet the bulk of such demands are staffs themselves, supporting and assisting each other through some form of regular collegial system; iv) that schools are more non-rational than rational organizations, and hence an emphasis on bureaucratic administrative processes will be detrimental to schools' effectiveness.

Given a formal model of the behavior of a system, an objective and some notion of control the goal of controller synthesis is to construct a (finite-state) controller that ensures that the system always satisfies the objective. Often, the controller can base its decisions only on limited observations of the system. This notion of limited observability induces a partial-information game between the controller and the uncontrollable part of the system. A successful controller then realizes an observation-based strategy that enforces the objective. In this thesis we consider the controller synthesis problem in the linear-time setting where the behavior of the system is given as a nondeterministic, labeled transitions system A, where the controller can only partially observe and control the behavior of A. The goal of the thesis is to develop a compositional approach for constructing controllers, suitable to treat conjunctive cascades of linear-time objectives P_1, P_2, ..., P_k in an online manner. We iteratively construct a controller C_1 for system A enforcing P_1, then a controller C_2 enforcing P_2 for the parallel composition of the first controller with the system, and so on. It is crucial for this approach that each controller C_i enforces P_i in a most general manner, being as permissive as possible. Otherwise, behavior that is needed to enforce subsequent objectives could be prematurely removed. Standard notions of strategies and controllers only allow the most general treatment for the limited class of safety objectives. We introduce a novel concept of most general strategies and controllers suited for the compositional treatment of objectives beyond safety. We demonstrate the existence of most general controllers for all enforceable, observation-based omega-regular objectives and provide algorithms for the construction of such most general controllers, with specialized variants for the subclass of safety and co-safety objectives. We furthermore adapt and apply our general framework for the compositional synthesis of most general controllers to the setting of exogenous coordination in the context of the channel-based coordination language Reo and the constraint automata framework and report on our implementation in the verification toolset Vereofy. The construction of most general controllers in Vereofy for omega-regular objectives relies on our tool ltl2dstar for generating deterministic omega-automata from Linear Temporal Logic (LTL) formulas. We introduce a generic improvement for exploiting insensitiveness to stuttering during the determinization construction and evaluate its effectiveness in practice. We further investigate the performance of recently proposed variants of Safra\'s determinization construction in practice.