2. (noun) pupil in sacred lore.
3. (adjective) no, not.
4. (adjective) soft, flaccid.
tauira
1. (verb) (-tia) to pre-ordain, set aside, model.
2. (noun) student, pupil, apprentice, pattern, example, model, design, draft, sample, specimen, template, skilled person, cadet.
Kei te kōwhaiwhai, kei te tukutuku, kei te tāniko ngā tauira hangarite maha (PK 2008:74). / Rafter paintings, lattice-work and tāniko have many symmetrical patterns.
Synonyms: tauira mahi, whakatakoto, ākonga, tīpako, whakatauira
3. (noun) precedent.
Kāti, ko ngā mahi e mahia nei he mea whakahaere i runga i ngā tauira kua takoto noa mai i mua, me te whakaarotanga iho he tauira ko te mahi a Te Whiti rāua ko Tohu (TPH 8/6/1903:4). / Well, the tasks that were done were proceeded with according to the precedents that have been set out in the past, and with consideration of the precedents in the work of Te Whiti and Tohu.
2. (noun) disciple.
Ā, nō ka ahiahi, ka haere ana ākonga ki te moana (PT Hoani 6:16). / And when even was now come, his disciples went down unto the sea.
pia
1. (noun) apprentice, novice, trainee, postgraduate student - traditionally the first order of learners being initiated in esoteric lore.
He pia i te tīmatanga, kia mātau haere kua tāura (PK 2008:630). / He's a novice at the start but when he becomes more learned he's a tāura.
Synonyms: ika tauhou, tangata ihu hūpē, tauhou, ihu hūpē
2. (noun) second order of learners being initiated in esoteric lore, assistant lecturer.
Ka piki ake i te pia ki te tāura (PK 2008:894). / It climbs up from a novice student to a more learned one.
3. (noun) trainee, student, initiate.
He mea āta tātaku e te tāura te karakia, koi tapepe (HJ 2015:224). / The ritual chant was recited carefully by the initiate, lest he make a slip-up.
kura hourua
1. (noun) partnership school - a controversial way of delivering public education which brings together the education, business and community sectors to provide new opportunities for students to achieve education success. Partnership schools receive public funds on a per-pupil basis, like regular state schools, but have more independence in things like curriculum, operating hours, employment and leadership structure. Opponents see provision of education as the responsibility of government for the public good and not a commodity to be traded, with democratically elected Boards of Trustees who are accountable to the community. The involvement of third parties is seen to introduce unwelcome motives to the provision of education, often a profit motive. Fully qualified and registered teachers are seen to be essential. It is suggested that flexibility for alternative approaches has been possible under the existing legislation and that more could be made of this instead of introducing a new model for which the evidence of results is unclear.
E rima ngā kura hourua ka whakatūria i te tau 2014. / Five partnership schools will be established in 2014.
Whare o Rongomaurikura, Te
1. (location) International Centre for Language Revitalisation - based in Te Ipukarea the National Māori Language Institute at AUT University. The name was given by Dr Wharehuia Milroy. Rongo is the god of peaceful pursuits and is usually associated with matters that are deliberated or debated in the sanctity of the wharenui, the meeting house, thus an academy or institute. Issues associated with language and language revitalisation efforts, should be considered as 'vested with a mauri' for those matters to then be acted upon in a positive way. It is the 'vital essence' that is required to allow the process to take shape, form and be inspirited. This comes through belief, united effort and dedication. Once achieved, the mauri operates in that belief that 'Tūwhitia te hopo, mairangatia te angitū' (i.e. eliminate the negative, accentuate the positive) will ensure sustained effort. Kura can be viewed as: 1. Knowledge regained, knowledge used, knowledge gained (discovery); 2. Staff and all associates; 3. The philosophies that serve to underpin all work that is entered into or undertaken; 4. The students; 5. The communities that will seek to benefit from the research; 6 The mauri, so long as it is maintained in a 'healthy state' by the combined efforts of the groups listed above, while distinct from kura in nature and form, is complementary and indeed kura can only continue to survive if the mauri is 'active'.
Me heke ngā werawera o Tāne-te-wānanga e ea ai ngā werawera o Tāne-tahua-roa
1. Do not waste the efforts of the cooks who make sure the participants or students of a wānanga (worlshop) are well fed for the duration of the kaupapa.
The student of a wānanga must exert great effort to repay the effort of the culinarian. /
