text:
16 Apa ENIG Press Fit Hole PCB
Taipitopito Hua
Mo Via-In-Pad PCB
Ko nga Via-In-Pad PCBs he kohao matapo, e whakamahia ana hei hono i te paparanga o roto, i te paparanga tuarua ranei o waho o HDI PCB me te paparanga o waho, kia pai ake ai te mahi hiko me te pono o nga hua hiko, whakapoto i te tohu. waea tuku, whakaitihia te reactance inductive me te reactance capacitive o te raina tuku, me te pokanoa hiko o roto me waho.
Ka whakamahia mo te whakahaere.Ko te raruraru nui o nga kohao mono i roto i te ahumahi PCB ko te rerenga hinu mai i nga poka mono, ka taea te kii he mate mau tonu i roto i te ahumahi.Ka tino pa ki te kounga whakaputa, te wa tuku me te pai o te PCB.I tenei wa, ko te nuinga o nga PCB teitei teitei he momo hoahoa tenei.Na reira, me kaha te ahumahi PCB ki te whakaoti i te raru o te rerenga hinu mai i nga kohao mono
Ko nga mea matua o te tuku hinu mai i roto i te kohao mono papa
Mokowā i waenganui i te kohao mono me te papa: i roto i te PCB tūturu tukanga hanga anti-fehokotaki'anga, haunga te poka pereti he ngāwari ki te mawhiti.Ko etahi atu poka mono me te mokowhiti matapihi he iti iho i te 0.1mm 4mil) me te kohao mono me te whakakoi i te matapihi whakahiato, he ngawari hoki te pereti whakawhiti i muri i te rongoa i te rerenga hinu;
PCB matotoru me te aperture: te matotoru pereti me te aperture he pai te hono ki te tohu me te wahanga o te tuku hinu;
Hoahoa kiriata whakarara: ka whiti te Via-In-Pad PCB, te poka iti mokowhiti ranei i te papa, ka hangaia e te kiriata whakarara te tohu whakawhiti marama ki te waahi matapihi (hei whakaatu i te mangumangu i roto i te poka) "ki te karo i te mangumangu ki roto. ko te kohao e kuhu ana ki roto i te papa i te wa o te whakawhanaketanga, engari he iti rawa te hoahoa whakawhiti marama ki te whakatutuki i te paanga o te whakakitenga, a he nui rawa te waahi whakawhiti marama kia ngawari ai te whakaheke.Ka whakaputa hinu kakariki ki te PAD.
Nga tikanga whakaora: no te mea ko te hoahoa o te waahi whakawhiti o te Via-In-Pad PCB ki te kiriata me iti ake i te kohao, ko te waahanga o te mangumangu i roto i te poka he nui ake i te waahi whakawhiti i te wa e kitea ana kaore e kitea ki te marama.Ko te waituhi ehara i te whakaora whakaahua, te whanaketanga i muri i te hiahia nui ki te huri i te whakaaturanga, i te UV ranei kotahi, hei whakaora i te mangumangu i konei.Ka hangaia he paparanga kiriata whakaora i runga i te mata o te poka hei aukati i te toronga waiariki o te mangumangu ki roto i te poka i muri i te rongoa.I muri i te rongoa, ka roa te wa o te waahanga iti o te pāmahana, me te iti ake o te pāmahana o te waahanga iti o te pāmahana, ka iti ake te waahanga me te tohu o te hinu hinu;
Mono mangumangu: he rereke nga kaihanga o te tauira waituhi, he rereke te ahuatanga o te kounga.


c: text/html

text:
NCEA Pilots in 2022
More than 360 schools and kura are taking part in the four pilots that will be conducted in the 2022 school year:
-
Te Reo Matatini me te Pāngarau | Literacy and Numeracy - one of the NCEA changes is to create new standards that will directly assess Te Reo Matatini me te Pāngarau | Literacy and Numeracy as a co-requisite to the NCEA qualification.
-
All Te Marautanga o Aotearoa (TMoA) NCEA Level 1 Wāhanga Ako, which includes Te Reo Rangatira, Pāngarau, Hauora, Tikanga ā-Iwi, Ngā Toi (Toi Puoro, Ngā Mahi a te Rēhia, Toi Ataata), Pūtaiao and Hangarau. This will be a mini-pilot and a full-scale pilot of all the Wāhanga Ako will be conducted in 2023.
-
All New Zealand Curriculum (NZC) NCEA Level 1 subjects, including the four subjects that were part of the 2021 mini-pilot (English, Science, Religious Studies and Visual Arts). This will be a mini-pilot and a full-scale pilot of all these subjects will occur in 2023.
-
Te Ao Haka, the new Māori Performing Arts subject which will be piloted across all three NCEA levels and for University Entrance.
These wider pilots will be building on the positive outcomes of the three mini-pilots that were conducted in 2021 - Te Ao Haka, Te Reo Matatini me te Pāngarau | Literacy and Numeracy, and NZC NCEA Level 1 mini-pilot.
Read a summary of the 2021 Literacy and Numeracy | Te Reo Matatini me te Pāngarau Mini-Pilot Evaluation.
Information and Resources
See the lists of participating schools in the following 2022 pilots:
-
-
-
-
2022 Te Reo Matatini me te Pāngarau | Literacy and Numeracy pilot schools
Resources to support pilot teachers in using the new Learning Matrices, Achievement Standards, Assessment Activities, and other supporting materials to plan programmes of learning are available on our website.
Note: Although these resources will be available to all schools, only pilot schools and kura can use the new Achievement Standards to credential student learning.
• Fact Sheet.pdf
Fact Sheet
Pilot School Videos
More than 90 secondary schools are taking part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. See how the new standards are working for teachers and students.
English
More than 90 schools are taking part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. We visited two schools to look at how their teaching of new NCEA Level 1 subjects demonstrates mana ōrite mō te mātauranga Māori and the aim of having a culturally inclusive NCEA.
Central Hawke’s Bay College, we're a fairly small rural school. We piloted the Visual Arts standard last year with one class. We’ve only got 26 students. And we're just rolling that over again this year with another 28 students. Mātauranga Māori is incorporated into my Visual Arts classroom teaching through identifying those authentic contexts which our students can work in. Initially our first project was looking at our wharenui and looking at marae and the context around that, and the tikanga, and then branching from that authentic context into the students' own sort of cultural interests and backgrounds that they could bring in. They’re managing to sort of reach out and see sort of more diverse networks within our community and finding different starting points to come into their Visual Arts. They are getting connected to who they are and where they belong.
It has been interesting to learn more about Māori knowledge because I didn’t have knowledge of any of that before. We've looked at gods and the marae and spiritual connections, and I found that really interesting.
So I'm piloting Level 1 Japanese this year. And I was one of the writers for the course outline and we took that course outline to rewrite what we are doing. So we started from the mātauranga Māori perspective when we did the course outline and started writing the workbook. There’s one class and there’s 22 students. They are really loving the course. The kids are buzzing. They get very, very excited about the workbooks.
We did work around mihi and a pepeha, and that was just establishing connections, making us learn more about our classmates.
I'm not only learning about Japanese culture but about the culture here in New Zealand. And as somebody who moved here recently, it's definitely helped me to understand how people who live here actually are.
I think it's making it richer. We're here teaching about Japan. But from learning through Japanese, we can also reflect and go on the journey about Māori, te ao Māori, mātauranga Māori as well.
My advice to teachers doing this pilot is let go of your fear and just enjoy the journey. Make connections within your community that you can bring in too, and also realise that you're not going to have all the knowledge. Remember that this knowledge that you're being given is taonga, and to use it wisely and with integrity. It is about reciprocation and not just take, take, take.
Supporting each other, sharing resources. You may not use their resource exactly as is but you've got something that you can adjust. It’s basically we're all in the waka together, rowing, and that's how we support each other.
Te Reo Māori
Neke atu i te 90 ngā kura e whakauru ana ki te pairete-iti o te 2022 o ngā Kaupapa Marautanga Aotearoa NCEA Taumata 1 I haere mātou ki ētahi kura e rua ki te tiro ka pēhea te whakaatu o ā rātou whakaako i ngā kaupapa NCEA Taumata 1 i te mana ōrite mō te mātauranga Māori me te whāinga o te whiwhi i te NCEA whakaurunga ā-ahurea.
He kura taiwhenua iti te Te Kāreti o Central Hawke's Bay. I pairetetia e mātou te paerewa Toi Ataata i tērā tau ki te akomanga kotahi. E 26 anake ā mātou ākonga. Ā, e whakahaeretia ana anō i tēnei tau mē ētahi atu ākonga 28. E whakaurua ana te mātauranga Māori ki aku akomanga Toi Ataata mā te tautuhi i ēnei horopaki motuhenga e taea ai e ā mātou ākonga te mahi i roto. I te tuatahi, ko tā mātou kaupapa tuatahi ko te tiro ki tō mātou wharenui me te marae me te horopaki o tērā, me te tikanga, kātahi ka peka whakawaho i taua horopaki motuhenga ki roto i ngā āhuatanga ahurea ake a ngā ākonga me ngā kōrero ka kawea mai e rātou. E taea ana e rātou te toro atu me te kite i ngā kōtuinga kanorau ake i roto i tō tātou hapori me te rapu i ngā wāhi tīmata rerekē e uru mai ai ki te Toi Ataata. E tūhono haere ana rātou ki tō rātou āhua ake, me tō rātou tūrangawaewae.
He mea mīharo te ako haere mō te mātauranga Māori nā te mea kāore aku mōhiotanga ki tērā i mua. Kua tirohia e mātou ngā atua me te marae me ngā hononga ā-wairua, otirā he tino mīharo tērā ki a au.
Nā e pairete ana au i te Hapanihi Taumata 1 i tēnei tau, ā, ko au tētahi o ngā kaituhi o te whakamārama akoranga, otirā ka tīkina e mātou te whakamārama akoranga ki te tuhi anō i ā mātou mahi. Nā i tīmata mātou i te tirohanga mātauranga Māori i te wā i mahia e mātou te whakamārama akoranga, me te tīmata ki te tuhi i te pukamahi.
Kotahi te akomanga, ā, 22 ngā ākonga. E tina pārekareka ana ki a rātou te akoranga. E hikohiko ana ngā tamariki. E tino hiamo ana ki ngā pukamahi. I oti i a mātou ētahi mahi mō te mihi me te pepeha, otirā he tuitui i ngā hononga, kia ako haere mātou ko wai ō mātou hoa kura.
Ehara i te mea e ako noa ana au i te ahurea Hapanihi, engari mō te ahurea o Aotearoa hoki. Ā, i te mea kātahi anō au ka neke mai ki konei, he tino āwhina tēnei kia mārama ai ahau ki te āhua o te hunga e noho ana i konei.
Ki ōku whakaaro, kua haumako ake. Kei konei mātou e whakaako ana i te āhua o Hapani. Engari mā te ako mā te Hapanihi ka taea te huritao ake me te whai i te haerenga mō te Māori, te ao Māori, me te mātauranga Māori hoki.
Ko aku kupu ki ngā Kaiako e whai ana i tēnei pairete wetekina ngā wehi, ā, kia pārekareka te haere. Tuia ngā hononga i roto i tō hapori e taea ana e koe te mau mai, ā, me te mārama ake e kore koe e whiwhi i ngā mātauranga katoa. Kia mahara ake, he taonga ēnei mātauranga kua tukuna ki a koe, kia tika te mahi, i runga i te ngākau tapatahi. Ko te tauutuutu te kaupapa, ehara ko te tango, tango, tango.
Te tautoko tētahi i tētahi, te toha rauemi. E kore pea e taea te whakamahi pērā tonu i te rauemi, engari he rauemi hei urutau māhau. Me kī, kei roto tātou i te waka kotahi, e hoe tahi ana, ā, koirā te āhua o te tautoko tētahi i tētahi.
English
More than 90 schools are taking part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. We visited two schools to look at how the new Achievement Standards for NCEA Level 1 have allowed teachers to develop innovative ways of teaching and assessing students, and have enabled students to adopt creative ways to demonstrate their learning.
We just have one pilot subject going at Nelson College for Girls. That's Level 1 Health, and currently 27 students. For me, we've gone back to fundamentals. Instead of the fiddly bits of an assessment to answer this bit, and this bit, and teach them to an assessment, I can now teach the fundamentals of Health. So I've thrown what we used to do away and it's allowed me to think of brand new assessments. OK, what would be exciting? What would be fun? How can I engage these new students? It's very easy as a tired teacher to pull out of the cupboard and so I haven't. So in that way it's innovative, and the fact that the standards themselves have allowed us to be innovative.
It's been very interesting for me because you get the whole idea of Health and you get a deeper understanding.
With the assessment, we could turn it in as like a poster or a video.
We had a lot of room for creativity. We could do podcasts, slideshows, or sort of animated sort of things.
Yeah, it was good to know that I had the options.
So here at Bay of Islands College last year we expressed our interest to be part of the NCEA Pilot Level 1 programme and we were selected for Physics, Earth and Space Science. We’ve got 19 students doing that. Because I have more time, I'm able to create tasks and activities that are relevant to my students. It is not solely classroom-based. We can go out in the playfield and just observe the topography of the landscape.
An example of mātauranga Māori having equal status is that students learn aspects about their community - for example, the Ngāti Hine community. To connect these ideas using mātauranga Māori so this knowledge will continue to live on.
I felt a lot of appreciation when it comes to doing the work because when we do the whole assessments and presentations and everything, we get to add our own understanding and our own knowledge from where we live and where we're from.
If you're going to do the pilots and I would recommend it, because you get in at the ground and really see what it is you're trying to do and if you care about what you're doing, you get to make it good.
The standards are very clear and there's a lot of people to support along the way. It's not there to criticise you. It's there to help you build on what you've got and how you can improve.
Ask as many questions. Don't be afraid to try things. Yeah, just have fun and do your best.
Te Reo Māori
Neke atu i te 90 ngā kura e whakauru ana ki te pairete iti o te 2022 o ngā kaupapa NCEA Taumata 1 o te Marautanga o Aotearoa. I haere mātou ki ētahi kura e rua ki te tiro i te āhua o ngā paerewa paetae hou o te NCEA Taumata 1, i āwhina i ngā ākonga ki te whakawhanake i ngā huarahi auaha o te whakaako me te aromatawai i ngā ākonga, otirā kia mātua whakarite i ngā ākonga ki te whai i ngā huarahi auaha ki te whakaatu i ā rātou akoranga.
Kotahi anake te kaupapa pairete e whakahaeretia ana i Te Kura Tamawāhine o Whakatū. Ko te Hauora Taumata 1 tērā, otirā 27 ngā ākonga i te wā nei. Mōku ake, kua hoki mātou ki ngā tikanga taketake. Kaua ki ngā wāhanga hōhā o te aromatawai hei whakautu i tēnei wāhanga, me tēnei wāhanga, me te whakaako i a rātou ki te aromatawai, otirā ka taea e au te whakaako i ngā tikanga taketake o te Hauora. Nā, kua whiua atu e au ngā mea o mua ā, kua āhei au ki te whakairo ki ētahi aromatawai hou. Nā, he aha tētahi mea hiamo? Pārekareka rānei? Me pēhea taku whakauru i ēnei ākonga hou? He tino ngāwari hei kaiako ngenge ki te tango mahi i te kāpata, nā kāore au i pērā. I runga i tērā āhuatanga, he auaha tēnei, ā, nā ngā paerewa tonu, i āhei ai mātou kia auaha te mahi.
He tino mīharo tēnei mōku nā te mea ka whiwhi koe i te ariā whānui o te Hauora, ā, ka hōhonu tō māramatanga.
Ki te taha o te aromatawai, ka taea te tuku ake hei pānui whakaahua, hei ataata rānei.
He nui te wāhi mō te auahatanga.
Ka taea te mahi pāhorangi, pana hiko, tētahi āhuatanga tāoreore rānei. Āe, he mea pai te mōhio i reira ngā kōwhiringa. Nā, i tērā tau i te Kāreti o Pēwhairangi, i whakaatu mātou i te hiahia kia whai wāhi ake ki te hōtaka Pairete NCEA Taumata 1. I kōwhiria mātou mō te Mātai Ahupūngao me te Pūtaiao Ao me te Tuarangi. 19 ā mātou ākonga e mahi ana i ērā. I te mea kua nui ake te wā ki a au, ka taea e au te waihanga tūmahi me ngā ngohe e hāngai ana ki aku ākonga. Ehara i te mahi ā-akomanga anake. Ka taea e mātou te puta ki waho ki te tirotiro noa iho ki te takoto o te whenua.
He tauira e pā ana ki te mana ōrite o te mātauranga Māori kia akohia te tauira i ngā mātauranga e pā ana ki tā rātou nei hapori pērā ki tēnei hapori o Ngāti Hine. Hei hono ēnei Kaupapa ki raro i te mātauranga Māori kia ora ai tēnei mātauranga mō ake tonu nei.
I rongo au i te whakamānawa i te wā e mahi ana i ngā mahi nā te mea i te wā ka mahi mātou i ngā aromatawai katoa me ngā whakaaturanga me ētahi atu, ka taea e mātou te tāpiri i ō mātou ake māramatanga me tō mātou ake mōhiotanga mai ō mātou wāhi noho, ō mātou whenua ake.
Mēnā kei te whakaaro koe ki te mahi pairete e whakahau ana au kia mahia, nā te mea ka kuhu mai koe i te papanga o raro ā, ka kite koe he aha te tikanga o tāu e mahi ana, ā, ki te whakapono koe ki āu mahi, ka taea e koe te hiki i te kounga.
He tino mārama ngā paerewa, ā, he nui ngā tāngata hei tautoko haere i a koe. Ehara i te mea hei tātā i a koe. Kei konā ki te āwhina i a koe ki te whakapiki haere i runga ake i ō mahi ake, ā, me pēhea hoki te whakapai ake.
Ka nui tonu te whiu pātai. Kaua e wehi ki te whakamātau i ngā mea hou. Āe, kia pārekareka te mahi, kia kaha rā.
English
More than 90 schools are taking part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. We visited two schools to look at how the fewer, larger standards and fewer assessments required by the new NCEA Level 1 subjects are working for teachers and students.
At Avondale, we have two actual Geography classes at Year 11 but we made a decision just to run with one in the pilot. Fewer, larger standards is music to my ears. The current situation in Geography has not been healthy, I don't think. It's just become a very compartmentalised subject, where one minute the students are looking at volcanic eruptions, and the next minute they're looking at Kaipara Harbour, and the next minute they're looking at a global pattern, and there's no cohesiveness. This just allows you to put together a coherent programme that kind of flows. And having the assessment fall out of that, it makes it so much easier.
Yeah, I have noticed that we’re having a lot less standards. Basically just reduced workload. So it's been a lot more stress-free.
It's good that we get more learning time to understand the assessments properly.
So this is our second year doing the pilot, and this year we've got a 170 Year 11s. So that's our entire cohort of Year 11 students. Having fewer, larger standards means that you can do a big chunk of learning which then you can assess, rather than a bit of learning, assess, move on, bit of learning, assess. So it's not so bitsy and compartmentalised. The four standards for Science are linked; they’re connected. So a bit of learning that they had done earlier is still relevant to them later on.
There is more time in learning. And I feel like learning has become more fun because it's not just bookwork. It’s more of us looking at the world.
Mid-year external assessments I think it's wonderful idea. It just relieves the pressure at the end of the year.
It means kids can be assessed on things they've already learned, rather than having to have a whole revision programme of things that you learned in February. For teachers who are going to be part of the trial next year, be open minded, be willing to take risks, play around. This is an opportunity to explore what Science is really, really about.
If your child has an opportunity to be part of a pilot, I would absolutely grab it. More opportunity for teaching and learning. I think there is going to get a much more thorough understanding of the subject. It's going to be a win-win.
It’s school, like, yeah it's hard but have fun with it. And just try your best to be creative and think outside the box because that's all you really need when you're doing the pilot subjects.
Te Reo Māori
Neke atu i te 90 ngā kura e whakauru mai ana ki te pairete iti o te 2022 o ngā Kaupapa NCEA Taumata 1 o te Marautanga o Aotearoa. I haere mātou ki ētahi kura e rua ki te tiro ake he pēhea te āhua o ngā paerewa ruarua ake, engari he nui ake, me te iti ake o ngā aromatawai i raro i ngā Kaupapa NCEA Taumata 1 hou mō ngā kaiako me ngā ākonga.
I Avondale, e rua ngā akomanga Matawhenua i te Tau 11 engari i whakatau mātou ki te whakahaere i tētahi pairete kotahi anake. He rongopai ki ōku taringa ngā paerewa ruarua ake, engari he nui ake. Kāore i tino ora te āhuatanga i roto i te Matawhenua ki ōku whakaaro. Kua noho tino wehewehe te kaupapa ako, i tētahi wā e tiro ana ngā ākonga ki te hūnga o ngā puia, he wā anō e tiro ana ki te Moana o Kaipara, ā, muri tata kei te tiro ki tētahi tauira ā-ao, otirā kāore i arorau. Mā tēnei e āhei ai koe ki te whakarite i tētahi hōtaka arorau e rere pai ana. Ā, kia taka mai te aromatawai i tērā, he tino ngāwari ake.
Āe, kua kite au kua iti ake te maha o ngā paerewa. Me kī ko te whakaitinga o te nui o ngā mahi, nā, kua kore e tino taumaha.
He pai kua nui ake te wā ako kia mārama ake ki ngā aromatawai.
Nā, koinei tā mātou tau tuarua e mahi ana i te pairete, ā, i tēnei tau he 170 ngā Tau 11. Koinā katoa tā mātou kāhui ākonga Tau 11. Nā te whiwhi i ngā paerewa ruarua ake, nui ake hoki ka taea e koe tētahi wāhanga ako nui ka taea e koe hoki te aromatawai i tērā, kaua i tētahi mahi ako iti, ka aromatawai, ka neke, ka ako anō, ka aromatawai anō. Nā, kua kore e kongakonga noa iho, kua kore e wehewehe. Ko ngā paerewa e whā o te Pūtaiao; e tūhono ana. Nō reira ko tētahi wāhanga ako i oti i mua e whai pānga tonu ana ki a rātou i muri iho.
He nui ake te wā ki te ako. Ā, ki ōku whakairo kua pārekareka ake te mahi ako nā te mea ehara i te mahi pukapuka anake, ko mātou kē e titiro atu ana ki te ao.
He whakaaro pai ki a au ngā aromatawai ā-waho i te waenga nui tau. He hiki noa i te taumahatanga i te mutunga o te tau.
Ko te tikanga ka taea te aromatawai i ngā mea kua ako kē rātou, hāunga te whiwhi i tētahi hōtaka whakahou katoa o ngā mea kua ako kē koe i te Pēpuere. Mō ngā kaiako ka uru hei wāhanga o te whakamātautau ā tērā tau, kia tuwhera ngā whakaaro, kia waewae kai kapua, kia tākaro hoki. He āheinga tēnei ki te tūhura he aha ake te Pūtaiao.
Ina whai āheinga tō tamaiti ki te noho ki roto i te pairete, me oke ia. Ka nui ake te āheinga ki te ako. Ki ōku whakaaro ka nui ake te māramatanga o te kaupapa ako. Ka whai hua ngā taha e rua.
He kura, otirā he uaua, engari kia pārekareka te mahi. Me kaha ki te whakaaro auaha me te whakaaro ki waho ake o te pouaka nā te mea koirā ke te tino hiahia i te wā e mahi ana i ngā kaupapa ako pairete.
Learn about the experiences of secondary school students who were involved in some of the NCEA pilots in 2021:
English
[Student 1]
First year NCEA and my experience has been pretty good. I’ve loved having one assessment each term. It’s easier to get my head around. It’s easier to understand.
[Student 2]
By comparison I find it, for me, less stressful because I only have to do one assessment during the term.
[Student 1]
I think it takes pressure off students when there’s more learning and we get more time to prepare and stuff like that, and then have an assessment.
[Student 3]
And if you have more time to learn you can have more understanding time of what you’re supposed to do.
[Student 2]
Starting NCEA subjects this year was at first a bit challenging.
[Student 3]
Expectations just go up like one hundred per cent compared to doing junior work.
[Student 4]
It’s not as bad as I thought it was going to be. You know, I thought it was this big, scary, you know...Everyone dreads it. But it actually hasn’t been too bad so far.
[Student 5]
While they may be daunted by how hard it may be and it is not easy, but if you apply yourself and work hard, you will be able to achieve excellence. Yeah!
Te reo Māori
Aku wheako o te paerete i tētahi kaupapa NCEA
Te NCEA tau tuatahi, otirā he tino pai aku wheako.
He tino pai ki au kia kotahi noa te aromatawai i ia wāhanga o te tau. He māmā ake te whai whakaaro ki tērā. He māmā ake hoki te whai māramatanga.
I runga anō i te whakataurite, ki a au, he iti ake te ahotea nā te mea kotahi anake te aromatawai
hei mahi māku i te wāhanga o te tau.
Ki a au, ka mahea ngā taumahatanga i runga i ngā ākonga i te wā he nui ake ngā mea hei ako ā, ka whai wā mātou ki te whakariterite, me ngā āhuatanga pērā, kātahi ka mahi i te aromatawai.
Ā, mēnā he roa ake te wā ako ka nui ake hoki te wā whai māramatanga o ngā mahi e tika ana kia mahia.
I te tuatahi he āhua uaua te tīmata i ngā kaupapa ako NCEA i tēnei tau.
Ka piki ngā tūmanakohanga, pēnei i te kotahi rau ōrau ina tauritetia ki ngā mahi teina.
Kāore i pērā rawa te kino i ōku whakaaro i mua.
Otirā i pōhēhē ahau he taniwha weriweri tēnei, me kī... e mataku ana te katoa ki a ia.
Engari i tēnei wā kāore i pērā rawa te kino. Āe, ka whakaaro rātou he uaua, āe, he uaua rawa ka tika,
Engari ina ka aro, ka aro rawa, ka mahi i ngā mahi, ka whai koe i te kairangi. Āe.
We also asked parents about the experiences of their tamariki in piloting NCEA subjects.
English
[Parent 1]
With the pilot project, what I’ve noticed for all three of my boys is they’re less stressed about assessments, and actually they’re really confident in knowing what they’ve got and what they haven’t got.
[Parent 2]
There seems to be more depth and quality in the actual learning. It’s not a speed learn anymore.
[Parent 3]
And it’s an unbelievable experience that the kids have at kura. It’s just overwhelming for a parent that never had this opportunity. Te Ao Haka has done so much for them.
[Parent 4]
Before Te Ao Haka, she was very shy about performing kapa haka and waiata. However, now that she’s in that world of Te Ao Haka, it brings out her emotion, knowledge, power, energy and excitement for that topic now.
[Parent 5]
There’s more internal type assessments rather than exams. I think that’s better because then you get a better gauge of where you’re at. It’s not just like a thing at the end of the year and then you realise that you’ve missed a whole lot of stuff out.
[Parent 6]
It helps them to stay motivated in what they need to do. And I think given the time at the moment, with the pandemic and everything, I think this works best for our children.
[Parent 1]
The fact of the matter is they’re passing, and they’re doing really well so as a parent I’m not particularly worried.
Te reo Māori
Te wheako a aku tamariki e paerete ana i tētahi kaupapa ako NCEA. Mō te kaupapa paerete, ko ngā mea kua kite au i roto i aku tama e tokotoru kua mahea ake ngā taumahatanga mō ngā aromatawai,
otirā kua tino māia rātou i runga i te mōhio ki ngā whiwhinga, me ngā whiwhinga kāore anō i whiwhi.
Ko te āhua nei he hōhonu ake, he kounga ake ngā mahi ako.
Kua kore e noho hei whakataetae ināianei. Me kī he wheako tino pai rawa mā ngā tamariki i te kura.
He take tāmomi tēnei mō tētahi matua kāore i whai i tēnei āheinga i mua.
He nui ngā hua i puta ki a rātou i Te Ao Haka. I mua i tana noho i roto o Te Ao Haka a Waiora,
he tino whakamā a ia ki te tū kapa haka, ki te tū waiata. Engari e pai ana tana noho i roto i taua ao o Te Ao Haka,
Ka puta atu i a ia tana kare ā-roto, tana mōhiotanga, tana mana, kaha hoki, tana ihi i roto i taua kaupapa ināianei.
He nui ake ngā momo aromatawai ā-roto, kaua ko ngā whakamātautau.
Ki ōku whakaaro he pai ake tēnei i te mea ka pai ake te ine kei hea koe.
Ehara i te mea kei te mutunga noa iho o te tau kātahi ka mahara ake he nui ngā mea kāore i oti i a koe.
Ka āwhina kia noho hihiko rātou i roto i ā rātou mahi e tika ana hei mahinga, ā, ki ōku whakaaro, ko te wā e noho nei tātou, otirā te urutā me ētahi atu take, Ki a au, he pai ake tēnei mā ā tātou tamariki.
I te mutunga iho, e tutuki ana i a rātou, otirā e tino pai ana ā rātou mahi, nō reira hei matua,
kāore au i te tino māharahara.
Transcript (English)
One of the NCEA changes is to create new standards that will directly assess Te Reo Matatini me te Pāngarau Literacy and Numeracy. These standards are being piloted in 13 schools, 6 kura and 2 tertiary providers in 2021 with a wider pilot planned for 2022.
“The literacy standards are important because they’re the backbone in learning. Every other skill you need to learn in life requires some aspect of being able to read and write.” “The ministry and our school in particular has noticed that many of our students are leaving school without the prerequisites to be able to go on to further pathways.”
“So with the new standards that are coming in, we want them to be prepared with the new level of reading or new level of writing as well as how to do maths not just in books, but also maybe on the internet. So having them prepared with different schools in order to be ready for what’s out there.”
“NCEA offers a lot of choice, which is great because it can be catered to fit the needs of the kids. But what it also means is you can end up with some gaps. So its really important to strengthen this because this provides that benchmark that makes sure that every single one of our kids, no matter which school their coming out of, is going to have that basic or that core set of skills that’s going to allow them to be successful in whatever they choose to do in the future.”
“The problem, as I see it, which is why I decided to do this pilot program, is right now there are hundreds of standards that include literacy. Including math standards. So the results aren’t reliable. We need to have something more structured to know that all kids are getting the benefit from this.”
“With the pilot, what will happen is the literacy and numeracy standards will be separate to the credits in the NCEA package. They will have their own individual assessments.” “This opportunity for literacy to be imbedded across all departments means that kids will come out of all of their subjects with more skill for literacy.”
“We want to make sure that it also engages our students, especially with the content, making sure the topics and texts suit the way they would like to learn and not just for us to get the results.”
“I think it’s important because there’s an opportunity here for kids to have more maths and literacy that actually means something rather than just credit hunting somewhere that actually we know that fundamentally that they have those skills before they leave us.”
“The kind of support the schools need to give firstly is time to do the PD and to learn the process. To ensure that kids are actually learning it though, we need time to work in our groups. Also, giving us some advice on how to record and measure the process so that when it comes time to determine whether the pilot was successful or not, I can offer that information up.”
“There needs to be a strategic support system in place – it needs to come from the top – because there’s massive resourcing required, and that’s not just human resources in the way of teachers and support staff. But that’s around time to be able to develop the literacy and numeracy teaching across the younger year levels. The other support needs to come from the lower levels of primary and intermediate as well.”
Transcript (te reo)
Ko tētahi o ngā rerekētanga o te NCEA ko te waihanga paerewa hou e aromatawai pū i Te reo Matatini me te Pāngarau. Kai te whakamātauria ēnei paerewa ki ngā kura 13, ki ngā Wharekura e ono me ngā Whare Wānanga e rua i te tau 2021 me tētahi whakamātau whānui e whakaritea ana mō te 2022.”
“He hira tonu hoki ngā paerewa rea matatini nā te mea koinā te iho o te ako. Kei ērā atu pūkenga katoa ka hiahiatia ke te ako i tōu ao tētahi āhuatanga e pā ana ki te mōhio ki te pānui me te tuhi.”
“Kua kite te Tāhuhu me tō mātou kura hoki he nui ā mātou ākonga e wehe ana i te kore me te kore whai i ngā tohu tika e hare tonu ai rātou i ngā ara ako.”
“Heoi i runga i te āhua o ngā paerewa hou e kuhu mai ana e hiahia ana mātou kia rite rātou mō te kaupae pānui, tuhi hou rānei ā, me pēhea hoki te mahi pāngarau, kaua ki te pukapuka anake, engari i runga i twe ipurangi pea. Nō reira ko te whakarite i a rātou me ngā pūkenga rerekē kia rite ai rātou mō ngā āhuatanga o te ao e tatari ana.”
“He nuingā kōwhiringa o te NCEA, otirā he pai nā te mea ka taea te panoni kia hāngai ai ki ngā tamariki. Heoi ko tētahi atu puntanga, tērā pea ka hua mai ētahi whāruarua. Nō reira he whai take nui tonu te whakapakari i tēnei nā te mea mā tēnei e whakatau te paerewa e whakarite ana kia whiwhi ia tamaiti i te ngako matua, te pū rānei o ngā pūkenga e āhei ai rātou kia angitu ahakoa he aha tā rātou i kōwhiri ai hei ngā tau e tū mai nei.”
“Ko te mate kē i taku tirohanga, otirā koinā te take i whakatau ahau ki te uru ki te kaupapa whakamātau, i tēnei wā, e hia rau ngā paerewa he reo matatini kei roto, tae atu ki ngā paerewa pāngarau. Nō reira he hārakiraki ngā hua, ā, me whai rawa tātou i tētahi āhuatanga raupapa ake e mōhio ai e whai hua ana ngā tamariki katoa mai i tēnei.”
“Mō te whakamātau, ko ngā mahi ko ngā paerewa reo matatini me te pāngarau ka wehea mai i ngā whiwhinga tei te pūhara NCEA. Ka whai i ōna aromatawai ake.
“Ko te tikanga o tēnei āheinga mō te reo metatini kia tāurutia ki ngā tari katoa ka puta ngā tamariki i ō rātou kaupapa ako katoa me ngā pūkenga nui o te reo matatini.”
“E hiahia ana mātou ki te whakarite kia whāi wāhi ā tātou ākonga mātua rā ki ngā kaupapa Te whakarite kia hāngai ngā kaupapa me ngā tuhinga ki te āhuatanga o tā rātou ako kaua noa kia puta he hua ki a mātou.”
“Ki ahau he tino whaitake nā te mea he āheinga kei konei mā ngā tamariki kia nui ake te pāngarau me to rea matatini e whai pānga ana, hei aha te rapu whiwhinga noa engari kia mōhio pū mātou kei ā rātou aua pūkenga i mua i te wehenga i a mātou.”
“Te momo tautoko me tuku rawa ngā kura i te tuatahi kua tae te wā ki te mahi PD me te ako i te tukanga. Kia mōhio mārika e ako haere ana ngā tamariki me whai wā ki te mahi i roto i ā mātou rōpū. Ana ko te tuku kōrero tohutohu mai me pēhea te hopu e te ine i te ahunga kia tae ki te wā whakatau mēna i whai hua te whakamātau kīhai rānei Ka taea e au te tuku i ērā mōhiohio.”
“Me whai rawa i tētahi pūnaha tautoko ā-rautaki. Me ahu mai i runga nā te mea he tino nui ngā rauemi e hiahiatia ana. Ehara kau noa i te rauemi ā-tangata pēnei i ngā kaiako me ngā kaitautoko, engari ko te wahi wā ki te whakawhanake i te whakaakoranga rea matatini me te pāngarau puta noa i ng1ā tau pūhou. Me ahu mai te toenga o ngā tautoko m,ai i ngā taumata ō raro iho o ngā kura tuatahi, takawaenga hoki.”
Transcript (English)
Here at Whakatane High School we’ve been piloting the Level 1 English standards to the whole school. So that involves 200 students. There's four standards on offer. Each one is worth five credits. Two are assessed internally, and two are assessed externally. One of the things that we've found as teachers is it's been a huge disrupter to our everyday teaching practice. It's really forced us out of our comfort zone. It has been a challenge, but it's been a really valuable challenge, and I think it's going to be one that is really beneficial to our students. The biggest change is how standards are assessed externally. Traditionally, it's always been an end-of-year exam, whereas this year some of the work has actually been done in class, so it's been completed internally, and assessed externally. That's a bonus because a lot of those key skills are actually assessed in those external standards. A lot of our students weren't completing the end-of-year exams, which meant that they were actually being omitted from those skills that were being assessed. There's a lot more student-led learning. So students have a lot more responsibility for their own learning, and the choices in terms of the texts that they select. This has meant that we've had better engagement from our students, because they're actually selecting and studying texts that they actually enjoy, and that are relevant to them. My advice to anyone wanting to be part of the pilot is that it is just a pilot. There's a lot of trial and error. One of the things that we've really learnt this year is the benefit of hindsight. However, it is a trial, and the mistakes that we make are going to be corrected, and we're able to feed back to the Ministry what to be aware of if you are piloting next year. So my advice would be to keep communicating with the Ministry of Education, NZQA, and, more importantly, other piloteers. We're all in the same boat. But at times when you feel like you're getting lost, it's always really important to go back to that Learning Matrix. If you are considering piloting the Level 1 standards, I would really encourage people to look at the assessment activities, and get a clear idea of exactly what you're going to be teaching, and what's going to be working best for the students in front of you. We'd definitely do it again. It's been a huge challenge, but I think it's been a really important challenge. We needed that disruption because NCEA isn't working for some of our students, so we need to make changes to make it more equitable.
Transcript (te reo)
I konei i te Kura Tuarua o Whakatāne kua paeratatia e mātou ngā paerewa Ingarihi Taumata 1 ki te kura whānui. Nā, ka uru te 200 ākonga ki roto. E whā ngā paerewa kua tāpaetia. He rima whiwhinga te uara o ia paerewa. E rua ka ngā aromatawaitia ā-roto, ā, e rua ka aromatawaitia ā-waho. Ko tētahi mea kua kite mātou hei kaiako – he whakararu nui tēnei ki ā mātou tikanga ako o ia rā. Me kī nā tēnei mātou i whakaoreore mai kia wehe i tō mātou nōhanga hāneanea. He mahi uaua tēnei engari he mahi tino whai hua hoki, ā, e whakaaro ana ahau he mahi tēnei e tino puta ai he hua ki ā mātou ākonga. Ko te panoni nui rawa ko te āhua o te aromatawai ā-waho i paerewa. I mua hoki, i noho tēnei hei whakamātautau i te mutunga o te tau, engari i tēnei tau ko ētahi o ngā mahi kua oti kē i roto i te akomanga, Nā kua oti ā-roto nei, kua aromatawaitia ā-waho. He painga tērā nā te mea ko te nuinga o aua pūkenga matuae aromatawaitia kētia ana i roto i aua paerewa ā-waho. He nui ā mātou ākonga kāore i te whakatutuki i ā rātou whakamātautau mutunga tau, ā, ko te tikanga o tērā i te whakakorehia rātou mai i aua pūkenga i te aromatawaitia. He nui ake ngā akoranga e ārahitia ana e ngā ākonga. Nā, he nui ake te kawenga a ngā ākonga ki ā rātou ake mahi ako, me ngā kōwhiringa e pā ana ki ngā tuhinga ka tīpakohia e rātou. Ko te tikanga e tēnei he nui kē atu te whakaurunga o ā mātou ākonga, nā te mea e tīpako ana, e rangahau ana rātou i ngā tuhinga e pārekarekatia ana e rātou, ā, e hāngai kē ana ki a rātou. Ko aku tohutohu ki te hunga e hiahia ana ki te uru mai ki te paerata, kia mahara he paerata noa tēnei. He nui ngā whakamātautau me ngā hapa. Ko tētahi o ngā mea i tino ako mātou i tēnei tau, ko te hua o te tirohanga whakamuri. Engari he whakamātautau tēnei, ā, ka whakatikatikahia ā mātou hapa, ā, e taea ana e mātou te whakahoki kōrero ki Te Tāhuhu he aha ngā mataaratanga mēnā e paerata ana koe i tēnei ā tērā tau. Nā, ko aku kupu tohutohu tēnei, kia whakawhiti kōrero tonu ki Te Tāhuhu o te Mātauranga, te NZQA, ā, mātua hoki, ki ētahi atu kaipaerata. Kei roto tātou i te waka kotahi. Engari i ētahi wā e whakairo ana e ngaro haere ana koe, he take nui tonu te hoki anō ki te Poukapa Akoranga. Mēnā e whai whakaaro ana koe ki te paerata i ngā paerewa Taumata 1, E tino akiaki ana ahau i te hunga ki te tiro ki ngā tūmahi aromatawai, me te mārama haere o te whakairo he aha ia rā tāu e whakaako ana, ā, he aha ngā mahi e whai hua ai mō ngā ākonga kei mua i a koe. Tūturu ka mahia anō e mātou tēnei mahi. He wero nui, engari ki ōku whakaaro, he wero tērā i tino whai take. I tino hiahia mātou i taua whakararunga, nā te mea kāore te NCEA i mahi tika mā ētahi o ā mātou ākonga, nō reira me panoni kia nui ake ai te mana taurite.
English
So we've been part of the mini-pilot project with Visual Arts and we have started with Year 11.
So we've got 62 students in our Year 11 programme and we've decided to run the mini-pilot across all three classes rather than doing one sample class. That means the whole three teachers of the department have been involved with developing the programme, looking at the standards, and looking at the new matrix.
One of the ways that students will probably be seeing a change this year is that we're now doing the new research standard.
The students actually engage with it better than I thought they would, and they've really produced some beautiful research work. They don't have to do screeds of writing.
They don't have to do essays or anything like that. It's encouraging the students to work like an artist would rather than doing a school project with an essay. And I actually think that's a really huge advantage to how the new standards are being implemented this year.
Our students have been looking at Tikanga Māori as well as another culture, and we're combining those. And what it's meant is we can get actually quite a lot of diversity in our project. That's really giving us a platform that students can take their own stories and take them further, and really engage on a real, personal level with their artwork.
So it's really easy to feel quite intimidated at the beginning of new externals and especially with that we've moved from one external to two.
One of the externals has the workbook component, the other external has the folio. The positive thing is - that folio is smaller than the old folios. What it means is you can use the workbook component to really show thinking, working, research development, and so on. And then the folio is very much designed now to be just showcasing really nice finished work.
On the whole, I think most people will be able to actually see how their programmes can adapt across to it. I'm really looking forward to the idea of one or two schools in our area potentially doing the project next year as well so that we can interact and liaise with them.
So we'll continue with the mini-pilot next year. We've already jumped in, boots and all, and it'd be pretty crazy to go backwards now. The new standards are coming out anyway so why not keep going?
We're already planning next year of how we might make changes and really improve our programme. So, yeah, we're in.
We need to be there and we will be doing it.
Te reo Māori
Nā, kua noho mātou hei wāhanga o te paerata-titi ki te Toi Ataata, ā, i tīmata mātou i te Tau 11.
Nā he 62 ā mātou ākonga kei tō mātou hōtaka o te Tau 11, ā, kua whakatau mātou ki te whakahaere i te paerata-iti puta noa I ngā akomanga e toru hāunga te akomanga kotahi.
Ko te tikanga o tērā, ko ngā kaiako e toru o te tari kua whai wāhi mai ki te whanaketanga o te hōtaka, te tiro i ngā paerewa me te tiro ki te poukapa hou.
Ko tētahi o ngā huarahi ka kite pea ngā ākonga i roto i ngā panonitanga i tēnei tau ko tā tātou whai i te paerewa rangahau hou ināianei.
He pai ake te whakauru atu o ngā ākonga ki tōku i whakaaro nei, ā, kua oti i a rātou ētahi mahi rangahau tino ātaahua.
Kāore rātou e mate ki te whakaputa i ngā tuhinga nui rawa.
Kāore rātou e mate ki te mahi tuhinga roa, ētahi mahi pērā rānei.
Engari he akiaki kē i ngā ākonga ki te mahi pērā ki te ringa toi hāunga te mahi i ngā kaupapa kura pēnei i te tuhinga roa.
Ā, e whakaaro hoki ana ahau he painga tino nui tērā o te āhua o te whakatinanatanga o ngā pāerewa hou i tēnei tau.
Kua titiro ā mātou ākonga ki te Tikanga Māori tae atu ki ētahi atu ahurea, ā, e whakakotahi ana mātou i ērā.
Ā, ko te tikanga o tērā, he nui te kanorau i roto i tā mātou kaupapa.
Nā tērā i whakatakoto i te tūāpapa e taea e ngā ākonga te kapo i ā rātou kōrero ake me te kawe haere i ērā, me te āta whakauru atu ki ā rātou mahi toi i te taumata whaiaro nei.
Nā reira he māmā noa te rongo i te mataku i te tīmatanga o ngā ā-waho hou, ā, tatū noa ki te āhuatanga i neke mātou mai i te ā-waho kotahi, ki te rua.
Ko tētahi o ngā ā-waho e mau ana te wāhanga pukamahi, kei tētahi atu ā-waho ko te kōpaki.
Ko te mea pai o tēnei – he paku ake taua kōpaki i ngā kōpaki o mua.
Ko te tikanga o tērā ka taea e koe te whakamahi i te wāhanga pukamahi hei tino whakaatu i ngā whakaaro, ngā mahi, te whanaketanga rangahau me ērā atu, ā, ko āta hoahoatia te kōpaki ināianei hei whakaatu i ngā mahi kounga rawa anake.
Hui katoa, i ōku whakairo ka kite te nuinga o ngā tāngata i te āhua e taea e ō rātou hōtaka te urutau ake.
E tino rikarika ana ahau ki te whakairo o tētahi kura, ngā kura e rua rānei i tō mātou rohe e tūpono mahi ana i te kaupapa ā tērā tau hoki kia taea e mātou te pāhekoheko me te mahi takawaenga ki a rātou.
Na, ka mahi haere tonu mātou i te paerata-titi ā tērā tau.
Kua kuhu nui kē atu mātou ki roto i te kaupapa, ā, he pōrangi te whakaaro ki te hoki whakamuri ināianei.
Ka puta ōkawa mai ngā, nā, he aha te hē o te kore e whāia tonu?
Kua tīmata kē te whakamahere mō te tau e tū mai nei mō te āhua o ngā panoni me te tino hiki i tō mātou hōtaka.
Ae, e uru kaha ana mātou.
Ka tika kia uru mātou, otirā ka oti i a mātou.
Transcript (English)
Garin College is part of the mini-pilot for Religious Studies. Our entire Year 11 cohort is involved. A total of 125 students. We have all five of our Religious Education teachers involved, with one class each. The new standards definitely allow scope for creativity and doing things a little bit differently. Fortunately, there's enough of the standards that have new and familiar content not to throw teachers too far off their mark. Most of the standards are significantly lower word limits. The students are taking a while to get this because they are used to thinking that excellence means lots more words. But of course, that's not the case. We're looking for quality, not quantity. They're definitely getting that, and they're learning to consolidate their ideas much better. One new standard that we've done this year is around religious communities in New Zealand, and our students really enjoyed the more in-depth study of New Zealand 19th century history, particularly around the Treaty of Waitangi. We used timelines, we researched local history, and this gave our students a huge amount of engagement and enjoyment. The external assessment format was novel. While there were logistical challenges with a new external, particularly falling at mid-year, one takeout was that it catered for a range of learning styles. If you're doing the pilots next year, my advice would be to get on board in terms of professional development by the end of this year. We all know how busy the school calendar year is so you need to plan very specifically for your own school's needs. Collaboration has been one of the most important aspects of the entire pilot. The questions and feedback and frustrations that we share via the Review Team Zoom meetings have been invaluable for tackling a pilot year.
Transcipt (te reo)
Ko te kura tuarua o Garin tētahi e whai wāhi ana ki te paerata iti mō te Mātai Whakapono. Kei te whai wāhi te tau 11 katoa. 125 ngā ākonga katoa. Kei te whai wāhi ā mātou kaiako Mātai Whakapono e rima katoa, kotahi karaehe ki ia kaiako. Mā ngā paerewa hou e āhei ai ki te whai I ngā mahi auaha me ngā mahi āhua rerekē. Waimarie, he nui tonu ngā paerewa whai kaupapa hou, ā, me ngā kaupapa e mōhiotia ana kia kaua e whakararu i te kaiako. He iti rawa ngā tepenga kupu mō te nuinga o ngā paerewa. Kāore anō kia waia ngā ākonga ki tēnei nā te mea kua waia kē rātou ki te whakaaro me nui ngā kupu e whiwhi kairangi ai. Ehara tērā i te tika. Ko te kounga kē te painga, kaua ko te rahinga. Kei te mārama haere rātou ki tēnā, ā, kei te ako kia pai ake tā rātou whakatōpū i ō rātou whakaaro. Ko tētahi o ngā paerewa kua mahia e mātou i tēnei tau e pā ana ki ngā hapori whakapono o Aotearoa, ā, i pārekareka ki ā mātou ākonga te ruku hōhonu atu ki tētahi kaupapa mō te hītori o Aotearoa i te rautau 19, inarā mō te Tiriti o Waitangi. I whakamahi mātou i ngā rārangi wā, i rangahau i te hītori ā-rohe, ā, i pārekareka katoa ā mātou ākonga ki tēnei. He hou te hōputu o te aromatawai ā-waho. Ahakoa he uaua ētahi o ngā nekeneke o te aromatawai ā-waho hou, inarā te tū i waenganui tau, ko tētahi painga, i whai wāhi ngā momo ako maha. Mēnā kei te mahi koe i ngā paerata ā tērā tau, ko tāku me whai i ngā mahi whakawhanake ngaio i mua i te mutunga o tēnei tau. Kei te mōhio katoa mātou he nui ngā mahi o te kura i tētahi tau nō reira me āta whakamahere mō ngā hiahia o tōu ake kura. Ko te mahi tahi tētahi o ngā āhuatanga hira o te paerata katoa. Te mutunga kē mai o te pai o ngā pātai, ngā whakahokinga kōrero me ngā hēmanawatanga i roto i ā mātou kōrerorero i ngā Hui Topa Rōpū Arotake mō te whai i tētahi tau paerata.

robotstxt: allowed

filter: keep


text:
Tōku reo, tōku ohooho
Te Huringa Tau 50 o Te Petihana Reo Māori – Te Petihana Reo Māori 50th Anniversary Exhibition
I whakatakotohia te petihana reo Māori ki te Whare Pāremata i te 14 o ngā rā o Hepetema i te tau 1972. 50 tau ki mua nei, ka whakaaturia te petihana me tōna katoa.
Haria mai tō whānau ki te kite i te taonga nei.
Ko tēnei petihana tētahi o ngā waka utanga nui i āki i te oranga tonutanga o te reo Māori.
Neke atu i te 30,000 tāngata, Māori mai, tauiwi mai, i haina i te petihana. He mea whakahaere tēnei petihana e te hunga rangatahi o Te Hohaieti o Te Reo Māori me Ngā Tama Toa, ko tā rātou kaupapa, kia whakaakona te reo ki ngā kura.


text:
Te Macau kāwanatanga kua whakamanahia Studio Pa o te petipeti operator.. holland casino nl gratis gokkasten. ki te whakahaere i te 250 hou petipeti tepu, me te 1,233 hou mīhini petipeti i te Studio Pa petipeti ngā wāhi, o te e 200 petipeti tepu, me te 1,233 mīhini petipeti kia i roto i te mahi i runga i te whakatuwheratanga o te Studio Pa ki te toe 50 petipeti tepu whakamanahia ki te kia i roto i te mahi timatanga i roto i te hānuere 2016," ka mea te tuku i te Studio Pa International Holdings Ltd, he kamupene i roto i i te Nasdaq-tabulahia i Āhia casino kaiwhakawhanake Melco Karauna Whakangahau Ltd nona te 60 ōrau huamoni.awrence Ho Yau tana Pukapuka, co-heamana me te tumuaki whakahaere o te Melco Karauna, ka mea i te amuiraa press i roto i August kauwhau i te taonga o te whakarewa i te rā e tumanako ia te US$3.2-piriona Studio Pa i taea e te whakatuwhera i ki te 400 nga tepu.r Ho mea i roto i te parau: ""Tatou i te mauruuru i te Macau kāwanatanga mo tona whakaaro, o to tatou tono, me te whakaaetanga o te petipeti tepu, me te mihini mo te Studio te Pa holland casino nijmegen gratis parkeren. E maia ana ano tatou Studio Pa o te whakahere o te cinematically-waiata whakangahau, hokohoko, [wāhi], te kai me te inu, me te wāhi noho o ngā kōwhiringa e whai tangata whai wāhi ki te ōhanga, me te mahi whänui o te Macau." n rātapu, te kāwanatanga, ka mau te taahiraa rerekē o te whakatutuki i te faaino tika, e pupuri ana i te hui matua whakahaere o te rohe kōwae Wynn Macau Ltd taua ra, me te i muri te tuku i tētahi tauākī e "mau" e tu ana i te tepu pōtae. holland casino nijmegen poker reserveren.
holland casino nl gratis gokkasten
Te Macau kāwanatanga kua whakamanahia Studio Pa o te petipeti operator.. holland casino nl gratis gokkasten. ki te whakahaere i te 250 hou petipeti tepu, me te 1,233 hou mīhini petipeti i te Studio Pa petipeti ngā wāhi, o te e 200 petipeti tepu, me te 1,233 mīhini petipeti kia i roto i te mahi i runga i te whakatuwheratanga o te Studio Pa ki te toe 50 petipeti tepu whakamanahia ki te kia i roto i te mahi timatanga i roto i te hānuere 2016," ka mea te tuku i te Studio Pa International Holdings Ltd, he kamupene i roto i i te Nasdaq-tabulahia i Āhia casino kaiwhakawhanake Melco Karauna Whakangahau Ltd nona te 60 ōrau huamoni.awrence Ho Yau tana Pukapuka, co-heamana me te tumuaki whakahaere o te Melco Karauna, ka mea i te amuiraa press i roto i August kauwhau i te taonga o te whakarewa i te rā e tumanako ia te US$3.2-piriona Studio Pa i taea e te whakatuwhera i ki te 400 nga tepu.r Ho mea i roto i te parau: ""Tatou i te mauruuru i te Macau kāwanatanga mo tona whakaaro, o to tatou tono, me te whakaaetanga o te petipeti tepu, me te mihini mo te Studio te Pa holland casino nijmegen gratis parkeren. E maia ana ano tatou Studio Pa o te whakahere o te cinematically-waiata whakangahau, hokohoko, [wāhi], te kai me te inu, me te wāhi noho o ngā kōwhiringa e whai tangata whai wāhi ki te ōhanga, me te mahi whänui o te Macau." n rātapu, te kāwanatanga, ka mau te taahiraa rerekē o te whakatutuki i te faaino tika, e pupuri ana i te hui matua whakahaere o te rohe kōwae Wynn Macau Ltd taua ra, me te i muri te tuku i tētahi tauākī e "mau" e tu ana i te tepu pōtae. holland casino nijmegen poker reserveren.


text:
4 × 4. 4 tau whanaketanga mo te v4 o nga mea i tukuna inanahi, he mea nui mo te maha o nga punaha whakahaere me nga mahinga, ina koa mo te ao Linux. Ana ko etahi mo etahi haora kua waatea ano GTK 4.0Tuhinga o mua i korero ratou ki a maatau i tera tau te whakahua i etahi o ona korero hou. He maama noa ki te whakaaro ko tenei waahanga, tae atu ki te huringa tau, ka waiho hei whakahou whakahirahira me nga waahanga hou rongonui ka pai ake, ina koa i te GNOME.
A mo te korero mo te papamahi, he mea nui ano te whakahua ma te GNOME e piki mai i te GNOME 3.38 ki te GNOME 40 ina ra kia kore e rangirua te GTK 4.0, e maumahara ana maatau he taputapu hei whakamahi i nga atanga kaiwhakamahi whakairoiro. I mohiotia i mua ko GTK +, engari i te mutunga ka tangohia e ratou te tohu taapiri. Anei etahi korero e pa ana ki te whakarewatanga, kua mana inaianei.
Ko etahi ahuatanga hou o te GTK 4.0
- Purei ano rongorau.
- Tautoko mo nga taonga toia me te taka.
- Kaiwhakahaere o nga papa me nga panoni.
- Mātiti tauineine me nga raarangi.
- Tautoko mo nga hunga atarangi.
- Kaiwhakarite Takahanga.
- Node tuku.
- Nga whakapainga ki te whakawhiti raraunga.
- Whakapai ake i te urunga atu.
Mena e hiahia ana koe ki etahi atu taipitopito, kei roto katoa i te tuhinga tuku, mai i hea i tangohia ai e maatau te upoko o tenei tuhinga. Ko te whaarangi o mua he mea tika kia tirohia na te mea he maha nga screenshots me nga riipene ataata mo te ahua o etahi o a raatau mahi āhuatanga hou, penei i te purei rongorau.
I tetahi atu, e kii ana te tiima ka whakahou tonu i te GTK 3 kia haere tonu te whakatika i nga hapa, engari Kua eke te GTK 2 ki te mutunga o tana huringa ora. Ka tukuna e ratou he v2.x whakamutunga i roto i nga ra e whai ake nei, ko te whakamutunga, i nga waa ka anga ke atu nga kaihanga ki te GTK v3, ki te v4 ranei.
Ka taea e nga kaiwhakamahi, kaiwhakangungu ranei e hiahia ana ki te whakauru GTK 4.0 te tango i to taramu (waehere) mai i tenei hononga.


text:
Matariki
Matariki tāpuapua. Matariki nāna i ao ake te kai ki runga. Matariki hunga nui. Matariki ahunga nui. Te ope o te rua Matariki. Ka rewa a Matariki, ka maoka te hinu. Ka rewa a Matariki ka rere te kanakana.
Matariki is the star that signifies reflection, hope, our connection to the environment and the gathering of people. Matariki is also connected to the health and wellbeing of people.
Pōhutukawa
Tērā a Pōhutukawa ka mōiri ki runga he pae whakamahara mō aku tau kahurangi kua ngaro.
Pīratarata mai rā koutou hei whetū i te pō, kōrekoreko mai rā hoki koutou i te rokiroki o ngā mahara mō ake tonu atu e.
Pōhutukawa is the star connected to those that have passed on.
Waitī
Waitī ki runga. Waitī ki raro, e rere nei ō wai hei manapou mō te whenua, hei oranga mō te tangata, hei kete kai mā te iwi. Kōriporipo tonu nei te ia o te awa, māreparepa ana ngā roto, kōrengarenga te puna a Tāne-te-waiora, he koira!
Waitī is connected with all fresh water bodies and the food sources that are sustained by those waters.
Waitā
Tērā te marae nui a Kiwa te kānapanapa nei i raro i a koe Waitā. Hīia mai rā ki runga te tini a Ikatere, rukuhia ki tai, kohia ki tātahi hei kai mā te tini o uta. Ka hiki mata te tapuwae a Tangaroa! Koia au nui, koia au roa, koia moana tuarangaranga koia moana i āio.
Waitā is associated with the ocean, and food sources within it.
Waipuna-ā-Rangi
Haramai te kōnehunehu! Haramai te hāuaua, Haramai te tarahi! Haramai te patapataiāwha!
Takataka mai i te kōmanawa o te hei tapu, whāinumia e koe e Waipuna-ā-Rangi ka tupu te whenua, ka tupu te tangata.
Waipuna-ā-Rangi is connected with the rain.
Tupuānuku
Tupuānuku ka pihi nuku, ka pihi rangi, ka makuru haere ake nei. Kia haumako roa hoki te puke ki a Rongo, i āhua mai i tawhiti. Ngā hua o Nukutū ka aohia nuitia, arā rā ngakingaki, ara rā tinaku. Hauhaketia rā te tau, he tau humi e.
Tupuānuku is the star connected with everything that grows within the soil to be harvested or gathered for food.
Tupuārangi
Ngaruru te waokū, matomato te waokū, māpuapua te puhikaioreore e tau ai ngā tamariki a Tāne, tērā koia te pua nui. Tupuārangi māu e mōmona ngā manu, ka mōmona ngā hua, ka puta ka ora!
Tupuārangi is connected with everything that grows up in the trees: fruits, berries and birds.
Ururangi
E Ururangi whakamāriretia te atua matakerepō koi pūkerikeri mai koi haurokuroku mai, koi huripari mai. Engari kē kia hau kōanga, kia kōtengitengi kia purea ai au, kia whakahauoratia ai au.
Ururangi is the star connected with the winds.
Hiwa-i-te-Rangi
Hiwa nui, Hiwa roa, Hiwa pūkenga, Hiwa wānanga! Hiwaiterangi tēnei e korou o te manawa koronga, tēnei te āwhero o te manako nui. Horahia nuitia mai ngā hua tuawhiti mātinitini o te tau. Purutia e au kia mau te angitū, tāwhia te mooho kia ita! Ka puta ki te whai ao, ki te ao mārama.
Hiwaiterangi is the star connected with granting our wishes, and realising our aspirations for the coming year.


text:
Nga Korero Paremete: 1904-1905
Waikakahi Whenua Rahui
Waikakahi Whenua Rahui.
Tame Parata (mema mo nga Maori o Te Waipounamu).—Ka patai ahau ki te Minita mo nga Mahi Nunui, Mehemea kua timataria ranei te mahi o te awakeri rerenga wai i runga i te Rahui Maori e tata ana ki Waikakahi; a mehemea kaore ano, ka whakamaramatia mai ranei e ia he aha te take o te roa?
Honore Hooro Teone (Hon. Mr. Hall-Jones), (Minita mo nga Mahi Nunui).—Kua tukua te kanataraka mo taua mahi, a kua tae nga hoiho mahi a te Kai-tango kanataraka ki taua whenua, engari na te nui rawa o nga rangi ua me te ngaro o te whenua i te wai na reira kaore e taea te timata i taua mahi; koia tena te take i roa ai.


text:
Makahiki Hou
No ka waihoʻoluʻu lauoho hina, he nui nā mea e pono ai ʻoe e makaʻala inā makemake ʻoe e haku i kēia kala lauoho pilikino no ka mea ʻoi aku ka maʻalahi o ke kala ʻana a pono e hana ʻia ma mua o nā kala lauoho maʻamau.
Mục lục
- 1 Pono ʻoe i ka bleach e hoʻoluʻu i kou lauoho i ka hina hina?
- 2 Kū i waho ka lauoho hina o nā kāne
- 3 He aha ka lauoho e hui pū ʻia me ke kala hina?
Pono ʻoe i ka bleach e hoʻoluʻu i kou lauoho i ka hina hina?
Me he mea lā he nīnau kēia a ka poʻe e hoʻomaka ana e aʻo e pili ana i ka waihoʻoluʻu lauoho hina e koho e noiʻi mua. He ʻoiaʻiʻo loa kēia, ke loaʻa iā ʻoe kēia manaʻo i ka wā e hoʻomaka ai ʻoe e hoʻoluli i kou lauoho i kēia kala, ua ʻike ʻoe i ka mea e noʻonoʻo ai i kou lauoho. ʻO ka loaʻa ʻana o ka lauoho pilikino kahi mea e makemake ai nā mea a pau, akā ʻo ka loaʻa ʻana o ka lauoho ikaika a koʻikoʻi he mea hiki ʻole.
Nā laʻana maʻamau, me nā ʻano pulu lauoho hina Ponoʻoe e hoʻomaʻemaʻe i kou lauoho, hiki i ke kala hou ke kū i ke kūlana a paʻa i ke kala no ka manawa lōʻihi. Malia paha ʻaʻole pono ʻoe e hoʻolele i kou lauoho akā e pena wale i luna, akā ʻaʻohe mea e hōʻoiaʻiʻo e lilo kou lauoho i ke kala kūpono āu e makemake ai, no laila ua pau ka hoʻoikaika a me ke kālā āu e hoʻolilo ai i kēia lauoho. ʻaʻohe mea i makemake. I ka wā ma mua, ʻaʻole maikaʻi kēia kala lauoho no ka mea ʻaʻole i hoʻomohala ʻia ka ʻenehana hoʻomaʻemaʻe lauoho, akā i kēia mau lā, ke komo nei nā mea hou i kēlā me kēia kahua, ua ulu aʻe ka ʻenehana bleaching lauoho ma mua.
No ka ʻoiaʻiʻo, e haʻi hou wau, no ka waihoʻoluʻu o ka lauoho hina, pono ʻoe e hoʻomaʻemaʻe i kou lauoho i mea e kala ai i kou lauoho e loaʻa ai ke kala kūpono.
I ka wā e pili ana i ka lauoho bleaching, nui ka poʻe e makaʻu i kēia a me he mea lā he mea keakea e pale aku iā ʻoe mai ka loaʻa ʻana o kahi kala lauoho pilikino e like me kou makemake mau, pololei loa kēia manaʻo o kou, a hōʻike ʻia ʻoe ʻike pehea e lawe ai. mālama i kou lauoho. I nā hihia ʻē aʻe, hiki i ka bleaching lauoho ke kūleʻa a luku paha i kou poʻo, pili kēia i kou wahi a me kou poʻo a me ke ʻano o ka lauoho lauoho āu e koho ai.
He aha kā mākou e huki ai mai kēia mau mea ʻelua? Ma mua o kou hele ʻana e hoʻomaʻemaʻe i kou lauoho, pono ʻoe e ʻike i ke kūpono o kou poʻo no ka lauoho lauoho, a i ʻole hiki iā ʻoe ke nīnau pololei i kāu mea kala i ka hihia o ka mea hoʻomaʻamaʻa lauoho ʻO kēlā kala ka mea kaulana a hilinaʻi. ʻO ka lua, inā ua hoʻoholo ʻoe e hoʻomaʻemaʻe i kou lauoho, mai hoʻopau i kāu kālā. Hoʻolilo i ka waiwai a loaʻa ka lauoho āu i makemake mau ai a luku paha. Mai koho e hoʻomaʻemaʻe i kou lauoho ma kekahi salona lauoho, koho i kahi wahi kaulana. ʻOiaʻiʻo, ʻaʻohe mea makemake e hāʻawi i ko lākou lauoho i kahi limahana akamai ʻole a kūʻai ʻia nā wigs ma ka mākeke.
E hoʻomanaʻo i hoʻokahi hewa wale nō, e hoʻopau loa ʻia kou lauoho a hiki ʻole ke ola hou. I ka hihia koʻikoʻi loa, hiki ke hāʻule liʻiliʻi kou lauoho, hiki ke ʻeha ʻia kou poʻo, ʻili kou poʻo, a nui nā ʻili poʻo make, paʻakikī ke mālama ʻia nā hōʻailona o ka poʻo poʻo i ʻōlelo ʻia ma luna.
E KUAI i na Waiwai
Hiki i ke kaʻina hana bleaching lauoho no 1 hola, hiki iā ʻoe ke hoʻomākaukau i kahi mea leʻaleʻa e pepehi i ka manawa. Ma hope o ka bleaching i kou lauoho, pono ʻoe e makaʻala i ka mālama lauoho. He paʻakikī loa ke koho ʻana i nā huahana mālama lauoho kaulana i ka wā i waho, nui nā ʻaila ʻaila hoʻopunipuni i kūʻai nui ʻia a kūʻai pinepine ʻia kokoke loa i ka poʻe. Hiki iā ʻoe ke noʻonoʻo e pili ana i ke kauoha ʻana ma ka pūnaewele, akā pono ʻoe e hoʻolohe i ka manawa kauoha no ka mea he lōʻihi loa ka hoʻouna ʻana, ʻaʻole e haʻi i ka uku hoʻouna nui loa.
Eia hou, hiki iā ʻoe ke nānā i nā hale kūʻai hoʻonaninani e kūʻai aku ana i nā mea lawe lima e loaʻa pinepine i ka ʻaila lawe a me ka conditioner ma ka ʻaoʻao. Pono e koho i nā shampoos me nā meaʻai he nui, nā shampoos kūikawā no ka lauoho kala. ʻAʻole ʻoe makemake ma hope o ka hoʻolilo kālā ʻana i kahi kala lauoho pipiʻi a laila ke holoi ʻoe i kou lauoho, pono ʻoe e ʻike i ke kala o kou lauoho e neʻe mālie a pololei loa. I kēlā mau manawa, ʻo kahi shampoo kūikawā no ka lauoho ʻulaʻula he hopena maikaʻi loa ia e kōkua iā ʻoe e pale aku i kēia mau pilikia a mālama i ka waihoʻoluʻu o kou lauoho, ʻaʻole e haʻi ʻia i nā shampoos kūikawā no ka lauoho i hoʻoluʻu ʻia he nui nā meaʻai e pono ai ka lauoho lauoho. t, ʻaʻole pono ʻoe e noiʻi i nā mea o ka shampoo e hoʻolako mau i nā meaʻai no kou lauoho, he aha ka mea ʻoi aku ka maikaʻi.
Eia kekahi, he palapala i ka poe me ka lauoho nawaliwali, ke paa kou manao e hooluu i kou lauoho, pono oe e kaupalena i na hopena kemika ma kou lauoho, curling, perm, flattening, pressing me he mea la, aole he koho naauao. ʻAʻole pono ʻoe e hoʻomake nui i ka pili ʻana i kou lauoho, ʻo kēia ka mea e hoʻopau ai i ka maikaʻi o kou lauoho a paʻakikī loa e hoʻihoʻi i kou lauoho e like me ka wā ma mua.
E ʻike hou aku: ʻO nā lauoho lauoho kaulana loa me nā helehelena lōʻihi i 2018
No ke aha i makemake nui ʻia ai ka lauoho hina hina i ka poʻe ʻōpio?
No ka manawa lōʻihi, ʻaʻole palekana nā kala lauoho kūlohelohe e like me ka ʻeleʻele a ʻeleʻele paha. ʻO kekahi o nā leo lauoho i koho ʻia e nā kaikamahine a me nā keikikāne ʻo ia ka super striking smokey gray hair. Eia nō naʻe, inā e kamaʻilio e pili ana i ka lauoho hina hina i kēia manawa he mea maʻamau o ka huli ʻana i kēia mau lā, pono ʻoe e ʻike he nui nā lauoho hina hina a me nā leo puhi ʻokoʻa āu e koho ai. .
Aloha ʻia ka lauoho hina ʻiole e ka poʻe ʻōpio me ka inoa o ka lauoho o ka poʻe kahiko. ʻAʻole paʻakikī ke ʻike i ka lauoho “kālā” me ka platinum luster a me nā lauoho ombre pākahi i hui pū ʻia me nā lole pilikino i aloha ʻia e ka poʻe ʻōpio. Eia kekahi, me ka lauoho hina, ʻo ka lauoho ʻiole kekahi o nā kala lauoho liʻiliʻi e mae koke. ʻOiai ʻo ka hapa nui o nā kala lauoho māmā e wehe i ke kala lauoho maoli a maʻalahi e mae, akā inā loaʻa iā ʻoe ka mālama lauoho kūpono, ua maʻalahi ka waiho ʻana o ka lauoho no ka manawa lōʻihi, ʻoi aku, koho i ka lauoho hina. lauoho e hiki ke kiʻi i ka loa maʻamau kala.
Ke koho ʻana i kahi waihoʻoluʻu lauoho ʻulaʻula
Hiki ke’ōleloʻia ua manaʻoʻia ke kala o ka lauoho ulaula i ka lauoho lauoho nui i ka nani o ka 2018. Ināʻoluʻoluʻoe i nā leo lauoho platinum, hiki iāʻoe ke ho’āʻo me nā leo lauoho’ōmaʻomaʻo māmā. E kōkua ka lauoho i ka hoʻomālamalama i ka maka me kahi leo ulaula ʻeleʻele, kūpono i ka hapa nui o nā mea hoʻonaninani a me nā lole. Hiki iā ʻoe ke kala i nā ʻano like ʻole e hana i kāu kiʻi ponoʻī.
Eia kekahi, ma mua o kou koho ʻana i kahi kala lauoho ʻulaʻula no ʻoe iho, pono ʻoe e hoʻomākaukau i nā ala ma mua e hōʻoia i ka nani o kou lauoho a me ka liʻiliʻi o ka pōʻino e nā kala e hāʻawi ai i kou lauoho a i ʻole ke kala ʻana i kou lauoho.
Kū i waho ka lauoho hina o nā kāne
No ka hana ʻana i kēia kala lauoho i nā kāne a me nā wahine, ʻo ka hana mua ʻoiaʻiʻo pono ʻoe e bleach i kou lauoho, me ka ʻole o ka bleaching i kou lauoho ʻaʻole loaʻa ka kala. Ma ke ʻano o ka maʻalahi, hiki ke hoʻomaopopo ʻia i ka wā e hoʻoluʻu ai i ka lauoho, ʻo ka hoʻohui ʻana ma waena o ka ʻeleʻele a me ke keʻokeʻo e hoʻopuka i kahi kala hina hina i nā kāne.
Ma muli o nā ʻano like ʻole, koho nā kāne inā e hoʻololi i ko lākou lauoho lauoho a ʻaʻole paha a inā e koho e hoʻoluʻu i ko lākou lauoho hina a ʻaʻole paha. ʻO kēia kala lauoho e hoʻolilo pinepine i ka helehelena kāne i kona helehelena kāne maʻamau, ʻaʻole hoʻi e ʻōlelo i kēia kala lauoho e hoʻokolokolo ʻia e nā hoa kāne he nui ʻaʻole kūpono no ka lauoho kāne. He ʻoiaʻiʻo paha kēia, ma muli o ke kala ʻili, ke ʻano o ka helehelena, hiki ke hoʻoholo ka lauoho pulu lauoho hina kūpono iā ʻoe a ʻaʻole paha. He nui nā hoa kāne kāne me ka lauoho hina hina, nani loa, nānā maka a ʻōpio. No laila, inā makemake ʻoe e loaʻa i kēia kala lauoho, ma mua o ka hoʻoholo ʻana, pono ʻoe e hoʻomākaukau iā ʻoe iho i kahi lauoho ʻōpio e kūpono i kou kala lauoho a aʻo pono e pili ana i nā pae bleaching lauoho. Ma ia ala e mākaukau ai ʻoe e kāhiko me ka lauoho hina hina.
Ma waho aʻe, aia kahi pōmaikaʻi o nā hoa kāne kāne he pōkole loa ko lākou lauoho. Ke hoʻoluʻu i kēia kala paʻakikī, hopohopo pinepine ka poʻe he hopena ia i ka lauoho, lōʻihi ka manawa e ulu ai ka lauoho lōʻihi, a ma hope o ke kala ʻana, ʻeleʻele ka lauoho a nalowale kona ʻālohilohi. Akā, he mea hopohopo wale nō kēia no nā wahine, ke nāwaliwali loa kou ʻili ʻaila a ʻoi aku ka liʻiliʻi o ka ulu wikiwiki ʻana o ka lauoho ma mua o nā kāne. ʻAʻole pono nā kāne e makaʻu i kēia pilikia, ʻoi aku ka pōkole o ka lauoho o nā kāne ma mua o ka lauoho wahine, ʻaʻole hoʻi e haʻi ʻia ma muli o ka ʻoki maʻamau a maʻamau, ʻoi aku ka wikiwiki o ka ulu ʻana o ka lauoho. mokuahi welau. No laila, i ka pau ʻana o ke kala ʻana, inā hōʻike ka lauoho i nā hōʻailona o ka pōʻino a i ʻole ka lauoho kūpono iā ʻoe, e hoʻoikaika wale e kala i kou lauoho e like me kēlā no hoʻokahi mahina, a laila e hoʻolōʻihi i kou lauoho a ʻoki mālie i ka lauoho i hoʻoluʻu ʻia, e mae.
Akā, ʻo ka loaʻa ʻana o ia mau mea maikaʻi ʻaʻole ia he manaʻo ʻaʻohe mea pōʻino, ʻaʻole hoʻi i hiki iā ʻoe ke koho e kala i kou lauoho me pulu lauoho hina me ka ʻike ʻole i kekahi mea ma mua a i ʻole hiki iā ia ke hoʻoluʻu ʻole. E like me ka mea i ʻōlelo ʻia ma luna, ma mua o ka hoʻoluli ʻana i kou lauoho me ka hina hina, e ʻike ʻoe i ke kaʻina hana bleaching – hiki ke manaʻo ʻia he mea keakea kēia no ka poʻe makemake e hoʻoluli i ko lākou lauoho me ka uwahi hina hina, a paʻakikī kēia hana. ʻaʻole naʻe ia i ka wā e bleaching ai ka lauoho, akā lōʻihi ka manawa e hōʻike ai i nā hōʻailona a laila paʻakikī loa ka mālama ʻana.
He aha ka lauoho e hui pū ʻia me ke kala hina?
ʻO nā kāne a me nā wahine he nui a he nui nā lauoho like ʻole, akā ʻaʻole maʻalahi ke koho ʻana i kahi lauoho i kūpono maoli i ka lauoho hina. E aʻo hou e pili ana i nā lauoho i hiki iā ʻoe ke koho i ka mea kūpono loa iā ʻoe.
ʻO ka lauoho lauoho ma lalo o ka lauoho hina hina
He lauoho kamaʻāina ʻo Undercut no nā kāne āpau, ʻoi aku ka poʻe e hahai ana i ke ʻano ʻEulopa, ʻoi aku ka maʻa o kēia lauoho. ʻO ka mea punahele o kēia lauoho, ʻo ia ka mahalo i kona wā ʻōpio a me ka ʻoiaʻiʻo o kēia lauoho lauoho e hōʻike akamai i ka lae.
ʻO ka hui akamai o nā ʻāpana o ka lauoho e hōʻike maʻalahi i nā hiʻohiʻona o ka helehelena i hiki ai i nā kāne he nui ke hōʻike i ko lākou mau lae kiʻekiʻe, e hoʻomālamalama a keʻokeʻo ko lākou mau maka. No ʻoukou me ka lae pōkole, hiki iā ia ke kōkua i ka hoʻokiʻekiʻe ʻana o kou lae, a no ka loaʻa ʻana o kēia ma muli o ka ʻoki ʻoki, hoʻoponopono akamai i kou lauoho a ʻokiʻoki me ka lima e kōkua iā ʻoe e loaʻa ka lauoho i makemake ʻia.
ʻO ka lauoho pōkole ma nā ʻaoʻao ʻelua i hoʻoluʻu ʻia i ka hina hina
ʻO kēia lauoho kekahi o nā lauoho maʻamau no nā kāne. ʻOiai ʻaʻole kaulana e like me ka undercut, he nui nā ikaika o kēia lauoho e makemake ai nā kāne.
E kūʻai i ka lauoho lauoho
ʻO ka ikaika koʻikoʻi o kēia lauoho hiki iā ʻoe ke nānā ʻoi aku ka ʻōpio a ʻo kekahi hapa o kēia lauoho he ʻano pilikino a ʻino. ʻO ia ke kumu i kaulana ʻole ai kēia lauoho.
ʻO ka hapa nui o nā kāne i kēia lā ke ʻimi nei i kahi ʻano ʻōpio, nani a ʻano oʻo, no laila ʻaʻole makemake ʻia nā lauoho kolohe e like me kēia, akā inā kūpono kou ʻano a me kou ʻano no kou lauoho. pulu lauoho hina e komo i ke ano a me ka lauoho opio.
ʻO ka lauoho hina hina a me nā mea e pono ai ʻoe e ʻike
5 (100%) ka ʻumikumālua koho[s]
Manaʻo manaʻo
Makahiki Hou


text:
Ko te tohu taumaha raupapa Heavye HF105 he tohu taumaha kounga teitei, ohaoha, whanui me te LCD kanapa-karaka, he whakaaturanga LED whero teitei ranei mo te tirohanga ngawari.
Ko te papaa ABS kua hangaia mo te mauroa i roto i nga tono taumaha o roto, o waho ranei. I te taha o te mana pākahiko rechargeable-kore-kore, ka kitea aunoa e te Heavye HF105 te hikohiko whakahaere pākahiko o roto i te ngaohiko pākahiko me tona mana utu.
Ka tae mai me te putanga rangatū RS232 paerewa mo te hono atu ki te PC, ki te kaituhi o waho ranei, me te kowhiria te pou-whakapuru T-momo taiapa, ko te tohu taumaha Heavye HF105 he mea pai mo nga unahi pae me te tauine papa e whakamahia ana i roto i nga ratonga kai arumoni me nga tono taumaha, whare putunga. me nga pauna o te papa o te whare tohatoha, te hangarua me te taumaha o waho, me te taumahatanga o nga oko ahumahi e whai hua ana te tirohanga.


text:
Kā tīmata tēnei whakataetae i taua wā tonu me ngā kapa whaitake o Te Ika-a-Māui.
Tūtohu Games. Ngā hua 21 - 30 o te 49 mō
Primary tabs
Ngā hua kimi
-
-
NBA2K 18,
Kā tīmata tēnei whakataetae i taua wā tonu me ngā kapa whaitake o Te Waka ā-Māui.
-
NBA 2K18, Te Ika ā-Māui: Wiki 2- Kēmu 4
I tēnei rā: IM_Hutch ki Minnislug, nō Te Ika-ā-Māui.
-
NBA 2K18, Te Ika-ā-Māui; Wiki 2- Kēmu 3
I tēnei rā; Rizz ki HennyKingSteve, nō Te Ika-ā-Māui.
-
NBA 2K18,
Kā tīmata tēnei whakataetae i taua wā tonu me ngā kapa whaitake o Te Ika-a-Māui.
-
NBA2K 18
Kā tīmata tēnei whakataetae i taua wā tonu me ngā kapa whaitake o Te Ika ā-Māui.
-
NBA 2K18
He hōtaka whakataetae tākaro ataata NBA I Taua Wā Tonu.
-
Pīata rawa mai ngā whetu maiangi Pararimipia ki ngā whakataetae Halberg
It was a gathering of NZ's future paralympic talent this weekend as young athletes from across the country took part in the Halberg Junior Paralympic Games in Auckland.
-
Kua rewa ake he kēmu kari Māori
Tokorua ngā rangatahi Māori kei te waihanga kāri hei kēmu pakanga, pā ki te pā, kia whānui noa ake te kitea o te ahurea Māori. Ka whakahoutia ngā atua hei toa pakanga me te whakauru i te waiata i te karakia hoki ki ngā wāhanga pakanga o te kēmu.
-
He pūmanawa tautono reo Māori hou te kēmu Māori Pā Wars
He kēmu whakawawao pourewa reo rua a Māori Pā Wars kua whakarewahia e Adrenalin Games. He tuatahitanga te kēmu i te ao pūmanawa tautono.


text:
Kua tukuna e te Punjab Education Recruitment Board (PERB) te Punjab Master Cadre Teacher Admit Card 2022 ma te paetukutuku mana. Ko te hunga i pai te tuku tono kia puta ki te whakamatautau ka taea te tango i enei kaari ma te toro ki te paetukutuku.
Ka whakahaerehia te whakamatautau tuhi mo te whakauru i nga pou o te Kaiwhakaako Cadre. Ko te kaitono i rehita i a ia ano i te wa e tuwhera ana te matapihi tuku tono ka taea te uru atu ki nga tikiti horo ma te whakamahi i tana Nama Rehita me te Ra Whanautanga.
E 4161 te maha o nga waahi ka whakakiia i roto i nga umanga puta noa i te kawanatanga me te tini o nga kaimahi ngakaunui me nga kaimahi rapu mahi kua rehita ratou. Ko nga kaitono angitu ka karangahia mo te uiuinga e te poari.
Ripanga o Ihirangi
Kaari Whakauru Kaiako Kaiako Punjab 2022
Ko te Admit Card Master Cadre 2022 kei te waatea i runga i te whaarangi paetukutuku o PERB no reira ka tukuna e matou te tikanga ki te tango me nga korero nui mo tenei whakamatautau whakangungu kaiako i tenei pou.
Ka whakahaerehia e te poari te Whakamātautau Matua Cadre 2022 hei te 21 o Here-turi-kōkā 2022, ā, ka tonohia ngā kaitono kia riro mai ngā tīkiti hōro i roto i te kape mārō. Me kawe te kaari whakauru ki te pokapu whakamatautau kua tohaina ki te kore koe e whakaaetia kia puta ki te whakamatautau.
Ko te pepa he momo whainga me whiriwhiri e koe te whakautu pai. Ka whai marautanga mai i nga marau reo Ingarihi, Hindi, Punjabi, Putaiao, Pangangarau, Putaiao Hapori, me te Ahupūngao Whakahou. Ko nga tohu tapahi ka whai waahi nui ki te whakatau mena ka uru koe ki te waahanga e whai ake nei, kaore ranei.
Ko nga korero mo nga tohu tapahi ka tukuna me te hua o te whakamatautau. Ko nga kaitono whai tohu me puta ki roto i te uiuinga i te waahanga o muri o te tukanga whiriwhiri. I muri i te mutunga o nga uiuinga, ka tukuna e te poari te rarangi whiriwhiri.
Ko nga mea nui o te Punjab Master Cadre Exam 2022 Kaari Whakauru
Nga Taipitopito kei runga i te Kaari Whakauru Kaiwhakaako Kaari 2022
He tuhinga nui te tiiti mo te horo, kei roto nga korero matua katoa e pa ana ki te kaitono me te whakamatautau. Ko nga korero e whai ake nei ka waatea i runga i nga kaari.
- Ingoa kaitono
- Nga Kaitono Matua & Whaea Ingoa
- Ira (Tane / Wahine)
- Te Ra whanau o te kaitono
- Ingoa Panui
- Waehere Pokapū Whakamātautau
- Wāhitau Pokapū Whakamātautau
- Kāwai Kaitono (ST/SC/BC & Ētahi atu)
- Tau Huri Whakamātautau Kaitono
- Nga ture me nga tohutohu mo te whakamatautau
- Te Ra Pepa me te Wa
Pānuihia hoki TSLPRB PC Hall Tikiti 2022
Me pehea te tango i te Kaari Kaiako Kaiako Punjab Master Cadre 2022
Ko te tango i te tikiti mo te whare he mea tino tika, i konei ka ako koe i tetahi tikanga taahiraa-i-te-taahiraa hei awhina i a koe mo tera kaupapa. Me whai noa i nga tohutohu i raro nei ka mahia ano kia eke o ringaringa ki te tikiti.
1 Hipanga
Tuatahi, haere ki te paetukutuku mana o te poari. Patohia/tapia tenei hono PERB ki te haere ki te whārangi kāinga.
2 Hipanga
I runga i te wharangi, haere ki te wahanga o nga Porohita Hou ka paatoo/tap Paatohia te hono mo te "Master Cadre Teacher Admit Card link".
3 Hipanga
Inaianei ka tuwhera he matapihi hou me whakauru koe i to Nama Hurirangi, Tau Tono, me te Ra whanau.
4 Hipanga
Na ka paatoo/tap i runga i te Waihanga Kaari Whakauru ka puta ki te mata.
5 Hipanga
Ka mutu, tikina kia tiakina ki runga i to taputapu, katahi ka tango i tetahi tuhinga kia taea ai e koe te kawe ki te pokapu whakamatautau hei te ra whakamatautau.
Koinei te huarahi e taea ai e koe te uru me te tango i te tikiti a Master Cadre hall 2022 mai i te paetukutuku. Ka whakahaerehia te whakamatautau ki nga momo pokapu whakamatautau puta noa i te kawanatanga me tae te kaitono ki te pokapu 30 meneti i mua i te tiimata o te pepa.
Akene he hiahia ki te paanui Kaari Whakauru AFCAT 2 2022
Whakawa whakamutunga
Mena kua whakauru koe ki te whakauru ki tenei whakamatautau a te kawanatanga, me tango e koe te Punjab Master Cadre Teacher Admit Card 2022 hei whakamana i to whai waahi. Mo tenei mena kei a koe etahi atu patai patai ki te waahanga korero.


text:
He roa raihana raima teitei hrc 24kv 200amp fuse cutout hoko wera na te kaiwhakarato
Taipitopito Hua
Tohu Hua
Tuhinga o mua:Zhejiang, HainaIngoa Waitohu:AISO / OEMTau Tauira:ASC1-24 / 200Whakamahi:Ngaohiko Nui, Ngaohiko RawaRaukaha Raukaha:RungaPaerewa Haumaru:IEC
Whanui1. Hangaia o nga rauemi kounga tiketike, he roa te ora o te ratonga. Ko te kaiwhaiwhai he hanga parahi parakore. Ko te ngongo whakakotahi he hanga i te haina tino kaha. Ko te reo tinei he mea hanga ki te onepu kiripaka parakore.2. He ngawari te whakauru me te tiaki. Ko te taunga o te whakapiri a te umanga ki te pereti mutunga (te pereti honohono ranei) whakamahia te hangarau hangarau maitai 3. He tohu haumaru. Ko te piihi me te tohu ka taea te whakaatu i te whakakotahitanga ka pupuhi ana te tohu.
4. Taumaru me te pono
Nga Tikanga Ratonga
Environpāmahana ment: -40℃ ki te 40 ℃.
Te haumākū honohono: te uara toharite o ia ra kaua e neke atu i te 95%, i te wawaenga iti iho i te 90%.
Te waahi kei runga ake i te 1000m teitei (momo teitei teitei kaua e neke atu i te 3000m).
Ko te tere o te hau kaua e neke ake i te 34m / s.
Ko te matotoru taupoki o te huka kaua e neke ake i te 20mm.
Te papaanga kia kaua he ahi me te tupuhi e pakaru ana, te waikura matū me tewiri kaha.
Tawhā Hangarau
Te tuhi i te tapahi fiuse-taka


text:
Nevada o te ture opani te kāwanatanga i te whakahaere i te rota, ahakoa charitable organizations he mana ki te whakahaere i te wahanga-whiringa mō te nonprofit take a. Nevada, ko te kotahi o noa e ono states, kahore te rota, nga ētahi atu i te Alabama, Alaska, Hawaii, Mississippi, me te Utah no te ka casino whakatūwhera i roto i te ohio.
Ko te rite i te nuinga o nga mea e titiro pai rawa ki te kia pono, tika, i te ritenga atu o te pa a. Me te whare petipeti e kore e rite ki te āhua rota no te ka casino whakatūwhera i roto i te new jersey. "Te āhua rota e te regressive tāke e hiahia ana ki te whakarato i te kore tonu te moni, me te e kore e hanga i te kounga mahi, me te rota kahore i kï ki te whakaoti i te moni i te mau fifi i roto i te tahi atu āhua," te rōpū opined i roto i te tauākī a. Ko te whakamutunga, te tuhi (August 19) hangaia $227,374,398 i roto i te hoko, te tikanga i runga i 113.6 miriona ngā tīkiti i hokona, katoa o nei kihai i patu i te ono tau no te ka casino whakatūwhera i roto i te new york.
Te Nevada Huihui Association korerotia i te Las Vegas Arotake Journal e te ahumahi whakatika tetahi kaha ki te haamana i te rota no te mea i taea e te reira pānga arumoni petipeti, me te reira e tukino i te mahi morongo casino resort. Teie pô o te Powerball pūtaonga o $700 miriona ko te tuarua-nui pūtaonga rota i roto i te hītori, ko ngā ka te reira i te ara roa ki te haere i roto i te tikanga ki te wahi i te record me te kaukau seminole puku cabazon ca. I roto i te 2015, te Maha-State Lottery Association whakatikaina te ture o te Powerball morongo casino resort. Powerball tīkiti utu $2 ia me te kaukau seminole puku cabazon california.
a
Nevada o te ture opani te kāwanatanga i te whakahaere i te rota, ahakoa charitable organizations he mana ki te whakahaere i te wahanga-whiringa mō te nonprofit take a. Nevada, ko te kotahi o noa e ono states, kahore te rota, nga ētahi atu i te Alabama, Alaska, Hawaii, Mississippi, me te Utah no te ka casino whakatūwhera i roto i te ohio.


text:
Ko te kaimiriona kaipakihi muri American casino operator Jack Whakangahau ko ngā kōrero e whai whakaaro ki te waiho i te mahi ki te rapa tāwhai Caesars Entertainment Corporation ka mea ki te kia i roto i te rārangi o taea bidders. Tauturu te kawe i te hōtera ki te Ohio: kia Rite ki te wenerei te pūrongo i te Bloomberg ratonga news, Dan Gilbert (whakaaturia) ko te utu i te whakatau tata $7.8 piriona ngā mihi ki tona Whakahauorangia Loans Whakaurua te mokete moni, u u, me te Detroit-e hāngai ana Jack Whakangahau i roto i te 2009 i muri i te tautururaa i ki te hoki te pōti i te mehua e faati'amâ casino petipeti i roto i te Ohio casino cafe.
Te ratonga news korerotia e te 56-tau-tawhito kaipakihi tavini rite te Tiamana mō Jack Whakangahau, me te mau i ngā ngākau nuitanga i roto i te ono hōtera me racetracks tae atu i te Detroit Casino Hotel Greektown rite ki te pai kia rite Ohio o Jack Cleveland Casino, Jack Cincinnati Casino me Jack Thistledown Racino me te grille tiverton ri. Rō whare petipeti whakama: Gilbert ano nona te Cleveland Cavaliers täne o te National Basketball Association (NBA), me i ngā kōrero e tumanako ana rō whare petipeti i roto i te 'waikura whitiki' pa pērā i Cincinnati, me te Cleveland e te tauturu ki te whakaora i to ratou rohe ōhanga casino cafe de paris utu tomokanga. Heoi, tenei kua purportedly whakamatauria maro atu i tūmanakohia ki tona Ohio wāhi tata rangatira tuatoru, me te tuawhā i roto i ngā o te hua i roto i te Midwestern kāwanatanga e wha o te tu-anake petipeti wāhi. Kaiwhakahaere kore kōrero i runga i 'hau ranei nounou': Bloomberg faahitihia 'te iwi waia ki' Gilbert o te mahere i roto i ngā e investment banks Credit Suisse, me te Pēke German e tohu ana i Jack te Whakangahau i roto i te pūmanawa te hoko i te tukanga ahakoa te casino operator iho ngā kōrero e pahono ki te rongo mahi o te uiui, mā te kauwhau i te e kua reira i te 'roa-e tu ana i te kaupapa' o te kore e kōrero i runga i 'hau ranei nounou' caesars palace atlantic city. I te rua kahore o te tangata ke: Mo ona wahi, Caesars Entertainment Corporation, ko ngā kōrero e kahore he tangata ke ki Gilbert rite te rōpū i i te hoa i roto i te Cincinnati, me te Cleveland hōtera, kua parani i raro i te Horseshoe Casino moniker, tae noa ki te Jack Whakangahau riro te mana oti e toru nga tau i mua, ka puta ke o ratou ingoa casino cafe.
I te Las Vegas-hetikuota kaiwhakahaere, ko te inaianei purportedly whakaaro ranei ki te ngā ki tona Ora Āhuatanga Whakaurua real estate investment trust (REIT) i roto i te tikanga ki te whiwhi i te iti rawa i te wahi o ona iti tāwhai o te pakihi. me te grille tiverton.
casino cafe
Ko te kaimiriona kaipakihi muri American casino operator Jack Whakangahau ko ngā kōrero e whai whakaaro ki te waiho i te mahi ki te rapa tāwhai Caesars Entertainment Corporation ka mea ki te kia i roto i te rārangi o taea bidders. Tauturu te kawe i te hōtera ki te Ohio: kia Rite ki te wenerei te pūrongo i te Bloomberg ratonga news, Dan Gilbert (whakaaturia) ko te utu i te whakatau tata $7.8 piriona ngā mihi ki tona Whakahauorangia Loans Whakaurua te mokete moni, u u, me te Detroit-e hāngai ana Jack Whakangahau i roto i te 2009 i muri i te tautururaa i ki te hoki te pōti i te mehua e faati'amâ casino petipeti i roto i te Ohio casino cafe.