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this article outlines the research methodology and some key findings from my doctoral research project (Manning, 2008), which examined the status of te Ätiawa histories of place in Port Nicholson Block secondary schools' history classes. it describes the research participants' experiences of cultural continuity and discontinuity experienced in familial and secondary school settings when learning about the past. it also describes the participants' history topic preferences, and their perceptions of the benefits and barriers in relation to a potential placebased education partnership between local te Ätiawa people and the participating schools. two metaphors are developed to help conclude this article. i conclude that New Zealand history teachers often deliver an enacted curriculum, contradicting the objectives of the official New Zealand curriculum and the principles of the treaty of Waitangi.

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A consumer faces list prices for commodities, but can buy one at a discount. Discounts vary randomly between sellers. The number of quotations sought depends on list prices, search costs and wealth. This function is homogeneous of degree zero, and, provided some sufficient conditions are satisfied, is; increasing in wealth; decreasing in search cost; independent of the list price of the discounted commodity if indirect utility is multiplicatively separable; increasing in the list price if the commodity is a necessity; increasing in the list price of substitutes. Slutsky's equation is generalized to include search.

This article draws upon a Māori metaphor to describe the theoretical framework underpinning the methodology and findings of a research project completed by researchers from the University of Canterbury, New Zealand, in 2010. It explains how and why the project required the research team to synthesise key information from four New Zealand Ministry of Education Best Evidence Synthesis (BES) reports as well as kaupapa Māori research associated with the Ministry's Ka Hikitia Māori Education Strategy. The key messages outlined in this article were designed by the research team to serve as a new tool to assist whānau (family) and iwi (tribe) to actively engage in the New Zealand schooling system and assert their rights in accordance with the principles of the Treaty of Waitangi (1840). Given the large number of Māori children attending Australian schools, the findings of this research may be of interest to Australian educationalists.