Workshop PowerPoint Workshop PowerPoint PresentationsPresentations

Can be found here:Can be found here:

http://hef.org.nz/workshop-powerpoints/

““Training Our Training Our Children’s Minds” Children’s Minds”

“The Tools of Learning” “The Tools of Learning”

and and “Motivating our “Motivating our

Children”Children”The Grammar, Logic and The Grammar, Logic and

Rhetoric States of the Rhetoric States of the Classical TriviumClassical Trivium

(1 ½ hours)(1 ½ hours)Prepared and presented by Prepared and presented by Barbara SmithBarbara Smith

www.hef.org.nzwww.hef.org.nz

ClassicalClassicalIncludes anything that is Includes anything that is of good form and lasting of good form and lasting

valuevalue

Classical Christian – Includes anything Classical Christian – Includes anything that is of good form and lasting value, that is of good form and lasting value, and which conforms to a Biblical and which conforms to a Biblical standard within a Biblical worldviewstandard within a Biblical worldview

From: From: Teaching the TriviumTeaching the TriviumHarvey and Laurie BluedornHarvey and Laurie Bluedorn

In her essay Miss Dorothy Sayers In her essay Miss Dorothy Sayers lamented the inability of modern lamented the inability of modern

educators to educateeducators to educate1.1. Students are taught more subjects, but they know Students are taught more subjects, but they know

less about everything.less about everything.2.2. They cannot divide fact from opinion, or They cannot divide fact from opinion, or

plausibility from proof.plausibility from proof.3.3. They are incapable of directly addressing a point, They are incapable of directly addressing a point,

or staying on point without introducing irrelevant, or staying on point without introducing irrelevant, material.material.

4.4. They do not define terms, and they cannot They do not define terms, and they cannot understand different senses in which a term can understand different senses in which a term can be used.be used.

5.5. They speak the language with inaccurate syntax.They speak the language with inaccurate syntax.6.6. They cannot learn a new subject on their own.They cannot learn a new subject on their own.7.7. They do not make the connection between They do not make the connection between

different subjects.different subjects.

Modern students have lost the tools for thinking Modern students have lost the tools for thinking and for learning on their own.and for learning on their own.

3 Stages of the Classical Trivium3 Stages of the Classical Trivium(Formal Trivium)(Formal Trivium)

1.1. GRAMMARGRAMMAR - Student was taught the mastery of - Student was taught the mastery of the elements of a language giving skill in the elements of a language giving skill in comprehension and to accurately receive comprehension and to accurately receive knowledgeknowledge

2.2. LOGICLOGIC – Student was taught the mastery of – Student was taught the mastery of statements, definitions, arguments, and fallacies. statements, definitions, arguments, and fallacies. He learned to critically analyze and to understandHe learned to critically analyze and to understand

3.3. RHETORICRHETORIC – Student was taught the mastery of – Student was taught the mastery of creative and persuasive speech. It gave skill in creative and persuasive speech. It gave skill in communication. Student learned to wisely and communication. Student learned to wisely and effectively express and practice what he had effectively express and practice what he had learned.learned.

Trivium Model of Child Trivium Model of Child Educational DevelopmentEducational Development

Dorothy Sayers describes these 3 stages as:Dorothy Sayers describes these 3 stages as:

1. 1. GRAMMERGRAMMER – “The Poll-Parrot stage is the – “The Poll-Parrot stage is the one in which learning by heart is easy and, one in which learning by heart is easy and, on the whole, pleasurable; whereas on the whole, pleasurable; whereas reasoning is difficult and, on the whole, reasoning is difficult and, on the whole, little relished. At this age one readily little relished. At this age one readily memorizes the shapes and appearances of memorizes the shapes and appearances of things; one likes to recite… one rejoices in things; one likes to recite… one rejoices in the chanting of rhymes and the rumble the chanting of rhymes and the rumble and thunder of unintelligible polysyllables; and thunder of unintelligible polysyllables; one enjoys the mere accumulation of one enjoys the mere accumulation of things.”things.”

2. 2. LOGICLOGIC – “The Pert Age, which follows upon this – “The Pert Age, which follows upon this (and, naturally, overlaps it to some extent) is only (and, naturally, overlaps it to some extent) is only too familiar to all who have to do with children: it too familiar to all who have to do with children: it is characterised by contradicting, answering-back, is characterised by contradicting, answering-back, liking to “catch people out” (especially one’s liking to “catch people out” (especially one’s elders) and propounding of conundrums elders) and propounding of conundrums (especially the kind with a nasty verbal catch in (especially the kind with a nasty verbal catch in them).”them).”

3. 3. RHETORICRHETORIC – “The Poetic Age is popularly known – “The Poetic Age is popularly known as the “difficult” age. It is self-contented; it yearns as the “difficult” age. It is self-contented; it yearns to express itself; it rather specializes in being to express itself; it rather specializes in being misunderstood; it is restless and tries to achieve misunderstood; it is restless and tries to achieve independence; and, with good luck and good independence; and, with good luck and good guidance, it should show the beginnings of guidance, it should show the beginnings of creativeness, a reaching out towards a synthesis creativeness, a reaching out towards a synthesis of what it already knows, and a deliberate of what it already knows, and a deliberate eagerness to know and do some one thing in eagerness to know and do some one thing in preference to all others.”preference to all others.”

3 Stages of the APPLIED 3 Stages of the APPLIED TriviumTrivium

((Trivium Model of Child Educational Development Trivium Model of Child Educational Development according to Dorothy Sayers)according to Dorothy Sayers)

1 1 GRAMMARGRAMMAR When the child absorbs factual information like a When the child absorbs factual information like a

spongesponge

2. 2. LOGICLOGIC When a child is more inquisitive and analyticalWhen a child is more inquisitive and analytical

3. 3. RHETORICRHETORIC When a child is more creative and expressiveWhen a child is more creative and expressive

The learning process naturally The learning process naturally falls into this three step falls into this three step

progression:progression:

According to Harvey and Laurie BluedornAccording to Harvey and Laurie Bluedorn

GRAMMARGRAMMAR The first step is to accumulate the facts – The first step is to accumulate the facts – KnowledgeKnowledge

LOGICLOGIC The second step is to comprehend the relationships between The second step is to comprehend the relationships between

these facts – these facts – UnderstandingUnderstanding

RHETORICRHETORIC The third step is to put to practical use the expression what The third step is to put to practical use the expression what

we know and understand – we know and understand – WisdomWisdom

Teaching the TriviumTeaching the Triviumby Harvey and Laurie Bluedornby Harvey and Laurie Bluedorn

Some Verses showing the Some Verses showing the TriviumTrivium

Proverbs 2:6Proverbs 2:6For the Lord giveth For the Lord giveth wisdomwisdom: out of His mouth cometh : out of His mouth cometh

knowledgeknowledge and and understandingunderstanding

Proverbs 3:19, 20Proverbs 3:19, 20The Lord by The Lord by wisdomwisdom hath founded the earth; by hath founded the earth; by

understandingunderstanding hath he established the heavens. By his hath he established the heavens. By his knowledgeknowledge the depths are broken up, and the clouds drop the depths are broken up, and the clouds drop down the dew:down the dew:

Proverbs 24:3, 4Proverbs 24:3, 4Through Through wisdomwisdom is a house builded; and by is a house builded; and by understandingunderstanding

it is established; and by it is established; and by knowledgeknowledge shall the chambers be shall the chambers be filled with all precious and pleasant richesfilled with all precious and pleasant riches

Teaching the Trivium

The TriviumThe Trivium(According to Barbara Smith)(According to Barbara Smith)

GRAMMERGRAMMER This is the time for This is the time for training our children’s mindstraining our children’s minds

LOGICLOGICThis is the time for teaching our children This is the time for teaching our children the tools of the tools of

learninglearning

RHETORICRHETORICThis is the time for us to be This is the time for us to be motivating our motivating our

childrenchildren and helping them to open doors for and helping them to open doors for their future.their future.

““The evidence shows overwhelmingly The evidence shows overwhelmingly that these children (home educators) that these children (home educators) perform extremely well, above perform extremely well, above average, when they re-enter formal average, when they re-enter formal education. That appears to be across education. That appears to be across the board, whether they sat at home the board, whether they sat at home and had formal lessons…or whether and had formal lessons…or whether they were up-a-tree hippies who had no they were up-a-tree hippies who had no formal learning pattern. On any formal learning pattern. On any measure you like, socially or measure you like, socially or academically they will do better.” – academically they will do better.” – Jeff Jeff Richardson, Monash University, Richardson, Monash University, MelbourneMelbourne..

He is educated He is educated

who knows how who knows how

to find out to find out

what he doesn’t knowwhat he doesn’t know

George SimmelGeorge Simmel

German PhilosopherGerman Philosopher

Home Based Education, “Not “Does it Home Based Education, “Not “Does it Work?” but “Why does it work so well?” by Work?” but “Why does it work so well?” by

Roland MeighanRoland MeighanUniversity of Nottingham School of EducationUniversity of Nottingham School of Education

““Families starting out on home-based education Families starting out on home-based education who at first adopted formal methods of learning who at first adopted formal methods of learning found themselves drawn more and more into less found themselves drawn more and more into less formal learning. Families who started out with formal learning. Families who started out with informal learning at the outset found themselves informal learning at the outset found themselves drawn into even more informal learning.drawn into even more informal learning. The The methods that both groups grew into methods that both groups grew into had much more in common with the had much more in common with the methods of younger children. The methods of younger children. The sequencing of learning material, the sequencing of learning material, the bedrock of learning in school, was seen bedrock of learning in school, was seen increasingly as unnecessary and increasingly as unnecessary and unhelpful.”unhelpful.”

““This study challenges the This study challenges the almost universally held view almost universally held view that children of school age that children of school age need to be formally taught if need to be formally taught if they are to learn. In school they are to learn. In school this may be the case but at this may be the case but at home they can learn just by home they can learn just by living.”living.”

-- Alan Thomas’s research-- Alan Thomas’s research

““If you ask what schools are for If you ask what schools are for the obvious answer is to educate the obvious answer is to educate

kids…kids………but there’s an equally important answer. And but there’s an equally important answer. And

that is to socialise them, to bring them up to be that is to socialise them, to bring them up to be comfortable in adult society and I think this has comfortable in adult society and I think this has always been a feature of the education process, always been a feature of the education process, otherwise it wouldn’t take so long. otherwise it wouldn’t take so long. You don’t You don’t need 15 years to educate somebody but need 15 years to educate somebody but you need 15 years to socialise somebody”you need 15 years to socialise somebody”

-- Sir Neil Waters, past Vice-Chancellor of Massey University, NZ -- Sir Neil Waters, past Vice-Chancellor of Massey University, NZ Qualifications Authority Board Chairman in an interview in the Qualifications Authority Board Chairman in an interview in the NZQA’a magazine LEARN, Issue 10, November 1996 p.8 (The NZQA’a magazine LEARN, Issue 10, November 1996 p.8 (The punctuation of this paragraph is exactly as it appears in the punctuation of this paragraph is exactly as it appears in the magazine.)magazine.)

From: “Preparing for an ERO Review” by Craig Smith page 18 & 19From: “Preparing for an ERO Review” by Craig Smith page 18 & 19

In any study of high-achieving In any study of high-achieving people, three factors kept people, three factors kept

emerging:emerging:

1.1. Warm, demanding adults who loved Warm, demanding adults who loved and challenged their children and challenged their children throughout their lives;throughout their lives;

2.2. An exploratory curriculum with an An exploratory curriculum with an opportunity to explore new ideas opportunity to explore new ideas and interests that arose in the mind and interests that arose in the mind of the learner rather than a totally of the learner rather than a totally imposed curriculumimposed curriculum

3.3. Giving people only limited access to Giving people only limited access to their peer groups.their peer groups.

Sir Christopher Ball, the Chancellor of the University of Derby and the Millennium Visiting Sir Christopher Ball, the Chancellor of the University of Derby and the Millennium Visiting Fellow at the Auckland University of TechnologyFellow at the Auckland University of Technology

Socialisation and the Occurrence of Socialisation and the Occurrence of GeniusGenius

In 1960 In 1960 Harold G McCurdyHarold G McCurdy examined “The examined “The childhood pattern of genius” in a study childhood pattern of genius” in a study supported by the supported by the Smithsonian Smithsonian InstitutionInstitution of Washington, D.C. of Washington, D.C.

1.1. A big degree of attention focused A big degree of attention focused upon the child by parents and other upon the child by parents and other adults, expressed in intensive adults, expressed in intensive educational measures and, usually, educational measures and, usually, abundant love;abundant love;

2.2. Isolation from other children, Isolation from other children, especially outside the family;especially outside the family;

3.3. A rich efflorescence of fantasy as a A rich efflorescence of fantasy as a reaction to the preceding condition.reaction to the preceding condition.

Socialisation and the Occurrence of Socialisation and the Occurrence of GeniusGenius

“ “ It might be remarked that the mass It might be remarked that the mass education of our public school system education of our public school system is, in its way, a vast experiment on is, in its way, a vast experiment on the effect of reducing all three the effect of reducing all three factors to a minimum; accordingly, it factors to a minimum; accordingly, it should tend to suppress the should tend to suppress the occurrence of genius.occurrence of genius.

Quoted in Doctoral thesis of Brian D Ray, Quoted in Doctoral thesis of Brian D Ray, President, National Home Education President, National Home Education Research Institute, Seattle, Washington, 29 Research Institute, Seattle, Washington, 29 July 1986July 1986

Home Educators Home Educators scope scope and and

SequenceSequence

““How” and How” and “Why”“Why”

One One of the of the

primary purposes primary purposes of of

classical education classical education is to is to

equip the students equip the students to to

learn for themselveslearn for themselves

From: Classical Education-The Home SchoolFrom: Classical Education-The Home SchoolBy Douglas Wilson, Wesley Callihan and Douglas JonesBy Douglas Wilson, Wesley Callihan and Douglas Jones

In preparation for this overall task, the reading In preparation for this overall task, the reading you do should begin with the lists given in this you do should begin with the lists given in this booklet.booklet.

And we state emphatically, again, And we state emphatically, again, that the reading of the teacher that the reading of the teacher (parents) is more important (parents) is more important than the reading of the student.than the reading of the student.

If the teacher (parent) reads as he/she should, If the teacher (parent) reads as he/she should, the reading of the student will naturally fall into the reading of the student will naturally fall into place. But if the teacher is just in search of a place. But if the teacher is just in search of a “book list” for the student to read, then it is not “book list” for the student to read, then it is not a classical education that is in view.a classical education that is in view.

From: Classical Education-The Home SchoolFrom: Classical Education-The Home SchoolBy Douglas Wilson, Wesley Callihan and Douglas JonesBy Douglas Wilson, Wesley Callihan and Douglas Jones

Keep it simple Keep it simple

and set yourself up to succeed. and set yourself up to succeed.

Big ambitions and Big ambitions and

big plans are great, big plans are great,

but if they are unrealistic, but if they are unrealistic,

you will burn yourself outyou will burn yourself out

and set yourself up to fail.and set yourself up to fail.

Your home education programme, almost Your home education programme, almost regardless of what it is, has vast regardless of what it is, has vast advantages over even the most gifted of advantages over even the most gifted of teachers in a classroom simply because it teachers in a classroom simply because it is you, their mum, doing one-on-one for as is you, their mum, doing one-on-one for as long as you like, any way you like, and long as you like, any way you like, and where you like, 7 days a week. 365 days a where you like, 7 days a week. 365 days a year.year.

With such conviction you will be With such conviction you will be spilling overspilling over with the kind of confidence that stirs up with the kind of confidence that stirs up not only your own children but nearly not only your own children but nearly everyone else you engage in conversation everyone else you engage in conversation to want more! (Excitement, enthusiasm, to want more! (Excitement, enthusiasm, conviction and lastly confidence.)conviction and lastly confidence.)

Training our Children, Keystone MagazineTraining our Children, Keystone Magazine

Training Children’s MindsTraining Children’s Minds

The gathering of information – KnowledgeThe gathering of information – Knowledge

The child is always learning facts, relating the facts to The child is always learning facts, relating the facts to each other, and using these facts and relations in each other, and using these facts and relations in practical ways.practical ways.

Our Goal is to develop competence in Our Goal is to develop competence in the tools of inquiry: reading, listening, the tools of inquiry: reading, listening, writing, observing and measuring.writing, observing and measuring.

From: From: Teaching the TriviumTeaching the Trivium, Harvey and Laurie Bluedorn, Harvey and Laurie Bluedorn

Always begin Always begin each day each day with your with your

Number One Number One goalgoal

READ READ TO YOUR TO YOUR CHILDREN CHILDREN AT LEAST AT LEAST 2 HOURS 2 HOURS

A DAYA DAY

• Read a wide range books:Read a wide range books:

• The BibleThe Bible• BiographiesBiographies

• AutobiographiesAutobiographies• Historical fictionHistorical fiction

• Church historyChurch history• Books on scienceBooks on science

• NatureNature• MusiciansMusicians• Artists etcArtists etc

3 3

Keys for Keys for

MemorizingMemorizing

ScriptureScripture

1. Review1. Review

2. Review2. Review

3. Review3. Review

Narration Narration • On what I read to my childOn what I read to my child

andand• what my child reads to what my child reads to

meme

Charlotte MasonCharlotte Mason

Dr Raymond MooreDr Raymond Moore

Suggests three categories to focus on:Suggests three categories to focus on:

1.1. WorkWork

2.2. ServiceService

3.3. AcademicsAcademics

I believe that training I believe that training young children to do young children to do jobs around the home jobs around the home to a high standard is to a high standard is training them to do training them to do their studies later in their studies later in life to a high standardlife to a high standard

Life is a great teacher.Life is a great teacher.

Do you know everything?Do you know everything?

The Tools of learningThe Tools of learningArranging information in a logical order Arranging information in a logical order

– Understanding– Understanding

It takes It takes 2-4 years to teach our 2-4 years to teach our children all the skills that they children all the skills that they need for lifeneed for life, to make sure that , to make sure that they are good readers, writers and they are good readers, writers and mathmathians.mathmathians.

From:From: Teaching the Trivium Teaching the Trivium

We need to teach them how to:We need to teach them how to:

• Take notesTake notes• Write book reports and general Write book reports and general

reports reports • Write lettersWrite letters• Write essaysWrite essays• Do researchDo research• Logic Logic • DebatingDebating

http://www.careycollege.com/Lesson_Plans.htmlhttp://www.careycollege.com/Lesson_Plans.htmlhttp://web.archive.org/web/20060117192850/http://careycollege.com/http://web.archive.org/web/20060117192850/http://careycollege.com/

curriculum/subject.php3curriculum/subject.php3 Subject ListSubject List BibleBible EnglishEnglish English - CompositionEnglish - Composition English - GrammarEnglish - Grammar English - LiteratureEnglish - Literature HistoryHistory MathematicsMathematics New Zealand GeographyNew Zealand Geography ScienceScience

http://web.archive.org/web/20060519005611/http://careycollege.com/curriculum/subject.http://web.archive.org/web/20060519005611/http://careycollege.com/curriculum/subject.php3?id=3php3?id=3 Answering Examination Questions requiring Essay AnswersAnswering Examination Questions requiring Essay Answers

Letter Setting-outLetter Setting-out Quotations & Footnotes Quotations & Footnotes Writing 5 x 5 essays Writing 5 x 5 essays Writing and Presenting Speeches Writing and Presenting Speeches

http://web.archive.org/web/20071014212627/http://careycollege.com/http://web.archive.org/web/20071014212627/http://careycollege.com/curriculum/documents/english-composition-general-essay5x5.pdfcurriculum/documents/english-composition-general-essay5x5.pdf

Writing 5 x 5 essaysWriting 5 x 5 essays

We also need to teach them the skills We also need to teach them the skills of:of:

Reasoning – to critically question, analyze, Reasoning – to critically question, analyze, evaluate, and discern causes, motives, evaluate, and discern causes, motives, means, purposes, goals and efforts, to means, purposes, goals and efforts, to investigate the theory.investigate the theory.

Understanding is impartedUnderstanding is imparted through through coaching, correcting and drilling.coaching, correcting and drilling.

We develop a vocabulary ofWe develop a vocabulary of relationships, order, and abstractions.relationships, order, and abstractions.

From: From: Teaching the TriviumTeaching the Trivium, Harvey and Laurie Bluedorn, Harvey and Laurie Bluedorn

Our goal is to develop competence Our goal is to develop competence in the tools of investigation: in the tools of investigation:

analyzing, comparing and analyzing, comparing and contrastingcontrasting

Our greatest tool for thisOur greatest tool for thisin Home Education in Home Education

isis

hospitalityhospitality

Motivating our Motivating our ChildrenChildren

Putting the information and order into practical Putting the information and order into practical use – Wisdomuse – Wisdom

We teach the skills of prudent judgment and effective expression We teach the skills of prudent judgment and effective expression – through communication and practical application.– through communication and practical application.

Wisdom is imparted through encouraging individual initiative and Wisdom is imparted through encouraging individual initiative and innovation, asking questions, and leading discussions.innovation, asking questions, and leading discussions.

We develop a vocabulary of philosophical ideas and values. We develop a vocabulary of philosophical ideas and values. We begin to recombine the knowledge and skills from separate We begin to recombine the knowledge and skills from separate

disciplines.disciplines.We seek the application of principles, values and goals.We seek the application of principles, values and goals.

Again all achieved by beingAgain all achieved by being

hospitablehospitableFrom: From: Teaching the TriviumTeaching the Trivium, Harvey and Laurie Bluedorn, Harvey and Laurie Bluedorn

The intensive Wisdom period The intensive Wisdom period

lasts for two to three years, lasts for two to three years,

and when it is over, and when it is over,

Wisdom, of course, continues to grow Wisdom, of course, continues to grow

and develop, and develop,

but all three capacities but all three capacities

– – KnowledgeKnowledge, , UnderstandingUnderstanding and and WisdomWisdom – which have been – which have been

developing all along, emerge as a fully developing all along, emerge as a fully developed team of tools.developed team of tools.

From: From: Teaching the TriviumTeaching the Trivium, Harvey and Laurie Bluedorn, Harvey and Laurie Bluedorn

The emphasis of home-based The emphasis of home-based education education

on self-discipline on self-discipline and and

self-directed learning self-directed learning and and

the personal confidence this produces the personal confidence this produces creates young people who can adapt creates young people who can adapt

to new situations and new peopleto new situations and new people

Home based Education, “Not “Does it Work?” but “Why Does Home based Education, “Not “Does it Work?” but “Why Does it Work so Well?’ by Ronald Meighanit Work so Well?’ by Ronald Meighan

You cannot possibly You cannot possibly

““teach” your children teach” your children

everything they need to know. everything they need to know.

But you can give them But you can give them

one thing they need to learn one thing they need to learn

– – a positive learning attitudea positive learning attitude..

Educating the WholeHearted Child page 3Educating the WholeHearted Child page 3

Clay and Sally ClarksonClay and Sally Clarkson

SummarySummary

In summary, the capacities for In summary, the capacities for KnowledgeKnowledge, , UnderstandingUnderstanding, and , and WisdomWisdom are not neat little compartments are not neat little compartments with sealed doors between them. Rather, with sealed doors between them. Rather, they all develop at the same time from they all develop at the same time from the very beginning, yet they each pass the very beginning, yet they each pass through successive periods of intensive through successive periods of intensive development, until they finally catch up development, until they finally catch up with each other and work harmoniously with each other and work harmoniously together.together.

From: From: Teaching the TriviumTeaching the Trivium, Harvey and Laurie Bluedorn, Harvey and Laurie Bluedorn

To summarize…To summarize…

……it all in one sentence; it all in one sentence; we first instruct the child in we first instruct the child in KnowledgeKnowledge or Grammar; or Grammar;Then we guide the child in Then we guide the child in UnderstandingUnderstanding or Logic; or Logic;

And finally we challenge the child in And finally we challenge the child in WisdomWisdom or Rhetoric. or Rhetoric.

Taken from Teaching the TriviumTaken from Teaching the Trivium

OROR

We We train our children’s mindstrain our children’s minds,,

Then teach them the Then teach them the Tools of LearningTools of Learning

Which leads to them being Which leads to them being motivatedmotivated to to put everything together.put everything together.

They have the tools to study, now they They have the tools to study, now they can go out to study in their areas of can go out to study in their areas of interest. A motivated child will learn interest. A motivated child will learn much quicker.much quicker.

Parent’s roleParent’s role

The parent’s other role during this The parent’s other role during this

Rhetoric – Wisdom stage Rhetoric – Wisdom stage

is to guide the child in opening doors is to guide the child in opening doors

for their future for their future

and to train the child and to train the child

to be ready for their future.to be ready for their future.

TRAINING OUR CHILDRENTRAINING OUR CHILDREN

By Craig and Barbara SmithBy Craig and Barbara Smith

                          

     

HomeHomeEducationEducation

FoundationFoundation

www.hef.org.nzwww.hef.org.nz