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APPENDICES 6B Ron's Story
APPENDICES 6b Ron's Story NOTES ON RON'S INTERVIEW Ron and I had had no professional or personal contact prior to my contacting him by telephone to arrange the interview. When I arrived to see Ron, he took me through the building and introduced me to staff and whanau who were there. We shared a cup of tea and some cake before beginning the interview. Ron took the opportunity to gently interview me before I had the chance to interview him. He then introduced himself through his iwi affiliations and background. The interview with Ron was open and emotional at times. Ron made it clear that he had not articulated the basis of his philosophy, theory and practice of counselling as a whole before. He was clearly exploring and developing his own understandings, of himself and his practice of counselling, as we talked. I was interested in what Ron did in his counselling practice and why he did what he did. Ron told me this and frequently also went a step further, attempting to explain what he did and why he did it in terms of accepted Western theories and practices. That is, he drew parallels between his own practice as a Maori counsellor, and established Western practices. It may have been that Ron felt a need to justify his own theory and practice by linking it with recognised and published Western theory and practice of counselling. It may also have been that Ron was formulating his own bicultural models of counselling theory and practice. Alternatively, Ron may have been· better able to articulate Western theory in a cogent and coherent way, while he was still exploring the Maori basis of his practice, 413 6b Ron's Story and often did not have a Maori 'framework' within which to clearly . -
Ngāti Hāmua Environmental Education Sheets
NGTI HMUA ENVIRONMENTAL EDUCATION SHEETS Produced by Rangitne o Wairarapa Inc in conjunction with Greater Wellington 2006 2 NGTI HMUA ENVIRONMENTAL EDUCATION SHEETS This education resource provides the reader with information about the environment from the perspective of the Ngti Hmua hap of Rangitne o Wairarapa iwi. There are 9 separate sheets with each one focussing on a different aspect of Mori customary belief. The first two sheets look at history relating to Ngti Hmua starting with the creation myth and the Maori gods (Nga Atua). The second sheet (Tupuna) looks at the Ngti Hmua ancestors that have some link to the Wairarapa including Maui – who fished up Aotearoa, Kupe – the first explorer to these shores, Whtonga aboard the Kurahaup waka and his descendants. The remaining sheets describe the values, practices or uses that Ngti Hmua applied to their environment in the Wairarapa valleys, plains, mountains, waterways and coastal areas. The recording of this information was undertaken so that people from all backgrounds can gain an appreciation of the awareness that the kaumtua of Ngti Hmua have of the natural world. Rangitne o Wairarapa and Greater Wellington Regional Council are pleased to present this information to the people of the Wairarapa and beyond. This resource was created as part of the regional council’s iwi project funding which helps iwi to engage in environmental matters. For further information please contact Rangitne o Wairarapa Runanga 06 370 0600 or Greater Wellington 06 378 2484 Na reira Nga mihi nui ki a koutou katoa 3 CONTENTS Page SHEET 1 Nga Atua –The Gods 4 2 Nga Tupuna – The Ancestors 8 3 Te Whenua – The Land 14 4 Nga Maunga – The Mountains 17 5 Te Moana – The Ocean 19 6 Nga Mokopuna o Tnemahuta – Flora 22 7 Nga Mokopuna o Tnemahuta – Fauna 29 8 Wai Tapu – Waterways 33 9 Kawa – Protocols 35 4 Ngti Hmua Environmental Education series - SHEET 1 of 9 NGA ATUA - THE GODS Introduction The Cosmic Genealogy The part that the gods play in the life of all M ori is hugely s ignificant. -
Classifications
Classifications rt.code.desc Classifications Code Classifications rt.code.base Akitio River Scheme - River Maintenance RC Direct Benefit AREA Akitio River Scheme - Contributor CN Contributor AREA Ashhurst Scheme - Flood Protection AC Flooding Urban CAPITAL Ashhurst Scheme - Flood Protection SUIP AN Annual Charge TARGET Ashhurst Scheme - Lower Stream Maintenance AL Channel Maintenance High AREA Ashhurst Scheme - Upper Stream Maintenance AU Channel Maintenance Low AREA Eastern Manawatu - Lower River Maintenance EL Channell Maintenane High AREA Eastern Manawatu - Upper River Maintenance EU Channell Maintenance low AREA Eastern Manawatu River Scheme - Contributor CN Contributor AREA Eastern Manawatu River Scheme - Indirect IN Indirect Benefit TARGET Forest Road Drainage Scheme A High Benefit AREA Forest Road Drainage Scheme B Medium Benefit AREA Forest Road Drainage Scheme C Moderate Benefit AREA Forest Road Drainage Scheme D Low Benefit AREA Forest Road Drainage Scheme E Minor Benefit AREA Forest Road Drainage Scheme F Indirect Benefit AREA Foxton East Drainage Scheme D1 High Benefit AREA Foxton East Drainage Scheme D2 Medium Benefit AREA Foxton East Drainage Scheme D3 Moderate Benefit AREA Foxton East Drainage Scheme D4 Minor Benefit AREA Foxton East Drainage Scheme D5 Low Benefit AREA Foxton East Drainage Scheme SUIP AC Annual Charge TARGET Foxton East Drainage Scheme Urban U1 Urban CAPITAL Haunui Drainage Scheme A Direct Benefit CAPITAL Himatangi Drainage Scheme A High Benefit AREA Himatangi Drainage Scheme B Medium Benefit AREA Himatangi -
Colonization, Education, and the Formation of Moral Character: Edward Gibbon Wakefield's a Letter from Sydney
1 Historical Studies in Education / Revue d’histoire de l’éducation ARTICLES / ARTICLES Colonization, Education, and the Formation of Moral Character: Edward Gibbon Wakefield’s A Letter from Sydney Bruce Curtis Carleton University ABSTRacT Edward Gibbon Wakefield proposed a scheme of “systematic colonization” that he claimed would guarantee the formation of civilized moral character in settler societies at the same time as it reproduced imperial class relations. The scheme, which was first hatched after Wakefield read Robert Gourlay’s A Statistical Account of Upper Canada, inverted the dominant under- standing of the relation between school and society. Wakefield claimed that without systematic colonization, universal schooling would be dangerous and demoralizing. Wakefield intervened in contemporary debate about welfare reform and population growth, opposing attempts to enforce celibacy on poor women and arguing that free enjoyment of “animal liberty” made women both moral and beautiful. RÉSUMÉ Edward Gibbon Wakefield propose que son programme de « colonisation systématique » ga- rantirait la formation de colons au caractère moral et civilisé. Ce programme, né d’une pre- mière lecture de l’oeuvre de Robert Gourlay, A Statistical Account of Upper Canada, contri- buerait à reproduire la structure des classes sociales impériales dans les colonies. Son analyse inverse la relation dominante entre école et société entretenue par la plupart de réformateurs de l’éducation. Sans une colonisation systématique, prétend Wakefield, la scolarisation universelle serait cause de danger politique et de démoralisation pour la société. Wakefield intervient dans le débat contemporain entourant les questions d’aide sociale et de croissance de la population. Il s’oppose aux efforts d’imposer le célibat au femmes pauvres et il argumente que l’expression de leur ‘liberté animale’ rend les femmes morales et belles. -
Feilding Manawatu Palmerston North City
Mangaweka Adventure Company (G1) Rangiwahia Scenic Reserve (H2) Location: 143 Ruahine Road, Mangaweka. Phone: +64 6 382 5744 (See Manawatu Scenic Route) OFFICIAL VISITOR GUIDE OFFICIAL VISITOR GUIDE Website: www.mangaweka.co.nz The best way to experience the mighty Rangitikei River is with these guys. Guided kayaking and rafting Robotic Dairy Farm Manawatu(F6) trips for all abilities are on offer, and the friendly crew will make sure you have an awesome time. Location: Bunnythorpe. Phone: +64 27 632 7451 Bookings preferred but not essential. Located less than 1km off State Highway 1! Website: www.robotfarmnz.wixsite.com/robotfarmnz Take a farm tour and watch the clever cows milk themselves in the amazing robotic milking machines, Mangaweka Campgrounds (G1) experience biological, pasture-based, free-range, sustainable, robotic farming. Bookings are essential. Location: 118 Ruahine Road, Mangaweka. Phone: +64 6 382 5744 Website: www.mangaweka.co.nz An idyllic spot for a fun Kiwi camp experience. There are lots of options available from here including The Coach House Museum (E5) rafting, kayaking, fishing, camping or just relaxing under the native trees. You can hire a cabin that Location: 121 South Street, Feilding. Phone: +64 6 323 6401 includes a full kitchen, private fire pit and wood-burning barbecue. Website: www.coachhousemuseum.org Discover the romance, hardships, innovation and spirit of the early Feilding and Manawatu pioneers Mangaweka Gallery and Homestay (G1) through their stories, photos and the various transportation methods they used, all on display in an Location: The Yellow Church, State Highway 1, Mangaweka. Phone: +64 6 382 5774 outstanding collection of rural New Zealand heritage, showcasing over 140 years of history. -
THE NEW ZEALAND GAZEITE No. 611
1590 THE NEW ZEALAND GAZEITE No. 611 hereby declares the land described in the Schedule hereto to The Road Classification (Manawatu County) Notice No.1, be Crown land, wbject to the Land Act 1948, as from the 1972 7th day of August 1972. PU~SUANT to regulation 3 of the Heavy Motor Vehicle Regu SCHEDULE latIOns 1969*, the Secretary for Transport hereby gives the SOUTH AUCKLAND LAND DISTRICT following notice. ALL that piece of land containing 26.4 perches situated in Block VI, Whakamaru Survey District, being part Pouakani NOTICE Block; as the same is more particularly delineated on the 1. This notice may be cited as the Road Classification plan marked M.O.W. 26166 (S.O. 46675) deposited in the (Manawatu County) Notice No.1, 1972. office of the Minister of Works at Wellington and thereon coloured yellow. 2. The Manawatu County Council's proposed classification of the roads as set out in the Schedule hereto is hereby Dated at Wellington this 24th day of July 1972. approved. PERCY B. ALLEN, Minister of Works. 3. The notice under the Heavy Motor Vehicle Regulations (P.W. 31/1053/0; Hn. D.O. 39/180/0) 1969, dated the 9th day of May 1972t, which relates to the roads described in the Schedule hereto, is hereby revoked. Declaring Land Acquired for a Government Work and Not Required for That Purpose to be Crown Land SCHEDULE MANAWATU COUNTY PURSUANT to section 35 of the Public Works Act 1928, the Roads Classified in Class I Minister of Works hereby declares the land described in the ALL roads under the control of the Manawatu County Council Schedule hereto to be Crown land, subject to the Land Act except those listed in Class II below. -
Erysichthon Goes to Town
Erysichthon Goes to Town James Lasdun’s Modern American Re-telling of Ovid Pippa J. Ström A thesis submitted to Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in Classical Studies Victoria University of Wellington 2010 ERYSICHTHON GOES TO TOWN by Pippa J. Ström ©2010 ABSTRACT The Erysichthon of Ovid’s Metamorphoses is given, in James Lasdun’s re-telling of the story, a repeat performance of chopping down a sacred tree, receiving the punishment of insatiable hunger, selling his daughter, and eating himself. Transgressive greed, impiety, and environmental destruction are elements appearing already amongst the Greek sources of this ancient myth, but Lasdun adds new weight to the environmental issues he brings out of the story, turning Erysichthon into a corrupt property developer. The modern American setting of “Erisychthon” lets the poem’s themes roam a long distance down the roads of self- improvement, consumption, and future-centredness, which contrast with Greek ideas about moderation, and perfection being located in the past. These themes lead us to the eternally unfulfilled American Dream. Backing up our ideas with other sources from or about America, we discover how well the Erysichthon myth fits some of the prevailing approaches to living in America, which seem to have stemmed from the idea that making the journey there would lead to a better life. We encounter not only the relationship between Ovid and Lasdun’s versions of the story, but between the earth and its human inhabitants, and find that some attitudes can be traced back a long way. -
WHANGANUI HIGH SCHOOL Accepted Purnell Street, PO Box 4022, Wanganui, 4541, New Zealand Acc
Office Use Code WHANGANUI HIGH SCHOOL Accepted Purnell Street, PO Box 4022, Wanganui, 4541, New Zealand Acc. Pack Sent Telephone: 06 349 0178, Facsimile: 06 349 0176 Entered on KAMAR Email: [email protected] Notify AP and Dean Student Number ENROLMENT APPLICATION FORM STUDENT DETAILS Surname/Last Name: (As on birth certificate) First Names: (As on birth certificate - underline preferred name) Gender: Home Phone: Date of Birth: Intended Start Date: _____________________ _________________________ Male Female __________________________ Student Phone: Country of Birth: _____________________ _________________________ Home/Postal Address: (Include postcode) ___________________________________________________________________________________________________________________ _______________________________________________________________________________________________________ Student’s Current School: _______________________________________________________________________________ Student’s year level Residency Status: First Language: Ethnic Origin: if accepted will be: (you may tick more than one) New Zealand Citizen What language does the Year 9 Permanent Resident student speak at home? Maori * Student Visa NZ European / Pakeha English Year 10 Other (please specify below) European Pacific Islands Year 11 Other (please specify below) (please specify below) Year 12 _________________________ ____________________ _____________________ Year 13 (please specify below Other ) _____________________ _________________________ *Indicate Iwi -
Historical Snapshot of Porirua
HISTORICAL SNAPSHOT OF PORIRUA This report details the history of Porirua in order to inform the development of a ‘decolonised city’. It explains the processes which have led to present day Porirua City being as it is today. It begins by explaining the city’s origins and its first settlers, describing not only the first people to discover and settle in Porirua, but also the migration of Ngāti Toa and how they became mana whenua of the area. This report discusses the many theories on the origin and meaning behind the name Porirua, before moving on to discuss the marae establishments of the past and present. A large section of this report concerns itself with the impact that colonisation had on Porirua and its people. These impacts are physically repre- sented in the city’s current urban form and the fifth section of this report looks at how this development took place. The report then looks at how legislation has impacted on Ngāti Toa’s ability to retain their land and their recent response to this legislation. The final section of this report looks at the historical impact of religion, particularly the impact of Mormonism on Māori communities. Please note that this document was prepared using a number of sources and may differ from Ngati Toa Rangatira accounts. MĀORI SETTLEMENT The site where both the Porirua and Pauatahanui inlets meet is called Paremata Point and this area has been occupied by a range of iwi and hapū since at least 1450AD (Stodart, 1993). Paremata Point was known for its abundant natural resources (Stodart, 1993). -
'My Piece of Land at Taieri'
New Zealand Journal of History, 41, 1 (2007) ‘My Piece of Land at Taieri’ BOUNDARY FORMATION AND CONTESTATION AT THE TAIERI NATIVE RESERVE, 1844–1868 OVER THE PAST DECADE an emphasis on multiplicity and diversity has characterized historical scholarship on colonialism, giving rise to a range of theories about identity and racial ambiguity, and challenging past scholarship on racial politics and dynamics in colonial societies. Influenced by questions of indigenous agency, scholars have recast the colonial encounter as dialectical in nature, involving interactions that were contested and negotiated. This challenge to understandings of the colonial past has centred on approaches that emphasize the liminal and porous nature of borders, boundaries, edges, margins, frontiers, spaces and zones. Because of its association with ambiguity and fluidity, the idea of hybridity has been of particular importance to scholars interested in disrupting legal and economic spaces through a cultural approach. Originating in the biological sciences to refer to the cross-breeding of two different species or varieties of plants or animals, then extrapolated to refer to the crossing of the ‘races’, the term has been taken up by scholars in a range of disciplines to refer to the fluid movement of people across territory and between cultures, the negotiation of ‘blood’ and identity, as well as the crossing of borders and boundaries, both physical and cultural.1 Influenced by such approaches this article is concerned with the formation of physical boundaries, specifically -
Political Science and International Relations
School of History, Philosophy, Political Science and International Relations Trimesters 1 & 2, 2011 (28 February – 13 November) POLS 402: Selected Topic in Political Theory: Justifying Empire 1550 -1850 Course Co-ordinator: Pat Moloney, Room 501 Murphy Building ext. 5126. ([email protected]) Office Hours: by arrangement. Class times: Friday 9.00 – 10.50 am, MY539 (see the specific meeting dates over trimester one and two in the seminar schedule below) Content: Surveying three centuries of the engagement of European political thought with the New World, the course will investigate the representation of non-European peoples and the construction of European identities in various projects of empire. The course is divided into four modules canvassing four traditions: 1. The Salamanca School: Spain and the Americas; 2. Hobbes and Locke: the New World and the state of nature; 3. The Scottish Enlightenment: the political economy of colonization; 4. Early Victorians: the theory and practice of Pacific colonization. Attention will be given to their understandings of empire, political society, property, sovereignty, civilization, culture, race, and sexuality. The authors dealt with in the course may include: Bartolomé de Las Casas, Francisco de Vitoria, Francisco Suárez, Thomas Hobbes, John Locke, Adam Ferguson, John Millar, Adam Smith, William Robertson, Lord Kames, Thomas Malthus, J. S. Mill and Edward Gibbon Wakefield. Background Reading: Anthony Pagden, Peoples and Empires (London: Phoenix Press, 2001) Learning Objectives: By the end of the course students will be expected to have a good comprehension of the historical differences amongst various phases of imperialism and be able to analyse the different justifications for colonization made by various European theorists. -
EDWARD GIBBON WAKEFIELD ; the Coloni- Zation of South Australia and New Zealand
DU ' 422 W2<£ 3 1 M80., fe|^^^H| 11 Ifill H 1 ai 11 finffifflj Hi ijyj kmmil HnnffifffliMB fitMHaiiH! HI HBHi 19 Hi I Jit H Ifufn H 1$Hffli 1 tip jJBffl imnl unit I 1 l;i. I HSSH3 I I .^ *+, -_ %^ ; f f ^ >, c '% <$ Oo >-W aV </> A G°\ ,0O. ,,.^jTR BUILDERS OF GREATER BRITAIN Edited by H. F. WILSON, M.A. Barrister-at-Law Late Fellow of Trinity College, Cambridge Legal Assistant at the Colonial Office DEDICATED BY SPECIAL PERMISSION TO HER MAJESTY THE QUEEN BUILDERS OF GREATER BRITAIN i. SIR WALTER RALEGH ; the British Dominion of the West. By Martin A. S. Hume. 2. SIR THOMAS MAITLAND ; the Mastery of the Mediterranean. By Walter Frewen Lord. 3. JOHN AND SEBASTIAN CABOT ; the Discovery of North America. By C. Raymond Beazley, M.A. 4. EDWARD GIBBON WAKEFIELD ; the Coloni- zation of South Australia and New Zealand. By R. Garnett, C.B., LL.D. 5. LORD CLIVE; the Foundation of British Rule in India. By Sir A. J. Arbuthnot, K.C.S.I., CLE. 6. RAJAH BROOKE ; the Englishman as Ruler of an Eastern State. By Sir Spenser St John, G.C.M.G. 7. ADMIRAL PHILLIP ; the Founding of New South Wales. By Louis Becke and Walter Jeffery. 8. SIR STAMFORD RAFFLES; England in the Fnr East. By the Editor. Builders of Greater Britain EDWARD GIBBON WAKEFIELD EDWARD GIBBON WAKEFIELD THE COLONIZATION OF SOUTH AUSTRALIA AND NEW ZEALAND BY •^S R^GARNETT, C.B., LL.D. With Photogravure Frontispiece and Maps NEW YORK LONGMANS, GREEN & CO.