2015 CLASS REUNIONS 1970S[ 2 ] - Massey University Aerial View CELEBRATING MASSEY UNIVERSITY CLASS REUNIONS 2015
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Feilding Public Library Collection
Object ID Begins with "2009.102" 14/06/2020 Matches 4033 Catalog / Objectid / Objname Description Condition Status Home Location P 2009.102.01.01 Manchester Street School, Feilding. Primer 2-3 1939. Grouped Good OK Feilding & Districts Community Archive against a fence with trees and houses in the background. Print, Photographic Front Row L to R: eighth girl - Betty Doughty, last girl - June Wells. P 2009.102.01.02 Grouped against a fence with trees and houses in the background Good OK Feilding & Districts Community Archive Manchester Street School Std 4 1939 Print, Photographic P 2009.102.01.03 Grouped against a fence with trees and houses in the background Good OK Feilding & Districts Community Archive Manchester Street School F 1-2 1939 Print, Photographic P 2009.102.01.04 Studio photo Manchester Street School Basketball A Team 1939 Good OK Feilding & Districts Community Archive Print, Photographic P 2009.102.01.05 Manchester Street School Basketball B Team 1939 Studio photo Good OK Feilding & Districts Community Archive Print, Photographic P 2009.102.01.06 Manchester Street School Prefects 1939 Studio photo Good OK Feilding & Districts Community Archive Print, Photographic P 2009.102.01.07 Manchester Street School 1st XV 1939 Studio photo Good OK Feilding & Districts Community Archive Print, Photographic P 2009.102.01.08 Manchester Street School Special Class 1940 Grouped against a Good OK Feilding & Districts Community Archive fence with trees and houses in the background Print, Photographic P 2009.102.01.09 Manchester Street School -
Reforn1ing New Zealand Secondary Education
Reforn1ing New Zealand Secondary Education The Picot Report and the Road to Radical Reform Roger Openshaw * Reforming New Zealand Secondary Education SECONDARY EDUCATION IN A CHANGING WORLD Series editors: Barry M. Franklin and Gary McCulloch Published by Palgrave Macmillan: The Comprehensive Public High School: Historical Perspectives By Geoffrey Sherington and Craig Campbell (2006) Cyril Norwood and the Ideal of Secondary Education By Gary McCulloch (2007) The Death of the Comprehensive High School?: Historical, Contemporary, and Comparative Perspectives Edited by Barry M. Franklin and Gary McCulloch (2007) The Emergence of Holocaust Education in American Schools By Thomas D. Fallace (2008) The Standardization of American Schooling: Linking Secondary and Higher Education, 1870–1910 By Marc A. VanOverbeke (2008) Education and Social Integration: Comprehensive Schooling in Europe By Susanne Wiborg (2009) Reforming New Zealand Secondary Education: The Picot Report and the Road to Radical Reform By Roger Openshaw (2009) Reforming New Zealand Secondary Education The Picot Report and the Road to Radical Reform ROGER OPENSHAW REFORMING NEW ZEALAND SECONDARY EDUCATION Copyright © Roger Openshaw, 2009. Softcover reprint of the hardcover 1st edition 2009 978-0-230-60626-5 All rights reserved. First published in 2009 by PALGRAVE MACMILLAN® in the United States—a division of St. Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Where this book is distributed in the UK, Europe and the rest of the world, this is by Palgrave Macmillan, a division of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. -
Imagereal Capture
Copyright Agency Limited (CAL) licensed copy Funher copying and communicalion prohibited except on paymenl offee per Copy or Communicalion and otherwise in accordance wHh the licence from CAL to ACER. For more informalion contact CAL on(02) 9394 7600 or [email protected] Education Research and Perspectives, Vo1.28, No.I, 2001 83 Teacher Education in New Zealand, 1920-1980: Curriculum, Location, and Control Gregory Lee University of Waikato Howard Lee University of Otago This paper argues that teacher education in New Zealand during the period 19201980 was characterised hy constant debate over the content, location, and control of teacher education programmes. Successive reports into teacher education are examined, with special regard to their recommendations about the curriculum, the most appropriate institutional enuironments(s) within which to deliver training programmes, and the matter of which authority-tbe central Department of Education or tbe regional education hoards-was tbought best suited to control the training process. It is argued that complaints were voiced more frequently from the mid 1920s about the low status of the teaching service, the inadequate time assigned to academic and/or professional studies, and the lack of co-operation between teachers' colleges and universities in their educational activities. By the 1960s the minimum period of teacher training had been extended by one year, and educationists began to react more favourably to earlier suggestions that closer relationships ought to be encouraged between universities and colleges. The conclusion is reached that although by the end of the period under review some of the institutional conservatism and isolation surrounding colleges and universities had given way to a willingness to explore new arrangements for teacher education, debates over the nature, scope and site of teacher education continued. -
Good Taste Michelle Hutton's Passion for Science and Food Has Her Spicing up Cuisine for New Zealand Shelves
ISSUE 14 • JUNE 2010 Good taste Michelle Hutton's passion for science and food has her spicing up cuisine for New Zealand shelves Chris Tremain: Backing the Bay Taking on Kiwi fashion New uses for olive waste MASSEY UNIVERSITY | definingnz | JUNE 2010 | 1 75-1428 ISSN 11 ISSN 1175-1606 (Web) 2 | JUNE 2010 | MASSEY UNIVERSITY | definingnz MASSEY UNIVERSITY | definingnz | JUNE 2010 | 3 VICE-CHANCELLOR assey thinks of itself as New Zealand’s defining university. There are three reasons for this. First, Massey shares the values that underpin what it means to be a New Zealander. We have a bold, “can do” attitude that ensures we continue to innovate M and look for new opportunities. Second, we are New Zealand’s only true national university, with major campuses in Albany, Manawatu and Wellington. Our distance education virtual campus currently serves 17,000 students all over the nation and provides for the tertiary education needs of more than 1000 Kiwis around the world. We also have bases in Hawke's Bay and New Plymouth, and have offices in other cities around the country. Massey has formed valuable partnerships with the Eastern Institute of Technology and the Western Institute of Technology. We fly the flag for New Zealand around the world. Third, our teaching and research have underpinned the economic, social, cultural and environmental development of New Zealand. To take one example, as the nation’s leading agri-food university, Massey has provided the talent and groundbreaking research that have ensured the success of our land-based industries for more than 80 years. -
Massey Commemorative Issue Massey Commemorative
MASSEY COMMEMORATIVE ISSUE MASSEY COMMEMORATIVE Manawatu Journal Of History, MASSEY COMMEMORATIVE ISSUE, 2014 Cover illustration: The Manawatu Flows On, 1993. John Bevan Ford. Collection of Massey University Library. Reproduced by permission. John Bevan Ford (1930-2005) was born in Christchurch. His mother was of Ngati Raukawa ki Kapiti ancestry and his father of English/German descent. He lived in the Manawatu from 1974, when he came to work at Massey University. John was a full time painter for the last twenty years of his life. This painting has its origins in an invitation to travel to the Netherlands, with a series of works commemorating, and giving a Ma-ori perspective on, the anniversary of Dutch explorer Abel Tasman’s arrival in New Zealand in 1642. The artist has used a pen loaded with liquid acrylics, on watercolour paper. The taniko border of the cloak above the land signifi es mana, and that the land is a land of distinction; the fl oating threads emanating from the sacred upper edges of the cloak symbolise the local people’s whakapapa (genealogy), and show that the space above the land is an active space. Below, the Manawatu River fl ows out of Te Apiti, the Manawatu Gorge, and meanders across the plains. The scroll-like fi gure above the gorge represents the region’s fi rst navigator, the pre-Ma-ori taniwha (spirit) Okatia, who became a totara tree and carved out the path of the river on his way from the Wairarapa, east of the ranges, to the west coast. The canoe of the next navigator, Kupe, can be seen to the left of Okatia. -
Arrangement System
ARCHIVES ARRANGEMENT SYSTEM 2021 Massey University CONTENTS CONTENTS i GUIDE TO USING THE ARRANGEMENT SYSTEM v INTRODUCTION: MASSEY UNIVERSITY vii GENERAL 1 A HISTORICAL INFORMATION 1 A-1 Universities in New Zealand 1 A-2 Wellington Polytechnic, 1886-1999 1 A-3 Dairy Research Institute, 1926- 1 A-4 Events leading up to the founding of Massey Agricultural College in 1927 1 A-5 Massey Agricultural College, 1927-1962, renamed Massey College, 1962-1963 1 A-6 Palmerston North College of Education, 1956-1995 1 A-7 Palmerston North University College (branch of Victoria University), 1960-1962 1 A-8 Becoming a university, Massey University, 1964 1 A-9 50th Jubilee, 1977 1 A-10 75th Anniversary, 2002 1 A-11 50th Jubilee of Distance Learning/Extramural Studies, 2010 1 A-12 50th Jubilee of becoming a university, 2014 1 A-13 21st Anniversary of Albany campus, 2014 1 A-14 Biographical information and recollections 1 GOVERNANCE 2 B OFFICERS, COUNCIL, ACADEMIC BOARD AND COMMITTEES 2 B-1 Chancellors 2 B-2 Pro-Chancellors 2 B-3 Office of the Vice-Chancellor 2 B-4 Office of the University Registrar 8 B-5 Treasury 9 B-6 Court of Convocation 9 B-7 Council (1927-) 9 B-8 Academic Board (1929-) 12 TEACHING AND LEARNING 14 C ACADEMIC STAFF AND DEPARTMENTS 14 C-1 Faculty of Agricultural and Horticultural Sciences (1928-1997) 14 C-2 Faculty of Science (1963-1997) 16 C-3 Faculty of Technology (1962-1997) 18 C-4 Faculty of Veterinary Science (1962-1997) 19 C-5 Faculty of General Studies (1963-1964) 20 C-6 Faculty of Humanities (1965-1997) 20 C-7 Faculty of Social -
Research Commons at The
http://waikato.researchgateway.ac.nz/ Research Commons at the University of Waikato Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate. You will obtain the author’s permission before publishing any material from the thesis. Not a Fair Go: A History and Analysis of Social Credit’s Struggle for Success in New Zealand’s Electoral System A thesis submitted in fulfilment of the requirements of Master of Arts in Political Science at University of Waikato by David Calderwood The University of Waikato 2010 Abstract This thesis is an examination of the main issues Social Credit contended with while trying to succeed in New Zealand politics. Its historical and political analysis is in the context of the electoral system. The first section argues for and describes the changing electoral context and outlines how this created difficulties for Social Credit. It concludes that the movement faced very adverse electoral periods for third parties. The second part examines founder Major C.H. Douglas’s Social Credit vision and charts Social Credit’s political adaptations from its New Zealand beginnings to the time Bruce Beetham took over as leader in 1972. -
Building Yesterday's Schools
BUILDING YESTERDAY’S SCHOOLS An analysis of educational architectural design as practised by the Building Department of the Canterbury Education Board from 1916-1989. Murray Noel Williams A thesis summited in fulfilment of the requirements for the Degree of Doctor of Philosophy in Art History. Department of Art History and Theory, the University of Canterbury. 2014 TABLE OF CONTENTS Acknowledgements…………………………………………………………………………………………. i Abstract…………………………………………………………………………………………………………… iii Abbreviations …………………………………………………………………………………………………. iv Notes on illustrations ……………………………………………………………………………………… v List of illustrations…………………………………………………………………………………………… vi Notes on currency and measurement changes………………………………………………… x Introduction …………………………………………………………………………………………………… 1 Chapter One: Victorian and Edwardian footprints ……………………………………….. 11 Chapter Two: Adaptation …………………………………………………………………………… 26 Chapter Three: The open-air revolution ……………………………………………………… 46 Chapter Four: Making do and holding the fort: depression and war…………….. 75 Chapter Five: The Canterbury Plan ……………………………………………………………… 86 Chapter Six: Building for the Baby Boomers ……………………………………………… 104 Chapter Seven: The CEBUS solution ………………………………………………………… 134 Chapter Eight: New Directions ………………………………………………………………… 150 Chapter Nine: The post-war intermediates ………………………………………………… 169 Chapter Ten: Building on the West Coast. …………………………………………………… 190 Chapter Eleven: Termination ……………………………………………………………………… 208 Chapter Twelve: Retrospective …………………………………………………………………… 219 Bibliography