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Police Shooting of Halatau Ki'anamanu Naitoko
Independence trustworthiness accountability vigilance Police shooting of Halatau Ki’anamanu Naitoko integrity AprilFoundation 2012 fo AprilFoundation 2012 fo IPCA Level 8 342 Lambton Quay PO Box 5025, Wellington 6145 Aotearoa New Zealand 0800 503 728 P +64 4 499 2050 F +64 4 499 2053 www.ipca.govt.nz Contents Introduction .................................................................................................................................... 3 Background...................................................................................................................................... 5 Applicable Laws and Policies ......................................................................................................... 51 The Authority’s Investigation ........................................................................................................ 61 The Authority’s Findings ................................................................................................................ 63 Conclusions ................................................................................................................................... 93 Recommendations ........................................................................................................................ 97 Appendix ....................................................................................................................................... 99 PAGE 1 PAGE 2 Introduction 1. At 2.03pm on Friday 23 January 2009, in Auckland, a member of the New Zealand -
Use of Force During Fatal Shooting in Tauranga Justified
Use of force during fatal shooting in Tauranga justified Summary of the Incident On 11 February 2020, Mr Anthony Fane and his brother allegedly committed a double homicide at Omanawa Falls, Tauranga. They were later identified as suspects. At the time, Police believed the murders were motivated by escalating gang tensions in the area. On 13 February 2020, a decision was made that the Tauranga Armed Offenders Squad (AOS) would be deployed on ‘reassurance patrols’, starting that evening. Four AOS officers were deployed on a patrol that evening in two separate vehicles. At approximately 7.45pm they came across a Ford Falcon (‘the Falcon’) registered to Mr Fane, which they believed he was driving at the time. The Falcon was not amongst the vehicles the officers had been briefed on as vehicles of interest connected to the homicides. The officers had received email alerts that the Falcon was in the Bay of Plenty area, and wanted in relation to the double homicide, although there was no indication why. The officers signalled Mr Fane to stop by activating their red and blue lights and sirens, but he continued. A pursuit was initiated and continued for four minutes and 47 seconds, during which Mr Fane fired shots at them on numerous occasions while driving. At one point he stopped directly opposite a retirement home, got out of the Falcon, and fired directly at the officers (who were still in their cars). They did not return fire at this point due to a number of risk factors related to the location, including the number of members of the public in the vicinity. -
A Languages Strategy for Auckland: Why and What Are the Issues?
A languages strategy for Auckland: Why and what are the issues? 4th International Conference on Language, Education and Diversity (LED 2015) Symposium: “A languages strategy for Auckland” 25 November 2015 Sharon Harvey (AUT) Susan Warren (COMET, Auckland) Hau Rawiri (COMET, Auckland) Jeff Johnstone (Asia New Zealand Foundation) Presentations • Developing an Auckland languages strategy • Sharon Harvey and Susan Warren • Te reo Māori as the pillar in an Auckland languages strategy • Hau Rawiri • The subject languages strand of the strategy • Jeff Johnstone Presentation 1: Developing an Auckland Languages Strategy 4th International Conference on Language, Education and Diversity (LED 2015) Symposium: “A languages strategy for Auckland” 25 November 2015 Sharon Harvey, AUT Susan Warren, COMET, Auckland History of national language policy in NZ • Maybe 45 years???? (Kaplan 1993/1994) • Aoteareo: Speaking for ourselves 1992 • Human Rights Commission - throughout 2000s • Royal Society of New Zealand - 2013 Discursively different move here was to link superdiversity with the need to have national level planning around language and culture across policy spectrum – not just in education field 1992 – Language Policy Framework Never adopted The Australian National Languages Policy 1987 (Lo Bianco 1987, 2002) • The overarching justifications of the NPL were expressed as four Es: • Enrichment: representing intellectual and cultural enrichment, for individuals and for the wider society; • Economics: facilitating trade and commercial relations, with a special emphasis on the Asian region, but not neglecting Europe and other parts of the world; • Equality: representing enhanced social and educational participation and opportunity for immigrant and indigenous communities and for speakers of non-standard varieties of English as well as for users of Australian Sign Language and for those students with language disabilities; • External: facilitating strategic responses to diplomatic, commercial and security interests. -
Domestic Violence Bill: Invited Comments on Provisions Relating to Firearms
Philip Alpers PO Box 90-227 Auckland 1030 New Zealand 14 November 1995 The Secretary for Justice PO Box 180 WELLINGTON Domestic Violence Bill: Invited Comments on Provisions Relating to Firearms By opposing mandatory seizure of firearms following a protection order, police and some legislators seem inclined to deny the reality of gun-related violence as revealed by their own files. Denial should no longer be an acceptable reaction to any aspect of domestic violence. Guns in Family Violence: Legal Weapons Pose the Greatest Risk In June of this year, research data1 obtained by the author from the NZ Police under the Official Information Act showed that, in all the firearm-related homicides in this country in the three years 1992-94: Of all the dead, 63% were shot during family violence, 91% of these with a legal firearm Almost all victims of firearm homicide (95%) were shot by a familiar person Nearly two-thirds of firearm homicide victims (and ten out of eleven female victims) were killed with a legal firearm from the collection of a licensed gun-owner Most firearm homicide victims were killed by a licensed gun-owner In addition, a parallel study2 showed that half the perpetrators involved in non-fatal misuse of firearms during domestic disputes were licensed gun-owners. There should be nothing surprising about these figures. Where comparable jurisdictions have studied the same relationship they report similar proportions. In New South Wales, 62% of firearms seized in domestic violence incidents are legally owned.3 In Canada, 78.3% of -
IPCA Short Report Template
Independence trustworthiness accountability vigilance Police shooting of Halatau Ki’anamanu Naitoko integrity AprilFoundation 2012 fo AprilFoundation 2012 fo IPCA Level 8 342 Lambton Quay PO Box 5025, Wellington 6145 Aotearoa New Zealand 0800 503 728 P +64 4 499 2050 F +64 4 499 2053 www.ipca.govt.nz Contents Introduction .................................................................................................................................... 3 Background...................................................................................................................................... 5 Applicable Laws and Policies ......................................................................................................... 51 The Authority’s Investigation ........................................................................................................ 61 The Authority’s Findings ................................................................................................................ 63 Conclusions ................................................................................................................................... 93 Recommendations ........................................................................................................................ 97 Appendix ....................................................................................................................................... 99 PAGE 1 PAGE 2 Introduction 1. At 2.03pm on Friday 23 January 2009, in Auckland, a member of the New Zealand -
Granting Legal Personality to Te Reo Māori
1081 LET TE REO SPEAK: GRANTING LEGAL PERSONALITY TO TE REO MĀORI Tony Angelo* and Elisabeth Perham** Against the background of increasing concern about the future sustainability of te reo Māori, this article proposes, as one way to improve the prospects of the language, that te reo Māori be recognised as having legal personality. "Ko tōku nui, tōku wehi, tōku whakatiketike, tōku reo."1 (My language is my greatness, my inspiration, that which I hold precious). "Ko te reo te mauri o te mana Māori."2 (Language is the life force of Māori prestige). "If the language dies the culture will die, and something quite unique will have been lost to the world."3 I INTRODUCTION The importance of a language to the wellbeing of a people, to the maintenance of a culture's uniqueness and to a strong sense of identity cannot be overstated. * Professor of Law, Victoria University of Wellington. Māmari Stephens is to be credited with the idea for this article. Thanks are due to her for continued encouragement and support as the idea was developed. Kia ora Māmari. ** LLB(Hons), BA(Hons); Barrister and Solicitor of the High Court of New Zealand. 1 Te Ururoa Flavell MP "Flavell: Endangered Languages Conference" (XVI Foundation for Endangered Languages Conference – Language Endangerment in the 21st Century: Globalisation, Technology and New Media, AUT University, Auckland, 12 September 2012). 2 Sir James Henare (Waitangi Tribunal hearings on the Wai 11 claim, 24–28 June 1985). 3 Waitangi Tribunal Report of the Waitangi Tribunal on the te Reo Māori Claim (Wai 11, 1986) [Wai 11 Report] at 1. -
Paramedicine Careers
PARAMEDICINE A FUTURE IN PARAMEDICINE WHAT IS PARAMEDICINE? Flashing sirens and speeding ambulances They provide acute pre-hospital care, treating create a public image of 24/7 adrenaline for shock and injury using ambulance medical activity, but paramedics handle much more equipment to resuscitate, stabilise and than car crashes and other accidents. As transfer for further treatment. emergency medicine professionals, 80% of Paramedics also supply ambulance assistance their work is medical; only 20% of their work from home to hospital and between hospitals. involves trauma. If you have a strong compassionate Whatever the situation, paramedics’ core personality, a genuine interest in providing business is caring for people and saving lives emergency care, have strengths in defusing by providing access to rapid response pre- volatile situations, and can cope with hospital emergency care and advanced life unpredictable challenges involving trauma support as a basic right. and illness, then this could be a great career After paramedics arrive by ambulance at an path for you. accident or medical emergency site, they must assess the patient to formulate and diagnose an intervention plan and treatment. OUTLOOK AND TRENDS Global demand and diversity actively seeking graduates from New Zealand. There is an increased demand worldwide for There are also opportunities in Canada. Experienced paramedics due to an aging population, fewer paramedics can also be found on offshore oil rigs, on community GP’s and more emphasis on increasing board super yachts and in special forces through the primary healthcare in the community. Middle East. Primary care needs Placement and local opportunities The Ministry of Health’s increased focus on reducing Within New Zealand graduates are recruited by St John hospital admissions through out-of-hospital care and Wellington Free Ambulance (WFA) – as well as the has led to increased roles and responsibilities for NZ Defence Forces. -
Working with Maori Essential
Working with Māori Essential level learning module Published in September 2009 by Te Pou o Te Whakaaro Nui The National Centre of Mental Health Research, Information and Workforce Development. PO Box 108-244, Symonds Street, Auckland, New Zealand. ISBN 978-1-877537-32-5 Web www.tepou.co.nz/letsgetreal Email [email protected] 2 Working with Māori – Essential level Learning module – electronic version Contents Introduction ............................................................................................. 4 1 Working with Māori – prior experience ........................................................ 8 2 Pōwhiri: an interdependent process ........................................................... 9 3 The Treaty of Waitangi / Te Tiriti o Waitangi ............................................... 10 4 Te reo Māori ...................................................................................... 11 5 Tuakiri tangata................................................................................... 14 6 Tikanga Māori .................................................................................... 19 7 Whakawhanaunga................................................................................ 21 8 Hauora Māori ..................................................................................... 22 9 Manaaki ........................................................................................... 23 References and recommended reading ............................................................. 24 Learning Review -
Teachers of Additional Languages in New Zealand Schools, and Perceptions of Their Role, Place and Identity
Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. Teachers(of(additional(languages( in(New(Zealand(schools:(( A(national(survey(and(case(studies( A"thesis"presented"in"partial"fulfilment"of"the"" requirements"for"the"degree"of" Doctor"of"Philosophy" in" Applied"Linguistics" at"Massey"University,"Manawatu"Campus,"New"Zealand" Adèle"Jeannette"Scott" 2014" Abstract( While languages additional to the language of instruction have long been an established, non-compulsory part of the New Zealand secondary school curriculum, it was only in 2007 that they were given an official place as a learning area in the national curriculum. They do, however, remain non-compulsory. This study aims to investigate the background and profile of teachers of additional languages in New Zealand schools, and perceptions of their role, place and identity. In late 2008, teachers of additional languages at Years 1 to 13 were invited to complete a national online language teachers’ survey (NOLT08) (n=317). Two teachers of Spanish and one teacher of Japanese were invited to participate in individual case studies carried out across two school terms in 2010. Data were gathered through interviews and regular entries in a reflective e-log focusing on their situated experiences as teachers of additional languages together with their perceptions of their role and identity. Results of the NOLT08 survey confirmed that teachers of additional languages in New Zealand schools had different levels of qualifications and experiences depending on the sector in which they were teaching. -
In Ngāti Mutunga (1820 – 2019)
Nā te kōti i tatari: The inconsistent treatment of tikanga taurima (whāngai) in Ngāti Mutunga (1820 – 2019) Matiu Payne A thesis submitted for the degree of Doctor of Philosophy At the University of Otago, Dunedin, New Zealand 1 August, 2019. Acknowledgements He kura tangihia, he maimai aroha. Mākū ana te whenua i te roimata, i te auētanga o te whakaaro o te hunga kua whetūrangitia. Kei te mārama taku titiro atu ki maunga Taranaki ki maunga Pipitarawai me ō rāua taketake, ngā takotoranga whakamutunga o ōku huānga, o ōku kaumātua i riro atu ki te pō. Ko Joe Tapara, ko Charlene Tapara, ko Bob Goomes, ko Teresa Goomes rātou i ū ki ngā kaupapa Ngāti Mutunga ki Wharekauri. Ko rātou anō hoki ngā whenū o tōku korowai whakaruruhau i runga i tēnei huarahi mātauranga. Nō reira e ōku raukura, e ōku rauhuia, otirā e te rau o tītapu. E moe, e moe, e okioki. Mā ngā parirau whānui o te kākākura koutou e tauawhi i runga i tō koutou huarahi. Haere, haere, haere atu rā. Many supportive Ngāti Mutunga kaumātua have passed away during the course of this thesis. I spent many hours in discussion, with their warm company, and encouragement. Their knowledge of Ngāti Mutunga history and experiences were invaluable. I wish to acknowledge Uncle Joe and Aunty Goog (Charlene) Tapara, Aunty Teresa Goomes and Uncle Bob Goomes without whom the journey to completion of this PhD Thesis would have been arduous. In my own whānau, Aunty Linda Grennell and Uncle Graeme Grennell have joined our tūpuna (ancestors) throughout the duration of this thesis. -
1 Bilingual Education in Aotearoa/New Zealand Richard Hill
Bilingual education in Aotearoa/New Zealand Richard Hill University of Waikato, New Zealand 1.1 Abstract Bilingual education in the New Zealand context is now over 30 years old. The two main linguistic minority groups involved in this type of education; the Indigenous Māori, and Pasifika peoples, of Samoan, Tongan, Cook Islands, Niuean and Tokelauan backgrounds have made many gains but have struggled in a national context where minority languages have low status. Māori bilingual programs are well established and have made a significant contribution towards reducing Māori language shift that in the 1970s looked to be beyond regeneration. Pasifika bilingual education by contrast is not widely available and not well resourced by the New Zealand government. Both forms continue to need support and a renewed focus at local and national levels. This chapter provides an overview of past development of Māori and Pasifika bilingual education and present progress. For Māori, the issues relate primarily to how to boost language regeneration, particularly between the generations. Gaining greater support for immersion programs and further strengthening bilingual education pedagogies, particularly relating to achieving biliteracy objectives, are key. In the Pasifika context, extending government and local support would not only safeguard the languages, but has the potential to counteract long-established patterns of low Pasifika student achievement in mainstream/English-medium schooling contexts. Finally, the future of both forms of bilingual education can be safeguarded if they are encompassed within a national languages policy that ensures minority language development in the predominantly English monolingual national context of New Zealand. 1 1.2 Introduction Aotearoa/New Zealand has two main bilingual education contexts, Māori and Pasifika.1 Both forms involve minority groups; the Māori language is the Indigenous language of Aotearoa/New Zealand, while the languages of the Pasifika people were brought to this country from the islands of Polynesia from the 1960s onwards. -
Indigenous Language Revitalisation in Aotearoa New Zealand & Alba
Indigenous language revitalisation in Aotearoa New Zealand & Alba Scotland Catriona Elizabeth Timms (Kate Timms-Dean) A thesis submitted to the University of Otago in partial fulfillment of the requirements for the degree of Doctor of Philosophy. i 28 February 2013 1 Table of Contents List of Tables _________________________________________________________________ 5 List of Figures ________________________________________________________________ 5 List of Abbreviations ___________________________________________________________ 6 Glossary of Māori terms ________________________________________________________ 9 Glossary of Gàidhlig terms _____________________________________________________ 18 Mihimihi ___________________________________________________________________ 20 Acknowledgements ___________________________________________________________ 22 Abstract ____________________________________________________________________ 24 Introduction: Why revive endangered languages? __________________________________ 25 Defining Indigenous language revitalisation __________________________________ 27 Case Study 1: Te reo Māori in Aotearoa New Zealand __________________________ 32 Case Study 2: Gàidhlig in Alba Scotland ______________________________________ 38 Conclusion __________________________________________________________________ 45 1. Language Policy and Planning _________________________________________________ 52 What is language planning and language policy? ______________________________ 53 Why use language policy and planning in