Pay Equity Qualification Equivalencies
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Defining Social Work in Aotearoa New Zealand Forty Years of Pioneering Research and Teaching at Massey
Intelligent, relevant books for intelligent, inquiring readers Defining Social Work in Aotearoa New Zealand Forty Years of Pioneering Research and Teaching at Massey MICHAEL DALE, HANNAH MOONEY AND KIERAN O’DONOGHUE HOW SOCIAL WORK HAS TRACKED SOCIETAL CHANGE IN NEW ZEALAND Massey University was the first New Zealand university to offer a social work degree, 40 years ago. This book is published to mark that milestone. Relevant to all social workers today, its chapters highlight the political and social backdrop against which the social work profession worked and changed over the past four decades. It also casts a critical eye over the key issues and trends that continue to preoccupy the profession, policy-makers, politicians, the media and, indeed, the general populace. Its detailed bibliography highlights the remarkable and influential body of work of Massey social work students, staff and alumni since 1976. ABOUT THE AUTHORS Dr Michael Dale has been a senior lecturer in the Social Work and Social Policy $45.00 Programme at Massey’s School of Social Work since 2011. He is a registered social worker, and has 33 years’ work experience within the social services sector. He has CATEGORY: Society worked for central government, local government and the NGO sector. He is a member of the Academic Programmes Committee of the Massey’s College of Health. ISBN: 978-0-9941300-9-9 Hannah Mooney (Ngāti Raukawa ki te tonga, Te Ātiawa, Te Atihaunui a Pāpārangi, eSBN: N/A Ngā Rauru) is a lecturer at Massey University’s School of Social Work. She completed BIC: JKSN, JF her Bachelor of Social Work at Massey in 2004 and went on to work for Māori mental BISAC: BUS012000, SOC000000, health with children, youth and their families. -
South Canterbury Artists a Retrospective View 3 February — 11 March, 1990
v)ileewz cmlnd IO_FFIGIL PROJEEGT South Canterbury Artists A Retrospective View 3 February — 11 March, 1990 Aigantighe Art Gallery In association with South Canterbury Arts Society 759. 993 17 SOU CONTENTS Page LIST OF ILLUSTRATIONS 3 INTRODUCTION 6 BIOGRAPHIES Early South Canterbury Artists 9 South Canterbury Arts Society 1895—1928 18 South Canterbury Arts Society formed 1953 23 South Canterbury Arts Society Present 29 Printmakers 36 Contemporaries 44 CATALOGUE OF WORKS 62 LIST OF ILLUSTRATIONS Page S.C. Arts Society Exhibition 1910 S.C. Arts and Crafts Exhibition 1946 T.S. Cousins Interior cat. I10. 7 11 Rev. J.H. Preston Entrance to Orari Gorge cat. I10. 14 13 Capt. E.F. Temple Hanging Rock cat. 1'10. 25 14 R.M. Waitt Te Weka Street cat. no. 28 15 F.F. Huddlestone Opawa near Albury cat. no. 33 16 A.L. Haylock Wreck of Benvenue and City of Perth cat. no. 35 17 W. Ferrier Caroline Bay cat. no. 36 18 W. Greene The Roadmakers cat. 1'10. 39 2o C.H.T. Sterndale Beech Trees Autumn cat. no. 41 22 D. Darroch Pamir cat. no. 45 24 A.J. Rae Mt Sefton from Mueller Hut cat. no. 7O 36 A.H. McLintock Low Tide Limehouse cat. no. 71 37 B. Cleavin Prime Specimens 1989 cat. no. 73 39 D. Copland Tree of the Mind 1987 cat. 1'10. 74 40 G. Forster Our Land VII 1989 cat. no. 75 42 J. Greig Untitled cat. no. 76 43 A. Deans Back Country Road 1986 cat. no. 77 44 Farrier J. -
RESEARCH REPORT: Hei Tauira: Teaching and Learning for Success for Māori in Tertiary Settings
Hei Tauira: Teaching and Learning for Success for Māori in Tertiary Settings Associate Professor Janinka Greenwood & Lynne-Harata Te Aika Te Whare Wānanga o Waitaha: The University of Canterbury Final Report 28 July 2008 A Teaching Matters Forum project funded by the Ministry of Education Summary guide and reference card published by Ako Aotearoa and available at: http:/akoaotearoa.ac.nz/heitauira Greenwood & Te Aika: Hei Tauira 2 Hei Tauira literally means ‘for example, by example’. The term hei tauira is also used in weaving to show the continuation of a design or pattern that is relevant to or representative of a particular whānau, hapū or iwi from a tribal region in Aotearoa. The tauira or pattern on the front cover is one of the most recognised in Māori weaving. It is the poutama or stairway to heaven pattern, illustrating growth in knowledge and learning and reaching for the sometimes unobtainable. The word tauira is also a commonly used word for students. This is an apt title for the focus of our project, which is a series of case studies of teaching and learning excellence for Māori in tertiary settings. Greenwood & Te Aika: Hei Tauira 3 MIHI E rere taku manu kura i ngā maunga tapu! Timata i te hiku o te ika, koutou o te Te Taitokerau wānanga ka mihi. Ko ngā mahi hāpai whānau i te oranga hinengaro,i te oranga wairua me te oranga tinana, mai i Kaitaia ki Whangarei tēnā koutou! Piki ake rā ki te Tai Rāwhiti, Te Toihoukura, ngā iwi o Horouta waka, Ngā toi o neherā; ngā toi o te ao hōu; hei tā moko rangatira i uhi mai hei tauira mō ngā iwi o Aotearoa whānui! Haere tonu rā mā runga tae atu ki te rohe o Ngāti Raukawa, Te Ati Awa me Ngāti Toa Rangatira. -
Scholarships Information
WELLINGTON HIGH SCJHOOL CAREERS DEPARTMENT CAREERS ADVISER – CHUNI BHIKHA ROOM: M410 SCHOLARSHIPS INFORMATION SCHOLARSHIPS UNIVERSITIES - GENERAL Scholarships and Fellowships provide significant recognition and financial support for students who continue to strive for academic success. www.universitiesnz.ac.nz/scholarships GENERAL – scholarships, grants and awards BreakOut - Funding Information Service Scholarships info for … Primary and secondary students Polytechnic and University students NOTE: Keep checking this site (givME) as about 10 new funds are added every week www.fis.org.nz/products/breakout/ Scholarship links - Ministry of Education www.minedu.govt.nz/.../ScholarshipLinks.aspx A range of scholarships are available to assist people wishing to study in New Zealand's tertiary education sector. A list of links is provided below that will help ... CAREERS NEW ZEALAND http://www.careers.govt.nz/education-and-training/scholarships-grants- and-awards/ Find a Scholarship - SchoolConnect www.schoolconnect.co.nz/scholarships PASIFIKA http://www.careers.govt.nz/education-and-training/scholarships-grants- and-awards/scholarships-grants-and-awards-for-pasifika- students/?search%5Bq%5D=SCHOLARSHIPS Scholarships » Ministry of Pacific Island Affairs www.mpia.govt.nz/scholarships-2 Anyone can apply for a scholarship, not just those who top the class. There are hundreds scholarships available for Pacifica people. Pacific Islands Polynesian Education Foundation ... www.minedu.govt.nz/.../PasifikaInitiatives/PIPEFScholarships.aspx The PIPEF scholarships encourage the better education of Polynesians and to provide financial assistance for that purpose. 2015 applications now open. MAORI http://www.careers.govt.nz/education-and-training/scholarships-grants- and-awards/scholarships-grants-and-awards-for-maori- students/?search%5Bq%5D=SCHOLARSHIPS Takoa - Maori Scholarships takoa.co.nz/scholarships.htm Education Scholarships: Government Scholarships Secondary .. -
New Zealand Crafts Issue 23 Autumn 1988
CRAFTS COUNCIL OF NEW ZEALAND (INC) 22 The Terrace Wellington OELU ZEHLHOD Phone: 727-018 1987/88 EXECUTIVE COMMITTEE PRESIDENT: The Crafts Cannril afNeu' Zealand John Scott (Int) is no! responsiblefin' statements 101 Putiki Drive WANGANUI and opinions published in NZ Ci'tgfis 064-50997 W nor do they m'ressin'ily relief! the Editorial 064—56921 H I’lt’II’S ofthe (Int/ix Comn‘il. Crafts Council Magazine No 23 Autumn 1988 VICE “Craft has ceased (however), to be mere decoration, and PRESIDENTS: the Anne Field craftsman has become the rival ofthe fine artist. Craft 37 Rhodes Street objects increasingly tend to be used in precisely the same CHRISTCHURCH way as paintings and scul ture in domestic and other 03-799-553 interiors — as space modulhtors and as activators of Melanie Cooper Introduction by Elizabeth Evans particular environments. ” 17 Stowe Hill So writes Edward Lucie-Smith, one of the world’s finest Thorndon WELLINGTON Craft Design Courses: the Lead-up 04734-887 writers on Art in his introduction to the inaugural by Ray Thorburn and Gavin Wilson exhibltlon at the American Craft Museum in New York. EXECUTIVE COMMITTEE: Exciting words, and having visited the museum at the Jenny Barraud An emerging Divers1ty 10 Richardson Street NELSON After two years. Craft Design courses around time ofits opening I can appreciate the sentiments 05484-619 expressed. One was given the clear impression that craft the country are developing their own hall—marks and art are inseparable, and that craft provided a greater James E. Bowman by Jenny Pattl'ir'k 103 Major Drive ran e of opportunities for artistic expression than the Kelson WELLINGTON Fientje Allis Van Rossum — a tutor profile by Eric Flegg traditional “fine arts”. -
Report of External Evaluation and Review Aoraki Polytechnic
External Evaluation and Review Report Aoraki Polytechnic The enclosed historical external evaluation and review report was carried out by ITP Quality, the body that quality assured Institutes of Technology and Polytechnics prior to NZQA taking over that function. It forms part of the quality assurance history of Ara Institute of Canterbury. Ara was formed by the merger of Christchurch Polytechnic Institute of Technology and Aoraki Polytechnic in 2016. 2010 Report of External Evaluation and Review Aoraki Polytechnic Date of Report: December 2010 Contents Purpose 3 Aoraki Polytechnic in Context 4 General Conclusion 6 ITP Response 8 Basis for External Evaluation and Review 8 Scope of External Evaluation and Review 9 Findings 11 Recommendations 24 Further Actions 24 2 Purpose The purpose of this external evaluation and review report is to provide a public statement about the Institute of Technology or Polytechnic’s (ITP) educational performance and capability in self-assessment. It forms part of the accountability process required by Government to inform investors, the public, students, prospective students, communities, employers, and other interested parties. It is also intended to be used by the ITP itself for quality improvement purposes. 3 Aoraki Polytechnic in Context Location: Arthur Street, Timaru Type: Polytechnic Size: 2189 EFTS in 2009 Sites: Aoraki’s largest campus is located in Timaru. It has further campuses located in Ashburton, two campuses in Christchurch (one focusing on beauty and media studies and the other a specialist campus for the Diploma in Sport and Fitness), Oamaru, and Dunedin (with programmes in media and beauty studies). Characteristics of Aoraki Polytechnic In the 2010 year Aoraki is offering 73 qualifications to a student body of approximately 2185 Tertiary Education Commission (TEC) funded Equivalent Full Time Students (EFTS) as well as approximately 25 International students. -
Aoraki Polytechnic Annual Report 2011 0800 426 725 Contents
supporting your success SupportING YOUR suppoSrtUing yourCC success ESS ANNUAL REPORT 2011 THE FUTURE IS YOURS AND EDUCATION IS YOUR patHWAY to SUCCESS Aoraki Polytechnic Outdoor Education students climb ‘The Footstool’ - Aoraki Mt Cook National Park A CHALLENGING YEAR Aoraki Polytechnic has stepped up to the challenges presented in 2011 • A re-structured programme portfolio which included 35 new or significantly re-developed programmes • A significant increase in students enrolled in full time programmes • A reduction of $4.1 million in funding from grants and EFTS funding for programmes no longer supported by Government Aoraki Polytechnic fulfilled the requirements of its Investment Plan and achieved its objective to provide high quality education and successful learning outcomes for its students. This was due to the work of dedicated staff and the support of our community. 4 Aoraki Polytechnic Annual Report 2011 0800 426 725 www.aoraki.ac.nz CONTENTS Strategic Goals and Values 7 Chairperson’s Report 9 Chief Executive’s Report 11 Financial Performance Summary 13 Academic Quality and External Evaluation and Review 15 Campus Development and Corporate Services 19 Operational Efficiencies and Process Improvements 20 Internationalisation 21 Stakeholder and Community Engagement 23 Aoraki Education Partners 24 Head of School Reports 26 Governance and Accountability Statement 34 Governance Philosophy 35 Audit New Zealand Report 37 Income Statement 40 Statement of Comprehensive Income 41 Statement of Movements in Equity 42 Balance Sheet 43 Cashflow -
Tertiary Education Screen Studies 2 0 1 6
2 TERTIARYTERTIARY 0 EDUCATIONEDUCATION 1 SCREENSCREEN 76 STUDIESSTUDIES CONTENTS 03 INTRODUCTION 04 EIT 06 MASSEY UNIVERSITY 07 THE NEW ZEALAND FILM SCHOOL 09 SAE CREATIVE MEDIA INSTITUTE 11 SOUTHERN INSTITUTE OF TECHNOLOGY 12 SOUTH SEAS FILM & TELEVISION SCHOOL 14 TOI WHAKAARI 15 UNITEC 18 UNIVERSITY OF AUCKLAND 20 UNIVERSITY OF OTAGO 22 VICTORIA UNIVERSITY OF WELLINGTON elcome to SCREENZ 2017 tertiary education di- up the jobs available – in game development and certain rectory. The concept is straightforward – to offer aspects of post-production, for example. At time of pub- W tertiary institutions the opportunity to share lication there’s NZFC-commissioned research being done information about their 2017 courses, both in this free to to identify those gaps with a view to finding a way to fill download publication and via the SCREENZ website. them. SCREENZ hopes that over time this will become a valuable Conversely, there are jobs or roles in the industry for which resource there are always too many prospective candidates – direct- • for tertiary institutions, to help them promote their ing and acting being the most obvious. offer to prospective students; • for prospective students seeking the opportunity to Listing in this directory is at the discretion of each tertiary study; and institution. While that means that this publication is not • for the industry, to understand what's out there feed- (yet) a representative snapshot of what courses are on offer ing through the next generation of people with ideas nationally, it does mean you’ll find here institutions who and energy, keen to make their mark are active in promoting thier offer. -
1 About Fulbright New Zealand
Pre-Departure Handbook for US grantees Part A – Information for US Fulbright Scholars and Axford Fellows 2014 Congratulations on having been selected for a US Fulbright Scholar Award or Axford Fellowship to New Zealand. We hope that your experience of living and working in New Zealand will be an exciting and fulfilling one. This handbook aims to provide US Fulbright Scholars and Axford Fellows with vital information to prepare you for your time in New Zealand. This handbook is Part A and covers general pre- departure information. Part B provides specific information on either US Fulbright Scholar awards or Axford Fellowships, and is provided separately. Nomenclature In this handbook, and in other material provided by Fulbright New Zealand, Scholars and Fellows are often referred to collectively as ‘grantees’. US Fulbright Scholar awards and Axford Fellowships are sometimes referred to collectively as ‘awards’. 1 1 About Fulbright New Zealand Fulbright New Zealand (‘FBNZ’) is the trading name of the New Zealand United States Educational Foundation (NZUSEF). Fulbright New Zealand was established in 1948 under a Treaty between the governments of the US and New Zealand to facilitate international educational exchange and to promote international understanding. In Fulbright parlance, FBNZ is known as a ‘commission’, i.e. a separate, independent entity that receives funding from both the US and New Zealand governments to administer the Fulbright programme. FBNZ administers the Fulbright programmes offered in New Zealand, namely: Fulbright Awards -
Māori Pedagogy, Pedagogical Beliefs and Practices in a Māori Tertiary Institution
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. Māori Pedagogy, Pedagogical Beliefs and Practices in a Māori Tertiary Institution by Paul Stucki A thesis submitted in partial fulfilment of the requirements of the degree of Doctor of Education, Massey University 2010 Abstract This thesis seeks to describe a Māori pedagogy, i.e., Māori preferred ways of teaching and learning. It argues that the pedagogy described in the literature and reflected in the reported practice of the small cohort of research participants teaching at a Māori tertiary institution emerges from a “relational ontology”. This is because it privileges discourses around the primacy of the student and the student-teacher relationship, group work, multisensory approaches and reflection among many others. Theories of student learning, teacher characteristics, learning environments and curriculum content are also described within a model that enables the synthesis of previously disparate elements. The study utilises Kaupapa Māori and Narrative Enquiry methodologies. It hopes to make a contribution to the ongoing transformative praxis of kaupapa Māori institutions such as Kohanga Reo, Kura Kaupapa Māori and Wānanga as well as mainstream institutions involved in remediating historic Māori underachievement in education. i Mihi and Acknowledgements Ehara i te mea nāku anake i oti ai tēnei tuhinga. Heoi anō, na te tautoko mai o ētahi āhua tini nei me tā rātou whakamanawa i a au – ā-hinengaro, ā-wairua, ā-tinana, ā- whānau i oti pai mai ai. -
Teatinga Book.Pdf
Edited by Nigel Borell CONTENTS 9 Foreword Cliff Whiting 11 Mihimihi Ngataiharuru Taepa 13 Te Ātinga 25 Years of Contemporary Māori Art Nigel Borell 33 Ngā Ngaru e toru, Robert Jahnke The three waves of tertiary intervention in Māori art 47 Ko Te Rā Pūhoro – Te Ātinga Gatherings Chris Bryant-Toi 59 Te Ahi Kaa: Anna-Marie White A Future for Te Ātinga and contemporary Māori art 66 Appendices 69 Acknowledgements 4 5 FOREWORD Te Ātinga is a mainstream Māori arts funding body that focuses on supporting individual Māori artists to explore, experiment, develop and share their creative interests. What makes it different from mainstream New Zealand art is that our Māori art forms can come together to create whānau, hapū, iwi and group events. These rely on individual artists who can help to establish style, identity and standards to give expression to the collective needs. Te Ātinga polices have helped artists to focus on their art forms and their needs. This encourages innovation and initiatives for cultural exploration that can lead into the use of new materials, technologies and inter-cultural exchanges that modernise and challenge the status quo. It also does simple support processes like helping an artist buy materials to do their mahi. That Te Ātinga still works for its clients, after 25 years, is a measure of its achievements. It is a credit to its leaders and committee members who have retained its purpose, credibility and integrity. Ka nui te mihi, Dr Cliff Whiting ONZ Previous page: Tawera Tahuri Ngā Ariki Kaiputahi, Te- Whakatōhea, Atihaunui-a-Pāpārangi -
2019 Annual Report
2019 ANNUAL REPORT Whangārei Kaikohe 51 Raumanga Valley Road, Whangārei, 0110 18 Memorial Ave, Kaikohe, 0405 Private Bag 9019, Whangārei, 0148, New Zealand Telephone +64 9 405 3494 Telephone +64 9 470 3555 Facsimile +64 9 405 3493 Facsimile +64 9 470 3556 Freephone 0800 162 100 Kaitaia 6 Oxford Street, Kaitaia, 0410 Future Trades P O Box 622, Kaitaia, 0441, New Zealand 19 Dyer Street, Raumanga, Whangārei, 0110 Telephone +64 9 408 6117 Private Bag 9019, Whangārei, 0148, New Zealand Facsimile +64 9 408 6118 Telephone: +64 9 470 3980 Facsimile: +64 9 459 7218 Auckland 155 Queen Street, Level 10, Acrossia House Bay of Islands Auckland, 1010 135 Hone Heke Road, Kerikeri, 0230 PO Box 3446, Shortland Street PO Box 332, Kerikeri, 0245, New Zealand Auckland, 1140 Telephone +64 9 407 5855 Telephone +64 9 309 2965 Facsimile +64 9 407 5669 Facsimile +64 9 470 3781 CONTENTS Welcome to NorthTec 02 Our 2019 Council 03 Our role in Te Tai Tokerau 05 Message from the Council Chair 06 Our 2019 Senior Leadership Team 09 2019 at a Glance 11 Summary of financial information 12 Summary of non-financial information 13 Occupational health and safety 14 2019 Student surveys 15 2019 Highlights 16 Statement of Service Performance 19 The NorthTec Strategy 20 Tertiary Education Commission priorities 21 Statement of Service Performance 22 2019 Financial Reporting 45 Audit report 46 Statement of responsibility 49 Financial statements and notes 50 Equity Statement and Research 85 Equity statement Mana Taurite 86 Research outputs 2019 88 Graduates 2019 94 1 KIA ORA WELCOME TO NORTHTEC He mihi tēnei nā te Kaumātua As the Kaumātua here at our place of learning, it is both my honour and great pleasure to join with the Chief Executive/Te Ahurei, Wayne E ngā mana, e ngā reo, e ngā kārangaranga tāngata tēnā koutou katoa Jackson, and Council Chair, Jane Hindle, to express my greetings, kua huri kanohi mai ki tō tātou kuratini ki Te Tai Tokerau Wānanga.