title: The collectors : Naval, Army and Air Intelligence in the New Zealand Armed Forces during the Second World War

authors: Tonkin-Covell, John

subjects: World War 1939-1945

abstract: This thesis examines the performance of the intelligence collection organisations of the armed services of New Zealand during the Second World War. It considers the intelligence bodies of the Navy, the Army and the Air Force and looks at their growth, development and demise, and assesses their effectiveness as intelligence organisations. The question of how much New Zealand could be expected to achieve in the field of intelligence arises, not least because New Zealand was demographically small, had a long coastline and was geographically relatively remote. How much could New Zealand contribute to the Allied cause in intelligence terms is another issue, and what forms did any participation take? Were there lessons to be learned from the wartime experience (there were, but they went for the most part largely unheeded)?

New Zealand, like other countries, had a fragmented approach to intelligence collection, making for a degree of complexity over a range of activity, despite the intelligence organisations being of modest size. The examination of the organisations in this thesis includes multi-service and multi-departmental dimensions along with the production of useful intelligence. Whether good use was made of intelligence collected is another matter. There was a substantial amount of liaison, contact and practice between departments of state as to various aspects of intelligence, the Organization for National Security and coastwatching being two notable areas. The overarching role and limitations of the Organization for National Security with regard to intelligence is explored, and the development of a combined intelligence centre examined. The participation of New Zealand signals intelligence organisations in the great Allied interception offensive is detailed, along with the mundane but fundamental task of coastal surveillance. The establishment and spectacular decline of the first local independent security service is traced. Both the intelligence and security aspects of the Army's operationally deployed units are covered, along with the growth of RNZAF air intelligence.

The effectiveness of all of these organisations could hardly be expected to be uniform, and indeed it was not. Some bodies succeeded in their collection roles beyond expectations, others were reasonably effective, and two organisations failed dismally in different ways, for a number of reasons. If a pattern emerges at all, it is that small single service component-type intelligence sections collecting operational intelligence were the most effective New Zealand intelligence organisations. Operational focus and. operational requirements underlay the drive for successful collection. Most significant within the Allied context were the signals intelligence bodies. At the other end of the scale, larger co-operative interdepartmental New Zealand intelligence ventures failed to deliver projected results.

New Zealand's armed forces had an interesting variety of intelligence contributions during the Second World War. Of these, the most effective organisations collected intelligence to meet directed operational requirements.

text: The collectors : Naval, Army and Air Intelligence in the New Zealand Armed Forces during the Second World War This thesis examines the performance of the intelligence collection organisations of the armed services of New Zealand during the Second World War. It considers the intelligence bodies of the Navy, the Army and the Air Force and looks at their growth, development and demise, and assesses their effectiveness as intelligence organisations. The question of how much New Zealand could be expected to achieve in the field of intelligence arises, not least because New Zealand was demographically small, had a long coastline and was geographically relatively remote. How much could New Zealand contribute to the Allied cause in intelligence terms is another issue, and what forms did any participation take? Were there lessons to be learned from the wartime experience (there were, but they went for the most part largely unheeded)?

New Zealand, like other countries, had a fragmented approach to intelligence collection, making for a degree of complexity over a range of activity, despite the intelligence organisations being of modest size. The examination of the organisations in this thesis includes multi-service and multi-departmental dimensions along with the production of useful intelligence. Whether good use was made of intelligence collected is another matter. There was a substantial amount of liaison, contact and practice between departments of state as to various aspects of intelligence, the Organization for National Security and coastwatching being two notable areas. The overarching role and limitations of the Organization for National Security with regard to intelligence is explored, and the development of a combined intelligence centre examined. The participation of New Zealand signals intelligence organisations in the great Allied interception offensive is detailed, along with the mundane but fundamental task of coastal surveillance. The establishment and spectacular decline of the first local independent security service is traced. Both the intelligence and security aspects of the Army's operationally deployed units are covered, along with the growth of RNZAF air intelligence.

The effectiveness of all of these organisations could hardly be expected to be uniform, and indeed it was not. Some bodies succeeded in their collection roles beyond expectations, others were reasonably effective, and two organisations failed dismally in different ways, for a number of reasons. If a pattern emerges at all, it is that small single service component-type intelligence sections collecting operational intelligence were the most effective New Zealand intelligence organisations. Operational focus and. operational requirements underlay the drive for successful collection. Most significant within the Allied context were the signals intelligence bodies. At the other end of the scale, larger co-operative interdepartmental New Zealand intelligence ventures failed to deliver projected results.

New Zealand's armed forces had an interesting variety of intelligence contributions during the Second World War. Of these, the most effective organisations collected intelligence to meet directed operational requirements.

year: 2000

title: Learning communities for curriculum change: key factors in an educational change process in New Zealand

authors: Edwards, Frances

subjects: professional development

abstract: Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The formation and support of these types of groups to build capacity has been a major feature in the professional support landscape for New Zealand schools for a number of years, with sustainability and longevity of these groups seen as success criteria. A professional learning community approach was adopted by the New Zealand Ministry of Education to help schools implement the revised New Zealand Curriculum by facilitating the development of community members’ capacities and expertise in school curriculum design. In this article I report on my experience as the facilitator of one professional learning community of nine schools that worked together over a two-year period. Three significant phases in the life of this community are identified and illustrated: establishing, converging, and diverging. I contend that sustainability and longevity are not necessarily key determinants of a community’s success, but that success can be attained through the community’s ability to flexibly achieve its purposes and prepare for future change.

text: Learning communities for curriculum change: key factors in an educational change process in New Zealand Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The formation and support of these types of groups to build capacity has been a major feature in the professional support landscape for New Zealand schools for a number of years, with sustainability and longevity of these groups seen as success criteria. A professional learning community approach was adopted by the New Zealand Ministry of Education to help schools implement the revised New Zealand Curriculum by facilitating the development of community members’ capacities and expertise in school curriculum design. In this article I report on my experience as the facilitator of one professional learning community of nine schools that worked together over a two-year period. Three significant phases in the life of this community are identified and illustrated: establishing, converging, and diverging. I contend that sustainability and longevity are not necessarily key determinants of a community’s success, but that success can be attained through the community’s ability to flexibly achieve its purposes and prepare for future change.

year: 2011

title: Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books

authors: Daly, Nicola

subjects: New Zealand

abstract: When a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987.

text: Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books When a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987.

year: 2007