title: Mark making: Asemic art

authors: Schott, Gareth R.

abstract: This set of works reflect an exploration of the expressive capacity of penmanship in a space between script and image.

They belong to the practice of 'asemic writing art’ – asemic referring to the lack of specific semantic content or meaning. As an artistic style, asemic works celebrate unhindered explorations of handwriting.

Mark Making reflects the unique style, gestures and personal visual vocabulary of the mark maker, a process that is also susceptible to inner states, muscle memory, fatigue, involuntary movements, vision blur and ink flow!

While hand-written documents possess less authority and relevance today, the tactile experience of a smooth nib glide, the satisfying weight of a pen and the aesthetic quality of ink on paper has not diminished. This collection is testament to the absorbing practice of placing marks, ticks and dots on paper until they culminate into a recognizable forms.

text: Mark making: Asemic art This set of works reflect an exploration of the expressive capacity of penmanship in a space between script and image.

They belong to the practice of 'asemic writing art’ – asemic referring to the lack of specific semantic content or meaning. As an artistic style, asemic works celebrate unhindered explorations of handwriting.

Mark Making reflects the unique style, gestures and personal visual vocabulary of the mark maker, a process that is also susceptible to inner states, muscle memory, fatigue, involuntary movements, vision blur and ink flow!

While hand-written documents possess less authority and relevance today, the tactile experience of a smooth nib glide, the satisfying weight of a pen and the aesthetic quality of ink on paper has not diminished. This collection is testament to the absorbing practice of placing marks, ticks and dots on paper until they culminate into a recognizable forms.

year: 2025

title: Changing parameters of consultation in local government: loss or gain for democracy?

authors: Mackness, Kate

abstract: A key tenet of the Resource Management Act (RMA) when enacted in 1991 was to provide for significant rights of public participation in decision-making processes in district and regional planning processes. The Local Government Act (LGA) when enacted in 2002 continued to extend the mechanisms for public participation in decision-making processes through partnership arrangements and a greater requirement to consult. These provisions recognise the interests of the general public and those specifically affected, as well as enhancing the quality of local decision making. We argue that the reforms to the LGA and the RMA since the  election of the National-led government in 2008 have created a policy context where these public participation rights could be eroded. Our textual analysis of the amendments to the legislation demonstrates that the current National-led government’s pursuit of greater efficiency is resulting in reduced consultation under the RMA, and potential opportunities for erosion of public participation to occur under the LGA – although conversely, the greater flexibility also provided may generate new democratic opportunities.

text: Changing parameters of consultation in local government: loss or gain for democracy? A key tenet of the Resource Management Act (RMA) when enacted in 1991 was to provide for significant rights of public participation in decision-making processes in district and regional planning processes. The Local Government Act (LGA) when enacted in 2002 continued to extend the mechanisms for public participation in decision-making processes through partnership arrangements and a greater requirement to consult. These provisions recognise the interests of the general public and those specifically affected, as well as enhancing the quality of local decision making. We argue that the reforms to the LGA and the RMA since the  election of the National-led government in 2008 have created a policy context where these public participation rights could be eroded. Our textual analysis of the amendments to the legislation demonstrates that the current National-led government’s pursuit of greater efficiency is resulting in reduced consultation under the RMA, and potential opportunities for erosion of public participation to occur under the LGA – although conversely, the greater flexibility also provided may generate new democratic opportunities.

year: 2016

title: He oranga tō te wai: Māori Pedagogies - A Culturally Responsive View of Aquatic Education and Drowning Prevention in Aotearoa

authors: Haimona, Mark Waihape

abstract: Drowning is a leading cause of accidental death and hospitalisation among Māori in Aotearoa. Drowning reports (Water Safety New Zealand, 2010, 2016, 2019) indicate Māori are over-represented in drowning compared to non-Māori, and on average account for up to a quarter of all drowning fatalities each year. Māori male aged 15-44 years and Māori children under five are most at risk of drowning (WSNZ, 2018, 2). A recent Aotearoa study on children’s water survival skills suggest changes are needed to improve how children develop fundamental aquatic skills and how teachers can best teach those skills (Button et al., 2017). In particular, the teaching of water safety skills for broader use in the open water environments of Aotearoa. 
Māori pedagogies within physical education, health, and education in the outdoors (Hemara, 2000; Jackson et al, 2016; Phillips, 2018) have demonstrated the benefits of Māori teaching methods that foster positive learning outcomes for Māori. (Bishop & Berryman, 2006, 2009). As such, this research investigated core components of Māori pedagogies that can improve aquatic education for Māori. It sought to validate traditional and contemporary aquatic teachings and water safety practices that Māori exercise as an expression of ira tangata (human development) and their relationship with te ao tūroa (the long-standing world). By means of kaupapa Māori research and the development of a new framework - Tāne Whānau Mārama, this thesis offers valuable insights into the importance of culturally responsive pedagogies in aquatic education that will enhance the health, educational achievements, and well-being of Māori whānau and communities.

text: He oranga tō te wai: Māori Pedagogies - A Culturally Responsive View of Aquatic Education and Drowning Prevention in Aotearoa Drowning is a leading cause of accidental death and hospitalisation among Māori in Aotearoa. Drowning reports (Water Safety New Zealand, 2010, 2016, 2019) indicate Māori are over-represented in drowning compared to non-Māori, and on average account for up to a quarter of all drowning fatalities each year. Māori male aged 15-44 years and Māori children under five are most at risk of drowning (WSNZ, 2018, 2). A recent Aotearoa study on children’s water survival skills suggest changes are needed to improve how children develop fundamental aquatic skills and how teachers can best teach those skills (Button et al., 2017). In particular, the teaching of water safety skills for broader use in the open water environments of Aotearoa. 
Māori pedagogies within physical education, health, and education in the outdoors (Hemara, 2000; Jackson et al, 2016; Phillips, 2018) have demonstrated the benefits of Māori teaching methods that foster positive learning outcomes for Māori. (Bishop & Berryman, 2006, 2009). As such, this research investigated core components of Māori pedagogies that can improve aquatic education for Māori. It sought to validate traditional and contemporary aquatic teachings and water safety practices that Māori exercise as an expression of ira tangata (human development) and their relationship with te ao tūroa (the long-standing world). By means of kaupapa Māori research and the development of a new framework - Tāne Whānau Mārama, this thesis offers valuable insights into the importance of culturally responsive pedagogies in aquatic education that will enhance the health, educational achievements, and well-being of Māori whānau and communities.

year: 2023