title: Issues involved in the obtaining of public amenities grants, under "the 1% clause" from the New Zealand electricity department by the Huntly borough council from 1975-1977

authors: Witten, Frank L.

subjects: Huntly

abstract: Research in Huntly began in February 1975, and ended in December 1977. In February began the first approach by an association to obtain a grant from the New Zealand Electricity Department through the assistance of the Huntly Borough Council. In December 1977, my research ended after Mr. Gair, Minister of Electricity, had granted the Huntly Borough Council $1 million to be used on public amenities in the town and also granted the Raglan County Council, $460,000 for the establishment of a sporting and cultural complex in Huntly West.

text: Issues involved in the obtaining of public amenities grants, under "the 1% clause" from the New Zealand electricity department by the Huntly borough council from 1975-1977 Research in Huntly began in February 1975, and ended in December 1977. In February began the first approach by an association to obtain a grant from the New Zealand Electricity Department through the assistance of the Huntly Borough Council. In December 1977, my research ended after Mr. Gair, Minister of Electricity, had granted the Huntly Borough Council $1 million to be used on public amenities in the town and also granted the Raglan County Council, $460,000 for the establishment of a sporting and cultural complex in Huntly West.

year: 1978

title: The amendment to section 59 of the Crimes Act 1961: A case study in legislative change

authors: Austin, Geraldine Rachel

subjects: anti-smacking

abstract: In June of 2007 the New Zealand Government passed the Crimes (Substituted section 59) Amendment Act 2007, legally abolishing the right of parents to physically discipline their children and making New Zealand one of 29 States to have (so far) achieved full prohibition of corporal punishment. However the hypothesis of this thesis is that this process of abolishing corporal punishment can be characterised as a lost opportunity - the opportunity to engage in productive debate about the way in which our country’s children are viewed and raised and to address some of the underlying practices and attitudes which contribute towards our appalling rates of child abuse. Instead it degenerated into one of the most contentious debates in recent political history. Rational debate deteriorated into abuse, misunderstandings and deliberate thwarting of reasoned discussion. As a result in 2010 we are in a position where the boundaries surrounding permissible and impermissible discipline are arguably less clear than they were before. This thesis analyses the process of legislative change with a view to showing how, why and where things went wrong. It argues that this process was stymied by two crucial factors; firstly the influence of right wing lobby groups who garnered support for their religiously motivated viewpoints by capitalising on the public’s misplaced fears and underlying attitudes towards children ; and secondly the failure of the Government to adequately advocate for, and educate the public on, the law which it passed. Ultimately these two factors were heavily influenced by the fact that our collective and individual opinions on physical discipline have arisen as a result of the historically dominant construction of children as inherently evil – a construction which we inherited from Britain and which is intrinsically aligned with the practice of corporal punishment. The thesis then demonstrates that the negative repercussions of the debate process could be partially ameliorated through education and that lessons learned in this process can be utilised in the future

text: The amendment to section 59 of the Crimes Act 1961: A case study in legislative change In June of 2007 the New Zealand Government passed the Crimes (Substituted section 59) Amendment Act 2007, legally abolishing the right of parents to physically discipline their children and making New Zealand one of 29 States to have (so far) achieved full prohibition of corporal punishment. However the hypothesis of this thesis is that this process of abolishing corporal punishment can be characterised as a lost opportunity - the opportunity to engage in productive debate about the way in which our country’s children are viewed and raised and to address some of the underlying practices and attitudes which contribute towards our appalling rates of child abuse. Instead it degenerated into one of the most contentious debates in recent political history. Rational debate deteriorated into abuse, misunderstandings and deliberate thwarting of reasoned discussion. As a result in 2010 we are in a position where the boundaries surrounding permissible and impermissible discipline are arguably less clear than they were before. This thesis analyses the process of legislative change with a view to showing how, why and where things went wrong. It argues that this process was stymied by two crucial factors; firstly the influence of right wing lobby groups who garnered support for their religiously motivated viewpoints by capitalising on the public’s misplaced fears and underlying attitudes towards children ; and secondly the failure of the Government to adequately advocate for, and educate the public on, the law which it passed. Ultimately these two factors were heavily influenced by the fact that our collective and individual opinions on physical discipline have arisen as a result of the historically dominant construction of children as inherently evil – a construction which we inherited from Britain and which is intrinsically aligned with the practice of corporal punishment. The thesis then demonstrates that the negative repercussions of the debate process could be partially ameliorated through education and that lessons learned in this process can be utilised in the future

year: 2010

title: Putting it in there: "PSYC575 Indigenous Psychologies" as a for-credit university paper in New Zealand

authors: Waitoki, Waikaremoana

abstract: Over the past 30 years, scholar advocates have sparked the emergence of indigenous psychology as an important contribution to understanding the experiences and challenges faced by indigenous peoples. Part of this exercise is to also bring indigenous knowledges to the learning table as critical information for meaning making and resolving psychological challenges. Increasingly, academics are writing and teaching papers in the fledgling field as important and legitimate contributions for undergraduate and graduate degree credit. Previously, students and academics were confined to the more flexible research driven, directed-learning, study options rather than papers explicitly advertised and institutionally promoted. In this paper, we discuss how we are going about writing the curricula for a graduate level paper called "Indigenous Psychologies" to be offered in 2016 at the University of Waikato, New Zealand. We discuss a) principles that guide curricula decision-making; b) the programme of lecture topics developed; and c) finding and developing supporting resources. We welcome conversation and resource sharing.

text: Putting it in there: "PSYC575 Indigenous Psychologies" as a for-credit university paper in New Zealand Over the past 30 years, scholar advocates have sparked the emergence of indigenous psychology as an important contribution to understanding the experiences and challenges faced by indigenous peoples. Part of this exercise is to also bring indigenous knowledges to the learning table as critical information for meaning making and resolving psychological challenges. Increasingly, academics are writing and teaching papers in the fledgling field as important and legitimate contributions for undergraduate and graduate degree credit. Previously, students and academics were confined to the more flexible research driven, directed-learning, study options rather than papers explicitly advertised and institutionally promoted. In this paper, we discuss how we are going about writing the curricula for a graduate level paper called "Indigenous Psychologies" to be offered in 2016 at the University of Waikato, New Zealand. We discuss a) principles that guide curricula decision-making; b) the programme of lecture topics developed; and c) finding and developing supporting resources. We welcome conversation and resource sharing.

year: 2015