title: Healthy Relationships? An Examination of Health and Physical Education School-Provider Relationships in Aotearoa New Zealand

authors: Fellows, Sam Bryce

subjects: Physical Education

abstract: Recent research in New Zealand and internationally has indicated an abundance of external providers operating in the Health and Physical Education (HPE) sector and an increasing use of programmes created by these providers during curriculum time. This is a recent phenomenon with limited research about the way multiple programmes operate within schools and the way the relationships between providers and schools are managed. Much of the previous research related to external providers of HPE programmes has examined the effectiveness of a single programme or has been part of broader HPE research. The study undertaken for this thesis examined the relationships between external providers and schools in an attempt to develop some key principles for both schools and providers to take into account when engaging in a relationship with the other. The research examined how each of the parties within a school-provider relationship viewed the relationship, the curriculum and programmes offered by the providers. The study also looked at the way the programmes worked within schools, the reasons for their use and the effects of using the programmes during curriculum time. This thesis reports on strong relationships between the providers and schools based on mutual trust. The research also found both parties within school-provider relationships believed the use of providers provided higher quality HPE as it allowed students greater opportunities in HPE led by experts in the area. The discussion considers further effects of these relationships and potential principles that may be used for schools and providers to ensure the breadth and depth of the HPE curriculum is taught to students.

text: Healthy Relationships? An Examination of Health and Physical Education School-Provider Relationships in Aotearoa New Zealand Recent research in New Zealand and internationally has indicated an abundance of external providers operating in the Health and Physical Education (HPE) sector and an increasing use of programmes created by these providers during curriculum time. This is a recent phenomenon with limited research about the way multiple programmes operate within schools and the way the relationships between providers and schools are managed. Much of the previous research related to external providers of HPE programmes has examined the effectiveness of a single programme or has been part of broader HPE research. The study undertaken for this thesis examined the relationships between external providers and schools in an attempt to develop some key principles for both schools and providers to take into account when engaging in a relationship with the other. The research examined how each of the parties within a school-provider relationship viewed the relationship, the curriculum and programmes offered by the providers. The study also looked at the way the programmes worked within schools, the reasons for their use and the effects of using the programmes during curriculum time. This thesis reports on strong relationships between the providers and schools based on mutual trust. The research also found both parties within school-provider relationships believed the use of providers provided higher quality HPE as it allowed students greater opportunities in HPE led by experts in the area. The discussion considers further effects of these relationships and potential principles that may be used for schools and providers to ensure the breadth and depth of the HPE curriculum is taught to students.

year: 2013

title: Ordered Ehresmann semigroups and categories

authors: Stokes, Tim E.

subjects: Science & Technology

abstract: Ehresmann semigroups may be viewed as biunary semigroups equipped with domain and range operations satisfying some equational laws. Motivated by some of the main examples, we here define ordered Ehresmann semigroups, and consider their basic properties as well as special cases in which the order is algebraically definable. In particular, one and two-sided restriction semigroups equipped with their natural orders are characterized within the class of ordered Ehresmann semigroups. The main result is an ESN-style theorem for ordered Ehresmann semigroups with particular reference to the special cases.

text: Ordered Ehresmann semigroups and categories Ehresmann semigroups may be viewed as biunary semigroups equipped with domain and range operations satisfying some equational laws. Motivated by some of the main examples, we here define ordered Ehresmann semigroups, and consider their basic properties as well as special cases in which the order is algebraically definable. In particular, one and two-sided restriction semigroups equipped with their natural orders are characterized within the class of ordered Ehresmann semigroups. The main result is an ESN-style theorem for ordered Ehresmann semigroups with particular reference to the special cases.

year: 2022-05-08

title: Caught in the cross-fire: the realities of being Māori at a bicultural law school

authors: Papuni-Ball, Makere

abstract: This thesis examines the first Waikato Māori Law Graduates’ experiences at law school and our employment choices. It has been written as a result of a research project which was conducted in 1994. The paper begins with establishing the importance of other Māori the guidelines on this project. In this discussion, my role as the researcher is explained together with how the original research project impacted upon this thesis.

Waikato School of Law was established in an era of socio-political changes in our society. Te Matahauariki Report supported its establishment based upon proven demand for law graduates. It also envisaged the School as being a meeting place for all who attended, an institution which might encourage relationships between Māori and Pakeha societies. The Council of Legal Education supported the need to have at least one law school which would not reflect the traditional legal education system and acknowledged the need to incorporate a Māori perspective. Tainui as tangata whenua hoped the school would provide opportunities for Māori students, including Māori in the curriculum and assist in promoting research ensuring the recognition of Māori lore/law.

Amongst this backdrop, the most important reason why we came to law school was because of our whānau expectations. It is the accountability and responsibility we have as Māori to our whānau and the wider Māori community that is a major theme throughout this thesis. As students we were expected to utilise our skills to benefit our wider Māori networks.

We had expected that the School would provide us with a legal education which would be enriched in Māori kaupapa. Our experiences tell another story. Instead of being educated in Māori tikanga and the true discourse of the law as a tool of oppression, we were exposed to continual suppression of our cultural heritage. In class we had become the teachers of the Māori content.

The School, although admiral in its aims, was not prepared in structure, staff or mental processes for biculturalism. The consequences for the Māori students who were exposed to this structure was devastating. Our experiences of being discriminated against and made to justify our Māori perspective against the backdrop of the dominant Pakeha legal culture have affected our perceptions of the law. The myths of one law for all and the neutrality of the justice system have resulted in our choosing to work in jobs that will continue to benefit Māori.

It is suggested that our legal education has influenced our choices to work in areas which focus on benefiting the Māori community. In those monocultural work areas which have few Māori practising, this is because such places repel those of us who know that such work places perpetuate the dominant Pakeha culture. Māori struggle against the oppressive presence of the dominant culture.

This thesis calls upon my own experiences and the experiences of my fellow Māori law graduates. It is a starting point for other Māori to write about their experiences and to reassert Māori rangatiratanga not only in law school, but in the wider community.

text: Caught in the cross-fire: the realities of being Māori at a bicultural law school This thesis examines the first Waikato Māori Law Graduates’ experiences at law school and our employment choices. It has been written as a result of a research project which was conducted in 1994. The paper begins with establishing the importance of other Māori the guidelines on this project. In this discussion, my role as the researcher is explained together with how the original research project impacted upon this thesis.

Waikato School of Law was established in an era of socio-political changes in our society. Te Matahauariki Report supported its establishment based upon proven demand for law graduates. It also envisaged the School as being a meeting place for all who attended, an institution which might encourage relationships between Māori and Pakeha societies. The Council of Legal Education supported the need to have at least one law school which would not reflect the traditional legal education system and acknowledged the need to incorporate a Māori perspective. Tainui as tangata whenua hoped the school would provide opportunities for Māori students, including Māori in the curriculum and assist in promoting research ensuring the recognition of Māori lore/law.

Amongst this backdrop, the most important reason why we came to law school was because of our whānau expectations. It is the accountability and responsibility we have as Māori to our whānau and the wider Māori community that is a major theme throughout this thesis. As students we were expected to utilise our skills to benefit our wider Māori networks.

We had expected that the School would provide us with a legal education which would be enriched in Māori kaupapa. Our experiences tell another story. Instead of being educated in Māori tikanga and the true discourse of the law as a tool of oppression, we were exposed to continual suppression of our cultural heritage. In class we had become the teachers of the Māori content.

The School, although admiral in its aims, was not prepared in structure, staff or mental processes for biculturalism. The consequences for the Māori students who were exposed to this structure was devastating. Our experiences of being discriminated against and made to justify our Māori perspective against the backdrop of the dominant Pakeha legal culture have affected our perceptions of the law. The myths of one law for all and the neutrality of the justice system have resulted in our choosing to work in jobs that will continue to benefit Māori.

It is suggested that our legal education has influenced our choices to work in areas which focus on benefiting the Māori community. In those monocultural work areas which have few Māori practising, this is because such places repel those of us who know that such work places perpetuate the dominant Pakeha culture. Māori struggle against the oppressive presence of the dominant culture.

This thesis calls upon my own experiences and the experiences of my fellow Māori law graduates. It is a starting point for other Māori to write about their experiences and to reassert Māori rangatiratanga not only in law school, but in the wider community.

year: 1996