title: From privy council to supreme court: A rite of passage for New Zealand's legal system

authors: Wilson, Margaret

subjects: 2010 Harkness Henry Lecture

abstract: Professor Margaret Wilson, Professor of Law and Public Policy, Te Piringa - Faculty of Law, University of Waikato delivered the 2010 Harkness Henry Lecture. She spoke about the rite of passage for New Zealand's legal system from Privy Council to Supreme Court.

text: From privy council to supreme court: A rite of passage for New Zealand's legal system Professor Margaret Wilson, Professor of Law and Public Policy, Te Piringa - Faculty of Law, University of Waikato delivered the 2010 Harkness Henry Lecture. She spoke about the rite of passage for New Zealand's legal system from Privy Council to Supreme Court.

year: 2010

title: Description and analysis of an intentional community called McFarlane's Farm

authors: McNeill, Roger Bruce Colonsay

abstract: The purpose of this thesis is to provide a description and analysis of an intentional community. It contrasts individual's intentions with their obvious* behaviour and endeavours to understand how and why this behaviour is not simply a consequence of these intentions, but is modified further by the individual's cultural background, i.e. values, sentiments, life styles and continuing social relationships . In the conclusion, I offer some practical suggestions ar1s1ng out of my experience which may help others who decide to lead a communal life or undertake action research on intentional communities. Definition of the “Intentional Community"

text: Description and analysis of an intentional community called McFarlane's Farm The purpose of this thesis is to provide a description and analysis of an intentional community. It contrasts individual's intentions with their obvious* behaviour and endeavours to understand how and why this behaviour is not simply a consequence of these intentions, but is modified further by the individual's cultural background, i.e. values, sentiments, life styles and continuing social relationships . In the conclusion, I offer some practical suggestions ar1s1ng out of my experience which may help others who decide to lead a communal life or undertake action research on intentional communities. Definition of the “Intentional Community"

year: 1973

title: A reflective account of successful leadership: Māori special character secondary boarding schools.

authors: McAllister, Theresa

abstract: This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

text: A reflective account of successful leadership: Māori special character secondary boarding schools. This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

year: 2016