title: Individualism and the public good: a case study in childhood immunisation

authors: Gower, Suzanne Elizabeth

abstract: The election of the Fourth Labour Government in July 1984 marked a turning point in New Zealand’s political economic history, ushering in the rise of the individualism which was fundamental to the prevailing philosophy of neo-liberal rationalism. In addition, however, to the widely recognised individualism in the political economy there was also a rising attitude of individualism within New Zealand's civil society. 

This thesis examines the development of New Zealand’s childhood immunisation policy, the National Immunisation Strategy, as a case study in determining the impact both neo-liberal and civil individualism had on the development of a policy with implications for the public good.
 
The thesis describes the public policy environment m which the National Immunisation Strategy was developed, examining the changes individualism wrought in both New Zealand’s political economy and in civil society. It traces the impact this had in turn on health sector reform, and later on the development of National Immunisation Strategy. 
The research uses qualitative methods in the examination of the policy-making process. It examines the literature surrounding childhood immunisation policy in New Zealand, key documents related to the policy-making process and findings of interviews with key informants involved in the policy-making process variously as officials, expert participants, and interested observers. 

The thesis concludes that both neo-liberal and civil individualism had a role in shaping not just the National Immunisation Strategy, but also the environment in which it was implemented. Furthermore, the failure of the strategy to improve childhood immunisation coverage rates and prevent epidemics of vaccine preventable diseases can be linked to the impact individualism had on both the policy development process and the National Immunisation Strategy.

text: Individualism and the public good: a case study in childhood immunisation The election of the Fourth Labour Government in July 1984 marked a turning point in New Zealand’s political economic history, ushering in the rise of the individualism which was fundamental to the prevailing philosophy of neo-liberal rationalism. In addition, however, to the widely recognised individualism in the political economy there was also a rising attitude of individualism within New Zealand's civil society. 

This thesis examines the development of New Zealand’s childhood immunisation policy, the National Immunisation Strategy, as a case study in determining the impact both neo-liberal and civil individualism had on the development of a policy with implications for the public good.
 
The thesis describes the public policy environment m which the National Immunisation Strategy was developed, examining the changes individualism wrought in both New Zealand’s political economy and in civil society. It traces the impact this had in turn on health sector reform, and later on the development of National Immunisation Strategy. 
The research uses qualitative methods in the examination of the policy-making process. It examines the literature surrounding childhood immunisation policy in New Zealand, key documents related to the policy-making process and findings of interviews with key informants involved in the policy-making process variously as officials, expert participants, and interested observers. 

The thesis concludes that both neo-liberal and civil individualism had a role in shaping not just the National Immunisation Strategy, but also the environment in which it was implemented. Furthermore, the failure of the strategy to improve childhood immunisation coverage rates and prevent epidemics of vaccine preventable diseases can be linked to the impact individualism had on both the policy development process and the National Immunisation Strategy.

year: 2000

title: Waiwhakareke Natural Heritage Park 2018 long-term plot monitoring: Report on ecological restoration progress

authors: Farnworth, Bridgette

abstract: This report was requested by Tui 2000 Inc. and the Hamilton City Council (HCC) as a means of tracking terrestrial restoration progress at Waiwhakareke Natural Heritage Park (WNHP). WNHP is a cutting-edge urban ecological restoration project in which ecosystems representative of the Waikato region are being reconstructed from scratch on public land (formally pastoral land) in Kirikiriroa Hamilton. Large-scale projects of this nature are becoming more common around the globe due to growing emphasis on restoring nature in urban areas. While this report quantifies the remarkable ecological restoration success achieved at WNHP though investments by Tui 200 Inc., HCC and other partners over the years, it also contributes to scientific theory. Ecological restoration is a newly developing scientific field and hence WNHP presents a unique opportunity for ecologists to improve restoration practice and also learn from the results.

text: Waiwhakareke Natural Heritage Park 2018 long-term plot monitoring: Report on ecological restoration progress This report was requested by Tui 2000 Inc. and the Hamilton City Council (HCC) as a means of tracking terrestrial restoration progress at Waiwhakareke Natural Heritage Park (WNHP). WNHP is a cutting-edge urban ecological restoration project in which ecosystems representative of the Waikato region are being reconstructed from scratch on public land (formally pastoral land) in Kirikiriroa Hamilton. Large-scale projects of this nature are becoming more common around the globe due to growing emphasis on restoring nature in urban areas. While this report quantifies the remarkable ecological restoration success achieved at WNHP though investments by Tui 200 Inc., HCC and other partners over the years, it also contributes to scientific theory. Ecological restoration is a newly developing scientific field and hence WNHP presents a unique opportunity for ecologists to improve restoration practice and also learn from the results.

year: 2000

title: Effective Pākehā teachers of Māori Students

authors: Lang, Catherine Margaret

subjects: primary teaching

abstract: To teach in primary schools in Aotearoa-New Zealand means to encounter students from diverse backgrounds.  A significant proportion of those students are Māori and a significant proportion of Māori students are not achieving to their potential in school.  There are several reasons for this under-achievement, which this thesis explores, and there is substantial research evidence as to what will turn this situation around, which is also explored.  Some argue that the answer is for Māori learners to be taught by Māori teachers, and in Māori medium contexts.  This approach has achieved considerable success for a small number of Māori learners; however, the demographic data tell us that for now, the significant majority of Māori learners are in English language medium classrooms, taught by non-Māori teachers.  At present, there are not enough Māori teachers to teach all Māori learners.
The New Zealand Ministry of Education has goals for improving the achievement of Māori learners through providing “high-quality, culturally responsive education that incorporates the identity, language and culture of Māori students, and engages their parents, families and whānau” (Ministry of Education, 2008).  The Ministry and the New Zealand Teachers Council expect all teachers to be ‘culturally competent’, that is, to teach in culturally responsive ways.
The Ministry of Education’s research and development project, Te Kōtahitanga, continues to provide evidence of ‘what works’ for Māori learners in New Zealand secondary schools.  The effective teaching profile that was developed as part of this project informs this thesis.

The thesis describes qualitative, social justice-based, case study research undertaken between late 2004 and 2006 with four effective Pākehā primary teachers of Māori children, and with children from those classes and their parents/whānau.  The study sought to glean insights about what characterises effective Pākehā primary teachers of Māori students.

text: Effective Pākehā teachers of Māori Students To teach in primary schools in Aotearoa-New Zealand means to encounter students from diverse backgrounds.  A significant proportion of those students are Māori and a significant proportion of Māori students are not achieving to their potential in school.  There are several reasons for this under-achievement, which this thesis explores, and there is substantial research evidence as to what will turn this situation around, which is also explored.  Some argue that the answer is for Māori learners to be taught by Māori teachers, and in Māori medium contexts.  This approach has achieved considerable success for a small number of Māori learners; however, the demographic data tell us that for now, the significant majority of Māori learners are in English language medium classrooms, taught by non-Māori teachers.  At present, there are not enough Māori teachers to teach all Māori learners.
The New Zealand Ministry of Education has goals for improving the achievement of Māori learners through providing “high-quality, culturally responsive education that incorporates the identity, language and culture of Māori students, and engages their parents, families and whānau” (Ministry of Education, 2008).  The Ministry and the New Zealand Teachers Council expect all teachers to be ‘culturally competent’, that is, to teach in culturally responsive ways.
The Ministry of Education’s research and development project, Te Kōtahitanga, continues to provide evidence of ‘what works’ for Māori learners in New Zealand secondary schools.  The effective teaching profile that was developed as part of this project informs this thesis.

The thesis describes qualitative, social justice-based, case study research undertaken between late 2004 and 2006 with four effective Pākehā primary teachers of Māori children, and with children from those classes and their parents/whānau.  The study sought to glean insights about what characterises effective Pākehā primary teachers of Māori students.

year: 2013