Whole document restricted, see Access Instructions file below for details of how to access the print copy. / This thesis is a history of Maori ship and flourmill ownership set into the wider economic context of mid-nineteenth-century New Zealand. It examines why and how Māori purchased flourmills and trading ships in this period and questions the currently popular view that these were ill-advised investments driven by a desire for status symbols or mere fads resulting from a culturally characteristic neophilia. It argues that both industries were generally well-considered enterprises, appropriate to contemporary conditions, and that they made significant contributions to the New Zealand colonial economy at a particularly fragile stage. An examination of Māori trading practices from the time of European contact establishes that certain aspects of their social relationships and commercial practice were 'traditional' and therefore provide points from which to consider the process of change. It is argued that customary modes facilitated the optimisation of economic benefits presented by a hugely expanded marketplace but that contemporary Christian and western political economic ideas, which gave ideological support to flourmill and ship ownership, also contributed significantly to the involution of Māori commercial enterprise. Māori necessarily responded to these teachings, but a consideration of the rationale behind their acquisition of these assets supports the appropriateness of such investments under contemporary conditions. Evidence from a wide range of Māori and Pakeha sources forms the basis for examining the motivations and management of Māori shipping and flourmilling enterprises and for tracking changes in understandings of proprietary rights. In this context, philosophical and political intervention by missionaries and other Pakeha agents, including the valorisation of individual ownership and enterprise, can be seen to have enticed those from the lower echelons of Māori society to forsake the obligations of a communal economy. As well as undermining the communal nature of Māori society and the authority of traditional leaders, these interventions also fostered greater rigidity in Maori social, economic, and political structures so that the advantages of customary ways were lost. Combined with the loss of resources and a concomitant rise in the political power of the rapidly growing Pakeha population, these changes made it increasingly difficult for Māori to sustain their economic predominance.

This thesis is an investigation of writing by New Zealand children in the Children's Pages of five New Zealand newspapers: the New Zealand Herald, Christchurch Press and Otago Daily Times in the 1930s and 1980s, the Dominion in the 1930s; and the Wellington Evening Post in the 1980s. Its purpose is to show how children reflected their world, interacted with editors, and interpreted the adult world in published writing, and to examine continuities and changes between the 1930s and 1980s. It seeks evidence of gender variations in writing. and explores the circumstances in which the social role of writing was established by young writers. It considers the ways in which children (especially girls) consciously and unconsciously used public writing to create a public place for themselves. It compares major themes chosen by children, their topic and genre preferences in writing, and the gender and age differences evident in these preferences. The thesis is organised into three Parts, with an Introduction discussing the scholarly background to the issues it explores, and its methodology. Part One contains two chapters examining the format and tone of each Children's Page. And the role and influence of their Editors. Part Two (also of two chapters) investigates the origins and motivations of the young contributors, with a special focus on the Otago Daily Times as a community newspaper. Part Three. of four chapters, explores the children's writing itself, in separate chapters on younger and older children, and a chapter on the most popular genre, poetry. The conclusion suggests further areas of research, and points to the implications of the findings of the thesis for social history in New Zealand and for classroom practice. The thesis contains a Bibliography and an Appendix with a selection of writings by Janet Frame and her family to the Otago Daily Times Children's Page in the 1930s. / Note: Whole document restricted at the request of the author, but available by individual request, use the feedback form to request access.

This research conducts a feminist poststructuralist examination of the vocabularies of heterosex: it investigates those terms, modes of talking, and meanings relating to sex which are associated with discourses such as scientific and popular sexology, medicine and psychiatry, public health, philosophy, and some feminist critique. The analysis of these various representations of heterosex involves the deconstruction of binaries such as presence/absence, mind/body, inside/outside and masculine/feminine, that are endemic to Western notions of sex. It is argued that such dualisms (re)produce and perpetuate differential power relations between men and women, and jeopardize the negotiation of mutually pleasurable and safer heterosex. Particular attention is paid to the ways in which sexological discourse deploys such dualisms as normal/abnormal, natural/unnatural, and healthy/unhealthy sex, and produces specifically gendered 'experiences' of sexual corporeality. The thesis examines a variety of written texts and excerpts from film and television; it also analyzes transcript material from individual and group interviews conducted by the researcher with heterosexual women and men, as well as sexual health and mental health professionals, in order to identify cultural pressures influencing participation in risky heterosexual behaviours, and also to identify alternative and safer pleasurable practices. Some of these alternative practices are suggested to rely on a radical reformulation of sexual relations which derives from the disruption of particular dualistic ways of understanding and enacting sex. The overall objective of the thesis is to deconstruct cultural imperatives of heterosex and promote the generation and acceptance of other modes of erotic pleasure. It is hoped that this research will be of use in the future planning and implementation of sex education and safer sex campaigns in Aotearoa/New Zealand which aim to be non-phallocentric and non-heterosexist, and which might recognize a feminist poststructuralist politics of sexual difference. / Note: Thesis now published. Potts, Annie (2002). The Science/Fiction of sex: feminist deconstruction and the vocabularies of heterosex. London & New York: Routledge. ISBN 04152567312. Whole document restricted, see Access Instructions file below for details of how to access the print copy.

Recent research focusing on improving educational outcomes for Māori students in mainstream secondary schools in Aotearoa/New Zealand have asserted that building positive student-teacher relationships in the classroom are fundamental (c. f. Bishop, Berryman, & Richardson, 2003; Bishop & Tiakiwai, 2003; Ministry of Education, 2002, 2006). In contrast, attempts to investigate the educational benefits associated with Māori students participating in cultural learning activities, such as kapa haka, and the implications for improving levels of Māori student achievement, remains relatively unexplored. To embark on such an investigation, Māori kapa haka students and teachers from four mainstream secondary schools were invited to take part in an interview process informed by using a Kaupapa Māori theoretical approach. As a result, the study revealed quite emphatically that not only does kapa haka provide Māori students with an appropriate ‘culturally responsive’ learning experience, but that they also feel more confident and optimistic about school and their education. Moreover, kapa haka provides the opportunity for students to celebrate who they are as Māori and as ‘culturally connected’ learners in mainstream schooling contexts. In addition, Māori students through the kapa haka experience learn to ‘protect’, ‘problem-solve’, ‘provide’, and ‘heal’ their inner self-worth, essence and wellbeing as Māori. Similarly, most teachers agreed that kapa haka provides Māori students with a creative, dynamic and powerful way to access their learning potential as cultural human beings. An overwhelming response by both students and teachers is that kapa haka should be timetabled as an academic subject to provide greater access to indigenous and cultural performing art that affirms their identity as Māori, and our uniqueness as New Zealanders. Finally, the research proposes a ‘culturally responsive’ learning strategy to assist what mainstream secondary schools and teachers provide as valid and purposeful learning opportunities for ‘culturally connected’ learners who are Māori.

This thesis examines the archaeology and history of Te Puna, a Church Missionary Society (CMS) mission station in the Bay of Islands, New Zealand. Te Puna was first settled in 1832 following the closure of the nearby Oihi mission, which had been the first mission station and the first permanent European settlement in New Zealand. Te Puna, located alongside the imposing Rangihoua Pa, was the home of missionaries John and Hannah King and their children for some forty years. As well as being a mission station, Te Puna was also the site of the family’s subsistence farm. The research is concerned with the archaeological landscape of Te Puna, the relationship between Maori and European, the early organisation and economy of the CMS, the material culture of New Zealand’s first European settlers, and the beginnings of colonisation and the part that the missions played in this. Artefacts recovered from archaeological investigations at the site of the Te Puna mission house are connected with other items of missionary material culture held in collections in the Bay of Islands, including objects donated by the King family. The archaeological record is also integrated with documentary evidence, in particular the accounts of the CMS store, to produce a detailed picture of the daily life and economy of the Te Puna mission household. This integration of a range of sources is also extended to produce a broader view of the material culture and economy of missionary life in the Bay of Islands in the first half of the nineteenth century. The humble, austere artefacts that constitute the material culture of the Te Puna household reveal the actual processes of colonisation in daily life and everyday events, as well as the processes of the mission, such as schooling, the purchase of food and domestic labour, the purchase of land and building of houses, the stitching of fabric and ironing of garments. These practices predate, but also anticipate the grand historical dramas such as the signing of the Treaty of Waitangi, glorified but also critiqued as the defining moment of the relationship between Maori and Pakeha and of colonisation. / Whole document restricted, but available by request, use the feedback form to request access.

This thesis establishes a natural acquisition order for 18 nominal structures in Mandarin SLA, and assesses the extent to which that order can be explained as a consequence of cognitive processing demands. The natural acquisition order is based on a longitudinal study of three adults learning Mandarin in a classroom environment in Auckland, New Zealand. Two representatives of an average emergence order are derived from the three individual orders: a ranking of mean emergence times (RMT) and a ranking of mean emergence ranks (RMR). Processing demands are calculated in three different ways: once on the basis of six developmental stages identified in Pienemann’s Processability Theory (Pienemann, 1998c), once on the basis of a detailed analysis of each nominal structure according to the generative grammar of LFG (Bresnan, 1982, 2001); and finally on the basis of the Minimalist Programme (Chomsky 1995; 1999; 2000). All rest upon a prior analysis of lexical feature structures and constituent structures evident in the learner’s output over the course of a year. The standard six-stage model of Processability Theory proves unable to differentiate between most nominal structures, because they fall within the single developmental category of so-called ‘phrasal’ structures. However, processing demands calculated on the basis either of LFG or of the MP prove to be highly correlated with both individual and average emergence orders. On the basis of these results, various generalisations are made about the relevance of different kinds of syntactic processes to the determination of emergence order. In particular, c-structural complexity and thematic structure are found to be factors most significantly associated with later emergence times. LFG and MP each provide interesting insights into different aspects of syntactic processing that impact on the acquisition of a second language; LFG throws light on the significance of the grammaticalisation of thematic structure; the MP throws light on the processes of lexical construction, and the interactions between this and constituent structure. Both indicate the significance of delays in feature valuation or unification as c-structural complexity increases.

"November 2001". / Thesis (PhD)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2002. / Bibliography: p. 285-291. / Introduction -- Language from a systemic functional perspective -- Social networks: a review of literature relevant to the Scotland Island study -- Methodology -- Analysing relational ties: a social network perspective -- A systemic functional approach to analysing social reality -- Discussion and conclusion. / This research is concerned with the study of language and the social order. Working within the systemic functional theory of language, and utilising the concept of a social network to model the social order, the primary aim is to put on display the relationship between the linguistic system and social order, between language and culture. Systemic functional grammar (Halliday, 1995; Halliday and Hasasn, 1985/9; Halliday and Matthiesen, 1997; Eggins and Slade 1997), with its emphasis on language as a social semiotic, is used to analyse the language used by a group of four women engaged in casual conversation in a small Australian island community. Here the analysis reveals how the women negotiate their social reality when speaking to each other. It shows how their social relations are shaped within a text (Hasan, 1996), and explores the notion that, despite the seemingly trivial, unconscious nature of casual interactions, power and solidarity are continually being negotiated by the participants (Halliday, 1994; Eggins and Slade, 1997). More specifically, this research examines the notion that through lexico-grammatical and semantic selections participants are able to negotiate dominant positions in interaction. Social Network analysis has been used to examine the relationship between the individual and the group. It offers a quantifiable analytical tool for describing the character of an individual's everyday social relationships (Milroy, 1987). A social network analysis is used in the present study to map the social relationships in the tight-knit network, or speech fellowship, of these women (creating a map of the context of situation in SFL terminology). Change in the social relationships and language choices is modeled by revisiting the participants 15 months later in a contextually similar environment and re-analysing the network and linguistic options. Systemic functional linguistics is then used to highlight the interdependency of language and social order. Through systematic accounts of language and the context in which it is embedded this reciprocal nature is displayed and language and social order can be seen, not as two distinct entities, but rather as one phenomena seen from two different perspectives (Halliday, 1978; Mathiessen, 1993). / Mode of access: World Wide Web. / v, 291 p. ill

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Thesis (Ph.D.) -- University of Western Sydney, 2001. / Thesis presented in fulfilment of the requirements of the Doctorate of Philosophy (Applied Communications), University of Western Sydney, 2001. Bibliography : leaves 452-498.

Thesis (Ph.D.) -- La Trobe University, 2005. / "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Educational Studies, Faculty of Education." Research. Includes bibliographical references (leaves 309-317). Also available via the World Wide Web.