Thesis (Ph. D.)--University of Hawaii at Manoa, 1982. / Bibliography: leaves 254-268. / Microfiche. / xx, 268 leaves, bound maps 29 cm

Typescript. / Thesis (Ph. D.)--University of Hawaii, 1966. / Bibliography: leaves [158]-160. / 160 l illus., maps (1 fold. col. in pocket), tables

This multi-media art project investigates the notion of Cook Islands humour, and subsequently place, through the context of the religious pageant Nuku. This pageant has been practiced annually in the Cook Islands for over one hundred and sixty years. While it is not a pageant based on humour, I suggest, through experience and research, that many of the characteristics of Cook Islands humour are revealed in Nuku. The aim of this project is not to recreate the narrative set out in the Nuku pageant but to use this event to explore ways to visually express the humour of the Cook Islands. After researching and experimenting in two dimensional mediums, my emphasis changed to experimenting with three dimensional mediums, incorporating materials that have connotative meanings in Cook Islands society.

Thesis (M.A.)--University of Hawaii at Manoa, 1982 / Pacific Islands Studies

Bibliography: leaves 348-358 / xii, 358, ca. 50 leaves : ill., maps ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Anthropology, 1985

This study examines the interrelationships between migration patterns, population change, and socio-economic development in the Cook Islands of the south Pacific during the period 1966-80. Socio-economic "development" is defined as: (1) economic growth; (2) increasing social complexity; (3) an improvement in the physical quality of life. Two models of the relationship between migration and socio-economic development were extracted from the theoretical literature: one suggests that migration brings a range of socio-economic benefits to the "sending" society; the other claims that migration is costly to the sending society and is likely to promote its "underdevelopment". The effects of migration on population growth, age structure and sex balance, geographical distribution, labor force size and quality, during the post self-government period 1966-80, are examined in detail. The effects of these changes on the three dimensions of socio-economic development are explored and some of the monetary "costs" and "benefits" of migration are estimated. The net crude rate of emigration for the period was 27.3/1000 for the population as a whole, and 32.2/1000 for the Maori component taken separately. This rate of out-flow has reduced the average annual growth rate from a potential 3.2% to an actual rate of -0.6% over the 1966-76 intercensal period. The population has declined overall by 5.9% over the same period and some islands have dropped by as much as 55%. While most migrants are under 40 years of age, high fertility in the past means that the majority of the population is also under this age. Disproportionate migration occurs principally in the age range 15-24. The "working age" population of the Cook Islands as a whole declined by 2.6%; some islands did maintain a static labor force, however, while in others the labor force declined. No evidence was found to indicate that emigration improves the dependency burden or the sex ratio. Where the dependency ratio has improved, this can be attributed to declining fertility. A higher proportion of the population is concentrated on the main island of Rarotonga, but "urbanization" has actually decreased as a result of differential emigration by district. While it is clear that the demographic and socio-economic impact of migration varies from region to region, and island to island, the overall effect on the "development" of the Cook Islands has been negative. The period of large-scale emigration was accompanied by falling real GDP per capita and in total, declining production for export, and the loss of both social capital and occupational skills. The physical quality of life has improved over the period, but the rate of improvement has fallen-off as emigration increased in the mid 1970s. Remittance income from migrants abroad has increased as a proportion of total per capita income, leading to greater "dependency" on an external economy. Structural complexity has increased to a degree on Rarotonga, but some of the outer islands show signs of structural "devolution" and economic decline. It is argued that the declining population of the Cook Islands will tend to exacerbate the already severe problems of small scale and geographical dispersion in the micro-economy of the Cook Islands and will add considerable uncertainty to the processes of development planning. In the short-term dependency will probably increase as more foreign aid will be required to operate the political-administrative system. / Arts, Faculty of / Anthropology, Department of / Graduate

This multimedia visual arts project investigates, from a personal perspective, changes in the context of Cook Islands’ women’s adornment. In a modern world, changes in adornment have become disconnected from cultural traditions and so this study explores how over time evolving patterns of adornment are employed by women to identify their place in society. Observations have been drawn from the developing relationship between the researcher and the women in Rarotonga, the Cook Islands’ community where this project took place. These observations are documented explored and articulated primarily through the medium of photography, and principally by way of the snapshot and the portrait. This examination of Cook Islands’ women and their adornment from traditional adornment to the contemporary influences of modern day fashion has further been explored through a visual response to the relationships between the women and the layers of their adornment. This visual arts project is compromised of an exegesis with a value of 20% and a practical component of 80%.

Thesis (Ph. D.)--University of Adelaide, Dept. of Anthropology, 1985. / Includes bibliographical references (leaves 348-358).

Thesis (Ph. D.)--University of Washington, 1992. / Vita. Includes bibliographical references (leaves [453]-481).

The demands imposed on teachers who are L2 speakers of English, in the Teaching of English as a Second Language (TESL) have had far-reaching consequences. In these situations, the consequences are compounded when the teacher is a L3 speaker of English teaching English to students who are predominantly L2/L3 speakers. Such consequences were explicitly stated in a number of reports, reviews and observations (Elley, 1979; Chamberlain, 1987; Laws and Horsley, 1988; The Ministerial Taskforce, 1989) and others. Issues relating to quality of education and quality of English teaching were frequently addressed and questioned. The author's experience as a teacher of English, Head of the English Department at Titikaveka College and English Adviser for secondary schools led to a growing concern and need to delve into these problems at both the primary and secondary levels. In the absence of research in this important area, the author sought to conduct investigation in four schools. The author was further motivated to conduct research as a result of a number of recent changes within the education system. Major concerns were firstly, the introduction of the Grade 6 National Examination in 1991; secondly, the change-over from the South Pacific English Option paper to a full New Zealand English paper in the New Zealand School Certificate (NZSC) Examination in 1989; and finally, the introduction of the New Zealand Bursary Examination in 1992. The question foremost in the author's mind was how adequately were the schools equipped to implement such changes given an array of major constraints. In this study, it is hypothesised that, most of the problems related to TESL in the Cook Islands stem primarily, and mainly from the poor quality of teachers in the classroom. This does not deny the existence of problems which emanate from other factors which impact on TESL, such as the language policy and curriculum, the adequacy or inadequacy of teaching resources, and whether indeed they are appropriate and the kinds of teaching methods which prevail. These are all acknowledged as contributing factors. The argument presented in this study, is that, while these are contributing factors, they are considered not as important as the teacher factor. The thrust of this thesis recognises the teacher as the most important classroom resource, the "key" factor which ultimately determines the quality and indeed the success or failure of an education system. This is true in the particular context of the Cook islands where teaching-learning resources, by its broadest definition, are very limited. In terms of the quality of the teacher's resourcefulness, this in turn is determined by his/her level of education and the kind of training received. Underlying the thesis presented is the contention that if the teacher is well-educated and highly-trained, then teaching and learning for the child make the possibility of attaining Level IV, the highest stage in Beeby's paradigm more likely. That is, teaching which stresses meaning and understanding, problem solving and creativity and the catering of individual differences (Beeby 1966: 72). Needless to say, the converse is more likely to happen, where and when teachers have had very limited education, inadequate and inappropriate training. In accordance with the purpose as outlined in Chapter 1, this study comprises 6 chapters and a conclusion. Chapter 1 discusses the nature of the problem from a number of interrelated dimensions, which have to varying degrees impacted on the teaching of ESL in the Cook Islands. The chapter concludes by stressing the purpose and relevance of the study in terms of educational, economic and social significance. Chapter 2 reviews and discusses, from a historical perspective, the literature as it relates firstly to the teaching of English in the Pacific but more specifically the teaching of English in the Cook Islands. The chapter then discusses the theoretical development and research in the teaching and learning of ESL in an attempt to arrive at a theoretical framework. Chapter 3 presents the research instruments and procedures used to gather and analyse the data. In the main, office sources, classroom observations, questionnaires and interviews formed the basis for eliciting data. Chapter 4 draws together the major findings of the study. The limited size of the sample placed some restrictions on the analysis of results derived from this study. Nevertheless, the analysis identified some significant trends upon which conclusions can be drawn. The last two chapters, Chapter 5 and Chapter 6 deal with the interpretative aspects of the study with the intention of arriving at valid recommendations to the problems identified. In summary, the study found that the teacher in the Cook Islands context is the key factor in the process of teaching and learning of ESL. When the teacher is well-educated and adequately trained, then the possibility of quality teaching and meaningful learning becomes a reality for the student.