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    The caring commodity : transformations in the exchange character of medicine in New Zealand (1840-1985) : a thesis presented to the Dept. of Geography, Massey University in complete fulfilment of the requirements for the degree of Master of Arts
    (Massey University, 1985) Hay, Iain Mill
    Retrospective analysis of actions and interactions connected with health care makes evident their place as constituted and constitutive components of capitalist social relations. The contextually constrained activity of individuals to achieve certain ends has contributed to the production of outcomes which appear to be beyond individual control and which shape the social world. In explaining the main transformations in the character of medical services since the early days of European settlement emphasis is placed upon the multiple and differentiated emergence of various structures of relationships between, principally, doctors and patients, doctors and doctors, and those who, at various stages, have attempted to intervene in those relations. Over the period 1840-1985, medical practice has been transformed from a service provided on a user-pays basis, to one of collective provision, and back towards the "private" sector. In the six decades after 1840 medicine and the State became enmeshed. Some moves towards the State provision of health care services occurred. The period 1900-35 saw the supporters of both free enterprise and socialistic medicine inexorably drawn towards advocacy of some grand scheme of collective care, the character of which was extensively debated from 1935 until 1942. The outcome brought "free" provision of most medical care to those in need and also served the long term interests of capital. Since then, health care has been returning to the market. In part, the broad sweep from, and back to, commodity relations has arisen from actions to "solve" problems of health care provision and use. The solutions arrived at, however, have been compromises between conflicting demands. Although at times "solutions" may have facilitated the more humane allocation of medical services, the general tendency is for them to reproduce capitalist social relations.
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    The patriot band : the school cadets from their evolution to the Great War : thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in History at Massey University
    (Massey University, 1973) Openshaw, Roger
    The writing of history consists in the complementary activities of analysis and reflection. A study of the school cadets in New Zealand from their evolution in the old established colleges till 1914, provides an opportunity for both these activities to be attempted through the medium of a relatively small but highly defined topic. As an institution, the cadets provide an interesting study in themselves, for by minutely observing the specialised activities of a large section of New Zealand society, namely its children together with those especially concerned with the cadets through education or defence, it is possible to gain a detailed understanding and insight into their beliefs and assumptions. The activities and attitudes of teachers, concerned military men, articulate members of the general public and where possible pupils, will each provide a slightly different vantage point from which to reconstruct this picture. [From Introduction]
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    Selective mechanisms for general science education : a history of the development of general science education in New Zealand, 1900-1943 : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Arts in History at Massey University
    (Massey University, 2000) Nikoloff, Lynette L
    Free education has been the right of every New Zealand citizen since 1877 when free secular education was established in all state primary schools.¹ Ian Cumming and Alan Cumming, History of State Education in New Zealand 1840-1975, Wellington: Pitman, 1978, p.103. All children had to be given free education between the ages of five and fifteen, termed 'school age'. ² ibid., p. 102. Compulsory schooling was required for all children between the ages of 7 and 13 years, this was increased to 14 from 1901. Eligible children had to attend primary school for six sessions per week (choosing either a morning or afternoon session).³ ibid., p. 143. Teachers were required to deliver a prescribed curriculum consisting of: reading, writing, arithmetic, English Grammar and composition, geography, history, elementary science and drawing, object lessons, vocal music and for girls there was the additional subjects of: sewing, needlework and domestic economy. ⁴ibid., p. 102. Object Lessons were common in the nineteenth century and were first employed by the Mayos, a Protestant clergy man and his sister. The lessons involved the children looking at some object e.g. The refining of silver ore. The teacher would lead the class through a series of statements about the object such as: the ore is melted and the silver skimmed and the teacher asks the children: 'Now what is it that separates the impure substances for the silver?' to which the children respond in unison: 'The heat of the fire.' Many of these lessons ended up relating to religious education. David Layton, Science for the People: The Origins of the School Science Curriculum in England, New York: Science History Publications, 1973, pp. 23-6. The curriculum was designed to prepare candidates for the proficiency examination, which was the entry examination into post-primary school. Students sat the proficiency examination at the end of standard VI or form 2. Failure in this examination meant students had to stay at primary school until reaching the official leaving age and most primary schools had a standard VII. Within the context of this study, the various types of post-primary schools have very precise definitions which must not be confused with the contemporary use of the term 'secondary school' which denotes universal post-primary education. 'Secondary School' describes a single sex academic school primarily delivering a curriculum prescribed by external examiners, such as the University Senate. Some secondary schools developed alternative programmes for less academic students but the main focus of the school was on preparing students for external examinations. 'Technical High School' describes a co-educational fully funded state school which had to provide technical and manual instruction, and it is interesting to note that teachers were paid less in this type of school. 'Combined High School' describes a secondary school which offered a variety of academic and practical courses and was usually co- educational. 'District High School' describes a co-educational school which was an extension of a primary school, offering a practical curriculum based on the agricultural sciences. Therefore, the term 'post- primary school' encompasses a variety of schools, all of which catered for students beyond primary level and up to the age of 18 years. [From Introduction]
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    The growth of agricultural administration 1880-1900 : the dairy industry as a test case : thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in History at Massey University
    (Massey University, 1973) Rowe, Christopher James
    No historical writer is likely to deny that the growth of a relatively intensive administration was an integral part of the total Liberal achievement. Nevertheless, little enough research has been done on the nature of governmental growth in this period. Gibbons and Brooking have performed some of the spadework in this field and this thesis will attempt to slightly broaden and deepen the enquiry. 1 Sea Gibbons, P.J. "'Turning Tramps into Taxpayers' – The Department of Labour and the Casual Labourer in the 1890's", unpublished M.A. thesis, Massey University, Palmerston North, 1970; and T.W.H. Brooking, "Sir John McKenzie and the Origins and Growth of the Department of Agriculture, 1391-1900", unpublished M.A. thesis, Massey University, Palmerston North, 1972. It is particularly in the explanation of Liberal administrative growth, comparable only with that experienced in the early years of the first Labour Government, that the hypothesis developed below will take a different course. Gibbons on the Labour Department, and Brooking on the Department of Agriculture, have emphasized the role of personalities, especially master bureaucrats, in their explanations of the massive quantitative and qualitative growth that the Liberal period of government (1891-1911) witnessed. The zealot Tregear, it would seem, successfully applied his peculiar bureaucratic ethic during those years of the 1890's when his idealism and effective control of the Labour Department existed in a relationship which enabled him to provide his conscious contribution to the "administrative revolution" then taking place. J.D. Rtitchie, Brooking suggests, was only able to work his unobstrusive revolution once he was under the supervision of T.Y. Duncan and R. McNab, both decidedly weaker Ministers of Agriculture than Sir John McKenzie. [From Introduction]
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    Capitalism, class, care and craft : a discursive journey around the 1900 Act to make Better Provision for Manual Technical and Commercial Education in New Zealand : a thesis presented in partial fulfilment of the requirement for the degree of Master of Education at Massey University
    (Massey University, 2007) Jolley, Sheila
    This historical education policy development case study covers the years 1877 to 1917. Critical Discourse Analysis (CDA) of Parliamentary Debates and Reports are primary sources used to address the 'how' and 'why' questions relating to the policy which was formalized in 1900 as An Act to Make Better Provision for Manual, Technical, and Commercial Education. Secondary sources are also used to examine social, political and economic issues, in particular the dominant discourses around Capitalism, Class, Care, and Craft. The thesis argues that the 1900 Act is a model of 'top down policy' development, with a small number of powerful men making moral decisions around educational development that were based on technical rationality and its corollary social Darwinism rather than on egalitarianism and social mobility. It is also argued that the 1900 Act demonstrated a strong link between the state education system and its economic instrumental role in meeting the needs of the capitalist mode of production. The analysis of state rhetoric surrounding policy development continues to be as relevant today as it was in 1900.
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    Remembering and belonging : colonial settlers in New Zealand museums : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Anthropology at Massey University
    (Massey University, 2007) Wirick, Esther Lucia
    This study approaches museums as socially constructed signifiers of group identities. Focusing specifically on museological representations of colonial settlers at museums and historical sites in New Zealand, I analyse how this group is constructed in terms of its association with colonialism, empire, and other historical and contemporary groups in New Zealand. In my results chapters, Pride and Shame and Parts of a Whole, I investigate different ways in which colonial settlers are represented in terms of their relationship to Empire, the nation, and other groups within New Zealand. Representations which position settlers within colonial discourses and portray them as heroic pioneers work to justify their presence in New Zealand on the basis that they earned their place through suffering and hard work. This assertion of place and belonging is then questioned by representations which situate colonial settlers within post-colonial discourses that highly criticise the actions of settlers and the institution of colonialism. Representations of colonial settlers can also construct them as related to a cultural group, usually referred to as 'Pakeha', and part of New Zealand's bicultural and multicultural identities. I examine how biculturalism is represented in different ways and use the concepts of separate biculturalism and blended biculturalism to explore these differences. These different political identities reflect a strong sense of ambiguity and ambivalence over New Zealand's political identity, and emphasise how stories from the past can be used in different ways to justify different perspectives of contemporary social and political relationships.
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    Native health nursing in New Zealand 1911-1930 : a new work and a new profession for women : thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University
    (Massey University, 1998) McKillop, Ann Margaret
    The focus of this thesis is the practice of the nurses employed in the Native Health Nursing Scheme in New Zealand from 1911 to 1930. These nurses were a vanguard movement for change in community nursing services as they established a new role and developed innovative ways of practising nursing while claiming greater autonomy and accountability for nurses who worked in community settings. Consequently they contributed to an increase in status for nurses in New Zealand. The Native Health Nursing Scheme was established by the Health Department to replace the Maori Health Nursing Scheme, an initiative by Maori leaders for Maori nurses to provide nursing care for their own people. The original scheme had foundered amid under-resourcing, a lack of support from hospital boards and administrative chaos. Government policy for Maori health was openly assimilationist and the mainly non-Maori Native Health nurses carried out this policy, yet paradoxically adapting their practice in order to be culturally acceptable to Maori. Their work with the Maori people placed the Native Health nurses in a unique position to claim professional territory in a new area of practice. As they took up the opportunities for an expanded nursing role, they practised in a manner which would develop the scope and status of nursing. The geographical isolation of their practice setting provided the nurses with the challenge of practising in an environment of minimal administrative and professional support, while also offering them the opportunity for independence and relative autonomy. Obedience, duty and virtue, qualities highly valued in women of the day, were expected especially in nurses. These expectations were in direct contrast to the qualities necessary to perform the duties of the Native Health nurse. The conditions under which these nurses worked and lived, the decisions they were required to make, and the partnerships they needed to establish to be effective in the communities in which they worked, required courage, strength, organisational ability and commitment.