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    A history of collection development at the Suter Art Gallery, Nelson, 1896-1997 : a dissertation presented in partial fulfilment of the requirements for the degree of Master of Arts in Museum Studies at Massey University
    (Massey University, 1997) Taylor, Judith M.
    The dissertation outlines the history of the collection at the Suter Art Gallery and traces patterns of collecting and collection growth there. The broader New Zealand historical, sociological and museological context of the collection is considered and discussed with reference to literature on collecting in other New Zealand institutions. The influence of shifting cultural fields and their effect on collecting at the Suter Art Gallery is considered. Reassessment of the collection and changes in collecting practices at the Gallery are examined with reference to specific events and influences. The extent to which the collection is representative of the growth and development of the arts and artistic production in the Nelson Region is discussed. Unique characteristics of the collection are identified and discussed. Possible directions for the future of collecting at the Gallery are outlined.
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    Edward Baigent : a pioneer Nelson settler, businessman, and politician : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in History at Massey University
    (Massey University, 1981) Nelson, Neil Douglas
    Edward Baigent arrived in New Zealand almost 140 years ago, and except for a few months in Nelson, spent his entire life in Wakefield. Unfortunately neither Edward Baigent nor any of his children seem to have kept diaries, or been prolific letter writers. The information this thesis is based upon, does thus come almost entirely from early newspaper articles, diaries of Baigent's contemporary settlers, and old ledgers and journals, dating back to 1870, which were found by chance last year in the demolition of an old building on Baigents' Rutherford Street property. The completion of this thesis would not have been possible if not for the willing assistance I have had from a number of people. Special thanks must go to Mr John Bush, who began collecting information relating to the Baigent family several years ago, with the intention of eventually writing a family/company history. With characteristic unselfishness, Mr Bush passed on to me all the material he had accumulated, and I am extremely grateful for the initial help he provided. To Mrs M. Palmer, a great grand-daughter of Edward Baigent, I also extend my special thanks. Mrs Palmer has always taken a great deal of interest in the Baigent family, and wherever possible, has been of great assistance to me. Nelson is fortunate that early events were faithfully recorded by newspaper reporters almost immediately settlement was commenced. The Nelson Examiner and New Zealand Chronicle which began in 1842 and continued until 1874, provided much valuable information on the early years of settlement in the Nelson Province. An almost complete file of this paper is available at the Nelson Public Library, and to the staff of the Library I wish to record my thanks.
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    An evaluation of the effectiveness of the Resource Teacher of Reading Service in the Nelson educational district : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration, Massey University
    (Massey University, 1989) Potaka, Paul M
    The study, an evaluation, had three purposes; to find and employ a model of evaluation that could be applied to specialist teaching programmes, to use the evaluation model to determine how effective the Resource Teacher of Reading Service is at meeting the needs of the students accepted for specialist reading teaching in the Nelson Education District., to suggest ways the model could be adapted for use in other curriculum areas. After examining a number of possible approaches to evaluation the Stake model for evaluation was selected for use. Documentation about the Service was examined to determine the philosophy behind the programmes offered to children and to discover how the Service is supposed to operate. The records of the sixty-two students in the programme between February 1986 and December 1988 were examined. Reading levels at entry to the programme were compared with reading levels at exit from the programme. A literature search was conducted to provide information about appropriate teaching approaches to help provide a standard against which the Service could be measured. Interviews were conducted with Resource Teachers of Reading, Resource Teacher of Reading committee members, classroom teachers and some parents of children who have been taught by Resource Teachers of Reading, to determine their attitudes towards the service given to the children. Interview schedules were designed for use with each group of people interviewed. Children were observed in teaching-learning situations while working with Resource Teachers of Reading, to examine the processes involved in the programme. The data gathered from records, interviewees, observation and from document analysis, provided the basis for applying standards to the Resource Teacher of Reading Service before making judgments about the Service. The data were also used to make judgments about the effectiveness of the Resource Teacher of Reading Service. It was judged that most children in the programme had made satisfactory progress and that the people interviewed believed the programme was working well. The teaching methods being used were consistent with those described in the literature reviewed. It was also judged that Resource Teachers of Reading were making good use of methods that were a mixture of recognised approaches. Teacher-pupil relationships were judged to be important in the teaching-learning situation. A number of suggestions have been offered to people wanting to use this approach to evaluation in schools. The study concludes with recommendations for the Resource Teacher of Reading Service and for people who might consider using the Stake model for evaluation in other parts of the school curriculum.
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    Decorating an inadequate landscape : illustrating the acclimatisation of introduced bird species through wallpaper design : Master of Design thesis 2015
    (Massey University, 2015) Rogers, Ami
    New Zealand has the second highest number of introduced bird species of any country (Troup, 2015). This is the result of acclimatisation societies introducing northern hemisphere birds to provide early settlers with European familarity, ease those afflicted with homesickness and ‘enrich’ the foreign landscape. Using archival research from the Nelson region, this project employs wallpaper pattern design to exhibit illustrations as a visual display of findings from the period of early introduced passerine bird acclimatisation. The design work functions as a metaphor for the ‘decoration’ of what was deemed an ‘inadequate landscape’, and a visual interpretation of written records from one chapter in New Zealand’s history.
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    Whānau whānui : investigating the plausibility of an organisational model based on customary whānau values : a thesis presented for the degree of Master of Philosophy, Māori Studies, Massey University, Palmerston North, New Zealand
    (Massey University, 2015) Foster, Teresa Marie
    This thesis incorporates a case study investigation into the plausibility of an organisational model based on customary whanau values. The thesis title of ‘Whanau Whanui’ represents the case study organisation, Victory Primary School (VPS) in Whakatu/Nelson, Aotearoa-New Zealand, and its ‘whanau whanui’ – a broad grouping of people with a common kaupapa (mission). An innovative combination of methods is used to display the results of this case study. These methods include: a purakau (story), whakatauki (proverbs), visual images, audio-visual aides in the form of YouTube links to waiata (songs), and a comprehensive description of a Maori powhiri (customary rituals of encounter) framework, all alongside an academic writing style that is perhaps more expected for a thesis document. The purakau was primarily employed to represent VPS operating in an ideal state. The words “times past will be used to inform the present, and the desired state is not set somewhere in the future but is present from the outset”, gives the rationale for why the purakau is included; as a regular reminder of the ideal state to aim towards. The heart of the purakau is a story of connections, between people and the natural world, between customs and innovations. It is about dealing with a changing world by holding onto time-honoured values. It is about reclaiming heritage and continuing with the responsibilities of being kaitiaki (guardians) of the world’s resources so they are sustainable for the future. At its base, the use of a Te Ati Awa (a local Maori tribe of Whakatu/Nelson) powhiri framework for both the research project and the resulting thesis is to promote peaceful conflict resolution by increasing intercultural and interracial understandings in the New Zealand context. Components of the powhiri are also evident in the research project as it was conducted. For example, karakia (incantations) were employed to provoke spiritual guidance and protection. The raukura (three albatross feathers) image on the front cover represents the taki (challenge dart) laid down in the wero (challenge), symbolising peaceful intent. Examples of kokohu/koha (contributions) are woven throughout the research project, including trust given to the researcher by the VPS Principal and Board of Trustees (BoT), and the contribution of korero (oral discourse) and knowledge from participants. Teresa Foster Whanau Whanui 13134855 There is a mix of Maori analysis methods used for the data, including analysing interview data by drawing on Maori customs of teaching/learning through face-to-face korero, and following the natural flow of the powhiri process as analysis progresses. It is also imperative to keep returning to the image of the waka hourua (double-hulled voyaging canoe) in the introductory purakau to remain focused on the ideal outcome to aim towards. I.e. a community based on Te Tiriti o Waitangi (The Treaty of Waitangi), where the waka hourua consists of the hull of the tangata whenua (indigenous people of the land) being firmly woven together with the hull of the subsequent settlers, and the unifying connections being nga whanonga pono a te Maori (central Maori values and principles). It is evident that VPS is currently in a period of transformation and change and the new Principal is assisting the BoT with the process of reviewing and updating VPS policies and procedures. VPS is also in the process of updating the School’s curriculum, with the next stage involving the critical work of reviewing the values of VPS to consider whether they accurately reflect expectations for teaching and learning, and to embed the newly developed cycle for curriculum review and reporting to the Education Review Office (ERO). Currently, the intended meaning of the VPS vision is not clear and needs to be defined to see if it is capable of providing a future focus for the VPS mission. The te reo Maori translations of the VPS name, vision and mission need to be accurate and appropriate. The VPS hammerhead shark image and the four chosen ‘values’ that couple with this image do not appear to relate to the vision, mission, or culture of VPS at all. One idea is that the harakeke image currently used by Nga Mana Kakano o Te Wairepo (the VPS bilingual unit) would be a more suitable image for the whole of VPS to use. The Treaty of Waitangi is stated in the VPS Charter 2015 as one of the seven school-wide ‘principles’. However, Te Tiriti o Waitangi is not a principle and should not be confused with the other ‘principles’ of VPS. Te Tiriti requires specific and focused attention in the VPS Charter and school operations in order to uphold its mana and help embed it in the School. It was also suggested that three of the remaining six ‘principles’ are renamed to become: Kotahitanga (an inclusive community); Ekea te taumata i te Ako (increasing teaching and learning competencies); and Kaitiakitanga (guardianship), so they align better with both the VPS strategic goals and ERO reporting requirements. In turn, this alignment should flow Teresa Foster Whanau Whanui 13134855 through to VPS policy, practice, and curriculum alignment in Maori and English mediums. It also appears input from the six mana whenua iwi and hapu (local tribes and sub-tribes), and the wider hapori (community) has not been sought to assist with the design and development of the VPS curriculum. As right holders, hapu, iwi and the hapori are entitled to have a say as to whether VPS programmes are actually in line with collective aspirations for their tamariki (children) and whanau (families). The main structure of a wharenui (Maori meeting house) was used to consider the main components of VPS, including the school-wide principles represented as Pou (pillars), and to provide an outline towards the building of a potential model for the organisation, namely a ‘Wharenui Model’. The sequence these Pou are encountered matches the sequence of events that unfold during the powhiri rituals of encounter, and this is deliberate given that the Wharenui Model for VPS aims at achieving whanaungatanga (connections, reciprocal relationships) just as a powhiri does. Firstly, the Kotahitanga Pou representing the unique VPS identity where members of the community feel they belong to a respectful, inclusive whanau whanui. The next Pou encountered is Ekea te taumata i te Ako, which includes student achievement – a major concern since it is currently well below national standards. This Pou also supports the heke (rafters of the wharenui), representing Maori and English Mediums. The Pou of Kaitiakitanga indicates VPS is not only responsible for being mindful of reciprocal relationships within VPS, but must also consider how actions affect the mana of other people and ecosystems as an interconnected whole. While many learning opportunities are provided to children that focus on local content, and specific initiatives focus on conservation and care of the natural environment, evidence of power-sharing and productive partnerships with the six mana whenua iwi is currently lacking. The remaining Pou, being Rangatiratanga (leadership, governance, management), Manaakitanga (hospitality, respect, caring, support), and Whanaungatanga (connections, reciprocal relationships) represent the remaining Pou/principles in the Wharenui Model for VPS. The VPS maxim is then placed as the floor of the Wharenui Model in recognition of the assertion by VPS that everybody matters. Teresa Foster Whanau Whanui 13134855 The very foundation of the Wharenui Model for VPS is Te Tiriti o Waitangi. With a continual focus on Te Tiriti throughout this thesis, the intention for VPS was to help increase equitable access to education, and improve cultural competencies. Having Te Tiriti as the VPS foundation will assist with creating the basis for power-sharing and productive partnerships with whanau, hapu, mana whenua iwi and the wider hapori. This will ultimately serve to raise achievements of students and teachers, and provide a solid platform for success in life. The identified core values of VPS, being Wairua, Aroha, Mouri and Mana (Spirit, Caring, Vitality, and Respect), align with, and provide the missing part of the VPS Wharenui Model; collectively representing the mouri stone (kaitiaki/guardian) of the Wharenui and all it stands for. The VPS Wharenui Model and its associated values and principles could be considered for adoption by the BoT of VPS, in conjunction with its community. All learners, whanau, iwi, educators, and leaders have skills, knowledge and resources that can contribute to strengthening VPS. Raising student achievement is everybody’s business. This research project has been innovative in its design and has included the development of a unique organisational model as part of the findings, i.e. the Wharenui Model. The Author believes the Wharenui Model also has the potential to be adapted for other organisations in New Zealand wishing to operate in alignment with core whanau values and principles. Additionally, its adaptability may not be restricted to the New Zealand context. It could also be capable of being adapted to suit values and principles of other cultures and countries, meaning it has international relevance. The Author intends to continue exploring these possibilities through further research as part of her study towards achieving a Doctorate of Philosophy (Maori Studies). The findings in this Master’s thesis provide a sound theoretical base from which to launch this plan.
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    Te Tau Ihu Māori mental health outcomes and tangata whaiora experiences in Te Wahi Oranga (Nelson Acute Mental Health Inpatient Unit) : an exploratory study : a thesis submitted for the degree of Doctor of Philosophy at Te Kura Hinengaro Tangata - School of Psychology, Massey University, Turitea, Palmerston North
    (Massey University, 2014) Eade, Lorraine
    There are significant differences between Maori and non-Maori mental health in New Zealand. Maori have higher prevalence of serious mental health disorders than non-Maori, yet in comparison to non-Maori, Maori are less likely to access health services; are less likely to be referred to specialist mental health services by General Practitioners (GPs) and more likely through law and welfare agencies; are more likely to be involuntarily admitted; have higher admission (and readmission) rates, are more likely to be diagnosed with psychotic disorders on admission; and have higher suicide and mortality rates. The aim of this research was to explore outcomes for Maori in Te Tau Ihu (Nelson/Marlborough), New Zealand and understand Maori tangata whaiora (service users/patients) experiences from admissions through to discharge from a mental health acute inpatient unit in Te Tau Ihu. First, five years of inpatient data was collated to identify whether there were similarities between Te Tau Ihu Maori and Maori nationally in terms of admission rates, readmission rates, seclusion practices, length of stay and diagnostic data. Second, using a narrative inquiry approach embedded within a Kaupapa Maori framework, 13 tangatawhaiora were interviewed. This research has found that there are some similarities between Maori in Te Tau Ihu and Maori nationally in terms of the higher number of admissions and first time re-admissions, higher rates of psychotic disorders and seclusion. However, Te Tau Ihu Maori compare more favourably in terms of lower two or more subsequent re-admissions, and there is minimal difference between Maori male and female admission rates. In terms of tangata whaiora experiences, there are consistencies with other studies around concerns with medication, stigma and discrimination, lack of respect, boredom, fear and safety, and relationships with staff. There are also new learnings in terms of the complex relationship with medication, the importance of food and music as a relationship enabler, the strength of having Maori staff on the unit and a call for more therapeutic interaction. The findings endorse the need for more comprehensive care planning based on Te Whare Tapa Wha (mental, physical, family, spiritual dimensions) to better support tangata whaiora.