The development of Maori art in education : case study of a New Zealand secondary school : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University

Various theoretical approaches have accompanied the history of art development, with certain cultural products selected to represent 'art' most popularly defined in the Classical and Romantic periods of European art production. The rise of mass culture, and the changing relations of production, in the new industrial world have served to highlight the unequal access to power, status and rewards accorded to cultural products deemed 'art' as opposed to 'culture' under these definitions. The ideologies of what constitutes art seem to disadvantage certain ethnic groups such as the Maori. This highlights fundamental conflicts between the definition of 'art' according to an imported European culture and an indigenous Maori culture. The case of 'Te Maori' exhibition 1984 - 1985 raises the issue as to whether the selection of cultural products in New Zealand according to a European art aesthetic has been congenial to the development of Maori art. Alternatively, has it merely served as 'potent defence' of the current social structure of art. Cultural definitions have increasingly become an issue in education at a broader level, as educational attainment of secondary school leavers has continued to be disproportionately lower for Maori than Pakeha as our nation fails to fulfil its development aims to promote equity for all social groups in New Zealand. Particular theories on the cultural 'mismatch' between Maori culture and the dominant 'habitus' of the secondary school have had some support from research into Maori career expectations, and point to the education system perpetuating social inequalities rather than addressing them. The selection of art as a worthy cultural product, as formalised in secondary school art studies, may similarly act to support the subversion of Maori art forms in their function as communicator, transmitter and recorder of Maori identity and culture. Art is defined in secondary schools according to the prevailing Pakeha dominant ideology. Firstly the recognition of traditional Maori art is considered in terms of correct rendering of basic elements, and for a range of traditional Maori art. The importance of traditional Maori art contexts is discussed in light of the formal elements of Maori art and the wholeness of Maori culture and the school art syllabus is examined for its attention to these factors. Pupil knowledge and attitudes are surveyed in art classes of a particular East Coast secondary school and the results are compared according to ethnic groupings and gender differences, with a small group of Maori students from another East Coast school who have not had formal secondary school art education. Maori art has a history and tradition that has evolved to encompass and embrace new elements, while still holding true to many traditional cultural contexts. It demonstrates continued growth and development in new contexts. Particular contexts are examined; art production and art significance inside the traditional meeting house. Methods and concepts are explored in the test schools to hypothesise on the level and requirements of contextualisation of Maori art in secondary schools. The contemporary presence of Maori art, the viability and nature of this presence, is then examined in the light of judgements made by secondary school students towards certain contemporary Maori art works by Maori and non-Maori artists. This serves to highlight the criteria students are using to judge Maori art as 'Maori' and whether Maori art forms are being accorded a development and continuity - an inherent value - of their own. Explanation of the tendency for education to ignore the needs of Maori and society towards Maori art cultural products is explored in the light of theories of the reproductive nature of education, and the findings in this particular research

Overgeneral Memory in Depression

This work is a phenomenological exploration of overgeneral memory in depressed patients. It reviews the current philosophical literature on the first-person experience of depression, which has so far omitted the phenomenon of overgeneral memory. However, this phenomenon is well documented within psychology; and this essay will show that its symptomatic appearance in depression and subsequent disturbance of self- experience justifies attention to the phenomenon within the phenomenology of depression. Both the theory of embodiment and the extended mind thesis work extensively with the nature of memory in other conditions such as Alzheimer's and dementia. Thus, these philosophical approaches will be utilised in an analysis of overgeneral memory; this will enrich the philosophy of depression, memory and self and highlight the value of the concepts of embodiment and the extended mind. Moreover, this philosophical interrogation suggests a route toward therapeutic interventions to help patients suffering from overgeneral memory applying techniques from extended mind and cognition studies

A qualitative, exploratory study of nurses’ decision-making when interrupted during medication administration within the Paediatric Intensive Care Unit

ObjectiveIn the paediatric intensive care unit (PICU), medication administration is challenging. Empirical studies demonstrate that interruptions occur frequently and that nurses are fundamental in the delivery of medication. However, little is known about nurse’s decision making when interrupted during medication administration. Therefore, the objective is to understand decision making when interrupted during medication administration within the PICU.Research designA qualitative study incorporating non-participant observation and audio recorded semi-structured interviews. A convenience sample of ten PICU nurses were interviewed. Each interview schedule was informed by two hours of observation which involved a further 29 PICU nurses. Data was analysed using Framework Analysis.SettingA regional PICU located in a university teaching hospital in the United Kingdom.FindingsAnalysis resulted in four overarching themes:(1) Guiding the medication process,(2) Concentration, focus and awareness,(3) Influences on interruptions(4) Impact and recoveryConclusionMedication administration within the PICU is an essential but complex activity. Interruptions can impact on focus and concentration which can contribute to patient harm. Decision making by PICU nurses is influenced by interruption awareness, fluctuating levels of concentration, and responding to critically ill patient and families’ needs

The Journey to R4D: An institutional history of an Australian Initiative on Food Security in Africa

Internal Revie

Theoretical He I Emissivities in the Case B Approximation

We calculate the He I case B recombination cascade spectrum using improved radiative and collisional data. We present new emissivities over a range of electron temperatures and densities. The differences between our results and the current standard are large enough to have a significant effect not only on the interpretation of observed spectra of a wide variety of objects but also on determinations of the primordial helium abundance.Comment: Accepted to ApJ

Progressive myoclonic epilepsy with Fanconi syndrome

This report illustrates the difficulties in diagnosing complex cases and demonstrates how whole exome sequencing can resolve complex phenotypes