Our objectives are; Recruitment; selection panels/advisory committees; curriculum development; examination and registration; new models; nga tangata - the people; nga wahi - the places; nga kaupap a- the philosophies; Hui schedule; Registration.

What was our country like in 1840? ; Market economy of Maori from 1820's; Until the signing of the Treaty New Zealand was an independent country; Maori had many reasons for wanting British involvemet; A formal relationship begins; Why have the Treaty at all? ; The Treaty of Waitangi was signed!

The treaty is the wave; Treaty-related reading (health); Te Tiriti o Waitangi: Quiz; Main points about the Treaty; Government breaches of Te Tiriti o Waitangi (health); Recent Government activity (health); Personal treaty-relate responses; The Treaty of Waitangi and Health; Reading: engaging with cultural differences; Some notes on culture; Kawa whakaruruhau: cultural safety; Providing culturally safe/inclusive spaces; Step3: working with 'other'.

Image two:  Treaty and cultural competence: course information -- Reading: Treaty and cultural competence -- Terms (Treaty of Waitangi and Cultural competence) -- Some notes on culture -- Providing culturally safe/incluse spaces -- Kawa Whakaruruhau: Cultural safety.

Why is there both a Maori text and an English version of the Treaty?; Why does this poster only have the Maroi text and its translation?; What did the chiefs understand by the concept of 'government', that they were allowing the Queen to have in Article 1?; In Article 2, it looks as though the government could require hapu to sell their land - is this right?; What is the difference between the English version and the English translation?; What is the 'Confederation' referred to in the preamble and Article 1?; Do references to 'people of New ZEaladn' (Preamble, Article 2) and 'ordinatry people' (Article 3) mean that these parts refer to people of all ethnicities?; Why is 'subtribes' used instead of 'tribes' in the Preamble and Article 2?; Isn't there a fourth article?