title: Connecting School Culture to Boys' Learning:  An investigation into how school culture affects boys' learning in one New Zealand primary school.

authors: Hyndman, Robert Murray

subjects: boys

abstract: Abstract
Boys' underachievement has become a topical issue in recent years.  In response, one New Zealand primary school created a Boys' Project.  It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them.  This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning.  

The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement.  From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences.  The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed.  

The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies.  The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.

text: Connecting School Culture to Boys' Learning:  An investigation into how school culture affects boys' learning in one New Zealand primary school. Abstract
Boys' underachievement has become a topical issue in recent years.  In response, one New Zealand primary school created a Boys' Project.  It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them.  This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning.  

The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement.  From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences.  The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed.  

The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies.  The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.

year: 2007

title: MOA: Massive Online Analysis, a framework for stream classification and clustering.

authors: Bifet, Albert

subjects: computer science

abstract: Massive Online Analysis (MOA) is a software environment for implementing algorithms and running experiments for online learning from evolving data streams. MOA is designed to deal with the challenging problem of scaling up the implementation of state of the art algorithms to real world dataset sizes. It contains collection of offline and online for both classification and clustering as well as tools for evaluation. In particular, for classification it implements boosting, bagging, and Hoeffding Trees, all with and without Naive Bayes classifiers at the leaves. For clustering, it implements StreamKM++, CluStream, ClusTree, Den-Stream, D-Stream and CobWeb. Researchers benefit from MOA by getting insights into workings and problems of different approaches, practitioners can easily apply and compare several algorithms to real world data set and settings. MOA supports bi-directional interaction with WEKA, the Waikato Environment for Knowledge Analysis, and is released under the GNU GPL license.

text: MOA: Massive Online Analysis, a framework for stream classification and clustering. Massive Online Analysis (MOA) is a software environment for implementing algorithms and running experiments for online learning from evolving data streams. MOA is designed to deal with the challenging problem of scaling up the implementation of state of the art algorithms to real world dataset sizes. It contains collection of offline and online for both classification and clustering as well as tools for evaluation. In particular, for classification it implements boosting, bagging, and Hoeffding Trees, all with and without Naive Bayes classifiers at the leaves. For clustering, it implements StreamKM++, CluStream, ClusTree, Den-Stream, D-Stream and CobWeb. Researchers benefit from MOA by getting insights into workings and problems of different approaches, practitioners can easily apply and compare several algorithms to real world data set and settings. MOA supports bi-directional interaction with WEKA, the Waikato Environment for Knowledge Analysis, and is released under the GNU GPL license.

year: 2010

title: Mining at Te Aroha before the murder in February 1881

authors: Hart, Philip

abstract: Mining was slow to restart after the Christmas holidays on a goldfield whose value was still unknown. Some miners did not return, but other men, mostly with mining experience, replaced them. As was pointed out, more testing was required to justify the cautious optimism, and more explorations did not discover any payable ore or a reef of any sort. More capital was needed to fund adequate development, and the lack of a battery held back the field.
Some searched the nearby countryside, fruitlessly, but at Tui the mostly Maori miners working there seemed to be having better results. Unskilled miners who drove incompetent and even dangerous adits wasted their efforts, while others were accused of shepherding their ground. Two companies formed during January attracted many small investors, but experienced miners started leaving for newer finds, and non-miners abandoned their attempts at mining after discovering that gold was not easy to find. But others remained hopeful, and waited for the erection of a local battery to prove the value of what they had found.

text: Mining at Te Aroha before the murder in February 1881 Mining was slow to restart after the Christmas holidays on a goldfield whose value was still unknown. Some miners did not return, but other men, mostly with mining experience, replaced them. As was pointed out, more testing was required to justify the cautious optimism, and more explorations did not discover any payable ore or a reef of any sort. More capital was needed to fund adequate development, and the lack of a battery held back the field.
Some searched the nearby countryside, fruitlessly, but at Tui the mostly Maori miners working there seemed to be having better results. Unskilled miners who drove incompetent and even dangerous adits wasted their efforts, while others were accused of shepherding their ground. Two companies formed during January attracted many small investors, but experienced miners started leaving for newer finds, and non-miners abandoned their attempts at mining after discovering that gold was not easy to find. But others remained hopeful, and waited for the erection of a local battery to prove the value of what they had found.

year: 2016