title: The first crushing at Waiorongomai, November 1883

authors: Hart, Philip

abstract: By the time the battery was ready to crush the first batches of ore, expectations were high – too high. On 1 November 1883, when treatment started, suspicions of unethical conduct were raised by its being done in secrecy, suspicions raised even higher when, unexpectedly, the amalgam was squeezed in cold rather than hot water, as was usual. This method of treatment lowered the expected yield, causing much discontent, and the crushing proved that the ore in some mines expected to be profitable was unpayable. 
Although the outcome was generally disappointing, some retained hope for the future. But share prices soon declining significantly, a fall encouraged by suspicions of share market manipulation, insider trading, and speculation. Not being a poor man’s field because it contained so much low-grade ore with little possibility of discovering bonanzas, more prospecting and more crushing power was required. After such a long time waiting for large-scale crushing, the circumstances and results of the first treatment turned out to be a very bad start for the field, which for many would never overcome its bad reputation.

text: The first crushing at Waiorongomai, November 1883 By the time the battery was ready to crush the first batches of ore, expectations were high – too high. On 1 November 1883, when treatment started, suspicions of unethical conduct were raised by its being done in secrecy, suspicions raised even higher when, unexpectedly, the amalgam was squeezed in cold rather than hot water, as was usual. This method of treatment lowered the expected yield, causing much discontent, and the crushing proved that the ore in some mines expected to be profitable was unpayable. 
Although the outcome was generally disappointing, some retained hope for the future. But share prices soon declining significantly, a fall encouraged by suspicions of share market manipulation, insider trading, and speculation. Not being a poor man’s field because it contained so much low-grade ore with little possibility of discovering bonanzas, more prospecting and more crushing power was required. After such a long time waiting for large-scale crushing, the circumstances and results of the first treatment turned out to be a very bad start for the field, which for many would never overcome its bad reputation.

year: 2016

title: Soil-landscape modelling and soil property variability for forestry land evaluation in Longwood Forest, Southland. Phase 1: soil-landscape model development

authors: Jones, Hayden S.

abstract: Large scale, quantitative information about the variability of target soil properties is required for forest management. This project is attempting to determine whether or not the New Zealand Soil Classification system (NZSC), when used in combination with a soillandscape model, adequately communicates this information. In the first phase of this project a soil-landscape model was developed and a pilot variability study conducted. 
The soils in the study area, located in the W oodlaw Block of the Longwood Range, are formed from either Permian andesite or greywacke on moderately steep to steep hill slopes under a moist cool climate and a vegetation cover of beech and podocarp forests. 
The soil-landscape model was developed using the land systems approach. The model consists of predictive relationships between topographic features and soil classes. There is a clear relationship between slope steepness, the abundance of surface boulders and the gravel content of the soil. A soil-landscape unit map showing the distribution of predicted soil classes has been produced. 
The results of the pilot variability study have showed that the soils sampled are acidic and have moderate to high P-retention values. An analysis of variance indicated that both of these properties are significantly variable between sites and between horizons. There appears to be a relationship between land component type and the magnitude and variability of these properties. The clay mineralogical analysis revealed that the dominant clay minerals present in all the soils sampled are chlorite-vermiculite, kaolinite, sepiolite, and allophane. The presence of allophane and kaolinite may be related to the moderate to high P-retention values.

text: Soil-landscape modelling and soil property variability for forestry land evaluation in Longwood Forest, Southland. Phase 1: soil-landscape model development Large scale, quantitative information about the variability of target soil properties is required for forest management. This project is attempting to determine whether or not the New Zealand Soil Classification system (NZSC), when used in combination with a soillandscape model, adequately communicates this information. In the first phase of this project a soil-landscape model was developed and a pilot variability study conducted. 
The soils in the study area, located in the W oodlaw Block of the Longwood Range, are formed from either Permian andesite or greywacke on moderately steep to steep hill slopes under a moist cool climate and a vegetation cover of beech and podocarp forests. 
The soil-landscape model was developed using the land systems approach. The model consists of predictive relationships between topographic features and soil classes. There is a clear relationship between slope steepness, the abundance of surface boulders and the gravel content of the soil. A soil-landscape unit map showing the distribution of predicted soil classes has been produced. 
The results of the pilot variability study have showed that the soils sampled are acidic and have moderate to high P-retention values. An analysis of variance indicated that both of these properties are significantly variable between sites and between horizons. There appears to be a relationship between land component type and the magnitude and variability of these properties. The clay mineralogical analysis revealed that the dominant clay minerals present in all the soils sampled are chlorite-vermiculite, kaolinite, sepiolite, and allophane. The presence of allophane and kaolinite may be related to the moderate to high P-retention values.

year: 1997

title: Teaching te reo Māori as a second language in primary schools: two case studies.

authors: Hill, Richard Kenneth

subjects: second languages

abstract: The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

text: Teaching te reo Māori as a second language in primary schools: two case studies. The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

year: 2010