title: The origins of a New Zealand suicidal cohort: 1970-2007

authors: Curtis, Cate

subjects: New Zealand

abstract: Many western countries have experienced increased rates of youth suicide over recent years. This has been an issue of particular concern in New Zealand, since it had the highest rate of youth suicide among OECD countries in the mid-1990s. However, while attention is drawn to the now declining youth suicide rate by politicians and policy-makers, what is obscured is a cohort effect.

In this paper we will argue that a cohort effect is clearly visible; suicide rates among 15-24 year olds came to the fore in the mid-1980s, peaking 10 years later, and were displaced by that among 25-35 year olds by the late-1990s.
Further, this century has been characterised by the rise of suicide rates among 35-44 year olds. This effect correlates with a dramatic downturn in the New Zealand economy in a five-year period bracketing 1970. We argue for an increased focus on social and economic factors underlying suicide.

text: The origins of a New Zealand suicidal cohort: 1970-2007 Many western countries have experienced increased rates of youth suicide over recent years. This has been an issue of particular concern in New Zealand, since it had the highest rate of youth suicide among OECD countries in the mid-1990s. However, while attention is drawn to the now declining youth suicide rate by politicians and policy-makers, what is obscured is a cohort effect.

In this paper we will argue that a cohort effect is clearly visible; suicide rates among 15-24 year olds came to the fore in the mid-1980s, peaking 10 years later, and were displaced by that among 25-35 year olds by the late-1990s.
Further, this century has been characterised by the rise of suicide rates among 35-44 year olds. This effect correlates with a dramatic downturn in the New Zealand economy in a five-year period bracketing 1970. We argue for an increased focus on social and economic factors underlying suicide.

year: 2011

title: Proposed changes in the classification of Histosols, Alfisols, Andisols, Aridisols, Inceptisols, Mollisols, Entisols, and Spodosols in South Australia

authors: Fitzpatrick, R.W.

abstract: As a result of intensive field and laboratory work being conducted in specific key areas in South Australia need for improvements and modifications to Soil Taxonomy have become obvious to several soil scientists. This report proposes some changes to the 1990 Keys to Soil Taxonomy (Soil Survey Staff, 1990) in order to provide more suitable categories for some soils in South Australia. These improvements were also identified and improved upon by several workers during a series of three Soil Taxonomy workshops held in South Australia during September and October, 1991.

text: Proposed changes in the classification of Histosols, Alfisols, Andisols, Aridisols, Inceptisols, Mollisols, Entisols, and Spodosols in South Australia As a result of intensive field and laboratory work being conducted in specific key areas in South Australia need for improvements and modifications to Soil Taxonomy have become obvious to several soil scientists. This report proposes some changes to the 1990 Keys to Soil Taxonomy (Soil Survey Staff, 1990) in order to provide more suitable categories for some soils in South Australia. These improvements were also identified and improved upon by several workers during a series of three Soil Taxonomy workshops held in South Australia during September and October, 1991.

year: 1992

title: An exploration of different outlooks on science: towards an understanding of the under-representation of girls, and of Maori and Pacific Island students, in science

authors: Stead, Keith Eric

abstract: The research reported here was undertaken as a supplementary study to the Learning in Science Project conducted at Waikato University (1979-1981) and sought to understand why girls, Maori and Pacific Island students, are under-represented in the sciences. Two distinctive, but complementary, perspectives were developed; one qualitative, the other quantitative, to provide data from which an understanding of the problem was sought.
The qualitative perspective was provided by using a Kelly Repertory Grid methodology and intensive individual interviews with 26 students (and many of their parents) carefully chosen to provide a reasonably heterogeneous sample of students from a variety of different schools, of both sexes, of the three major ethnic groups (European, Maori, and Pacific Island), and from each of the four middle-school form levels (Fl to F4, inclusively).
The quantitative perspective was provided by a series of empirical measures chosen, not only to identify the students for the qualitative sample but also, to investigate particular variables suggested by the literature search to have possible implications for the teaching and learning of science. 
The resultant analyses suggested the sex differences in the students’ outlooks on science could be accounted for by the existence of a broad based ‘gender-related inequality’ in the way science is presented to them by the communication media, home, and school.
Similarly, the ethnic differences in students’ outlooks on science could be accounted for by the ‘cultural inequality’ present in New Zealand society which was identified in the way many of the Polynesian students and their parents, perceived the products, processes, and practitioners of science. 
The simplification presented here masks the complexity of the issues involved but, series of educational within these two broad postulates, a series of educational recommendations was suggested for affecting current educational practices identified as maintaining (or even creating) the existing under-representation of girls, Maori and Pacific Island students in the sciences. 
These included:
(i) Student beliefs about science need to be explored, challenged, modified, and/or extended
(ii) Students’ perceptions of other people’s views need to be identified, explored, challenged and/or extended 
(iii) Teachers’ styles of teaching science need to be examined
(iv) Parents’ own outlooks on science need to be developed.
This research has emphasised the need to have all students, but particularly girls, Maori, and Pacific Island students, develop positive outlooks on science in order that the current imbalance of girls and Polynesians in the sciences be redressed.

text: An exploration of different outlooks on science: towards an understanding of the under-representation of girls, and of Maori and Pacific Island students, in science The research reported here was undertaken as a supplementary study to the Learning in Science Project conducted at Waikato University (1979-1981) and sought to understand why girls, Maori and Pacific Island students, are under-represented in the sciences. Two distinctive, but complementary, perspectives were developed; one qualitative, the other quantitative, to provide data from which an understanding of the problem was sought.
The qualitative perspective was provided by using a Kelly Repertory Grid methodology and intensive individual interviews with 26 students (and many of their parents) carefully chosen to provide a reasonably heterogeneous sample of students from a variety of different schools, of both sexes, of the three major ethnic groups (European, Maori, and Pacific Island), and from each of the four middle-school form levels (Fl to F4, inclusively).
The quantitative perspective was provided by a series of empirical measures chosen, not only to identify the students for the qualitative sample but also, to investigate particular variables suggested by the literature search to have possible implications for the teaching and learning of science. 
The resultant analyses suggested the sex differences in the students’ outlooks on science could be accounted for by the existence of a broad based ‘gender-related inequality’ in the way science is presented to them by the communication media, home, and school.
Similarly, the ethnic differences in students’ outlooks on science could be accounted for by the ‘cultural inequality’ present in New Zealand society which was identified in the way many of the Polynesian students and their parents, perceived the products, processes, and practitioners of science. 
The simplification presented here masks the complexity of the issues involved but, series of educational within these two broad postulates, a series of educational recommendations was suggested for affecting current educational practices identified as maintaining (or even creating) the existing under-representation of girls, Maori and Pacific Island students in the sciences. 
These included:
(i) Student beliefs about science need to be explored, challenged, modified, and/or extended
(ii) Students’ perceptions of other people’s views need to be identified, explored, challenged and/or extended 
(iii) Teachers’ styles of teaching science need to be examined
(iv) Parents’ own outlooks on science need to be developed.
This research has emphasised the need to have all students, but particularly girls, Maori, and Pacific Island students, develop positive outlooks on science in order that the current imbalance of girls and Polynesians in the sciences be redressed.

year: 1984