title: An overview of mining in the Te Aroha mining district in the 1890s

authors: Hart, Philip

abstract: For most of the decade, only a small amount of mining was undertaken, despite the efforts of some prospectors and miners (who were always handicapped by lack of capital). The only mine to produce a steady profit for its small syndicate was the Loyalty Palace. Prospecting, either by individuals or by specially organized parties, continued throughout most of the decade, with little success, despite investigating new areas such as the Mangakino Valley. The mining boom of 1895 prompted those owning apparently promising ground to attempt to sell it to overseas investors; all potentially auriferous ground was pegged out, but most of the new claims were not worked or, if worked, few produced much gold. 
Exaggerated hopes were even more exaggerated during the brief boom, but the introduction of some (but never sufficient) foreign capital raised hopes for some permanent benefits being produced. The problem of how to treat the complex ore had not been solved, although late in the decade Joseph Campbell would promote his new system. Edwin Hardy, who arrived in the district in 1899, would subsequently develop part of the field more methodically. 
As always, both local and central governments were asked to provide financial assistance, resulting in some prospectors being subsidized and some prospecting tracks constructed. And at the very end of the decade, a new proposal for large-scale mining was floated.

text: An overview of mining in the Te Aroha mining district in the 1890s For most of the decade, only a small amount of mining was undertaken, despite the efforts of some prospectors and miners (who were always handicapped by lack of capital). The only mine to produce a steady profit for its small syndicate was the Loyalty Palace. Prospecting, either by individuals or by specially organized parties, continued throughout most of the decade, with little success, despite investigating new areas such as the Mangakino Valley. The mining boom of 1895 prompted those owning apparently promising ground to attempt to sell it to overseas investors; all potentially auriferous ground was pegged out, but most of the new claims were not worked or, if worked, few produced much gold. 
Exaggerated hopes were even more exaggerated during the brief boom, but the introduction of some (but never sufficient) foreign capital raised hopes for some permanent benefits being produced. The problem of how to treat the complex ore had not been solved, although late in the decade Joseph Campbell would promote his new system. Edwin Hardy, who arrived in the district in 1899, would subsequently develop part of the field more methodically. 
As always, both local and central governments were asked to provide financial assistance, resulting in some prospectors being subsidized and some prospecting tracks constructed. And at the very end of the decade, a new proposal for large-scale mining was floated.

year: 2016

title: The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands

authors: Giano, Ellison

subjects: practical science activities

abstract: Internationally many science educators have argued that science teachers should ensure that their students have opportunities to engage with and take part in practical work, in order to better understand natural phenomena and learn how science tries to understand and explain these. However, there is ongoing debate about the specific purpose of carrying out practical science activities. Some research suggests that if practical investigations are not prepared well enough, they may not have much impact on improving students’ learning about science. This research study involved two secondary science teachers teaching Form 2 science in urban secondary schools and two from rural. The overarching aim was to explore the science teachers’ perceptions about the purpose of doing practical science activities in secondary schools. The study was conducted in two phases. First, based on the interpretive paradigm qualitative data was generated using semi-structured interview of each teacher. In the second phase the teachers involved in a photo elicitation process where each teacher took photographs of examples of practical science activities they organized for their students. This was followed by a second round of interviews where the teachers told the stories about the photographs they have taken. The data was then analyzed using the grounded theory method. The findings suggest that these teachers saw the purposes of doing practical science activities was to apply theoretical knowledge they learned about in class, develop thinking and process skills, motivate students and raise their interest in science. However, the teachers were not able to articulate the rationale behind doing practical science activities and did not identify it as an important aspect of science. The findings also noted the science syllabus and assessment, impact of access to science resources, training, time and class size as enablers and constraints which science teachers encounter in planning and organizing practical science activities. The findings also showed that there were differences between science teachers in urban and rural secondary schools on how they plan and organize practical science activities. The differences in how schools and science departments were equipped meant that teachers were resourceful and made use of their immediate environment when materials were scarce however they felt that ‘lab’ is best.

text: The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands Internationally many science educators have argued that science teachers should ensure that their students have opportunities to engage with and take part in practical work, in order to better understand natural phenomena and learn how science tries to understand and explain these. However, there is ongoing debate about the specific purpose of carrying out practical science activities. Some research suggests that if practical investigations are not prepared well enough, they may not have much impact on improving students’ learning about science. This research study involved two secondary science teachers teaching Form 2 science in urban secondary schools and two from rural. The overarching aim was to explore the science teachers’ perceptions about the purpose of doing practical science activities in secondary schools. The study was conducted in two phases. First, based on the interpretive paradigm qualitative data was generated using semi-structured interview of each teacher. In the second phase the teachers involved in a photo elicitation process where each teacher took photographs of examples of practical science activities they organized for their students. This was followed by a second round of interviews where the teachers told the stories about the photographs they have taken. The data was then analyzed using the grounded theory method. The findings suggest that these teachers saw the purposes of doing practical science activities was to apply theoretical knowledge they learned about in class, develop thinking and process skills, motivate students and raise their interest in science. However, the teachers were not able to articulate the rationale behind doing practical science activities and did not identify it as an important aspect of science. The findings also noted the science syllabus and assessment, impact of access to science resources, training, time and class size as enablers and constraints which science teachers encounter in planning and organizing practical science activities. The findings also showed that there were differences between science teachers in urban and rural secondary schools on how they plan and organize practical science activities. The differences in how schools and science departments were equipped meant that teachers were resourceful and made use of their immediate environment when materials were scarce however they felt that ‘lab’ is best.

year: 2011

title: Performing Femininity. Carmen - Good Ship Lollipop: A solo performance

authors: Fraser, Elroy

subjects: Performance

abstract: In the tradition of queer fringe theatre, Carmen - Good Ship Lollipop: a solo performance was written by a queer playwright, with a queer message for a queer audience.  The play was devised by drawing on Queer Theatre practice and methodology.
The following thesis details the process I undertook to create Carmen - Good Ship Lollipop: a solo performance. The story was created using biographical content already in the public arena. The play is about the public life of the late Carmen Rupe, New Zealand’s most famous transsexual. 
A historical perspective of men performing as women, or more fittingly, femininity performed by those other than female is presented by drawing on literature of this genre. The place of the solo performer and the combined roles of the actor, director, and producer are explored. Definitions of queer theatre and female impersonation are presented and issues of imitation, innovation and authenticity discussed.
The first methodology section details the choice of the particular playtext, the scriptwriting process, and dramaturgical analysis of Carmen – Good Ship Lollipop: a solo performance 
The second methodology section details the ‘script to stage’ production process. The development of the rehearsal script and the decision to limit the rehearsal period to one week is discussed. The plays evolution in terms of style and structure is presented.
The conclusion analyses the final product: to what extent Carmen - Good Ship Lollipop: a solo performance is faithful the Queer Theatre genre, successful as a performance piece, and reactive enough to be relevant. What further development could be applied in order to perform a future season.

text: Performing Femininity. Carmen - Good Ship Lollipop: A solo performance In the tradition of queer fringe theatre, Carmen - Good Ship Lollipop: a solo performance was written by a queer playwright, with a queer message for a queer audience.  The play was devised by drawing on Queer Theatre practice and methodology.
The following thesis details the process I undertook to create Carmen - Good Ship Lollipop: a solo performance. The story was created using biographical content already in the public arena. The play is about the public life of the late Carmen Rupe, New Zealand’s most famous transsexual. 
A historical perspective of men performing as women, or more fittingly, femininity performed by those other than female is presented by drawing on literature of this genre. The place of the solo performer and the combined roles of the actor, director, and producer are explored. Definitions of queer theatre and female impersonation are presented and issues of imitation, innovation and authenticity discussed.
The first methodology section details the choice of the particular playtext, the scriptwriting process, and dramaturgical analysis of Carmen – Good Ship Lollipop: a solo performance 
The second methodology section details the ‘script to stage’ production process. The development of the rehearsal script and the decision to limit the rehearsal period to one week is discussed. The plays evolution in terms of style and structure is presented.
The conclusion analyses the final product: to what extent Carmen - Good Ship Lollipop: a solo performance is faithful the Queer Theatre genre, successful as a performance piece, and reactive enough to be relevant. What further development could be applied in order to perform a future season.

year: 2013