title: The starfish experiment: a Lagrangian approach

authors: Sneyd, Alfred D.

subjects: Lagrangian function

abstract: The present paper analyses the free surface deformation of a liquid metal drop under the influence of an alternating magnetic field. The analysis is restricted to the first axi- symmetric mode oscillation. In the low frequency case, the electromagnetic forces are of gradient type and purely oscillatory. Without any viscous damping, it is then possible to build a Lagrangian function, which involves the kinetic energy, the gravitational energy, the surface energy and the electromagnetic energy. The time evolution of the pool height is easily obtained from the Lagrange equation. It is shown that the pool height behaves like a non-linear forced oscillator.

text: The starfish experiment: a Lagrangian approach The present paper analyses the free surface deformation of a liquid metal drop under the influence of an alternating magnetic field. The analysis is restricted to the first axi- symmetric mode oscillation. In the low frequency case, the electromagnetic forces are of gradient type and purely oscillatory. Without any viscous damping, it is then possible to build a Lagrangian function, which involves the kinetic energy, the gravitational energy, the surface energy and the electromagnetic energy. The time evolution of the pool height is easily obtained from the Lagrange equation. It is shown that the pool height behaves like a non-linear forced oscillator.

year: 2003

title: Interpreting the mammal deposits of Cloggs Cave (SE Australia), GunaiKurnai Aboriginal Country, through community-led partnership research

authors: McDowell, Matthew

subjects: biogeographic change

abstract: Palaeontological animal bone deposits are rarely investigated through research partnerships where the local First Nations communities have a defining hand in both the research questions asked and the research processes. Here we report research undertaken through such a partnership approach at the iconic archaeological site of Cloggs Cave (GunaiKurnai Country, East Gippsland), in the southern foothills of SE Australia's Great Dividing Range. 
A new excavation was combined with detailed chronometric dating, high-resolution 3D mapping and geomorphological studies. This allowed interpretation of a sequence of stratigraphic layers spanning from a lowermost excavated mixed layer dated to between 25,640 and 48,470 cal BP, to a dense set of uppermost, ash layers dated to between 1460 and 3360 cal BP. This long and well-dated chronostratigraphic sequence enabled temporal trends in the abundant small mammal remains to be examined. 
The fossil assemblage consists of at least 31 taxa of mammals which change in proportions through time. Despite clear evidence that the Old Ancestors repeatedly carried vegetation into the cave to fuel cool fires (no visible vegetation grows in Cloggs Cave), we observed little to no evidence of cooking fires or calcined bone, suggesting that people had little involvement with the accumulation of the faunal remains. Small mammal bones were most likely deposited in the cave by large disc-faced owls, Tyto novaehollandae (Masked Owl) or Tyto tenebricosa (Sooty Owl). 
Despite being well dated and largely undisturbed, the Cloggs Cave assemblage does not appear to track known Late Quaternary environmental change. Instead, the complex geomorphology of the area fostered a vegetation mosaic that supported mammals with divergent habitat preferences. The faunal deposit suggests a local ancestral landscape characterised by a resilient mosaic of habitats that persisted over thousands of years, signalling that the Old Ancestors burned landscape fires to encourage and manage patches of different vegetation types and ages within and through periods of climate change.

text: Interpreting the mammal deposits of Cloggs Cave (SE Australia), GunaiKurnai Aboriginal Country, through community-led partnership research Palaeontological animal bone deposits are rarely investigated through research partnerships where the local First Nations communities have a defining hand in both the research questions asked and the research processes. Here we report research undertaken through such a partnership approach at the iconic archaeological site of Cloggs Cave (GunaiKurnai Country, East Gippsland), in the southern foothills of SE Australia's Great Dividing Range. 
A new excavation was combined with detailed chronometric dating, high-resolution 3D mapping and geomorphological studies. This allowed interpretation of a sequence of stratigraphic layers spanning from a lowermost excavated mixed layer dated to between 25,640 and 48,470 cal BP, to a dense set of uppermost, ash layers dated to between 1460 and 3360 cal BP. This long and well-dated chronostratigraphic sequence enabled temporal trends in the abundant small mammal remains to be examined. 
The fossil assemblage consists of at least 31 taxa of mammals which change in proportions through time. Despite clear evidence that the Old Ancestors repeatedly carried vegetation into the cave to fuel cool fires (no visible vegetation grows in Cloggs Cave), we observed little to no evidence of cooking fires or calcined bone, suggesting that people had little involvement with the accumulation of the faunal remains. Small mammal bones were most likely deposited in the cave by large disc-faced owls, Tyto novaehollandae (Masked Owl) or Tyto tenebricosa (Sooty Owl). 
Despite being well dated and largely undisturbed, the Cloggs Cave assemblage does not appear to track known Late Quaternary environmental change. Instead, the complex geomorphology of the area fostered a vegetation mosaic that supported mammals with divergent habitat preferences. The faunal deposit suggests a local ancestral landscape characterised by a resilient mosaic of habitats that persisted over thousands of years, signalling that the Old Ancestors burned landscape fires to encourage and manage patches of different vegetation types and ages within and through periods of climate change.

year: 2022-12

title: Young Maori males experiences in a secondary school context as sporting, academic and cultural identities.

authors: Porteous, Erin

subjects: Male Maori

abstract: This research focused on the journey of male Māori through secondary school and the effect on their identities in terms of sport, culture and academia. The two key areas of focus were how the culture of the school, including cultural stereotypes, impacts on male Māori learner self-concept, and whether the effect of creating an all Māori boys form class has resulted in an increased sense of belonging and engagement. 
The research was conducted as a case study underpinned by an interpretive methodology, using a focus group interview. The group was made up of five boys, chosen from a newly formed all boys’ Year 11 Māori form class. The boys were selected in conjunction with their form teacher and the schools Kaitiaki, in order to reflect a range of sporting, academic and cultural levels. 
The research findings found that although the boys view of their experiences in school seemed positive overall, they described common incidences and reactions to racial discrimination. The exposure to embedded racial stereotypes and behaviours caused them to create their own solutions, often through threatening violence or aggressive reactions. It appears that when young male Māori are more closely connected to Māori culture, they are more likely they are to create these responses. 
Teachers remain integral to the engagement and belonging of a young male Māori in secondary school. In support of the findings from Kia Eke Panuku (2013), this study found that male Māori require positive relationships with their teachers to engage in the subject and school in a general sense. Relationships based on ako and manaakitanga are key to these students viewing their experiences in school as successful.
Another finding showed the importance of sport and physical activity to young male Māori, though success in this area has been a limiting factor in contributing to overall success in secondary school. The placing of male Māori as a ‘physical being’ (Hokowhitu, 2003a; Hokowhitu, 2003b; Hokowhitu, 2004) creates spaces where Māori can be successful, such as practical based subjects like physical education. This success is perceived as acceptable yet often isolates them away from success in other areas (Erueti & Palmer, 2014), feeding into the stereotype itself.
The success of the all boys’ Māori form class was scrutinised by this study, and found the intended outcomes had not necessarily been met. The overall impact was that the boys had been grouped with a Māori form teacher and the intentions of additional support had been overlooked due to time pressures and deficit thinking in terms of capabilities of the class members.  For the Māori boys in this study, the challenges of overcome historical cultural stereotypes added to the challenge of succeeding at secondary school. The expectation that they walk successfully between the realms of Māori and pākehā to achieve in the current education system coupled with the feeling they needed to act ‘pākehā’ in order to achieve is particularly disturbing. The inequity for them in denying part of their identity seems a hefty price to pay for educational success.
This study highlights the need for schools, communities and individual teachers to recognise these racial and systemic inequities and work tirelessly to develop strategies to eliminate them, in order to create to take a giant step towards equity for all New Zealanders within education.

text: Young Maori males experiences in a secondary school context as sporting, academic and cultural identities. This research focused on the journey of male Māori through secondary school and the effect on their identities in terms of sport, culture and academia. The two key areas of focus were how the culture of the school, including cultural stereotypes, impacts on male Māori learner self-concept, and whether the effect of creating an all Māori boys form class has resulted in an increased sense of belonging and engagement. 
The research was conducted as a case study underpinned by an interpretive methodology, using a focus group interview. The group was made up of five boys, chosen from a newly formed all boys’ Year 11 Māori form class. The boys were selected in conjunction with their form teacher and the schools Kaitiaki, in order to reflect a range of sporting, academic and cultural levels. 
The research findings found that although the boys view of their experiences in school seemed positive overall, they described common incidences and reactions to racial discrimination. The exposure to embedded racial stereotypes and behaviours caused them to create their own solutions, often through threatening violence or aggressive reactions. It appears that when young male Māori are more closely connected to Māori culture, they are more likely they are to create these responses. 
Teachers remain integral to the engagement and belonging of a young male Māori in secondary school. In support of the findings from Kia Eke Panuku (2013), this study found that male Māori require positive relationships with their teachers to engage in the subject and school in a general sense. Relationships based on ako and manaakitanga are key to these students viewing their experiences in school as successful.
Another finding showed the importance of sport and physical activity to young male Māori, though success in this area has been a limiting factor in contributing to overall success in secondary school. The placing of male Māori as a ‘physical being’ (Hokowhitu, 2003a; Hokowhitu, 2003b; Hokowhitu, 2004) creates spaces where Māori can be successful, such as practical based subjects like physical education. This success is perceived as acceptable yet often isolates them away from success in other areas (Erueti & Palmer, 2014), feeding into the stereotype itself.
The success of the all boys’ Māori form class was scrutinised by this study, and found the intended outcomes had not necessarily been met. The overall impact was that the boys had been grouped with a Māori form teacher and the intentions of additional support had been overlooked due to time pressures and deficit thinking in terms of capabilities of the class members.  For the Māori boys in this study, the challenges of overcome historical cultural stereotypes added to the challenge of succeeding at secondary school. The expectation that they walk successfully between the realms of Māori and pākehā to achieve in the current education system coupled with the feeling they needed to act ‘pākehā’ in order to achieve is particularly disturbing. The inequity for them in denying part of their identity seems a hefty price to pay for educational success.
This study highlights the need for schools, communities and individual teachers to recognise these racial and systemic inequities and work tirelessly to develop strategies to eliminate them, in order to create to take a giant step towards equity for all New Zealanders within education.

year: 2016