title: Technology, culture and location in a recent New Zealand sonic art project

authors: Whalley, Ian

subjects: music

abstract: The HIEMPA (Hybrid Instruments from Electroacoustic Manipulation And Models of Pütorino and Aquascape) project combined a team of people with technical, artistic, environmental and cultural expertise toward the artistic outcome of extending the New Zealand sonic art tradition. The project involved collecting audio samples from the aquascape of the Ruakuri Caves and Nature Reserve in Waitomo, South Waikato, New Zealand; and samples of a variety of Pütorino – a New Zealand Mäori wind instrument. Following a machine learning analysis of this audio material and an analysis of the performance material, hybrid digital instruments were built and mapped to suitable hardware triggers. The new instruments are playable in real-time, along with the electroacoustic manipulation of Pütorino performances. The project takes into account the environmental and cultural significance of the source material, with the results to be released as a set of compositions. This paper discusses the research process.

text: Technology, culture and location in a recent New Zealand sonic art project The HIEMPA (Hybrid Instruments from Electroacoustic Manipulation And Models of Pütorino and Aquascape) project combined a team of people with technical, artistic, environmental and cultural expertise toward the artistic outcome of extending the New Zealand sonic art tradition. The project involved collecting audio samples from the aquascape of the Ruakuri Caves and Nature Reserve in Waitomo, South Waikato, New Zealand; and samples of a variety of Pütorino – a New Zealand Mäori wind instrument. Following a machine learning analysis of this audio material and an analysis of the performance material, hybrid digital instruments were built and mapped to suitable hardware triggers. The new instruments are playable in real-time, along with the electroacoustic manipulation of Pütorino performances. The project takes into account the environmental and cultural significance of the source material, with the results to be released as a set of compositions. This paper discusses the research process.

year: 2008

title: The Struggle For Success: A Socio-Cultural Perspective on the French Marist Priests and their Māori Mission 1838-1867

authors: Harman, Sandy Angela

subjects: missionaries

abstract: The nineteenth-century Roman Catholic missionary endeavour in New Zealand had its origins in a society of priests from Lyon, known as the Marists. The Marists’ mission has been deemed a failure due to its ongoing financial problems, its reputation for having abandoned Māori adherents, and its less visible impact compared to the Anglican Mission. This thesis examines the challenges facing the pioneer Marist priests in New Zealand and asks the question: was the Mission indeed a failure? The answer lies in the correspondence of the French Marists themselves, a largely untapped historical source which contains a different view of early New Zealand contact and religious history from that of the Church Missionary Society (CMS) evangelists. ‘The Struggle for Success’ consists of three parts examining the Mission before, during and after the pioneer phase. The first describes the Marists’ early influences and religious formation in France, which serve to elucidate the missionaries’ raison d’être and provide an historical context for the Mission. It is also an important attempt at a prosopography of men whose early lives were barely documented, and whose connection with contemporaneous and historical France, and the Lyon area in particular, would greatly affect the missions in Oceania. The subsequent comparative mission history in Part Two highlights the difficulties and conflicts that affected the progress of the Marist Māori Mission in New Zealand compared with other Christian missions in Oceania, notably the CMS in New Zealand and the early Marists in Wallis, Futuna, Tonga and New Caledonia. It describes the factors leading to the alleged failure of the Marist Māori Mission and demonstrates that hardships and struggle were the common lot of pioneer missionaries in Oceania. But the Marists on the Māori Mission had the added obstacles of being Frenchmen in a British colony, ascetics surrounded by and dependent on commerce, and dutiful religious under the authority of overburdened bishops. Irish immigration into New Zealand distorted the original aims of the French Marist missionaries, and Māori politico-religious initiatives to combat the devastating impacts of British colonialism essentially quashed Marist hopes that Māori would become a decidedly Catholic people. Having considered the obstacles to success, the thesis discusses in Part Three how the pioneer Marists understood success and conversion. In retrospect, it is clear that the missionaries underestimated the tenacity of early Māori catechists, but the CMS in New Zealand and Marists throughout Oceania were equally insensible in this respect. Finally the thesis offers an assessment of the mission’s overall success taking into account the revival of the Marist Māori Mission in the late 1870s and its continuation into the twentieth century. The social, cultural and political complexities of missionary endeavour demand a less rigid evaluation of missions than has been previously offered; and success and failure are problematic terms for the pioneer Marist Māori Mission because evangelisation was and is a work in progress.

text: The Struggle For Success: A Socio-Cultural Perspective on the French Marist Priests and their Māori Mission 1838-1867 The nineteenth-century Roman Catholic missionary endeavour in New Zealand had its origins in a society of priests from Lyon, known as the Marists. The Marists’ mission has been deemed a failure due to its ongoing financial problems, its reputation for having abandoned Māori adherents, and its less visible impact compared to the Anglican Mission. This thesis examines the challenges facing the pioneer Marist priests in New Zealand and asks the question: was the Mission indeed a failure? The answer lies in the correspondence of the French Marists themselves, a largely untapped historical source which contains a different view of early New Zealand contact and religious history from that of the Church Missionary Society (CMS) evangelists. ‘The Struggle for Success’ consists of three parts examining the Mission before, during and after the pioneer phase. The first describes the Marists’ early influences and religious formation in France, which serve to elucidate the missionaries’ raison d’être and provide an historical context for the Mission. It is also an important attempt at a prosopography of men whose early lives were barely documented, and whose connection with contemporaneous and historical France, and the Lyon area in particular, would greatly affect the missions in Oceania. The subsequent comparative mission history in Part Two highlights the difficulties and conflicts that affected the progress of the Marist Māori Mission in New Zealand compared with other Christian missions in Oceania, notably the CMS in New Zealand and the early Marists in Wallis, Futuna, Tonga and New Caledonia. It describes the factors leading to the alleged failure of the Marist Māori Mission and demonstrates that hardships and struggle were the common lot of pioneer missionaries in Oceania. But the Marists on the Māori Mission had the added obstacles of being Frenchmen in a British colony, ascetics surrounded by and dependent on commerce, and dutiful religious under the authority of overburdened bishops. Irish immigration into New Zealand distorted the original aims of the French Marist missionaries, and Māori politico-religious initiatives to combat the devastating impacts of British colonialism essentially quashed Marist hopes that Māori would become a decidedly Catholic people. Having considered the obstacles to success, the thesis discusses in Part Three how the pioneer Marists understood success and conversion. In retrospect, it is clear that the missionaries underestimated the tenacity of early Māori catechists, but the CMS in New Zealand and Marists throughout Oceania were equally insensible in this respect. Finally the thesis offers an assessment of the mission’s overall success taking into account the revival of the Marist Māori Mission in the late 1870s and its continuation into the twentieth century. The social, cultural and political complexities of missionary endeavour demand a less rigid evaluation of missions than has been previously offered; and success and failure are problematic terms for the pioneer Marist Māori Mission because evangelisation was and is a work in progress.

year: 2010

title: An Investigation of beliefs and attitudes of high school students in the Solomon Islands towards learning mathematics

authors: Kele, Andriane

subjects: beliefs

abstract: Mathematics is omnipresent in all walks of life in our society. For instance, every day, citizens all over the world are faced with a complex array of mathematics–from mathematics of business and employment to risks of household accidents. A knowledge of mathematics is needed to solve problems that are encountered in our everyday life. However, in reality, most people in general, and students in particular, dislike mathematics. Researchers had revealed that the majority of secondary school students in western countries find mathematics difficult because of their negative beliefs and attitudes. Research is needed that gives specific attention to beliefs and attitudes in the Pacific Islands. 
My study investigated the beliefs and attitudes of high school students in the Solomon Islands towards learning mathematics. Students from two year-12 senior national high schools were selected for the study. Two overarching paradigms that set the conceptual framework for this study were positivism and interpretivism. Research data were obtained through a mixed-method approach. A survey instrument was designed to explore students’ beliefs and attitudes towards learning mathematics. Focus group interviews were conducted with some students to solicit factors that impacted on their beliefs and attitudes. To explore factors students thought had affected their mathematics achievement, semi-structured interviews were conducted. Frequency percentage and thematic analysis were used to analyse data. 
Findings from the written survey revealed that students were very positive about learning mathematics. They seemed to believe that knowing and doing mathematics required logical thinking and applying mathematics procedures. They highly regarded the utility of mathematics in school and the practicality of it in everyday life. They were very optimistic about their self-efficacy in mathematics learning; for instance, 96% of the students thought they were confident in learning mathematics. 
Students’ attitudes toward mathematics were both positive and negative. Students who demonstrated positive attitudes tended to enjoy and learn effectively when they clearly understood mathematics well. Conversely, students with negative attitudes usually put less effort into their learning process. Most students disliked learning mathematics because it was difficult. Mathematics anxiety was ascertained as contributing negative beliefs and attitudes towards students’ mathematics learning.
Interesting findings were revealed in semi-structured and focus group interviews. Data from semi-structured interviews revealed that students’ beliefs about the nature of mathematics reflected on the aspects of mathematical content, mathematical processes, cognitive processes and the utility of mathematics. Furthermore, a major contributing factor that affected students’ mathematics achievement was the teacher. Additionally, students’ poor mathematical background was an area of concern that affected mathematics achievement. Focus group data revealed three key factors that impacted on students’ beliefs and attitudes. These are students themselves, teachers and peer groups. 
Considering the findings of this study, there is a need to advocate students’ affective domain in teaching and learning of mathematics. It is recommended to put more attention on students’ mathematics learning to provide an avenue by which teachers might better support them in nurturing their beliefs and attitudes and, in turn, enhance their mathematics achievement.

text: An Investigation of beliefs and attitudes of high school students in the Solomon Islands towards learning mathematics Mathematics is omnipresent in all walks of life in our society. For instance, every day, citizens all over the world are faced with a complex array of mathematics–from mathematics of business and employment to risks of household accidents. A knowledge of mathematics is needed to solve problems that are encountered in our everyday life. However, in reality, most people in general, and students in particular, dislike mathematics. Researchers had revealed that the majority of secondary school students in western countries find mathematics difficult because of their negative beliefs and attitudes. Research is needed that gives specific attention to beliefs and attitudes in the Pacific Islands. 
My study investigated the beliefs and attitudes of high school students in the Solomon Islands towards learning mathematics. Students from two year-12 senior national high schools were selected for the study. Two overarching paradigms that set the conceptual framework for this study were positivism and interpretivism. Research data were obtained through a mixed-method approach. A survey instrument was designed to explore students’ beliefs and attitudes towards learning mathematics. Focus group interviews were conducted with some students to solicit factors that impacted on their beliefs and attitudes. To explore factors students thought had affected their mathematics achievement, semi-structured interviews were conducted. Frequency percentage and thematic analysis were used to analyse data. 
Findings from the written survey revealed that students were very positive about learning mathematics. They seemed to believe that knowing and doing mathematics required logical thinking and applying mathematics procedures. They highly regarded the utility of mathematics in school and the practicality of it in everyday life. They were very optimistic about their self-efficacy in mathematics learning; for instance, 96% of the students thought they were confident in learning mathematics. 
Students’ attitudes toward mathematics were both positive and negative. Students who demonstrated positive attitudes tended to enjoy and learn effectively when they clearly understood mathematics well. Conversely, students with negative attitudes usually put less effort into their learning process. Most students disliked learning mathematics because it was difficult. Mathematics anxiety was ascertained as contributing negative beliefs and attitudes towards students’ mathematics learning.
Interesting findings were revealed in semi-structured and focus group interviews. Data from semi-structured interviews revealed that students’ beliefs about the nature of mathematics reflected on the aspects of mathematical content, mathematical processes, cognitive processes and the utility of mathematics. Furthermore, a major contributing factor that affected students’ mathematics achievement was the teacher. Additionally, students’ poor mathematical background was an area of concern that affected mathematics achievement. Focus group data revealed three key factors that impacted on students’ beliefs and attitudes. These are students themselves, teachers and peer groups. 
Considering the findings of this study, there is a need to advocate students’ affective domain in teaching and learning of mathematics. It is recommended to put more attention on students’ mathematics learning to provide an avenue by which teachers might better support them in nurturing their beliefs and attitudes and, in turn, enhance their mathematics achievement.

year: 2014