title: The Te Aroha goldfield from its opening until Christmas 1880

authors: Hart, Philip

abstract: To explore the new field, men were attracted by the excitement and the great hopes expressed, although others deprecated rushing to Te Aroha before payable gold was found. In the immediate aftermath of the opening, disputes over ownership of township allotments and mining claims were resolved quickly and peaceably, mostly without the need to involve the warden, Harry Kenrick, who was praised for his handling of issues brought before him. He declined requests for protection, requiring claims to be manned for the first month to encourage working rather than speculation; unworked ground could be forfeited and granted to others.
Kenrick expected the goldfield to be a permanent one, and preliminary work was encouraging, though the hopes were exaggerated, and much ground was abandoned after initial examination. As most prospectors did not understand geology, tests were made in Thames to discover the nature of the stone they uncovered. During December new finds were made, notably in the Tui district, but as all the ore was low grade, some decried the field whereas others were more optimistic, with little evidence either way. An examination of the occupations of those who became owners of claims revealed that most knew nothing of mining. As capital was required for development, some small, undercapitalized, companies were formed.
By the time mining ceased for the Christmas holidays, preliminary development had taken place in several claims, but the amount done was not sufficient to prove whether the field would be a success.

text: The Te Aroha goldfield from its opening until Christmas 1880 To explore the new field, men were attracted by the excitement and the great hopes expressed, although others deprecated rushing to Te Aroha before payable gold was found. In the immediate aftermath of the opening, disputes over ownership of township allotments and mining claims were resolved quickly and peaceably, mostly without the need to involve the warden, Harry Kenrick, who was praised for his handling of issues brought before him. He declined requests for protection, requiring claims to be manned for the first month to encourage working rather than speculation; unworked ground could be forfeited and granted to others.
Kenrick expected the goldfield to be a permanent one, and preliminary work was encouraging, though the hopes were exaggerated, and much ground was abandoned after initial examination. As most prospectors did not understand geology, tests were made in Thames to discover the nature of the stone they uncovered. During December new finds were made, notably in the Tui district, but as all the ore was low grade, some decried the field whereas others were more optimistic, with little evidence either way. An examination of the occupations of those who became owners of claims revealed that most knew nothing of mining. As capital was required for development, some small, undercapitalized, companies were formed.
By the time mining ceased for the Christmas holidays, preliminary development had taken place in several claims, but the amount done was not sufficient to prove whether the field would be a success.

year: 2016

title: Infusing disability into coach education and development: a critical review and agenda for change

authors: Townsend, Robert C.

subjects: Social Sciences

abstract: Background: The training of coaches is considered central to sustaining and improving the quality of sports provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays only a minor role in Parasport coaches’ development. To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches. Purpose: The purpose of this paper is to address the central theme of disability and coach education reform in sport. The aim is to review critically the emerging literature on coach development in Parasport to provide some clarity and consensus on existing pathways and models for coach development, before outlining some potential ways forward for coach education. Discussion and Conclusions: Starting with a critical review of existing research on coaches’ learning and development in Parasport, we then examine potential approaches to coach education, providing examples from existing research in coaching and the wider field of education. This is followed by some modest suggestions for coach education reform as it pertains to the inclusion of disability.

text: Infusing disability into coach education and development: a critical review and agenda for change Background: The training of coaches is considered central to sustaining and improving the quality of sports provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays only a minor role in Parasport coaches’ development. To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches. Purpose: The purpose of this paper is to address the central theme of disability and coach education reform in sport. The aim is to review critically the emerging literature on coach development in Parasport to provide some clarity and consensus on existing pathways and models for coach development, before outlining some potential ways forward for coach education. Discussion and Conclusions: Starting with a critical review of existing research on coaches’ learning and development in Parasport, we then examine potential approaches to coach education, providing examples from existing research in coaching and the wider field of education. This is followed by some modest suggestions for coach education reform as it pertains to the inclusion of disability.

year: 2021

title: "That's the price we pay": Kaupapa Māori Programme stakeholder experiences of external evaluation

authors: Masters-Awatere, Bridgette

subjects: Evaluation

abstract: This thesis takes a critical approach to the evaluation of Māori social and health service provision progammes through an in-depth exploration of the dynamics, impacts and politics of such exercises within Māori communities, and upon relationships between Māori and the Crown, and its agents. Since the mid 1980s, New Zealand government devolved responsibilities that heralded a change in economic focus and provided a pathway for targeted service provision, such as social and health programmes, amongst communities. The combined shift to Neoliberal economics and the virtual hegemony enjoyed by right wing economic commentators, policy-makers and business leaders meant that newly anointed Māori service providers were not fully prepared for the subsequent rise in demand for narrowly defined accountability requirements that did not reflect Māori aspirations or values.

This study sought to critically engage with the experiences of stakeholders affected by an external evaluation of “By Māori, for Māori” services. Qualitative data capturing stakeholder narratives, demonstrated the complex relationships and range of emotions experienced by programme stakeholders. Four case studies contain stories that highlight: service provider relationships built on betrayal that contributed to programme tensions and influenced the design of the evaluation; different stakeholder information needs that shaped their expectation of an evaluation; service provider vulnerability when implementing cultural values with their funder, who then seeks financial gain from that knowledge, and; the close links of Kaupapa Māori programmes and their evaluations to socio-cultural and political agendas.

The cases highlight ways Māori evaluators operated from a reflexive approach that recognised two worldviews (Mātauranga Māori and the dominant models of Western social science) and sought to facilitate engaged evaluation relationships with different stakeholders. A proposed Cultural Confluent Evaluation model lays out the dynamics and tensions in an attempt to make visible the underlying agendas, but also the glossed ideologies of power and control attached to conventional evaluations. As existing programmes continue to be examined for their cultural responsiveness, and as new culturally-centred programmes are proposed, the need for culturally embedded evaluation is even more evident.

text: "That's the price we pay": Kaupapa Māori Programme stakeholder experiences of external evaluation This thesis takes a critical approach to the evaluation of Māori social and health service provision progammes through an in-depth exploration of the dynamics, impacts and politics of such exercises within Māori communities, and upon relationships between Māori and the Crown, and its agents. Since the mid 1980s, New Zealand government devolved responsibilities that heralded a change in economic focus and provided a pathway for targeted service provision, such as social and health programmes, amongst communities. The combined shift to Neoliberal economics and the virtual hegemony enjoyed by right wing economic commentators, policy-makers and business leaders meant that newly anointed Māori service providers were not fully prepared for the subsequent rise in demand for narrowly defined accountability requirements that did not reflect Māori aspirations or values.

This study sought to critically engage with the experiences of stakeholders affected by an external evaluation of “By Māori, for Māori” services. Qualitative data capturing stakeholder narratives, demonstrated the complex relationships and range of emotions experienced by programme stakeholders. Four case studies contain stories that highlight: service provider relationships built on betrayal that contributed to programme tensions and influenced the design of the evaluation; different stakeholder information needs that shaped their expectation of an evaluation; service provider vulnerability when implementing cultural values with their funder, who then seeks financial gain from that knowledge, and; the close links of Kaupapa Māori programmes and their evaluations to socio-cultural and political agendas.

The cases highlight ways Māori evaluators operated from a reflexive approach that recognised two worldviews (Mātauranga Māori and the dominant models of Western social science) and sought to facilitate engaged evaluation relationships with different stakeholders. A proposed Cultural Confluent Evaluation model lays out the dynamics and tensions in an attempt to make visible the underlying agendas, but also the glossed ideologies of power and control attached to conventional evaluations. As existing programmes continue to be examined for their cultural responsiveness, and as new culturally-centred programmes are proposed, the need for culturally embedded evaluation is even more evident.

year: 2015