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

title: Māori and Pacific language data in linguistics classes

authors: Barbour, Julie Renee

abstract: Māori and Pacific language data rarely appears in introductory linguistic text books. In a discipline with a dearth of Māori and Pacific scholars, there is an opportunity to reflect on our teaching materials and consider ways in which we can make our classes more inclusive spaces. In this presentation, we share some of the materials and associated activities that we incorporate into undergraduate linguistics classes, in an effort to make our disciplinary content more attractive to students who join our classes with a variety of heritage languages.

text: Māori and Pacific language data in linguistics classes Māori and Pacific language data rarely appears in introductory linguistic text books. In a discipline with a dearth of Māori and Pacific scholars, there is an opportunity to reflect on our teaching materials and consider ways in which we can make our classes more inclusive spaces. In this presentation, we share some of the materials and associated activities that we incorporate into undergraduate linguistics classes, in an effort to make our disciplinary content more attractive to students who join our classes with a variety of heritage languages.

year: 2023

title: The Bendigo battery: the last Waiorongomai battery

authors: Hart, Philip

abstract: The Bendigo Battery was erected to treat ore from the mine of the same name, which was worked on a small scale, with the usual reportedly encouraging prospects, during the early twentieth century. Its site had been selected for a batter in previous decades but never used. The Bendigo Company was, as usual, under-capitalized, but some of its shareholders had experience of mining and must have optimistically expected successful share trading if not mining. But it struggled to obtain calls and meet its debts.
The company’s small-scale mining was sufficiently encouraging for it to commence work on its battery in 1909. Progress was very slow, handicapped by legal squabbles, and it did not commence operations until late 1911. Full details are provided of the machinery and processes used. It quickly proved to be unprofitable and was abandoned in 1913, for which the poverty of the ore rather than the treatment process was most to blame. 
From 1914 onwards, others took over the ground, doing some more prospecting and modifying the treatment, notably by introducing the oil flotation process. After the late 1920s it was no longer used, although its last owner still hoped to make more improvements. After he died, the machinery was stolen.

text: The Bendigo battery: the last Waiorongomai battery The Bendigo Battery was erected to treat ore from the mine of the same name, which was worked on a small scale, with the usual reportedly encouraging prospects, during the early twentieth century. Its site had been selected for a batter in previous decades but never used. The Bendigo Company was, as usual, under-capitalized, but some of its shareholders had experience of mining and must have optimistically expected successful share trading if not mining. But it struggled to obtain calls and meet its debts.
The company’s small-scale mining was sufficiently encouraging for it to commence work on its battery in 1909. Progress was very slow, handicapped by legal squabbles, and it did not commence operations until late 1911. Full details are provided of the machinery and processes used. It quickly proved to be unprofitable and was abandoned in 1913, for which the poverty of the ore rather than the treatment process was most to blame. 
From 1914 onwards, others took over the ground, doing some more prospecting and modifying the treatment, notably by introducing the oil flotation process. After the late 1920s it was no longer used, although its last owner still hoped to make more improvements. After he died, the machinery was stolen.

year: 2016