title: Origin and classification of Kainui silt loam: update on the leopard that changed its spots

authors: Lowe, David J.

subjects: Ultisol

abstract: Key points about the Kainui silt loam are many, perhaps the critical one being the need to appreciate that soil stratigraphy – the interplay between geological deposition, soil formation, buried soils, and their chronological relationships, sometimes called pedostratigraphy ‒ is central to understanding the soil’s genesis, character, and classification

text: Origin and classification of Kainui silt loam: update on the leopard that changed its spots Key points about the Kainui silt loam are many, perhaps the critical one being the need to appreciate that soil stratigraphy – the interplay between geological deposition, soil formation, buried soils, and their chronological relationships, sometimes called pedostratigraphy ‒ is central to understanding the soil’s genesis, character, and classification

year: 2019

title: Pupil commentary on assessment for learning

authors: Cowie, Bronwen

subjects: assessment for learning

abstract: This article draws on data generated through interviews with Years 7 to 10 pupils in New Zealand to propose that pupils experience assessment for learning as embedded in, and accomplished through, interactions with peers and teachers. Pupil commentary indicated they perceived assessment for learning as having cognitive, social relationship and affective purposes and consequences. Pupils used a range of criteria to assess their learning. Pupils with learning goals viewed assessment for learning as a joint teacher–pupil responsibility. They expressed a preference for teacher feedback in the form of suggestions because these maintained an active role for them in making sense of ideas. Pupils with performance goals intimated they viewed assessment as a teacher's sole responsibility. They preferred feedback on how to complete tasks. A lack of mutual trust and respect was said to lead pupils to limit the disclosure of their ideas. Overall, pupils intimated that they experience assessment for learning as a complex activity in which they are active and intentional participants.

text: Pupil commentary on assessment for learning This article draws on data generated through interviews with Years 7 to 10 pupils in New Zealand to propose that pupils experience assessment for learning as embedded in, and accomplished through, interactions with peers and teachers. Pupil commentary indicated they perceived assessment for learning as having cognitive, social relationship and affective purposes and consequences. Pupils used a range of criteria to assess their learning. Pupils with learning goals viewed assessment for learning as a joint teacher–pupil responsibility. They expressed a preference for teacher feedback in the form of suggestions because these maintained an active role for them in making sense of ideas. Pupils with performance goals intimated they viewed assessment as a teacher's sole responsibility. They preferred feedback on how to complete tasks. A lack of mutual trust and respect was said to lead pupils to limit the disclosure of their ideas. Overall, pupils intimated that they experience assessment for learning as a complex activity in which they are active and intentional participants.

year: 2005

title: Empirical analysis of Pacific, Māori and ethnic pay gaps in New Zealand

authors: Cochrane, William

abstract: A descriptive profile of the four ethnic groups, by gender, is provided to illustrate the heterogeneities across populations in terms of a number of variables grouped into the following categories: individual characteristics, educational attainment, region, household and job-related characteristics. The main empirical analysis involves estimation of the statistical contribution of observed factors (within each of the aforementioned categories) towards explaining the ethnic pay gaps. As this research is primarily aimed as an input towards the Pacific Pay Gap Inquiry being conducted by the Human Rights Commission, we focus our summary of the key findings on the Pacific – European pay gap.
This includes variables on permanent contract status, an indicator if in part-time work, occupation, and industry. These results are therefore likely an indication of the strong role of occupational segregation in the labour market. An additional factor that had a relatively strong contribution to the pay gap, particularly for the Pacific – European female gap, was educational attainment. Overall, even after accounting for differences in job-related characteristics and educational attainment, amongst a number of other observed factors, it was still found that only 27 percent of the pay gap for Pacific males (relative to Europeans) could be explained; and the corresponding proportion for females was 39 percent. The remaining portion of the Pacific Pay Gap is likely to reflect a range of causes that cannot be quantified or disentangled in this analysis – such as not including other factors of importance as they weren’t observed in the data (for example, literacy proficiency or field of study for qualification attained); ethnic differences in preferences for non-wage components of the job; unconscious bias; and discrimination.

text: Empirical analysis of Pacific, Māori and ethnic pay gaps in New Zealand A descriptive profile of the four ethnic groups, by gender, is provided to illustrate the heterogeneities across populations in terms of a number of variables grouped into the following categories: individual characteristics, educational attainment, region, household and job-related characteristics. The main empirical analysis involves estimation of the statistical contribution of observed factors (within each of the aforementioned categories) towards explaining the ethnic pay gaps. As this research is primarily aimed as an input towards the Pacific Pay Gap Inquiry being conducted by the Human Rights Commission, we focus our summary of the key findings on the Pacific – European pay gap.
This includes variables on permanent contract status, an indicator if in part-time work, occupation, and industry. These results are therefore likely an indication of the strong role of occupational segregation in the labour market. An additional factor that had a relatively strong contribution to the pay gap, particularly for the Pacific – European female gap, was educational attainment. Overall, even after accounting for differences in job-related characteristics and educational attainment, amongst a number of other observed factors, it was still found that only 27 percent of the pay gap for Pacific males (relative to Europeans) could be explained; and the corresponding proportion for females was 39 percent. The remaining portion of the Pacific Pay Gap is likely to reflect a range of causes that cannot be quantified or disentangled in this analysis – such as not including other factors of importance as they weren’t observed in the data (for example, literacy proficiency or field of study for qualification attained); ethnic differences in preferences for non-wage components of the job; unconscious bias; and discrimination.

year: 2022-07