title: The perennial question: “So where will that take you?” An exploratory study of University of Waikato students' judgements of the value of study in the arts.

authors: Fourie, Elna

subjects: arts education

abstract: This thesis explores the value of study in the arts, as perceived by third year
students at the University of Waikato. The research consisted of two phases; an
initial survey of 200 students, studying both within and outside of arts disciplines,
and the second, in-depth interviewing of eight arts students. The inquiry focussed
on the value students perceive study in the arts to have, and also the value they
perceive others to ascribe to such study. In eliciting a unique perspective of
students, the study aimed to add commentary to ongoing debates about the value
of the arts, and about the value of studying the arts.

Discourses on the value of the arts often focus on the economic utility of the arts,
since they espouse creative and innovative qualities which positively add to the
economy. The value of the arts is also reported in terms of intrinsic benefits like
self-expression, as well as the benefits they can provide communities. However,
work in the arts is often reported as being at a deficit when it comes to issues of
employability. In addition, artists are often likened to outdated stereotypes.

Similar debates exist in relation to the arts in education. At school level, it seems
the arts are valued for intrinsic benefits, like cognition, and self-expression, and
for aiding achievement in all subjects. They are often also promoted for teaching
skills which are necessary for success in this day and age, including skills in selfconfidence,
creativity, and innovation. At the same time, a neoliberalist view
mandates that education, at tertiary level especially, should produce "skilled
workers" as a commodity for the economy. As such, arts disciplines are more
often compelled to justify their existence than other disciplines.

It was evident that research participants’ perceptions echoed some of these
debates. Through the emergence of several themes, it was clear that students felt
study in the arts was not well regarded by others. However, they took heart from
intrinsic, creative, and expressive benefits of their studies. Interest or passion
mainly motivated the pursuit to study in the arts. However, the imperative to find
a job was still a concern for research participants. Tension seems to exist between
the seeming need of an "outcome", which translates to a job, and the impulse to
create something that is uniquely, and personally, expressive.

While the non-tangible values were important to arts students, benefits of money
and career were perceived to be more important to outsiders. Students posited this
difference of opinion on misconceptions, and a lack of understanding about what
study in the arts entails. While perceiving others to have negative value judgments
about study in the arts, the students’ personal convictions, of the usefulness and
value of their studies, were not diminished. Those interviewed also suggested
three ways to possibly change negative value judgments: increasing
understanding, projecting positive stereotypes, and positioning the arts, at school
and at university, in such a way that they become respected, and sought-after,
avenues of study.

These, and other research findings, constitute a need for further inquiry. This
research has by no means covered all aspects of arts study, but it offers the insight
of a small group of students, at a certain place and time; experiences which may
well find echoes in larger settings.

text: The perennial question: “So where will that take you?” An exploratory study of University of Waikato students' judgements of the value of study in the arts. This thesis explores the value of study in the arts, as perceived by third year
students at the University of Waikato. The research consisted of two phases; an
initial survey of 200 students, studying both within and outside of arts disciplines,
and the second, in-depth interviewing of eight arts students. The inquiry focussed
on the value students perceive study in the arts to have, and also the value they
perceive others to ascribe to such study. In eliciting a unique perspective of
students, the study aimed to add commentary to ongoing debates about the value
of the arts, and about the value of studying the arts.

Discourses on the value of the arts often focus on the economic utility of the arts,
since they espouse creative and innovative qualities which positively add to the
economy. The value of the arts is also reported in terms of intrinsic benefits like
self-expression, as well as the benefits they can provide communities. However,
work in the arts is often reported as being at a deficit when it comes to issues of
employability. In addition, artists are often likened to outdated stereotypes.

Similar debates exist in relation to the arts in education. At school level, it seems
the arts are valued for intrinsic benefits, like cognition, and self-expression, and
for aiding achievement in all subjects. They are often also promoted for teaching
skills which are necessary for success in this day and age, including skills in selfconfidence,
creativity, and innovation. At the same time, a neoliberalist view
mandates that education, at tertiary level especially, should produce "skilled
workers" as a commodity for the economy. As such, arts disciplines are more
often compelled to justify their existence than other disciplines.

It was evident that research participants’ perceptions echoed some of these
debates. Through the emergence of several themes, it was clear that students felt
study in the arts was not well regarded by others. However, they took heart from
intrinsic, creative, and expressive benefits of their studies. Interest or passion
mainly motivated the pursuit to study in the arts. However, the imperative to find
a job was still a concern for research participants. Tension seems to exist between
the seeming need of an "outcome", which translates to a job, and the impulse to
create something that is uniquely, and personally, expressive.

While the non-tangible values were important to arts students, benefits of money
and career were perceived to be more important to outsiders. Students posited this
difference of opinion on misconceptions, and a lack of understanding about what
study in the arts entails. While perceiving others to have negative value judgments
about study in the arts, the students’ personal convictions, of the usefulness and
value of their studies, were not diminished. Those interviewed also suggested
three ways to possibly change negative value judgments: increasing
understanding, projecting positive stereotypes, and positioning the arts, at school
and at university, in such a way that they become respected, and sought-after,
avenues of study.

These, and other research findings, constitute a need for further inquiry. This
research has by no means covered all aspects of arts study, but it offers the insight
of a small group of students, at a certain place and time; experiences which may
well find echoes in larger settings.

year: 2009

title: Multi-decadal variations in Southern Hemisphere atmospheric ¹⁴C: Evidence against a Southern Ocean sink at the end of the Little Ice Age CO₂ anomaly.

authors: Turney, Chris S.M.

abstract: Northern Hemisphere-wide cooling during the Little Ice Age (LIA; CE 1650-1775) is associated with a ~5 ppmv decrease in atmospheric carbon dioxide. Changes in terrestrial and ocean carbon reservoirs have been postulated as possible drivers of this relatively large shift in atmospheric CO₂, potentially providing insights into the mechanisms and sensitivity of the global carbon cycle. Here we report decadally-resolved radiocarbon (¹⁴C) levels in a network of tree rings series spanning CE 1700-1950 located along the northern boundary of, and within, the Southern Ocean. We observe regional dilutions in atmospheric radiocarbon (relative to the Northern Hemisphere) associated with upwelling of ¹⁴CO₂–depleted abyssal waters. We find the inter-hemispheric ¹⁴C offset approaches zero during increasing global atmospheric CO₂ at the end of the LIA, with reduced ventilation in the Southern Ocean and a Northern Hemisphere source of old carbon (most probably originating from deep Arctic peat layers). The coincidence of the atmospheric CO₂ increase and reduction in the inter-hemispheric ¹⁴C offset imply a common climate control. Possible mechanisms of synchronous change in the high latitudes of both hemispheres are discussed.

text: Multi-decadal variations in Southern Hemisphere atmospheric ¹⁴C: Evidence against a Southern Ocean sink at the end of the Little Ice Age CO₂ anomaly. Northern Hemisphere-wide cooling during the Little Ice Age (LIA; CE 1650-1775) is associated with a ~5 ppmv decrease in atmospheric carbon dioxide. Changes in terrestrial and ocean carbon reservoirs have been postulated as possible drivers of this relatively large shift in atmospheric CO₂, potentially providing insights into the mechanisms and sensitivity of the global carbon cycle. Here we report decadally-resolved radiocarbon (¹⁴C) levels in a network of tree rings series spanning CE 1700-1950 located along the northern boundary of, and within, the Southern Ocean. We observe regional dilutions in atmospheric radiocarbon (relative to the Northern Hemisphere) associated with upwelling of ¹⁴CO₂–depleted abyssal waters. We find the inter-hemispheric ¹⁴C offset approaches zero during increasing global atmospheric CO₂ at the end of the LIA, with reduced ventilation in the Southern Ocean and a Northern Hemisphere source of old carbon (most probably originating from deep Arctic peat layers). The coincidence of the atmospheric CO₂ increase and reduction in the inter-hemispheric ¹⁴C offset imply a common climate control. Possible mechanisms of synchronous change in the high latitudes of both hemispheres are discussed.

year: 2016

title: Bilingual behaviour checklists: initiating a student, teacher and parent partnership in behaviour management.

authors: Glynn, Ted

subjects: bilingual education

abstract: Three bilingual (Maori and English) behavioural checklists formed part of a project designed to facilitate student, teacher and whanau collaboration in overcoming behavioural difficulties experienced by Maori students, (Hei Awhina Matua). The checklists assessed rankings by 163 students, 21 teachers and 96 whanau members of (1) contexts in which problem behaviours occur, (2) specific problem behaviours and (3) specific most valued behaviours. Data were gathered in three schools: a mainstream intermediate school with a Māori medium syndicate of three classes, a rural Kura Kaupapa Maori (Maori-controlled total immersion school) and a bilingual contributing primary school. While the three schools differed markedly in location, size, and in the proportion of Maori students enrolled, the rankings of settings and behaviours by students, teachers and whanau in each school were highly similar. The paper discusses how these data contributed to the design and development of the Hei Awhina Matua video and training manual, and provided a first step towards a collaborative student teacher and parent partnership in the management of student behaviour.

text: Bilingual behaviour checklists: initiating a student, teacher and parent partnership in behaviour management. Three bilingual (Maori and English) behavioural checklists formed part of a project designed to facilitate student, teacher and whanau collaboration in overcoming behavioural difficulties experienced by Maori students, (Hei Awhina Matua). The checklists assessed rankings by 163 students, 21 teachers and 96 whanau members of (1) contexts in which problem behaviours occur, (2) specific problem behaviours and (3) specific most valued behaviours. Data were gathered in three schools: a mainstream intermediate school with a Māori medium syndicate of three classes, a rural Kura Kaupapa Maori (Maori-controlled total immersion school) and a bilingual contributing primary school. While the three schools differed markedly in location, size, and in the proportion of Maori students enrolled, the rankings of settings and behaviours by students, teachers and whanau in each school were highly similar. The paper discusses how these data contributed to the design and development of the Hei Awhina Matua video and training manual, and provided a first step towards a collaborative student teacher and parent partnership in the management of student behaviour.

year: 2001