title: Two Roycroft brothers and two of their brothers-in-law, all miners at Te Aroha

authors: Hart, Philip

abstract: James and William Roycroft commenced their mining careers at Thames, where they were notable athletes, especially James. But James also became notable for being accused of theft, violence, and excessive drinking. Both men moved to Waiorongomai in 1882, but as their involvement in mining continued to be mostly unprofitable they were also carters, contractors, and timber cutters and merchants. Their financial struggles never ceased, and William was forced into bankruptcy. James continued to drink to excess, and when his wife attempted to use legal means to stop this he used violence against her.
Two brothers-in-law also mined at Waiorongomai for a time. Axel Leonard Forsman became a struggling farmer instead of a miner. When in Thames, he had been involved in petty squabbles and minor offences. His son Robert, a carpenter as well as a miner, imagined he had found oil near Waiorongomai. The most that was recorded about his children’s lives was his daughter’s ‘wonderful egg’ trick on her parents. John Henry Emett also had a variety of occupations and struggled financially; his mining at Waiorongomai in the 1890s was no more successful than the others’. 
After leaving Waiorongomai, the families settled elsewhere, especially at Waihi, without achieving prosperity. James continued to drink to excess and to ill treat his wife, and was again accused of being a thief. His widow would struggle to cope with her large family after his death. In all these cases, their lives had features typical of many other working class people of the time.

text: Two Roycroft brothers and two of their brothers-in-law, all miners at Te Aroha James and William Roycroft commenced their mining careers at Thames, where they were notable athletes, especially James. But James also became notable for being accused of theft, violence, and excessive drinking. Both men moved to Waiorongomai in 1882, but as their involvement in mining continued to be mostly unprofitable they were also carters, contractors, and timber cutters and merchants. Their financial struggles never ceased, and William was forced into bankruptcy. James continued to drink to excess, and when his wife attempted to use legal means to stop this he used violence against her.
Two brothers-in-law also mined at Waiorongomai for a time. Axel Leonard Forsman became a struggling farmer instead of a miner. When in Thames, he had been involved in petty squabbles and minor offences. His son Robert, a carpenter as well as a miner, imagined he had found oil near Waiorongomai. The most that was recorded about his children’s lives was his daughter’s ‘wonderful egg’ trick on her parents. John Henry Emett also had a variety of occupations and struggled financially; his mining at Waiorongomai in the 1890s was no more successful than the others’. 
After leaving Waiorongomai, the families settled elsewhere, especially at Waihi, without achieving prosperity. James continued to drink to excess and to ill treat his wife, and was again accused of being a thief. His widow would struggle to cope with her large family after his death. In all these cases, their lives had features typical of many other working class people of the time.

year: 2016

title: "All the Stuff" is Different: A Mixed Method Study of Continuity and Discontinuity During the Transition to School in New Zealand

authors: Hayes, Joanne Maraea

subjects: Transition

abstract: This study investigated multiple perspectives on continuity and discontinuity during the transition to school in New Zealand. The transition to school has been identified as an important time in the life of a child which has the potential to impact social, emotional, and academic outcomes. Starting school involves a shift into a new environment where change must be navigated. Earlier studies have investigated the discontinuities between prior-to-school and school contexts, and it has been suggested that increasing continuity is a way to ease the transition experience. However, policies and practices change over time, therefore the continuities and discontinuities children experience when starting school may differ from those experienced in previous time periods. This research sought to explore the continuities and discontinuities children experience on transitioning into play-based new entrant classrooms in New Zealand, identify which may be significant, and investigate practices teachers use to support transitioning children.
The study adopted a social constructionist framework and used a sequential, explanatory, mixed method research design. Phase one consisted of an online survey of early childhood and new entrant teachers which collected both qualitative and quantitative data. Preliminary statistical and thematic analysis of this data informed planning for the second phase of the study which involved case studies in three schools. Each case study included the perspectives of parents, children, and new entrant teachers. Parent perspectives were gathered through questionnaires and teachers’ views through interviews. Child perspectives were elicited through paired child led tours and photographs taken by children. Data from case studies were analysed thematically. Findings from both phases were used to inform the answers to the research questions and the discussion of how the research objectives were met. 
Findings revealed three key themes relating to the continuities and discontinuities children in this study experienced on transitioning into the play-based new entrant classrooms. These themes were: people and relationships, teaching and learning, and expectations, structure, and environment. Each of these aspects of continuity and discontinuity interacted with and influenced the others, highlighting the importance of paying attention to all three aspects when considering how best to support transitioning children. Data revealed that there were differences between the perspectives of participant groups, particularly between the views of teachers and children. This may mean that teachers are not aware of what matters most for children during this time of change and may not put in place strategies that address these aspects of continuity and discontinuity. The study also identified a range of influences on teacher practices which impacted on what happened in the classroom. These included factors in the wider school and national environment such as intake policies and expectations for showing children’s progress against standards. It was found that while teachers espoused a belief that schools should be ready for children, they held underlying beliefs about child readiness which influenced both their practice and the reasons for their practice. The study highlights the importance of new entrant teachers knowing about each child and of teachers in each sector having relationships with and knowledge of the other sector. Teachers can then understand how to prepare children for the changes they will experience when transitioning and plan induction programmes which are relevant and purposeful.

text: "All the Stuff" is Different: A Mixed Method Study of Continuity and Discontinuity During the Transition to School in New Zealand This study investigated multiple perspectives on continuity and discontinuity during the transition to school in New Zealand. The transition to school has been identified as an important time in the life of a child which has the potential to impact social, emotional, and academic outcomes. Starting school involves a shift into a new environment where change must be navigated. Earlier studies have investigated the discontinuities between prior-to-school and school contexts, and it has been suggested that increasing continuity is a way to ease the transition experience. However, policies and practices change over time, therefore the continuities and discontinuities children experience when starting school may differ from those experienced in previous time periods. This research sought to explore the continuities and discontinuities children experience on transitioning into play-based new entrant classrooms in New Zealand, identify which may be significant, and investigate practices teachers use to support transitioning children.
The study adopted a social constructionist framework and used a sequential, explanatory, mixed method research design. Phase one consisted of an online survey of early childhood and new entrant teachers which collected both qualitative and quantitative data. Preliminary statistical and thematic analysis of this data informed planning for the second phase of the study which involved case studies in three schools. Each case study included the perspectives of parents, children, and new entrant teachers. Parent perspectives were gathered through questionnaires and teachers’ views through interviews. Child perspectives were elicited through paired child led tours and photographs taken by children. Data from case studies were analysed thematically. Findings from both phases were used to inform the answers to the research questions and the discussion of how the research objectives were met. 
Findings revealed three key themes relating to the continuities and discontinuities children in this study experienced on transitioning into the play-based new entrant classrooms. These themes were: people and relationships, teaching and learning, and expectations, structure, and environment. Each of these aspects of continuity and discontinuity interacted with and influenced the others, highlighting the importance of paying attention to all three aspects when considering how best to support transitioning children. Data revealed that there were differences between the perspectives of participant groups, particularly between the views of teachers and children. This may mean that teachers are not aware of what matters most for children during this time of change and may not put in place strategies that address these aspects of continuity and discontinuity. The study also identified a range of influences on teacher practices which impacted on what happened in the classroom. These included factors in the wider school and national environment such as intake policies and expectations for showing children’s progress against standards. It was found that while teachers espoused a belief that schools should be ready for children, they held underlying beliefs about child readiness which influenced both their practice and the reasons for their practice. The study highlights the importance of new entrant teachers knowing about each child and of teachers in each sector having relationships with and knowledge of the other sector. Teachers can then understand how to prepare children for the changes they will experience when transitioning and plan induction programmes which are relevant and purposeful.

year: 2024

title: What’s in a name? The sense of reference, the rigidity of designators and the history of causes when determining the names of the two main islands of Aotearoa/New Zealand

authors: Parker, Martin

subjects: New Zealand

abstract: The New Zealand Geographic Board recently revealed that the two main islands of Aotearoa/New Zealand have never been officially named. The revelation made both national and international news and led to a large number of publicly aired comments on the matter, suggesting that something so fundamental and seemingly innocuous as naming is in fact likely to generate a good deal of controversy, no more so than in a bicultural/bilingual context. This paper will examine the phenomenon of naming from a number of angles. After discussing a layperson’s idea of what is meant by the meaning of names, we shall attempt to apply a number of theoretical models from the field of Language Philosophy to the case of the main islands of Aotearoa/New Zealand: the Descriptivist approach of Frege and Russell, Kripke’s Rigid Designators, and Causal Grounding theory. We shall conclude that, in the case of applying the first two of these, there is a question mark over whether any of the current names for the two islands, both Māori and Pākehā, are in fact names at all; in terms of applying the theory of Causal Grounding, we are drawn to the conclusion that in history lies the key to the future.

text: What’s in a name? The sense of reference, the rigidity of designators and the history of causes when determining the names of the two main islands of Aotearoa/New Zealand The New Zealand Geographic Board recently revealed that the two main islands of Aotearoa/New Zealand have never been officially named. The revelation made both national and international news and led to a large number of publicly aired comments on the matter, suggesting that something so fundamental and seemingly innocuous as naming is in fact likely to generate a good deal of controversy, no more so than in a bicultural/bilingual context. This paper will examine the phenomenon of naming from a number of angles. After discussing a layperson’s idea of what is meant by the meaning of names, we shall attempt to apply a number of theoretical models from the field of Language Philosophy to the case of the main islands of Aotearoa/New Zealand: the Descriptivist approach of Frege and Russell, Kripke’s Rigid Designators, and Causal Grounding theory. We shall conclude that, in the case of applying the first two of these, there is a question mark over whether any of the current names for the two islands, both Māori and Pākehā, are in fact names at all; in terms of applying the theory of Causal Grounding, we are drawn to the conclusion that in history lies the key to the future.

year: 2010-02