title: The discovery of the Waiorongomai goldfield in 1881

authors: Hart, Philip

abstract: The first reports of gold being found in the vicinity of the Waiorongomai Stream were made in early November 1880, and after the opening of the goldfield a small rush took place to this part of the mountain. The first claims were pegged out in December and the following January, encouraged by some gold being found, but few claims were registered, for most prospectors were quickly disappointed. Prospecting was difficult because of the rugged terrain and heavy bush, and interest quickly faded.
Then, in early October, Hone Werahiko announced his latest and best find and provided samples of payable ore taken from a large reef. Immense excitement ensued, as this was the first payable reef to be found, and after Werahiko led miners on an exhausting trip to his ‘New Find’ a rush set in and many claims were pegged out. The first official to inspect the ground anticipated that the reefs could be easily worked, once an access track was constructed. The small settlement of Te Aroha was revived because a real goldfield had been found, at last.

text: The discovery of the Waiorongomai goldfield in 1881 The first reports of gold being found in the vicinity of the Waiorongomai Stream were made in early November 1880, and after the opening of the goldfield a small rush took place to this part of the mountain. The first claims were pegged out in December and the following January, encouraged by some gold being found, but few claims were registered, for most prospectors were quickly disappointed. Prospecting was difficult because of the rugged terrain and heavy bush, and interest quickly faded.
Then, in early October, Hone Werahiko announced his latest and best find and provided samples of payable ore taken from a large reef. Immense excitement ensued, as this was the first payable reef to be found, and after Werahiko led miners on an exhausting trip to his ‘New Find’ a rush set in and many claims were pegged out. The first official to inspect the ground anticipated that the reefs could be easily worked, once an access track was constructed. The small settlement of Te Aroha was revived because a real goldfield had been found, at last.

year: 2016

title: Young Maori males experiences in a secondary school context as sporting, academic and cultural identities.

authors: Porteous, Erin

subjects: Male Maori

abstract: This research focused on the journey of male Māori through secondary school and the effect on their identities in terms of sport, culture and academia. The two key areas of focus were how the culture of the school, including cultural stereotypes, impacts on male Māori learner self-concept, and whether the effect of creating an all Māori boys form class has resulted in an increased sense of belonging and engagement. 
The research was conducted as a case study underpinned by an interpretive methodology, using a focus group interview. The group was made up of five boys, chosen from a newly formed all boys’ Year 11 Māori form class. The boys were selected in conjunction with their form teacher and the schools Kaitiaki, in order to reflect a range of sporting, academic and cultural levels. 
The research findings found that although the boys view of their experiences in school seemed positive overall, they described common incidences and reactions to racial discrimination. The exposure to embedded racial stereotypes and behaviours caused them to create their own solutions, often through threatening violence or aggressive reactions. It appears that when young male Māori are more closely connected to Māori culture, they are more likely they are to create these responses. 
Teachers remain integral to the engagement and belonging of a young male Māori in secondary school. In support of the findings from Kia Eke Panuku (2013), this study found that male Māori require positive relationships with their teachers to engage in the subject and school in a general sense. Relationships based on ako and manaakitanga are key to these students viewing their experiences in school as successful.
Another finding showed the importance of sport and physical activity to young male Māori, though success in this area has been a limiting factor in contributing to overall success in secondary school. The placing of male Māori as a ‘physical being’ (Hokowhitu, 2003a; Hokowhitu, 2003b; Hokowhitu, 2004) creates spaces where Māori can be successful, such as practical based subjects like physical education. This success is perceived as acceptable yet often isolates them away from success in other areas (Erueti & Palmer, 2014), feeding into the stereotype itself.
The success of the all boys’ Māori form class was scrutinised by this study, and found the intended outcomes had not necessarily been met. The overall impact was that the boys had been grouped with a Māori form teacher and the intentions of additional support had been overlooked due to time pressures and deficit thinking in terms of capabilities of the class members.  For the Māori boys in this study, the challenges of overcome historical cultural stereotypes added to the challenge of succeeding at secondary school. The expectation that they walk successfully between the realms of Māori and pākehā to achieve in the current education system coupled with the feeling they needed to act ‘pākehā’ in order to achieve is particularly disturbing. The inequity for them in denying part of their identity seems a hefty price to pay for educational success.
This study highlights the need for schools, communities and individual teachers to recognise these racial and systemic inequities and work tirelessly to develop strategies to eliminate them, in order to create to take a giant step towards equity for all New Zealanders within education.

text: Young Maori males experiences in a secondary school context as sporting, academic and cultural identities. This research focused on the journey of male Māori through secondary school and the effect on their identities in terms of sport, culture and academia. The two key areas of focus were how the culture of the school, including cultural stereotypes, impacts on male Māori learner self-concept, and whether the effect of creating an all Māori boys form class has resulted in an increased sense of belonging and engagement. 
The research was conducted as a case study underpinned by an interpretive methodology, using a focus group interview. The group was made up of five boys, chosen from a newly formed all boys’ Year 11 Māori form class. The boys were selected in conjunction with their form teacher and the schools Kaitiaki, in order to reflect a range of sporting, academic and cultural levels. 
The research findings found that although the boys view of their experiences in school seemed positive overall, they described common incidences and reactions to racial discrimination. The exposure to embedded racial stereotypes and behaviours caused them to create their own solutions, often through threatening violence or aggressive reactions. It appears that when young male Māori are more closely connected to Māori culture, they are more likely they are to create these responses. 
Teachers remain integral to the engagement and belonging of a young male Māori in secondary school. In support of the findings from Kia Eke Panuku (2013), this study found that male Māori require positive relationships with their teachers to engage in the subject and school in a general sense. Relationships based on ako and manaakitanga are key to these students viewing their experiences in school as successful.
Another finding showed the importance of sport and physical activity to young male Māori, though success in this area has been a limiting factor in contributing to overall success in secondary school. The placing of male Māori as a ‘physical being’ (Hokowhitu, 2003a; Hokowhitu, 2003b; Hokowhitu, 2004) creates spaces where Māori can be successful, such as practical based subjects like physical education. This success is perceived as acceptable yet often isolates them away from success in other areas (Erueti & Palmer, 2014), feeding into the stereotype itself.
The success of the all boys’ Māori form class was scrutinised by this study, and found the intended outcomes had not necessarily been met. The overall impact was that the boys had been grouped with a Māori form teacher and the intentions of additional support had been overlooked due to time pressures and deficit thinking in terms of capabilities of the class members.  For the Māori boys in this study, the challenges of overcome historical cultural stereotypes added to the challenge of succeeding at secondary school. The expectation that they walk successfully between the realms of Māori and pākehā to achieve in the current education system coupled with the feeling they needed to act ‘pākehā’ in order to achieve is particularly disturbing. The inequity for them in denying part of their identity seems a hefty price to pay for educational success.
This study highlights the need for schools, communities and individual teachers to recognise these racial and systemic inequities and work tirelessly to develop strategies to eliminate them, in order to create to take a giant step towards equity for all New Zealanders within education.

year: 2016

title: Acute Assessment of Aggression: Using the Dynamic Appraisal of Situational Aggression (DASA) with New Zealand Offenders

authors: Lang, Veronika

subjects: Aggression

abstract: Institutional violence in prisons and other corrections settings is a hazard to the security and wellbeing of staff and other offenders.  However, the ability to systematically assess for acute, day-to-day aggression in these settings has not been widely developed. Staff assessing aggression in institutional settings ought to use risk assessment measures to aid professional judgement, and this research suggests a need for dynamic, acute risk assessment for aggression amongst New Zealand offenders. The Dynamic Appraisal of Situational Aggression (DASA; Ogloff & Daffern, 2006) was created originally for use amongst psychiatric inpatients. This research aimed to evaluate the use of the DASA for custodial staff in acute risk assessment and offender treatment in different prison units for its potential to fill this niche.
Predictive accuracy of the measure in relation to aggressive behaviour was examined, and custodial staff were surveyed on the ease of administration, their perception of the measure’s effectiveness with their unit, and whether its addition improved offender management. Staff consisted of prison officers and a principle correctional officer in each of the three prison-based units, and custodial management staff at Tai Aroha. These staff nominated offenders (N = 19) on agreement of them being of highest management concern.
Results found the DASA to demonstrate moderate predictive validity, with survival analyses showing high scores on the DASA were associated with highly aggressive offenders. Most staff identified the DASA as assisting in identifying those offenders that were a high risk for aggression. Implications for practice in corrections settings are discussed.

text: Acute Assessment of Aggression: Using the Dynamic Appraisal of Situational Aggression (DASA) with New Zealand Offenders Institutional violence in prisons and other corrections settings is a hazard to the security and wellbeing of staff and other offenders.  However, the ability to systematically assess for acute, day-to-day aggression in these settings has not been widely developed. Staff assessing aggression in institutional settings ought to use risk assessment measures to aid professional judgement, and this research suggests a need for dynamic, acute risk assessment for aggression amongst New Zealand offenders. The Dynamic Appraisal of Situational Aggression (DASA; Ogloff & Daffern, 2006) was created originally for use amongst psychiatric inpatients. This research aimed to evaluate the use of the DASA for custodial staff in acute risk assessment and offender treatment in different prison units for its potential to fill this niche.
Predictive accuracy of the measure in relation to aggressive behaviour was examined, and custodial staff were surveyed on the ease of administration, their perception of the measure’s effectiveness with their unit, and whether its addition improved offender management. Staff consisted of prison officers and a principle correctional officer in each of the three prison-based units, and custodial management staff at Tai Aroha. These staff nominated offenders (N = 19) on agreement of them being of highest management concern.
Results found the DASA to demonstrate moderate predictive validity, with survival analyses showing high scores on the DASA were associated with highly aggressive offenders. Most staff identified the DASA as assisting in identifying those offenders that were a high risk for aggression. Implications for practice in corrections settings are discussed.

year: 2015