title: Secondary school subject choice: an ethnographic study

authors: Darnell, Doreen Anne

abstract: This study of subject choice followed two groups of pupils through the decision-making process at two state, co-educational high schools in the North Island of New Zealand. The high schools were similar in size, location, ethnic composition and range of home background of pupils, but had differing option systems. 
At the end of their form two year, 53 children (27 boys, 26 girls) were interviewed at their respective primary or intermediate schools while they were considering the options offered to them in form three at one of the two high schools. The children were re-interviewed the following year at their respective high schools. A further 37 pupils (17 boys, 20 girls) were interviewed in form four at their respective high schools while they were choosing fifth form subjects and were re-interviewed the following year after they had experienced the subjects they had chosen. All children in the study were chosen by their teachers as being representative of the range of pupils at their schools, in terms of ability, ethnic origin and home background. 
In addition, parents of eight of the younger children were interviewed in their homes and 31 teachers, representing all the subjects offered to the children at the two high schools, were interviewed at their respective schools. 
Analysis of interview transcripts showed that pupils’ decisions were influenced by the structure of the option systems, the attitudes of parents and peers and by the overt and covert actions of teachers. Access to information was found to be a key component of decision making. Children’s and parents’ views about the school subjects showed a strong measure of agreement, but there was less agreement between children’ views and teachers’ views. 
A model of decision making was elicited from the data and case studies illustrated the range of pupils’ individual experience, in particular, the experience of Maori pupils identified as ‘winners’ and ‘losers’ in the school system.

text: Secondary school subject choice: an ethnographic study This study of subject choice followed two groups of pupils through the decision-making process at two state, co-educational high schools in the North Island of New Zealand. The high schools were similar in size, location, ethnic composition and range of home background of pupils, but had differing option systems. 
At the end of their form two year, 53 children (27 boys, 26 girls) were interviewed at their respective primary or intermediate schools while they were considering the options offered to them in form three at one of the two high schools. The children were re-interviewed the following year at their respective high schools. A further 37 pupils (17 boys, 20 girls) were interviewed in form four at their respective high schools while they were choosing fifth form subjects and were re-interviewed the following year after they had experienced the subjects they had chosen. All children in the study were chosen by their teachers as being representative of the range of pupils at their schools, in terms of ability, ethnic origin and home background. 
In addition, parents of eight of the younger children were interviewed in their homes and 31 teachers, representing all the subjects offered to the children at the two high schools, were interviewed at their respective schools. 
Analysis of interview transcripts showed that pupils’ decisions were influenced by the structure of the option systems, the attitudes of parents and peers and by the overt and covert actions of teachers. Access to information was found to be a key component of decision making. Children’s and parents’ views about the school subjects showed a strong measure of agreement, but there was less agreement between children’ views and teachers’ views. 
A model of decision making was elicited from the data and case studies illustrated the range of pupils’ individual experience, in particular, the experience of Maori pupils identified as ‘winners’ and ‘losers’ in the school system.

year: 1985

title: Ngā Ara Auaha  - Creative practice student showcase

authors: Hill, Rodrigo

abstract: Ngā Ara Auaha simply translated means 'creative pathways' and comprises a collective exhibition featuring creative works from last year's undergraduate and postgraduate students across the University and working with creative practice research and outputs.

Ngā Ara Auaha is an annual student showcase, exhibiting the creative works of University of Waikato students (both undergraduate and postgraduate). The exhibition’s title refers to the ‘creative pathways’ taken by these students who have drawn on their own various creative practices, modes, and methods to think through their respective research journeys.

The call for submissions was open to students across all faculties and divisions of the University and as such the variety of works is vast. Multiple artistic mediums are featured in the same space, including photography and film, toi Māori, augmented media, fine art, design, and creative writing.

This exhibition showcases both the artistic skill of our students and the potential of creative methodologies in research. Expanding the rigid boundaries of the academy and blurring the lines between the ‘creative and critical’, with contributors adding to an established legacy of creative practice at the University of Waikato.

text: Ngā Ara Auaha  - Creative practice student showcase Ngā Ara Auaha simply translated means 'creative pathways' and comprises a collective exhibition featuring creative works from last year's undergraduate and postgraduate students across the University and working with creative practice research and outputs.

Ngā Ara Auaha is an annual student showcase, exhibiting the creative works of University of Waikato students (both undergraduate and postgraduate). The exhibition’s title refers to the ‘creative pathways’ taken by these students who have drawn on their own various creative practices, modes, and methods to think through their respective research journeys.

The call for submissions was open to students across all faculties and divisions of the University and as such the variety of works is vast. Multiple artistic mediums are featured in the same space, including photography and film, toi Māori, augmented media, fine art, design, and creative writing.

This exhibition showcases both the artistic skill of our students and the potential of creative methodologies in research. Expanding the rigid boundaries of the academy and blurring the lines between the ‘creative and critical’, with contributors adding to an established legacy of creative practice at the University of Waikato.

year: 2024

title: Upbuilding pedogenesis in multisequal tephra-derived soils in the Waikato Region

authors: Lowe, David J.

abstract: Soil formation is classically regarded as a 'topdown' process whereby soil thickness, horizonation and vertical anisotropy increase steadily (not necessarily linearly) over time. However, where incremental additions to the land surface are common (e.g. loess, tephra, alluvium or colluvium), the process of soil upbuilding becomes important. The degree of soil expression is governed by the relative rates of pedogenesis and aggradation, which are unlikely to remain constant over time (Almond and Tonkin 1999). The interplay between these processes was examined by Johnson and Watson-Stegner (1987) and others. Soils on aggrading landscapes undergo 'developmental upbuilding' (progressive pedogenesis) if rates of addition allow assimilation of the deposits and profile deepening, or 'retardant upbuilding' (regressive pedogenesis) if rates are so rapid that horizonation is prevented. In upbuilding soils, each increment of soil below the A horizon has experienced processes that are characteristic of all horizons above it (Almond and Tonkin 1999).
Many Quaternary landscapes in NZ comprise well-studied stratigraphic sequences of deposits, including widespread loess and tephra, in which there are repetitions of soil horizons and buried paleosols within the vertical profile (multisequal soils). Rates of aggradation and the relative influence of soil upbuilding processes on soil evolution in such sequences have been examined closely in only a few studies. Using tephrochronology, I examine soil upbuilding in multisequal tephra-derived soils on a Waikato transect.

text: Upbuilding pedogenesis in multisequal tephra-derived soils in the Waikato Region Soil formation is classically regarded as a 'topdown' process whereby soil thickness, horizonation and vertical anisotropy increase steadily (not necessarily linearly) over time. However, where incremental additions to the land surface are common (e.g. loess, tephra, alluvium or colluvium), the process of soil upbuilding becomes important. The degree of soil expression is governed by the relative rates of pedogenesis and aggradation, which are unlikely to remain constant over time (Almond and Tonkin 1999). The interplay between these processes was examined by Johnson and Watson-Stegner (1987) and others. Soils on aggrading landscapes undergo 'developmental upbuilding' (progressive pedogenesis) if rates of addition allow assimilation of the deposits and profile deepening, or 'retardant upbuilding' (regressive pedogenesis) if rates are so rapid that horizonation is prevented. In upbuilding soils, each increment of soil below the A horizon has experienced processes that are characteristic of all horizons above it (Almond and Tonkin 1999).
Many Quaternary landscapes in NZ comprise well-studied stratigraphic sequences of deposits, including widespread loess and tephra, in which there are repetitions of soil horizons and buried paleosols within the vertical profile (multisequal soils). Rates of aggradation and the relative influence of soil upbuilding processes on soil evolution in such sequences have been examined closely in only a few studies. Using tephrochronology, I examine soil upbuilding in multisequal tephra-derived soils on a Waikato transect.

year: 2000-12-03