title: The first crushing at Waiorongomai, November 1883

authors: Hart, Philip

abstract: By the time the battery was ready to crush the first batches of ore, expectations were high – too high. On 1 November 1883, when treatment started, suspicions of unethical conduct were raised by its being done in secrecy, suspicions raised even higher when, unexpectedly, the amalgam was squeezed in cold rather than hot water, as was usual. This method of treatment lowered the expected yield, causing much discontent, and the crushing proved that the ore in some mines expected to be profitable was unpayable. 
Although the outcome was generally disappointing, some retained hope for the future. But share prices soon declining significantly, a fall encouraged by suspicions of share market manipulation, insider trading, and speculation. Not being a poor man’s field because it contained so much low-grade ore with little possibility of discovering bonanzas, more prospecting and more crushing power was required. After such a long time waiting for large-scale crushing, the circumstances and results of the first treatment turned out to be a very bad start for the field, which for many would never overcome its bad reputation.

text: The first crushing at Waiorongomai, November 1883 By the time the battery was ready to crush the first batches of ore, expectations were high – too high. On 1 November 1883, when treatment started, suspicions of unethical conduct were raised by its being done in secrecy, suspicions raised even higher when, unexpectedly, the amalgam was squeezed in cold rather than hot water, as was usual. This method of treatment lowered the expected yield, causing much discontent, and the crushing proved that the ore in some mines expected to be profitable was unpayable. 
Although the outcome was generally disappointing, some retained hope for the future. But share prices soon declining significantly, a fall encouraged by suspicions of share market manipulation, insider trading, and speculation. Not being a poor man’s field because it contained so much low-grade ore with little possibility of discovering bonanzas, more prospecting and more crushing power was required. After such a long time waiting for large-scale crushing, the circumstances and results of the first treatment turned out to be a very bad start for the field, which for many would never overcome its bad reputation.

year: 2016

title: Evidence for individual variation and the role of personality in the assessment strategies of Teleogryllus commodus contests

authors: Mills, Lara

subjects: Teleogryllus commodus

abstract: Evolutionary game theory and assessment strategy models have been used to try to understand animal decision making processes during male-male contests. However, this has often led to mixed or inconclusive results. This may be due to various factors including that current analysis frameworks are unable to detect individual variation in assessment strategy use, that personality may affect assessment strategy use via underlying mechanisms/ behavioural syndromes, or that animals are able to switch assessment strategies as contests escalate. However, these possible explanations for individual and population variation in contest dynamics have yet to be extensively explored. In this thesis I firstly assessed whether Australian black field crickets (Teleogryllus commodus) display consistent inter-individual variation (personality) in four different contexts. I then assessed whether these four behaviours are linked, forming a behavioural syndrome. The four behaviours measured were general activity, boldness in a novel environment, boldness after a predation-risk event and aggression towards a conspecific. Inter-individual variation was repeatable for general activity, boldness in a novel environment and aggressiveness, but not for boldness after a predation risk. Therefore, there was evidence for personality in T. commodus. However, none of the behaviours were correlated across contexts, indicating that there is no behavioural syndrome linking these four particular behaviours. Next, I assessed which assessment strategy Australian black field crickets (Teleogryllus commodus) use during male-male conflict, and whether there is any individual variation in the use of assessment strategy within the population. I then assessed whether T. commodus switch assessment strategies during contests by analysing each phase of the contest individually. Finally, I assessed whether boldness affects the assessment strategy employed by individuals during conflict. To assess the assessment strategy used by T. commodus I used novel methodology proposed by Chapin et al., (2019), and compared the results to those when using the more traditional methodology proposed by Taylor and Elwood (2003). The results from the Taylor and Elwood (2003) analysis were inconclusive. However, the Chapin et al., (2019) analysis clearly showed that T. commodus uses a mix of assessment strategies, that there is individual variation in assessment strategy use in my population of T. commodus and that switching of assessment strategy is possibly occurring between phases of the contest. Boldness also did not appear to have an effect on the assessment strategy used in this population. As the first study to empirically apply the Chapin et al., (2019) methodology, my results demonstrate how the methodology can be applied to real animals and the improvements this could provide to the field. I believe this thesis demonstrates how important it may be to assess for individual variation in assessment strategy use, switching of assessment strategies between phases of conflict and the effect of personality on individual assessment strategy use, particularly in species that have previously had inconclusive results.

text: Evidence for individual variation and the role of personality in the assessment strategies of Teleogryllus commodus contests Evolutionary game theory and assessment strategy models have been used to try to understand animal decision making processes during male-male contests. However, this has often led to mixed or inconclusive results. This may be due to various factors including that current analysis frameworks are unable to detect individual variation in assessment strategy use, that personality may affect assessment strategy use via underlying mechanisms/ behavioural syndromes, or that animals are able to switch assessment strategies as contests escalate. However, these possible explanations for individual and population variation in contest dynamics have yet to be extensively explored. In this thesis I firstly assessed whether Australian black field crickets (Teleogryllus commodus) display consistent inter-individual variation (personality) in four different contexts. I then assessed whether these four behaviours are linked, forming a behavioural syndrome. The four behaviours measured were general activity, boldness in a novel environment, boldness after a predation-risk event and aggression towards a conspecific. Inter-individual variation was repeatable for general activity, boldness in a novel environment and aggressiveness, but not for boldness after a predation risk. Therefore, there was evidence for personality in T. commodus. However, none of the behaviours were correlated across contexts, indicating that there is no behavioural syndrome linking these four particular behaviours. Next, I assessed which assessment strategy Australian black field crickets (Teleogryllus commodus) use during male-male conflict, and whether there is any individual variation in the use of assessment strategy within the population. I then assessed whether T. commodus switch assessment strategies during contests by analysing each phase of the contest individually. Finally, I assessed whether boldness affects the assessment strategy employed by individuals during conflict. To assess the assessment strategy used by T. commodus I used novel methodology proposed by Chapin et al., (2019), and compared the results to those when using the more traditional methodology proposed by Taylor and Elwood (2003). The results from the Taylor and Elwood (2003) analysis were inconclusive. However, the Chapin et al., (2019) analysis clearly showed that T. commodus uses a mix of assessment strategies, that there is individual variation in assessment strategy use in my population of T. commodus and that switching of assessment strategy is possibly occurring between phases of the contest. Boldness also did not appear to have an effect on the assessment strategy used in this population. As the first study to empirically apply the Chapin et al., (2019) methodology, my results demonstrate how the methodology can be applied to real animals and the improvements this could provide to the field. I believe this thesis demonstrates how important it may be to assess for individual variation in assessment strategy use, switching of assessment strategies between phases of conflict and the effect of personality on individual assessment strategy use, particularly in species that have previously had inconclusive results.

year: 2022

title: Māori Cultural Identity and Education

authors: Hawaikirangi-Pere, Charmaine

subjects: Identity

abstract: Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

text: Māori Cultural Identity and Education Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

year: 2013