title: Prospectors and investors in the Te Aroha mining district during the 1930s

authors: Hart, Philip

abstract: This paper gives the ages, occupations, normal place of residence, mining experience, and other details that have been unearthed about all the men who acquired prospecting licenses and of five men who prospected for others during the Depression, with the exception of Malcolm Hardy and those associated with him, covered in another paper. Sometimes a mini-biography can be given, but usually the available information permits only a skeletal outline of their lives. Few had experience of mining, and in almost all cases their prospecting or investing reflected a desperate attempt to make some money at a time of considerable financial hardship. Their often-feeble attempts at prospecting or arranging for prospecting to be done produced no new discoveries and no ore of any value.
 Their lives and details of the extent of their involvement in mining are dealt with in alphabetical order.

text: Prospectors and investors in the Te Aroha mining district during the 1930s This paper gives the ages, occupations, normal place of residence, mining experience, and other details that have been unearthed about all the men who acquired prospecting licenses and of five men who prospected for others during the Depression, with the exception of Malcolm Hardy and those associated with him, covered in another paper. Sometimes a mini-biography can be given, but usually the available information permits only a skeletal outline of their lives. Few had experience of mining, and in almost all cases their prospecting or investing reflected a desperate attempt to make some money at a time of considerable financial hardship. Their often-feeble attempts at prospecting or arranging for prospecting to be done produced no new discoveries and no ore of any value.
 Their lives and details of the extent of their involvement in mining are dealt with in alphabetical order.

year: 2016

title: More than talk and writing: Exploring the multimodal nature of classroom interactions

authors: Cowie, Bronwen

abstract: One goal of the Classroom InSiTE project (Cowie, Moreland, Jones, & Otrel-Cass, 2008)1 was to enhance classroom interactions as part of teacher assessment for learning. Research and development for assessment for learning has tended to focus on the role of talk and the role of written feedback. Less attention has been paid to the other modes that people use in everyday communication such as the role of gesture, drawing, visual images, and action. Students, more now than ever before, live in a multimodal world: websites, mobile technologies and even books and magazines are sites of “complex hybrids and fusions of visual and verbal meaning making resources” (Lemke, 2004, p. 42). Research evidence is accumulating as to the key role for diagrams, pictures, and other nonlinguistic representations in illuminating curriculum content, and supporting the achievement of diverse learners (Alton-Lee, 2003).
Classroom studies in science and technology education are only just beginning to explore how teachers and students use multiple modes to develop and express ideas and skills. In science education, for example, Kress, Jewitt, Ogborn, and Tsatsarelius (2001) provide a detailed account of how a science teacher used gestures, drawings, science diagrams, a three-dimensional model, and images to demonstrate to students the circulation of blood. In this article we provide evidence from the InSiTE study that effective teacher–student interaction utilises multiple modes to express ideas and enhance student learning.

text: More than talk and writing: Exploring the multimodal nature of classroom interactions One goal of the Classroom InSiTE project (Cowie, Moreland, Jones, & Otrel-Cass, 2008)1 was to enhance classroom interactions as part of teacher assessment for learning. Research and development for assessment for learning has tended to focus on the role of talk and the role of written feedback. Less attention has been paid to the other modes that people use in everyday communication such as the role of gesture, drawing, visual images, and action. Students, more now than ever before, live in a multimodal world: websites, mobile technologies and even books and magazines are sites of “complex hybrids and fusions of visual and verbal meaning making resources” (Lemke, 2004, p. 42). Research evidence is accumulating as to the key role for diagrams, pictures, and other nonlinguistic representations in illuminating curriculum content, and supporting the achievement of diverse learners (Alton-Lee, 2003).
Classroom studies in science and technology education are only just beginning to explore how teachers and students use multiple modes to develop and express ideas and skills. In science education, for example, Kress, Jewitt, Ogborn, and Tsatsarelius (2001) provide a detailed account of how a science teacher used gestures, drawings, science diagrams, a three-dimensional model, and images to demonstrate to students the circulation of blood. In this article we provide evidence from the InSiTE study that effective teacher–student interaction utilises multiple modes to express ideas and enhance student learning.

year: 2008

title: Poster Abstracts

authors: Lapsley, Hilary

subjects: Maori

abstract: These are the poster abstracts from the Proceedings of the National Māori Graduates of Psychology Symposium 2002.

text: Poster Abstracts These are the poster abstracts from the Proceedings of the National Māori Graduates of Psychology Symposium 2002.

year: 2003