title: Financing prospectors and miners in general and at Te Aroha in particular

authors: Hart, Philip

abstract: Miners required capital to develop their mines, but being dependent for this on investors, usually small local businessmen, they often found the latter made more from mining than they did. Faced with the costs of extracting and treating ore, miners of small means sought sleeping partners, creating opportunities for exploitation by both sides. As all interests had to be worked in the early days of mining, all shareholders had either to do physical mining themselves or pay for others to work on their behalf; examples are provided of how this worked out in practice, including when those who did not fulfil their part of the bargain being sued. Storekeepers commonly provided provisions to prospecting and mining parties with the expectation of holding interests in profitable mines. Occasionally the use of dummies hid the names of investors.
To obtain finance, sometimes miners made exaggerated claims about the value of their ore, and examples are given of when their claims were deliberately fraudulent, with mines being salted or unreliable assays enticing the unwary. By the late nineteenth century, as gold mining faded, prospecting associations were formed whereby a few experienced prospectors were employed, a system that could defraud both investors and those they employed.
Examples are provided of miners working alone and with little capital, relying on assistance from sleeping partners and, in some cases, seeking government aid as well. As illustrated, many miners frittered money away on small and unprofitable mines. Because of the insufficiency of capital, it was common to obtain protection for mines, leading to complaints of shepherding and of locking up ground.
Prospectors complained that their discoveries made others rich, but some prospectors and miners exploited investors (who in many cases should be described as speculators) in a system that, at its worst, encouraged such exploitation.

text: Financing prospectors and miners in general and at Te Aroha in particular Miners required capital to develop their mines, but being dependent for this on investors, usually small local businessmen, they often found the latter made more from mining than they did. Faced with the costs of extracting and treating ore, miners of small means sought sleeping partners, creating opportunities for exploitation by both sides. As all interests had to be worked in the early days of mining, all shareholders had either to do physical mining themselves or pay for others to work on their behalf; examples are provided of how this worked out in practice, including when those who did not fulfil their part of the bargain being sued. Storekeepers commonly provided provisions to prospecting and mining parties with the expectation of holding interests in profitable mines. Occasionally the use of dummies hid the names of investors.
To obtain finance, sometimes miners made exaggerated claims about the value of their ore, and examples are given of when their claims were deliberately fraudulent, with mines being salted or unreliable assays enticing the unwary. By the late nineteenth century, as gold mining faded, prospecting associations were formed whereby a few experienced prospectors were employed, a system that could defraud both investors and those they employed.
Examples are provided of miners working alone and with little capital, relying on assistance from sleeping partners and, in some cases, seeking government aid as well. As illustrated, many miners frittered money away on small and unprofitable mines. Because of the insufficiency of capital, it was common to obtain protection for mines, leading to complaints of shepherding and of locking up ground.
Prospectors complained that their discoveries made others rich, but some prospectors and miners exploited investors (who in many cases should be described as speculators) in a system that, at its worst, encouraged such exploitation.

year: 2016

title: Valuing biodiversity enhancement in New Zealand

authors: Yao, Richard

subjects: biodiversity

abstract: The value of biodiversity enhancement in New Zealand was estimated from a survey sample of 457 residents. We determined the willingness of respondents to financially support biodiversity programs on private and public lands, as well as determining which factors influence this willingness-to-pay. Our data indicates that an average respondent was willing-to-pay $42 (2007 NZD) annually in their rates (taxes) to support a government initiated private land biodiversity programme and $82 (2007 NZD) annually to support a biodiversity programme on public lands.

text: Valuing biodiversity enhancement in New Zealand The value of biodiversity enhancement in New Zealand was estimated from a survey sample of 457 residents. We determined the willingness of respondents to financially support biodiversity programs on private and public lands, as well as determining which factors influence this willingness-to-pay. Our data indicates that an average respondent was willing-to-pay $42 (2007 NZD) annually in their rates (taxes) to support a government initiated private land biodiversity programme and $82 (2007 NZD) annually to support a biodiversity programme on public lands.

year: 2008-06

title: Rethinking English in Māori-medium education

authors: Hill, Richard Kenneth

subjects: Māori-medium

abstract: English language instruction in New Zealand's Māori-medium schools is controversial, with many schools either excluding it from their curriculum or adopting a tokenistic approach. Yet, how Māori-medium educators can best support their students' academic English language growth is still an under-researched and unresolved question. This paper reports on a project involving the English language transition programmes of three Māori-medium primary schools. Interviews and observations of key personnel within these schools revealed the components of their programmes, their perceptions of the need for English transition education and the issues they were facing in implementing English language instruction. The project found a direct relationship between levels of student language attainment and the quantity and quality of exposure to English instruction. Where an English programme occupied a significant place in a school's timetable and was staffed by teachers knowledgeable about the learning needs of bilingual students and how best to attend to these, the result was higher literacy scores and more satisfied students. This paper argues that planning English language outcomes for Māori-medium students is essential if becoming biliterate is an important aim. This planning must also be long-term, across all 13 years of the students' education.

text: Rethinking English in Māori-medium education English language instruction in New Zealand's Māori-medium schools is controversial, with many schools either excluding it from their curriculum or adopting a tokenistic approach. Yet, how Māori-medium educators can best support their students' academic English language growth is still an under-researched and unresolved question. This paper reports on a project involving the English language transition programmes of three Māori-medium primary schools. Interviews and observations of key personnel within these schools revealed the components of their programmes, their perceptions of the need for English transition education and the issues they were facing in implementing English language instruction. The project found a direct relationship between levels of student language attainment and the quantity and quality of exposure to English instruction. Where an English programme occupied a significant place in a school's timetable and was staffed by teachers knowledgeable about the learning needs of bilingual students and how best to attend to these, the result was higher literacy scores and more satisfied students. This paper argues that planning English language outcomes for Māori-medium students is essential if becoming biliterate is an important aim. This planning must also be long-term, across all 13 years of the students' education.

year: 2011