Whakaatuhia te hītori o te iwi o Marutuahu me ōna hāpū me nga taonga o te whenua, 1850 ki 1880 = Let the story be told : the iwi of Marutuahu and the discovery of gold, 1850 to 1880 : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Art in History at Massey University, Albany

This thesis is a study of the interaction between Māori and Pākehā in the Hauraki region during the period 1850 to 1880. It examines the role played by the iwi of Marutuahu: Ngāti Maru, Ngāti Paoa, Ngāti Tamatera, and Ngāti Whanaunga in gold mining in the Hauraki region during this period. Three Hauraki goldfields, namely Coromandel, Thames and Ohinemuri, have been chosen as case studies to analysis the economic, political and social impact this involvement had on their lives. It offers a different perspective from what has been written previously about the participation of the tangata whenua of Hauraki in gold mining as it attempts to represent the discovery of gold from a Māori perspective. It looks at the role of the rangatira in distributing and utilizing the gold revenues, and examines at the tension that existed between their role in traditional Māori society and the impact of 'modernization'. It is argued that Māori involvement in these goldfields was primarily of an economic and entrepreneurial nature and it was due to circumstances beyond their control that they were unable to make a financial success of goldmining. This thesis concludes that the Hauraki rangatira who entered into the arrangements with the Crown to open their land for mining did so with the intention of improving the lifestyle of their people and to enable them to reap the benefits from participating in the colonial economy and that at no stage did these rangatira foresee the loss of their land and the damage that would occur to their traditional lifestyle

Teaching Qualitative Analysis Using QSR NVivo

This paper describes new opportunities for teaching qualitative research methods to undergraduates using software as a tool. The author recounts her own experiences and challenges using one such program, QSR NVivo. The account includes students\u27 reflections on how technology advances the analysis process. Strengths and weaknesses of the software and presented and discussed

Mothers\u27 helpers: The resources of female-headed families in a working class community

This study examines why women form single parent households and how they maintain them in a rural community. In 1995 and 1996 I conducted in-depth interviews with 50 divorced, separated, and never-married mothers, and 10 interviews with people working in community service programs. My findings show how one group of women benefited from early financial investments from their own steadily employed parents who owned their home and raised a large family. These strong families are headed by women who finished high school and had work experience before getting pregnant. Although many of them gave birth out of wedlock, they had the emotional and financial support of their families, friends, and partners. Other women grew up in families that had a difficult time making ends meet, either because parents had low-wage work or there was a single earner in the household. These women found it hard to finish school, often because they moved from place to place or they were burdened from pressures at home. When these women became pregnant, they were less prepared for parenthood and had few relatives in a position to help. Some of these struggling women married their children\u27s fathers because it was the only thing to do while others turned to public assistance. A third group of transitional women had few family resources but have been guided by teachers, church members, social workers, or others in the community who helped them connect with school, work, and parenting programs that made a real difference in their lives. In sum, the majority of single mothers in this study are successfully raising their children when they have access to sufficient family and community resources. Women rely on their families for financial and emotional support, and they benefit from living close to their parents and siblings. In situations where women cannot turn to their own relatives, many are aided by education and training that improve work opportunities and increase self-confidence. Finally, affordable health care and reliable child care make combining work and family possible for all these women

Principal leadership and the Colorado Innovation Schools Act of 2008

The purpose of this phenomenological study was to explore the experiences and perceptions of principals whose schools were granted innovation status in accordance with the Colorado Innovation Schools Act of 2008 (CISA). The CISA created a statewide system that allowed individual schools and entire districts to increase autonomy and flexibility in areas such as staffing, scheduling, educational programming, and resource allocation. The data were collected from interviews with principals and a rural superintendent and from an examination of the School Innovation Plans. Data were refined into common themes, and a rich narrative was created. The conclusions indicated that successful principals of innovation schools understand the change process, focus on instructional leadership, promote a positive school culture, require autonomy, implement exemplary leadership strategies and qualities, and tailor innovation plans to the needs of the school. The conclusions also indicated that successful superintendents tailor innovation plans to the needs of the district. This research is important because education reform in the United States is in need of school reform models that result in increased academic achievement. The implications for positive change are that schools given the autonomy and flexibility to operate may have the potential to increase academic achievement. In addition, the CISA model has the potential to be replicated for application in other states. The experiences and perceptions of principals of innovation schools provided a window into the leadership role principals have in implementing the Colorado Innovations Schools Act of 2008

HANDING DOWN THE HERITAGE: PRESERVING IRISH DIASPORIC IDENTITIES IN THE FESTIVAL CITY OF MONTANA

Butte, Montana is a tough, historic industrial town in western Montana known for its mining, its Irish, and strangely, its festivals. The city boasts countless parades and community events each year for a variety of holidays as well as for showcases of traditions and ethnic pride. Three celebrations in particular, St. Patrick’s Day, Fourth of July, and An Rí Rá, attract visitors from all over the country – and world – who seek to experience the enthusiasm and splendor of these celebrations. So, what can these popular celebrations in Montana’s Festival City, Butte, reveal about the Irish community living there? Relatedly, has this negotiation of cultural identity changed over time, and if so, how? Finally, this research specifically investigates what the growing popularity of Irish dance at Butte’s various festivals reveals about the identity of the Irish community in Butte. Using interdisciplinary archival and ethnographic research methods, this thesis explores how the Butte Irish community navigates and expresses ethnic identity, in particular through their parades and festivals. As a work of anthropology examining the Butte Irish community’s identity through the lens of festival, this research provides a unique vision of the Butte Irish, who have been studied historically but not contemporarily or even cross-temporally. Additionally, this research relies on oral histories from Butte residents which will create a distinctly personal and local understanding of Butte Irish identities

Who become pupils in the girls' continuation school of New Bedford and why

Thesis (Ed.M.)--Boston University, 1948. This item was digitized by the Internet Archive

Par collection system

Thesis (M.B.A.)--Boston University

The Relationship Between Word Consciousness and Vocabulary Growth and Achievement in Fourth and Fifth Graders

This study examined the relationship between word consciousness and vocabulary growth by analyzing the results from a local assessment, the Word Consciousness Assessment (WCA), as well as a standardized assessment, the Gates-MacGinitie Reading Tests. These data came from portions of a larger study, the Multifaceted Comprehensive Vocabulary Instructional Program for the Upper Elementary Grades, which relied on a formative design with no control group. The 142 fourth and fifth grade participants came from an elementary school located in the Midwest. Quantitative and qualitative analyses were conducted to determine whether an increase in word consciousness occurred, a relationship between outcomes on the WCA and the Gates existed, and whether meaningful changes in student responses to open-ended WCA were detected. Conclusions indicated that participants made significant, while modest, gains on the WCA, but showed no relationship to the Gates results, on which they also made significant gains. Outcomes were significantly different by teacher, grade, race and language. Meaningful changes in the range and quality of responses regarding strategy and word learning approaches also occurred. Findings indicate value in fostering word consciousness in support of vocabulary and comprehension growth

Contributions of Small Honors Programs: The Case of a Public Liberal Arts College

The Keene State College Honors Program began as the vision of a former college president to attract more high-achieving students to this particular public liberal arts college. In the fall of 2007, after the college had secured initial funding, a small cohort of twenty first-year students were selected for the honors program by admissions staff for their achievements and promise. The numbers were intentionally small, but the goals were ambitious for a rural college that serves a high percentage of first-generation college students (43%). The students selected for admission into honors would enroll in an honors-level writing course and live together in a “parliament” inside one of the residence halls designed to link living and learning experiences. As second-year students, they would complete a global engagement faculty-led course that would culminate in immersive travel outside the United States. They would also complete several electives and a senior seminar that met their integrative studies requirements outside their major field of study. Students would receive honors advising, tickets to selected arts and theater events on campus, and priority course registration

Physical Mistreatment in Persons with Alzheimer’s Disease

Physical mistreatment has been estimated to affect 2 million older persons each year and dramatically affects health outcomes. While researchers have attempted to examine risk factors for specific forms of abuse, many have been able to focus on only victim or perpetrator characteristics, or a limited number of psychosocial variables at any one time. Additionally, data on risk factors for subgroups such as persons with Alzheimer’s disease who may have heightened and/or unique risk profiles has also been limited. This paper examines risk for physical violence in caregiver/patient dyads who participated in the Aggression and Violence in Community-Based Alzheimer’s Families Grant. Data were collected via in-person interview and mailed survey and included demographics as well as measures of violence, physical and emotional health, and health behaviors. Logistic regression analysis indicated that caregivers providing care to elders with high levels of functional impairment or dementia symptoms, or who had alcohol problems, were more likely to use violence as a conflict resolution strategy, as were caregivers who were providing care to elders who used violence against them. By contrast, caregivers with high self-esteem were less likely to use violence as a conflict resolution strategy. Significant interaction effects were also noted