title: Passage of inanga (Galaxias maculatus) over artificial ramps as a means of restoring upstream access to stream habitat

authors: Hicks, Brendan J.

abstract: The effects of substrate type, flow rate, and slope on fish passage over artificial ramps was evaluated for inanga (Galaxias maculatus); a small diadromous fish native to New Zealand, Australia, Tasmania, Lord Howe Island, Chatham Island, Chile, Argentina, and the Falkland Islands. Five substrate types (smooth, corrugated, herring-bone baffle, and two plastic moulded cores of ground drainage products Polyfo® and Stripdrain®) were tested on slopes of 3 - 5 % and flows of 4 - 6 ls-1. Slope, fish size, and substrate type each had a significant influence on the mean distances swum. Stripdrain® was the most effective substrate type, enabling the greatest distances to be achieved and a maximum vertical elevation of 0.39 m to be attained. The results of this study have further highlighted the potential for ramps to provide fish passage past small in-stream barriers, as well as the need to refine ramp slopes and lengths in order to meet the specific barrier remediation needs.

text: Passage of inanga (Galaxias maculatus) over artificial ramps as a means of restoring upstream access to stream habitat The effects of substrate type, flow rate, and slope on fish passage over artificial ramps was evaluated for inanga (Galaxias maculatus); a small diadromous fish native to New Zealand, Australia, Tasmania, Lord Howe Island, Chatham Island, Chile, Argentina, and the Falkland Islands. Five substrate types (smooth, corrugated, herring-bone baffle, and two plastic moulded cores of ground drainage products Polyfo® and Stripdrain®) were tested on slopes of 3 - 5 % and flows of 4 - 6 ls-1. Slope, fish size, and substrate type each had a significant influence on the mean distances swum. Stripdrain® was the most effective substrate type, enabling the greatest distances to be achieved and a maximum vertical elevation of 0.39 m to be attained. The results of this study have further highlighted the potential for ramps to provide fish passage past small in-stream barriers, as well as the need to refine ramp slopes and lengths in order to meet the specific barrier remediation needs.

year: 2008

title: International languages in New Zealand secondary schools and universities: Coherence, consistency and transparency

authors: Johnson, Diane

abstract: The overall aim of this research is to provide an up-to-date survey and critical evaluation of aspects of the teaching and learning of international languages other than English in secondary schools and, to a more limited extent, in universities in New Zealand. 
The Introduction summarizes the aims and objectives of the research and outlines the research methods. 
Chapter 1 introduces the context in which language teaching and learning in New Zealand is conducted, focusing on population size and density, the cultural and linguistic profile of New Zealanders and the structure of New Zealand education. 
In Chapter 2, a number of landmark publications and reports on language education in New Zealand are examined in the light of the extent to which their recommendations have been adopted. 
Chapter 3 examines language learning in New Zealand secondary schools and universities in terms of the types of course available and the take-up and retention rates. 
In Chapter 4, New Zealand Ministry of Education documents relating to international languages (syllabuses, curriculum statements and curriculum guidelines) are introduced and compared together with an overview of the language offerings of New Zealand universities. 
Chapter 5 critically reviews New Zealand Ministry of Education curriculum documents in the context of international literature relating to the teaching and learning of languages and examines the extent to which university language courses focus on language proficiency development. 
In Chapter 6, national educational awards (particularly School Certificate and University Entrance, Bursary and Scholarship) for international languages are critiqued and the planned introduction of a National Certificate in Educational Achievement is discussed. Chapter 6 also critiques a number of university language examination papers. 
Chapter 7 reports the results of a questionnaire-based survey of language teachers in New Zealand schools. This report relates primarily to the professional background and training of these teachers, their attitudes towards national language resources and examinations, and their assessment of their own language proficiency achievements and those of their students. 
Chapter 8 reports the results of a study that mimics an earlier United Kingdom-based study. This involved students of German in New Zealand universities taking a German CTest and/or completing a questionnaire relating primarily to their reasons for learning the language and their attitudes towards German culture. 
Chapter 9 provides an over-view of the project, identifies areas of weakness, outlines the primary findings and recommendations and makes suggestions for future research.

text: International languages in New Zealand secondary schools and universities: Coherence, consistency and transparency The overall aim of this research is to provide an up-to-date survey and critical evaluation of aspects of the teaching and learning of international languages other than English in secondary schools and, to a more limited extent, in universities in New Zealand. 
The Introduction summarizes the aims and objectives of the research and outlines the research methods. 
Chapter 1 introduces the context in which language teaching and learning in New Zealand is conducted, focusing on population size and density, the cultural and linguistic profile of New Zealanders and the structure of New Zealand education. 
In Chapter 2, a number of landmark publications and reports on language education in New Zealand are examined in the light of the extent to which their recommendations have been adopted. 
Chapter 3 examines language learning in New Zealand secondary schools and universities in terms of the types of course available and the take-up and retention rates. 
In Chapter 4, New Zealand Ministry of Education documents relating to international languages (syllabuses, curriculum statements and curriculum guidelines) are introduced and compared together with an overview of the language offerings of New Zealand universities. 
Chapter 5 critically reviews New Zealand Ministry of Education curriculum documents in the context of international literature relating to the teaching and learning of languages and examines the extent to which university language courses focus on language proficiency development. 
In Chapter 6, national educational awards (particularly School Certificate and University Entrance, Bursary and Scholarship) for international languages are critiqued and the planned introduction of a National Certificate in Educational Achievement is discussed. Chapter 6 also critiques a number of university language examination papers. 
Chapter 7 reports the results of a questionnaire-based survey of language teachers in New Zealand schools. This report relates primarily to the professional background and training of these teachers, their attitudes towards national language resources and examinations, and their assessment of their own language proficiency achievements and those of their students. 
Chapter 8 reports the results of a study that mimics an earlier United Kingdom-based study. This involved students of German in New Zealand universities taking a German CTest and/or completing a questionnaire relating primarily to their reasons for learning the language and their attitudes towards German culture. 
Chapter 9 provides an over-view of the project, identifies areas of weakness, outlines the primary findings and recommendations and makes suggestions for future research.

year: 2000

title: Four decades after a ‘Whiter Shade of Pale’: An update on professional psychology programme responsiveness to Indigenous Māori in Aotearoa New Zealand

authors: Waitoki, Waikaremoana

abstract: I te tau 1987, i whakaputaina e Max Abbott raua ko Mason Durie te pepa, 'A Whiter Shade of Pale' i tiro whanui ai i nga taunakitanga mo te mahi whakatuanui ahurea tahi (te arotuapori rato) i waenga i nga hotaka whakangungu kia huri te akonga hei kaimatai hinengaro rehita. E wha nga ngahurutau (2023) i muri mai, ka taruatia e matou te rangahau, a, i tonoa nga kaihautu hotaka (n = 15) kia whakahoki korero mai mo nga kaimahi o te hotaka; nga ranga tohutohu Maori; nga akonga o te hotaka; me nga kaupapa ako o te hotaka. I whakaaturia e nga tatari whakataurite te whakapiki ake o nga nama o nga kaiako Maori, nga kaupapa aronga Maori, me te whakapumautanga o nga hononga ki nga ranga tohutohu Maori. Heoi ano, ko te nuinga o nga kaihautu i whakapuaki mai i nga awangawanga mo te iti haere o nga akonga Maori e tono ana ki nga hotaka ngaio. Ko ta matou rangahau e miramira nei, ahakoa nga whakapikinga, na nga tauarai mauroa i whakaaweawe ai nga urupare whai tikanga ki Te Tiriti o Waitangi i nga wahi katoa o te akoranga.

In 1987, Max Abbott and Mason Durie published the 'A Whiter Shade of Pale' paper that outlined evidence of monocultural (Eurocentric) dominance within training programmes to become a registered psychologist. Four decades (2023) later we replicated the study and invited programme directors (n = 15) to comment on programme staff; Maori advisory bodies; programme students; and programme content. Comparative analyses revealed improvements in the number of Maori teaching staff, Maori-focused content, and established links with Maori advisory bodies. However, most directors (77%) expressed concerns about the limited number of Maori students applying to the professional programmes. Our study highlights that despite improvements, ongoing barriers impact meaningful responses to Te Tiriti o Waitangi in all areas of the discipline.

text: Four decades after a ‘Whiter Shade of Pale’: An update on professional psychology programme responsiveness to Indigenous Māori in Aotearoa New Zealand I te tau 1987, i whakaputaina e Max Abbott raua ko Mason Durie te pepa, 'A Whiter Shade of Pale' i tiro whanui ai i nga taunakitanga mo te mahi whakatuanui ahurea tahi (te arotuapori rato) i waenga i nga hotaka whakangungu kia huri te akonga hei kaimatai hinengaro rehita. E wha nga ngahurutau (2023) i muri mai, ka taruatia e matou te rangahau, a, i tonoa nga kaihautu hotaka (n = 15) kia whakahoki korero mai mo nga kaimahi o te hotaka; nga ranga tohutohu Maori; nga akonga o te hotaka; me nga kaupapa ako o te hotaka. I whakaaturia e nga tatari whakataurite te whakapiki ake o nga nama o nga kaiako Maori, nga kaupapa aronga Maori, me te whakapumautanga o nga hononga ki nga ranga tohutohu Maori. Heoi ano, ko te nuinga o nga kaihautu i whakapuaki mai i nga awangawanga mo te iti haere o nga akonga Maori e tono ana ki nga hotaka ngaio. Ko ta matou rangahau e miramira nei, ahakoa nga whakapikinga, na nga tauarai mauroa i whakaaweawe ai nga urupare whai tikanga ki Te Tiriti o Waitangi i nga wahi katoa o te akoranga.

In 1987, Max Abbott and Mason Durie published the 'A Whiter Shade of Pale' paper that outlined evidence of monocultural (Eurocentric) dominance within training programmes to become a registered psychologist. Four decades (2023) later we replicated the study and invited programme directors (n = 15) to comment on programme staff; Maori advisory bodies; programme students; and programme content. Comparative analyses revealed improvements in the number of Maori teaching staff, Maori-focused content, and established links with Maori advisory bodies. However, most directors (77%) expressed concerns about the limited number of Maori students applying to the professional programmes. Our study highlights that despite improvements, ongoing barriers impact meaningful responses to Te Tiriti o Waitangi in all areas of the discipline.

year: 2023-12-31