title: Graphical Discrimination of New Zealand Honey from International Honey Using Elemental Analysis.

authors: Grainger, Megan N.C.

subjects: Fingerprint

abstract: This study investigated the potential of utilising the elemental fingerprinting of honey to differentiate New Zealand (NZ) honey from that of international origin. Twenty elements were analysed by ICP-MS in 352 honeys from 34 various countries. Of these, 323 honeys (245 New Zealand honeys, 78 international) and two subsets of data (NZ and European origin, n = 306, and, NZ and Denmark/Germany, n = 280) were visualised using principal component analysis (PCA). For the NZ/Europe subset, 42.2% of data was explained in the first two principal components. Statistical classification rules were also derived using linear discriminant analysis (LDA) and decision tree analysis. Various combinations of elements were explored for classification, considering the effect of soil-derived elements and those from anthropogenic sources. A high degree of accuracy (at least 90%) for the characterisation of New Zealand honey was observed for all statistical models, showing the robustness of these analyses. When using decision tree analysis to distinguish New Zealand samples from international samples, a tree with five terminal nodes (using Cs, Ba and Rb) was created with 92.4% accuracy. This work has demonstrated that elemental fingerprints of honey are a promising tool for categorising New Zealand honey from other geographical locations.

text: Graphical Discrimination of New Zealand Honey from International Honey Using Elemental Analysis. This study investigated the potential of utilising the elemental fingerprinting of honey to differentiate New Zealand (NZ) honey from that of international origin. Twenty elements were analysed by ICP-MS in 352 honeys from 34 various countries. Of these, 323 honeys (245 New Zealand honeys, 78 international) and two subsets of data (NZ and European origin, n = 306, and, NZ and Denmark/Germany, n = 280) were visualised using principal component analysis (PCA). For the NZ/Europe subset, 42.2% of data was explained in the first two principal components. Statistical classification rules were also derived using linear discriminant analysis (LDA) and decision tree analysis. Various combinations of elements were explored for classification, considering the effect of soil-derived elements and those from anthropogenic sources. A high degree of accuracy (at least 90%) for the characterisation of New Zealand honey was observed for all statistical models, showing the robustness of these analyses. When using decision tree analysis to distinguish New Zealand samples from international samples, a tree with five terminal nodes (using Cs, Ba and Rb) was created with 92.4% accuracy. This work has demonstrated that elemental fingerprints of honey are a promising tool for categorising New Zealand honey from other geographical locations.

year: 2023-04-29

title: An exploration of ways in which Waikato primary school principals address the multiple learning requirements of children with special educational needs

authors: Symes, Rosemary

subjects: special needs

abstract: Based on research evidence from New Zealand, England and the USA, it is likely that there could be an increasing number of students with special needs enrolling in New Zealand schools.  This trend reinforces the need for an additional aspect to the usual leadership practices in New Zealand primary schools.

This research project focuses on the need for effective leadership that is socially just and equitable in addressing the requirements of learners with special needs.  The thesis reports on a small scale research project that explored the responses of a number of primary school principals to the issues inherent in providing viable and equitable learning opportunities for students with special needs.  The study identifies seven main themes which could aid school leaders in identifying learners with special needs and providing an equitable education.

These key themes include:

Fluidity of student need and a reluctance to categorise and label students; addressing special needs as a specific element of effective leadership; building capacity for change and development; data collection systems are essential for informing decisions; moral purpose and social justice are key drivers in special education; the best learning environment for student with special needs - withdrawal or full inclusion; and limited resourcing requires focused decision making.

text: An exploration of ways in which Waikato primary school principals address the multiple learning requirements of children with special educational needs Based on research evidence from New Zealand, England and the USA, it is likely that there could be an increasing number of students with special needs enrolling in New Zealand schools.  This trend reinforces the need for an additional aspect to the usual leadership practices in New Zealand primary schools.

This research project focuses on the need for effective leadership that is socially just and equitable in addressing the requirements of learners with special needs.  The thesis reports on a small scale research project that explored the responses of a number of primary school principals to the issues inherent in providing viable and equitable learning opportunities for students with special needs.  The study identifies seven main themes which could aid school leaders in identifying learners with special needs and providing an equitable education.

These key themes include:

Fluidity of student need and a reluctance to categorise and label students; addressing special needs as a specific element of effective leadership; building capacity for change and development; data collection systems are essential for informing decisions; moral purpose and social justice are key drivers in special education; the best learning environment for student with special needs - withdrawal or full inclusion; and limited resourcing requires focused decision making.

year: 2014

title: Understanding cultural relationships: Whānau, whanaungatanga and Māori student attainment of university entrance in a mainstream secondary school in Aotearoa, New Zealand

authors: McGill, Kristin

subjects: Cultural relationships

abstract: This study seeks to understand the importance of cultural relationships in supporting Māori student achievement of University Entrance.  This research is based on the stories of five female ākonga Māori, all of whom completed five years of secondary education, and their whānau.  It looks deeply into their relational experiences of whanaungatanga and whānautanga with their school, and the impact this had on their academic achievement of NCEA Level 3 and University Entrance. 

The results highlight the importance of culturally grounded transformative praxis and the risk of attempting to incorporate culturally located principles such as whānau and whanaungatanga into a schooling context, while still operating within historical hegemonic frameworks.

text: Understanding cultural relationships: Whānau, whanaungatanga and Māori student attainment of university entrance in a mainstream secondary school in Aotearoa, New Zealand This study seeks to understand the importance of cultural relationships in supporting Māori student achievement of University Entrance.  This research is based on the stories of five female ākonga Māori, all of whom completed five years of secondary education, and their whānau.  It looks deeply into their relational experiences of whanaungatanga and whānautanga with their school, and the impact this had on their academic achievement of NCEA Level 3 and University Entrance. 

The results highlight the importance of culturally grounded transformative praxis and the risk of attempting to incorporate culturally located principles such as whānau and whanaungatanga into a schooling context, while still operating within historical hegemonic frameworks.

year: 2023