title: The Origin, Genetic Diversity and Taxonomy of the Invasive Diatom Didymosphenia geminata (Bacilliariophyceae) in New Zealand

authors: Kelly, Sarah Rose

subjects: didymo

abstract: This thesis describes an investigation of the origin, genetic diversity and
taxonomy of Didymosphenia geminata, in New Zealand. D. geminata,
commonly known as  Didymo  or  Rock Snot , is a freshwater diatom, a
photosynthetic alga with a silica shell. It attaches to rocks and plants by its
mucilaginous stalks, its large blooms often covering all available
substrates and causing shifts in community structure. Although it was
historically associated with high altitude, oligotrophic waters, it is now
showing increased ecological tolerance. It has been increasing in
abundance and range in Europe and North America and has been
introduced into new areas including New Zealand, Iran and India. Since
the first discovery of D. geminata in New Zealand in October 2004, it has
spread rapidly across the South Island.

I have conducted a phylogeographic study of D. geminata samples from
Europe, Asia, North America and New Zealand, using D. geminata-specific
primers to amplify the internal transcribed spacer (ITS) region. I
have also used these primers to amplify the small nuclear ribosomal DNA
(nrDNA) subunit 18S to investigate the taxonomic placement of D.
geminata within the pennate diatoms.

Results from this investigation indicate that D. geminata may belong to the
Family Cymbellaceae. It appears that D. geminata may have been
introduced though several different introduction events to North America
from Europe and then to New Zealand from North America. These results
can be used to inform strategies regarding the control and management of
this invasive species, including lending support for continuation of the
Biosecurity New Zealand program aimed at improving public, and
especially freshwater users', awareness and responsibility regarding D.
geminata in New Zealand. This program is especially important as
dispersal appears to be human-mediated. Limiting the number and source
of introductions to an area can reduce the potential for increased genetic
variation and thus adaptation to new environments.

text: The Origin, Genetic Diversity and Taxonomy of the Invasive Diatom Didymosphenia geminata (Bacilliariophyceae) in New Zealand This thesis describes an investigation of the origin, genetic diversity and
taxonomy of Didymosphenia geminata, in New Zealand. D. geminata,
commonly known as  Didymo  or  Rock Snot , is a freshwater diatom, a
photosynthetic alga with a silica shell. It attaches to rocks and plants by its
mucilaginous stalks, its large blooms often covering all available
substrates and causing shifts in community structure. Although it was
historically associated with high altitude, oligotrophic waters, it is now
showing increased ecological tolerance. It has been increasing in
abundance and range in Europe and North America and has been
introduced into new areas including New Zealand, Iran and India. Since
the first discovery of D. geminata in New Zealand in October 2004, it has
spread rapidly across the South Island.

I have conducted a phylogeographic study of D. geminata samples from
Europe, Asia, North America and New Zealand, using D. geminata-specific
primers to amplify the internal transcribed spacer (ITS) region. I
have also used these primers to amplify the small nuclear ribosomal DNA
(nrDNA) subunit 18S to investigate the taxonomic placement of D.
geminata within the pennate diatoms.

Results from this investigation indicate that D. geminata may belong to the
Family Cymbellaceae. It appears that D. geminata may have been
introduced though several different introduction events to North America
from Europe and then to New Zealand from North America. These results
can be used to inform strategies regarding the control and management of
this invasive species, including lending support for continuation of the
Biosecurity New Zealand program aimed at improving public, and
especially freshwater users', awareness and responsibility regarding D.
geminata in New Zealand. This program is especially important as
dispersal appears to be human-mediated. Limiting the number and source
of introductions to an area can reduce the potential for increased genetic
variation and thus adaptation to new environments.

year: 2009

title: Collaboration across New Zealand rural primary schools: A virtual learning perspective

authors: Whalley, Rachel

subjects: rural education

abstract: The purpose of this thesis is to examine challenges faced by students and teachers at small rural schools, and explore how these may be alleviated by collaborative practice between schools in virtual learning environments. The design of this research is situated within an interpretivist framework and influenced by critical theory, as my research question seeks solutions to challenges that small rural schools face. Research participants were teaching principals selected from eight small rural New Zealand primary schools who were all active in Virtual Learning Network (VLN) Primary School online programmes, and so had current experience of collaborating, and teaching and learning online. Participants took part in focus group interviews, with two being interviewed individually a second time.  A grounded theory method of inductive analysis was used throughout the research process to generate findings from the data.

I found that there are many challenges in being a principal in a small rural school in New Zealand, but when principals work collaboratively across schools they can relieve some of those challenges and provide benefits for their students and themselves. Challenges for principals of small rural primary schools were identified as staffing difficulties, high workload, lack of time and access to professional learning and development, resources and support. These challenges were often compounded due to these schools being relatively small and geographically isolated. The participant’s’ experience of collaborating online highlighted a wide range of benefits for both themselves and their students, in providing access to a wider curriculum, developing digital fluency, reducing professional isolation and relieving workload. 

Throughout this study the unique nature of rural education was highlighted, with rural schools being acknowledged as providing a vital role in strengthening rural communities.  Recommendations are made to schools on how they can move towards learning in a collaborative online environment; and to government on how they can develop policy and provide resourcing to support small rural primary schools. With fast reliable internet, the small rural school that is open, networked and collaborative can increase its capacity to provide learning opportunities for both students and teachers.

text: Collaboration across New Zealand rural primary schools: A virtual learning perspective The purpose of this thesis is to examine challenges faced by students and teachers at small rural schools, and explore how these may be alleviated by collaborative practice between schools in virtual learning environments. The design of this research is situated within an interpretivist framework and influenced by critical theory, as my research question seeks solutions to challenges that small rural schools face. Research participants were teaching principals selected from eight small rural New Zealand primary schools who were all active in Virtual Learning Network (VLN) Primary School online programmes, and so had current experience of collaborating, and teaching and learning online. Participants took part in focus group interviews, with two being interviewed individually a second time.  A grounded theory method of inductive analysis was used throughout the research process to generate findings from the data.

I found that there are many challenges in being a principal in a small rural school in New Zealand, but when principals work collaboratively across schools they can relieve some of those challenges and provide benefits for their students and themselves. Challenges for principals of small rural primary schools were identified as staffing difficulties, high workload, lack of time and access to professional learning and development, resources and support. These challenges were often compounded due to these schools being relatively small and geographically isolated. The participant’s’ experience of collaborating online highlighted a wide range of benefits for both themselves and their students, in providing access to a wider curriculum, developing digital fluency, reducing professional isolation and relieving workload. 

Throughout this study the unique nature of rural education was highlighted, with rural schools being acknowledged as providing a vital role in strengthening rural communities.  Recommendations are made to schools on how they can move towards learning in a collaborative online environment; and to government on how they can develop policy and provide resourcing to support small rural primary schools. With fast reliable internet, the small rural school that is open, networked and collaborative can increase its capacity to provide learning opportunities for both students and teachers.

year: 2018

title: He Pikinga Waiora Kimi Ora lifestyle programme: Case study of a successful community-based indigenous diabetes intervention

authors: Masters-Awatere, Bridgette

subjects: adult

abstract: AIM: To co-design and implement a whānau-centred, community-based lifestyle programme (Kimi Ora) intended to ensure no worsening of HbA1c and to improve wellbeing for Māori whānau and communities with diabetes or pre-diabetes. 

METHODS: Māori healthcare providers, community members, research advisors and wider stakeholders used a co-design process underpinned by He Pikinga Waiora to collaboratively develop and implement Kimi Ora Control group comparisons and participants were recruited from Te Kōhao Health. Multi-method monitoring and collection captured individual, whānau and community data. 

RESULTS: Kimi Ora was run in two communities in Aotearoa New Zealand. In total, there were 35 participants who took part in an eight-week programme offered five times alongside a comparison group comprising 21 participants. Kimi Ora resulted in significant improvements on all biomedical measures compared to baseline, and participants had gains relative to the comparison group for variables including weight, BMI, blood pressure and waist measurement. Of particular note was the 100% retention rate and sustained community support for Kimi Ora.

CONCLUSIONS: Outcomes from Kimi Ora demonstrate this programme, which was actively tailored for and worked with Māori communities in a responsive and flexible manner, resulted in successful biomedical outcomes, high engagement and high retention.

text: He Pikinga Waiora Kimi Ora lifestyle programme: Case study of a successful community-based indigenous diabetes intervention AIM: To co-design and implement a whānau-centred, community-based lifestyle programme (Kimi Ora) intended to ensure no worsening of HbA1c and to improve wellbeing for Māori whānau and communities with diabetes or pre-diabetes. 

METHODS: Māori healthcare providers, community members, research advisors and wider stakeholders used a co-design process underpinned by He Pikinga Waiora to collaboratively develop and implement Kimi Ora Control group comparisons and participants were recruited from Te Kōhao Health. Multi-method monitoring and collection captured individual, whānau and community data. 

RESULTS: Kimi Ora was run in two communities in Aotearoa New Zealand. In total, there were 35 participants who took part in an eight-week programme offered five times alongside a comparison group comprising 21 participants. Kimi Ora resulted in significant improvements on all biomedical measures compared to baseline, and participants had gains relative to the comparison group for variables including weight, BMI, blood pressure and waist measurement. Of particular note was the 100% retention rate and sustained community support for Kimi Ora.

CONCLUSIONS: Outcomes from Kimi Ora demonstrate this programme, which was actively tailored for and worked with Māori communities in a responsive and flexible manner, resulted in successful biomedical outcomes, high engagement and high retention.

year: 2021