title: Vermicomposting biosolids and organic wastes

authors: Longhurst, Robert David

abstract: Most biosolids produced at wastewater treatment plants in New Zealand, are currently put into landfills, were they can generate methane and produce leachate. Recent Government policy means that this disposal method cannot continue to be used and biosolids must be used beneficially. However, biosolids need to be stabilised before beneficial use. Using earthworms to break down organic wastes has gained momentum in the past decade. Earthworms and microorganisms can be used in the vermicomposting process to stabilise many organic materials including biosolids. 
This dissertation swnmarises information on vermicomposting obtained from a literature review and from visiting two large-scale commercial vermicomposting operations in Australia. Investigations assessed the potential of vermicomposting biosolids in New Zealand. Initially, the physical, chemical, and microbiological properties of three biosolids and four sewage sludges were measured. Worm acceptance of these materials were then determined. The four most promising materials from North Shore, Hamilton, Te Awamutu and Taupo were vermicomposted for 30 days using Eisenia fetida. The vermicasts produced were then evaluated in a glasshouse pot trial using ryegrass. 
The biosolids characterised had widely different properties compared to sewage sludges from waste stabilisation basins. Biosolids had more plant nutrients, greater pathogens numbers (as indicated by E. coli) and lower heavy metal concentrations than sewage sludges. Biosolids were initially toxic to worms due to ammoniwn concentrations and required stabilisation for 14 days before acceptance whereas sewage sludges were acceptable within two days if cellulose (as paper or cardboard) had been added. Vermicomposting these materials for 30 days produced vermicasts with lower volatile solids, higher C/N ratio, and significantly reduced indicator pathogen concentrations than the starting material. Ryegrass trials showed that mixing vermicasts with soil significantly increased plant growth, mostly because of the soluble N content. 
Trial results have shown that vermicomposting is an acceptable method for stabilising biosolids and produces a quality end product highly beneficial for land use.

text: Vermicomposting biosolids and organic wastes Most biosolids produced at wastewater treatment plants in New Zealand, are currently put into landfills, were they can generate methane and produce leachate. Recent Government policy means that this disposal method cannot continue to be used and biosolids must be used beneficially. However, biosolids need to be stabilised before beneficial use. Using earthworms to break down organic wastes has gained momentum in the past decade. Earthworms and microorganisms can be used in the vermicomposting process to stabilise many organic materials including biosolids. 
This dissertation swnmarises information on vermicomposting obtained from a literature review and from visiting two large-scale commercial vermicomposting operations in Australia. Investigations assessed the potential of vermicomposting biosolids in New Zealand. Initially, the physical, chemical, and microbiological properties of three biosolids and four sewage sludges were measured. Worm acceptance of these materials were then determined. The four most promising materials from North Shore, Hamilton, Te Awamutu and Taupo were vermicomposted for 30 days using Eisenia fetida. The vermicasts produced were then evaluated in a glasshouse pot trial using ryegrass. 
The biosolids characterised had widely different properties compared to sewage sludges from waste stabilisation basins. Biosolids had more plant nutrients, greater pathogens numbers (as indicated by E. coli) and lower heavy metal concentrations than sewage sludges. Biosolids were initially toxic to worms due to ammoniwn concentrations and required stabilisation for 14 days before acceptance whereas sewage sludges were acceptable within two days if cellulose (as paper or cardboard) had been added. Vermicomposting these materials for 30 days produced vermicasts with lower volatile solids, higher C/N ratio, and significantly reduced indicator pathogen concentrations than the starting material. Ryegrass trials showed that mixing vermicasts with soil significantly increased plant growth, mostly because of the soluble N content. 
Trial results have shown that vermicomposting is an acceptable method for stabilising biosolids and produces a quality end product highly beneficial for land use.

year: 2003

title: Rainfall as a cause of mechanical damage to Pseudocyphellaria rufovirescens in a New Zealand temperate rainforest

authors: Budel, B.

subjects: New Zealand

abstract: Lichens, like all poikilohydric plants, have a metabolism that is dependent on external moistening from their environment. In the case of green algal lichens high humidities may be sufficient for positive net photosynthesis to occur (Lange et al. 1993a). For these plants water stress is usually taken to mean a lack of water (Kappen 1988; Rundel 1988) but it can also mean an excess of water that leads to depressed CO2 exchange because of increased diffusion resistances at high thallus water contents (Lange & Tenhunen 1981; Kershaw 1985). Rather than this being an unusual occurrence, Lange et al. (19936) found reduced CO2 exchange at thallus supra-saturation to be present over long periods in the temperate rainforest of north-eastern New Zealand.

text: Rainfall as a cause of mechanical damage to Pseudocyphellaria rufovirescens in a New Zealand temperate rainforest Lichens, like all poikilohydric plants, have a metabolism that is dependent on external moistening from their environment. In the case of green algal lichens high humidities may be sufficient for positive net photosynthesis to occur (Lange et al. 1993a). For these plants water stress is usually taken to mean a lack of water (Kappen 1988; Rundel 1988) but it can also mean an excess of water that leads to depressed CO2 exchange because of increased diffusion resistances at high thallus water contents (Lange & Tenhunen 1981; Kershaw 1985). Rather than this being an unusual occurrence, Lange et al. (19936) found reduced CO2 exchange at thallus supra-saturation to be present over long periods in the temperate rainforest of north-eastern New Zealand.

year: 1995

title: A reflective account of successful leadership: Māori special character secondary boarding schools.

authors: McAllister, Theresa

abstract: This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

text: A reflective account of successful leadership: Māori special character secondary boarding schools. This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

year: 2016