title: It's harder in my language, but I still choose it

authors: Keegan, Te Taka Adrian Gregory

abstract: In New Zealand, the language that dominates most technologies is English. For a variety of reasons, interfaces have been made available in the Maori language for a range of modem technological tools. We have conducted usability studies on many of these products and fluent Maori users have almost unanimously stated that the products are more difficult and time consuming to use in the indigenous (Maori) language. They allude to unfamiliar instances and uses of Maori words, and to an ingrained familiarity with the English-language versions of these technologies, saying they would revert to the English-language interfaces if time is a factor. However, they also express a sense of pride at being able to see and use the Maori language in these various forms of media and state that although they experience some difficulty, the Maori-language versions would still be their first preference.

text: It's harder in my language, but I still choose it In New Zealand, the language that dominates most technologies is English. For a variety of reasons, interfaces have been made available in the Maori language for a range of modem technological tools. We have conducted usability studies on many of these products and fluent Maori users have almost unanimously stated that the products are more difficult and time consuming to use in the indigenous (Maori) language. They allude to unfamiliar instances and uses of Maori words, and to an ingrained familiarity with the English-language versions of these technologies, saying they would revert to the English-language interfaces if time is a factor. However, they also express a sense of pride at being able to see and use the Maori language in these various forms of media and state that although they experience some difficulty, the Maori-language versions would still be their first preference.

year: 2014

title: Educational leadership and Māori communities’ involvement in their children’s schooling

authors: McMillan, Hoana

subjects: Educational leadership

abstract: The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

text: Educational leadership and Māori communities’ involvement in their children’s schooling The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

year: 2012

title: Variation in nitrate sources and delivery in space and time within the 389 ha Lake Okaro catchment

authors: Eyberg, Claire Elizabeth

subjects: Nitrate

abstract: The eutrophication of surface water is a global issue, with excessive nitrate 
concentrations reducing water quality and affecting water supplies, 
ecosystem health and its recreational use. In New Zealand, the degradation 
of freshwater quality has largely been attributed to nitrate leaching from 
intensive landuse, in particular from intensively grazed pastoral systems.   
As agricultural activity in catchments can contribute a large proportion of the 
nutrient pollution in surface waters, an understanding of nitrogen dynamics 
is therefore vital in managing the downstream effects of diffuse nitrogen 
inputs. Nitrate isotopes (δ¹⁵N, δ¹⁸O) have been increasingly used for 
determining nitrate cycling and source identification. Together with water 
isotopes (δ²H, δ¹⁸O), these conservative tracers can provide the necessary 
tools for determining the transport mechanisms of nitrate.   
    
Lake Okaro has suffered from water quality degradation for several decades, 
and has been the focus of intense lake restoration projects focused on 
nutrient management. The 389 ha agriculture-dominated catchment 
exemplifies New Zealand’s complex physiographic landscape.   

Results from high-resolution monitoring of streamflow during storm events 
demonstrates the potential to capture dynamic shifts in distinct water 
sources, but can be limited by insufficient monitoring of ancillary parameters, 
or a lack of pre-event characterisation of streamflow. Spatial sampling 
indicated characteristic fractionation processes for sites of similar 
environments, likely due to enhanced plant and microbial processing of 
carbon and nitrogen. This spatial sampling demonstrates that even in small 
catchments, there may be a significant degree of heterogeneity in water and 
nitrate flows, in both space and time.   
    
Nitrate contributions were much lower in summer relative to autumn and 
winter during baseflow or non-storm flow. Storm events contributed a 
disproportionate amount of nitrate, but the effect was most notable in winter.   

During baseflow, or non-stormflow, in the main inflow stream in the Lake 
Okaro catchment, nitrate had δ¹⁵N and δ¹⁸O values indicative of a soil 
nitrogen origin (+5.8 ‰ to +7.3 ‰, and -0.5 ‰ to +1.7 ‰, respectively).    

The dominant nitrate sources shifted during rain events, with streamflow in 
the winter event having δ¹⁵N and δ¹⁸O values indicative of urine, whereas 
the summer event observed δ¹⁸O-enriched baseflow signatures. Water 
isotope ratios indicated the winter event was dominated by event water. The 
differing seasonal responses to rainfall suggest nitrate inputs during storms 
in this catchment are strongly linked to seasonal nitrate availability in water 
flow paths.    

Patterns observed in temporal and spatial data collected require more 
investigation around potential reasons or mechanisms of fractionation. 
Further refinement of the Okaro catchment flows and cycling of nitrogen will 
help create more catered management techniques.

text: Variation in nitrate sources and delivery in space and time within the 389 ha Lake Okaro catchment The eutrophication of surface water is a global issue, with excessive nitrate 
concentrations reducing water quality and affecting water supplies, 
ecosystem health and its recreational use. In New Zealand, the degradation 
of freshwater quality has largely been attributed to nitrate leaching from 
intensive landuse, in particular from intensively grazed pastoral systems.   
As agricultural activity in catchments can contribute a large proportion of the 
nutrient pollution in surface waters, an understanding of nitrogen dynamics 
is therefore vital in managing the downstream effects of diffuse nitrogen 
inputs. Nitrate isotopes (δ¹⁵N, δ¹⁸O) have been increasingly used for 
determining nitrate cycling and source identification. Together with water 
isotopes (δ²H, δ¹⁸O), these conservative tracers can provide the necessary 
tools for determining the transport mechanisms of nitrate.   
    
Lake Okaro has suffered from water quality degradation for several decades, 
and has been the focus of intense lake restoration projects focused on 
nutrient management. The 389 ha agriculture-dominated catchment 
exemplifies New Zealand’s complex physiographic landscape.   

Results from high-resolution monitoring of streamflow during storm events 
demonstrates the potential to capture dynamic shifts in distinct water 
sources, but can be limited by insufficient monitoring of ancillary parameters, 
or a lack of pre-event characterisation of streamflow. Spatial sampling 
indicated characteristic fractionation processes for sites of similar 
environments, likely due to enhanced plant and microbial processing of 
carbon and nitrogen. This spatial sampling demonstrates that even in small 
catchments, there may be a significant degree of heterogeneity in water and 
nitrate flows, in both space and time.   
    
Nitrate contributions were much lower in summer relative to autumn and 
winter during baseflow or non-storm flow. Storm events contributed a 
disproportionate amount of nitrate, but the effect was most notable in winter.   

During baseflow, or non-stormflow, in the main inflow stream in the Lake 
Okaro catchment, nitrate had δ¹⁵N and δ¹⁸O values indicative of a soil 
nitrogen origin (+5.8 ‰ to +7.3 ‰, and -0.5 ‰ to +1.7 ‰, respectively).    

The dominant nitrate sources shifted during rain events, with streamflow in 
the winter event having δ¹⁵N and δ¹⁸O values indicative of urine, whereas 
the summer event observed δ¹⁸O-enriched baseflow signatures. Water 
isotope ratios indicated the winter event was dominated by event water. The 
differing seasonal responses to rainfall suggest nitrate inputs during storms 
in this catchment are strongly linked to seasonal nitrate availability in water 
flow paths.    

Patterns observed in temporal and spatial data collected require more 
investigation around potential reasons or mechanisms of fractionation. 
Further refinement of the Okaro catchment flows and cycling of nitrogen will 
help create more catered management techniques.

year: 2020