title: Ecology of common bully (Gobiomorphus cotidianus) in the Tarawera and Rangitaiki rivers: isolation by inland distance or anthropogenic discharge?

authors: Bleackley, Natalie Anne

subjects: diadromy

abstract: Previous research has identified distinct genetic, life-history and reproductive differences between populations of common bully (Gobiomorphus cotidianus) upstream and downstream of a pulp and paper mill outfall on the Tarawera River in the Bay of Plenty, New Zealand. This study investigated the distribution of common bully in the Tarawera River by examining fish collected from upstream (37 km inland) and downstream (20 km inland) locations and comparing them to fish from similar inland locations (40 km and 17 km inland, respectively) in the nearby Rangitaiki River. Reproductive divergence was observed between upstream and downstream sites of both rivers by differing annual trends in gonadosomatic index. Stable carbon and nitrogen isotopes confirmed residency at each sampling site and otolith microchemistry demonstrated different life-history strategies between upstream and downstream populations. Diadromous recruits dominated in both downstream river populations, with a general disappearance of diadromy upstream. A mixture of diadromous and non-diadromous fish were found in the upstream Rangitaiki River, whereas diadromous recruits were absent in the upstream Tarawera River. A reduction in oculoscapular canal structures also coincided with loss of diadromy in fish from both rivers. A behavioural study to determine whether pulp and paper mill effluent may deter fish migration within the Tarawera River demonstrated a strong avoidance of effluent, but only at concentrations (>25%) greater than those that naturally occur in the river (<15%). The results of this study suggest that combinations of influences coupled with inland distance are likely to be responsible for the isolation of common bully subpopulations within the Tarawera River.

text: Ecology of common bully (Gobiomorphus cotidianus) in the Tarawera and Rangitaiki rivers: isolation by inland distance or anthropogenic discharge? Previous research has identified distinct genetic, life-history and reproductive differences between populations of common bully (Gobiomorphus cotidianus) upstream and downstream of a pulp and paper mill outfall on the Tarawera River in the Bay of Plenty, New Zealand. This study investigated the distribution of common bully in the Tarawera River by examining fish collected from upstream (37 km inland) and downstream (20 km inland) locations and comparing them to fish from similar inland locations (40 km and 17 km inland, respectively) in the nearby Rangitaiki River. Reproductive divergence was observed between upstream and downstream sites of both rivers by differing annual trends in gonadosomatic index. Stable carbon and nitrogen isotopes confirmed residency at each sampling site and otolith microchemistry demonstrated different life-history strategies between upstream and downstream populations. Diadromous recruits dominated in both downstream river populations, with a general disappearance of diadromy upstream. A mixture of diadromous and non-diadromous fish were found in the upstream Rangitaiki River, whereas diadromous recruits were absent in the upstream Tarawera River. A reduction in oculoscapular canal structures also coincided with loss of diadromy in fish from both rivers. A behavioural study to determine whether pulp and paper mill effluent may deter fish migration within the Tarawera River demonstrated a strong avoidance of effluent, but only at concentrations (>25%) greater than those that naturally occur in the river (<15%). The results of this study suggest that combinations of influences coupled with inland distance are likely to be responsible for the isolation of common bully subpopulations within the Tarawera River.

year: 2009

title: Work-integrated learning gone full circle: How prior work placement experiences influenced workplace supervisors

authors: Martin, Andrew

subjects: work placements

abstract: This article reports of a study of workplace supervision and student experiences and outcomes through insights from semi-structured interviews with 21 graduates who had previously supervised work placement students. The study focused on questions framed from the perspective of the interviewees’ work placement experiences as a student and then as a supervisor (e.g., impact, motivation, insights for future students/supervisors, and graduate attributes). The findings from this study indicate importance of workplace supervisors setting expectations and engaging in initial planning and organizing for effective management of the work placement. Findings also suggest that the supervising can usefully take the form of mentoring, and that this provides the supervisor with professional development in self-management, effective communication and leadership. Implications for future WIL practice include utilizing workplace supervisors, particularly those who are themselves WIL graduates, to help further enhance student WIL experiences, learning outcomes, and legacies

text: Work-integrated learning gone full circle: How prior work placement experiences influenced workplace supervisors This article reports of a study of workplace supervision and student experiences and outcomes through insights from semi-structured interviews with 21 graduates who had previously supervised work placement students. The study focused on questions framed from the perspective of the interviewees’ work placement experiences as a student and then as a supervisor (e.g., impact, motivation, insights for future students/supervisors, and graduate attributes). The findings from this study indicate importance of workplace supervisors setting expectations and engaging in initial planning and organizing for effective management of the work placement. Findings also suggest that the supervising can usefully take the form of mentoring, and that this provides the supervisor with professional development in self-management, effective communication and leadership. Implications for future WIL practice include utilizing workplace supervisors, particularly those who are themselves WIL graduates, to help further enhance student WIL experiences, learning outcomes, and legacies

year: 2019

title: Ue Waerea

authors: Tuaupiki, Jackie Whetumarama

subjects: Waerea

abstract: Mai i Mōkau ki Tāmaki, Mangatoatoa, Pare-Waikato, Pare-Hauraki, Te Kaokaoroa o Pātetere, ko te whakapono, nā Tāwhaki i piki te poutama ki te tāhuhu matapu, ka riro mai i a ia ngā kete o te wānanga. E kīngia ai, ko te pūtake tērā o te mātauranga Māori. Hei tā Wiri (2001), nā te mātauranga Māori, ko te mātauranga Māori ā-waha. Nāna, ko te waiata. Nā te waiata, ko te karakia. Kei raro i te karakia, ko te takere kaupapa tēnei, ko te waerea. Ko te whāinga o tēnei tuhituhinga, he rangahau i ngā pūtake o te waerea me te āta titiro ki ngā kaupapa kei a ia me tōna kawe i roto i aua kaupapa i ngā wā o mua, ā, nō nāianei hoki. Ko te waerea te pane o ngā karakia Māori ki roto o Tainui, otirā, ki roto i ngētehi o ngā whakaritenga, ā, ka tirohia ngēnei whakaritenga e rere ai te waerea, pēnei i te tomo whare, i te tomo urupā, i te takahi whare, i te whakamānu waka me te maha o ngā mahi a te ao Māori ki roto o Tainui.

text: Ue Waerea Mai i Mōkau ki Tāmaki, Mangatoatoa, Pare-Waikato, Pare-Hauraki, Te Kaokaoroa o Pātetere, ko te whakapono, nā Tāwhaki i piki te poutama ki te tāhuhu matapu, ka riro mai i a ia ngā kete o te wānanga. E kīngia ai, ko te pūtake tērā o te mātauranga Māori. Hei tā Wiri (2001), nā te mātauranga Māori, ko te mātauranga Māori ā-waha. Nāna, ko te waiata. Nā te waiata, ko te karakia. Kei raro i te karakia, ko te takere kaupapa tēnei, ko te waerea. Ko te whāinga o tēnei tuhituhinga, he rangahau i ngā pūtake o te waerea me te āta titiro ki ngā kaupapa kei a ia me tōna kawe i roto i aua kaupapa i ngā wā o mua, ā, nō nāianei hoki. Ko te waerea te pane o ngā karakia Māori ki roto o Tainui, otirā, ki roto i ngētehi o ngā whakaritenga, ā, ka tirohia ngēnei whakaritenga e rere ai te waerea, pēnei i te tomo whare, i te tomo urupā, i te takahi whare, i te whakamānu waka me te maha o ngā mahi a te ao Māori ki roto o Tainui.

year: 2011-04