title: Weeds and the Rotorua Lakes

authors: Clayton, John

abstract: The Rotorua Lakes are of volcanic origin and they form an integral feature of the regions landscape. No other region in New Zealand has such an interesting combination of lakes in close proximity, each of which offers unique cultural values and a diversity of
recreational activities.
Rotorua lake weeds rose to public and political prominence in the 1960s and the first seminar addressing this issue was held in 1964. A second meeting followed in 1966 with a ‘Seminar on Water Weeds’. These seminars involved outside experts and many will
remember Prof Val Chapman, University of Auckland, who had a prominent role supervising research on these weed problems with his students. I was his last PhD student before he retired in c. 1975.
This talk will provide an outline of key changes in the Rotorua Lakes over time by focusing on the aquatic plants. The aquatic plants in a lake provide a window into understanding the health and condition of each lake and this talk explains how native and invasive plants can be used to assess or describe lake condition, enabling lakes to be ranked, monitored and compared. The native condition of each lake has been compromised by two key impacts; invasive plant species and declining water clarity. Other potential impacts are also discussed. Key invasive weed species will be illustrated and discussed, including their spread and ecological impacts. Some of the history of management response will be discussed along with some thoughts about the future.

text: Weeds and the Rotorua Lakes The Rotorua Lakes are of volcanic origin and they form an integral feature of the regions landscape. No other region in New Zealand has such an interesting combination of lakes in close proximity, each of which offers unique cultural values and a diversity of
recreational activities.
Rotorua lake weeds rose to public and political prominence in the 1960s and the first seminar addressing this issue was held in 1964. A second meeting followed in 1966 with a ‘Seminar on Water Weeds’. These seminars involved outside experts and many will
remember Prof Val Chapman, University of Auckland, who had a prominent role supervising research on these weed problems with his students. I was his last PhD student before he retired in c. 1975.
This talk will provide an outline of key changes in the Rotorua Lakes over time by focusing on the aquatic plants. The aquatic plants in a lake provide a window into understanding the health and condition of each lake and this talk explains how native and invasive plants can be used to assess or describe lake condition, enabling lakes to be ranked, monitored and compared. The native condition of each lake has been compromised by two key impacts; invasive plant species and declining water clarity. Other potential impacts are also discussed. Key invasive weed species will be illustrated and discussed, including their spread and ecological impacts. Some of the history of management response will be discussed along with some thoughts about the future.

year: 2015

title: Genetic variability of New Zealand seagrass (Zostera muelleri) assessed at multiple spatial scales

authors: Jones, Tracey C.

subjects: RAPDs

abstract: We conducted RAPD analyses at multiple spatial scales to contribute to the conservation and future restoration of New Zealand's seagrass, Zostera muelleri Irmisch ex Asch. (Zosteraceae). Initially we focused on fine-scale genetic variation within two estuaries on the North Island, one on the East coast the other on the West coast. Within each estuary individuals were genetically similar, however, there was clear genetic separation between the two sites (genetic distance D = 0.2965). Genetic variation within a sampling location (m scale) was similar to that observed among sampling locations (km scale) within a site (21% and 28%, respectively) and smaller than that observed between sites (51%). We then expanded our sampling to include a further six populations distributed across almost the entire latitudinal (ca. 15°) gradient of the North and South Islands. At this scale genetic differences were closely correlated with coastal currents. There was a clear separation between North Island and South Island populations and further separation between the East and West coast populations of each Island. Sites located along the same section of coastline were more genetically similar than those from the opposite coast and other Island. Genetic similarity was highest within each of the sites, indicating a low degree of gene flow between populations. We recommend that any future restoration and conservation projects use only locally eco-sourced materials for population augmentations.

text: Genetic variability of New Zealand seagrass (Zostera muelleri) assessed at multiple spatial scales We conducted RAPD analyses at multiple spatial scales to contribute to the conservation and future restoration of New Zealand's seagrass, Zostera muelleri Irmisch ex Asch. (Zosteraceae). Initially we focused on fine-scale genetic variation within two estuaries on the North Island, one on the East coast the other on the West coast. Within each estuary individuals were genetically similar, however, there was clear genetic separation between the two sites (genetic distance D = 0.2965). Genetic variation within a sampling location (m scale) was similar to that observed among sampling locations (km scale) within a site (21% and 28%, respectively) and smaller than that observed between sites (51%). We then expanded our sampling to include a further six populations distributed across almost the entire latitudinal (ca. 15°) gradient of the North and South Islands. At this scale genetic differences were closely correlated with coastal currents. There was a clear separation between North Island and South Island populations and further separation between the East and West coast populations of each Island. Sites located along the same section of coastline were more genetically similar than those from the opposite coast and other Island. Genetic similarity was highest within each of the sites, indicating a low degree of gene flow between populations. We recommend that any future restoration and conservation projects use only locally eco-sourced materials for population augmentations.

year: 2008

title: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school

authors: Evans, Mary

subjects: Ka Hikitia

abstract: In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

text: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

year: 2020