title: Book review: “England's First Family of Writers” and “Percy Bysshe Shelley: A Biography”

authors: Weston, Rowland

subjects: review

abstract: This article reviews the books: “England's First Family of Writers” and “Percy Bysshe Shelley: A Biography”

text: Book review: “England's First Family of Writers” and “Percy Bysshe Shelley: A Biography” This article reviews the books: “England's First Family of Writers” and “Percy Bysshe Shelley: A Biography”

year: 2010

title: Assessing the use of molecular techniques to determine terrestrial invertebrate diversity in New Zealand mangroves and detection of blue ducks in New Zealand streams

authors: Doyle, Erin Jane

subjects: DNA barcoding

abstract: Biodiversity monitoring requires reliable methods for species detection and identification. Here, I examine the use of molecular approaches, including mitochondrial DNA sequencing (barcoding) and environmental DNA (eDNA) analyses in two New Zealand-based case studies. In the first study, I used DNA barcoding to assess the diversity of arthropods collected from the mangroves within RAMSAR protected wetland area in the Firth of Thames, New Zealand. Over one year, a total of 9829 individuals were collected and of these 251 were sequenced. COI sequences were largely congruent with morpho-species designations. The sequences formed 101 putative species, 39% of which contained specimens from outside of New Zealand. 44% of the putative species found at the Thames sites had not been previously found in an inland habitat.  I conclude that the terrestrial arthropod community of the mangrove forest in the Firth of Thames is distinctly different from other New Zealand habitats, and may include species not found elsewhere. In the second study, I examined the use environmental DNA (eDNA) as a tool for detecting the presence of New Zealand’s endemic blue duck, or whio, (Hymenolaimus malacorhynchos) in rivers, through water sampling. Species specific primers were designed to target a section of the mitochondrial control region. Water samples were collected from running water within artificial blue duck habitats using an in situ filtration system, eDNA was then extracted from the filter. Any blue duck DNA present in the sample was selectively amplified using the species specific primers. This allowed for blue ducks to be detected through sequencing of the PCR product. In 66% of these cases, it was possible to detect blue duck DNA from the filtered water samples. On this basis, I conclude that there is sufficient “proof of concept” to warrant further investigation into the methods developed here, specifically, the testing of samples from natural environments, in which the presence of H. malacorhynchos has been confirmed by traditional methods.

text: Assessing the use of molecular techniques to determine terrestrial invertebrate diversity in New Zealand mangroves and detection of blue ducks in New Zealand streams Biodiversity monitoring requires reliable methods for species detection and identification. Here, I examine the use of molecular approaches, including mitochondrial DNA sequencing (barcoding) and environmental DNA (eDNA) analyses in two New Zealand-based case studies. In the first study, I used DNA barcoding to assess the diversity of arthropods collected from the mangroves within RAMSAR protected wetland area in the Firth of Thames, New Zealand. Over one year, a total of 9829 individuals were collected and of these 251 were sequenced. COI sequences were largely congruent with morpho-species designations. The sequences formed 101 putative species, 39% of which contained specimens from outside of New Zealand. 44% of the putative species found at the Thames sites had not been previously found in an inland habitat.  I conclude that the terrestrial arthropod community of the mangrove forest in the Firth of Thames is distinctly different from other New Zealand habitats, and may include species not found elsewhere. In the second study, I examined the use environmental DNA (eDNA) as a tool for detecting the presence of New Zealand’s endemic blue duck, or whio, (Hymenolaimus malacorhynchos) in rivers, through water sampling. Species specific primers were designed to target a section of the mitochondrial control region. Water samples were collected from running water within artificial blue duck habitats using an in situ filtration system, eDNA was then extracted from the filter. Any blue duck DNA present in the sample was selectively amplified using the species specific primers. This allowed for blue ducks to be detected through sequencing of the PCR product. In 66% of these cases, it was possible to detect blue duck DNA from the filtered water samples. On this basis, I conclude that there is sufficient “proof of concept” to warrant further investigation into the methods developed here, specifically, the testing of samples from natural environments, in which the presence of H. malacorhynchos has been confirmed by traditional methods.

year: 2015

title: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana

authors: Woller, Paul Robert

subjects: Ngāi Tamarāwaho

abstract: Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

text: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

year: 2016