title: What anniversary? New Zealand “Celebrates” fifty years of television

authors: Lealand, Geoff

subjects: television

abstract: The first official transmission beyond experimentation began on 1 June 1960. As a consequence, this became a very significant date in New Zealand television history, marking the fiftieth anniversary of its introduction, the celebration of which is primary focus of this chapter.  However, it is important to put this history in context, given that the late arrival of television had a persistent influence on the structure and purpose of the medium in New Zealand.

text: What anniversary? New Zealand “Celebrates” fifty years of television The first official transmission beyond experimentation began on 1 June 1960. As a consequence, this became a very significant date in New Zealand television history, marking the fiftieth anniversary of its introduction, the celebration of which is primary focus of this chapter.  However, it is important to put this history in context, given that the late arrival of television had a persistent influence on the structure and purpose of the medium in New Zealand.

year: 2012

title: The relative importance of water motion on nitrogen uptake by the subtidal macroalga adamsiella chauvinii (rhodophyta) in winter and summer

authors: Kregting, Louise T.

subjects: Adamsiella chauvinii

abstract: The influence of seawater velocity (1.5–12 cm • s⁻¹) on inorganic nitrogen (N) uptake by the soft-sediment perennial macroalga Adamsiella chauvinii (Harv.) L. E. Phillips et W. A. Nelson (Rhodophyta) was determined seasonally by measuring uptake rate in a laboratory flume. Regardless of N tissue content, water velocity had no influence on NO₃⁻ uptake in either winter or summer, indicating that NO₃⁻-uptake rate was biologically limited. However, when thalli were N limited, increasing water velocity increased NH₄⁺ uptake, suggesting that mass-transfer limitation of NH₄⁺ is likely during summer for natural populations. Uptake kinetics (Vmax, Ks) were similar among three populations of A. chauvinii at sites with different mean flow speeds; however, uptake rates of NO₃⁻ and NH₄⁺ were lower in summer (when N status was generally low) than in winter. Our results highlight how N uptake can be affected by seasonal changes in the physiology of a macroalga and that further investigation of N uptake of different macroalgae (red, brown, and green) during different seasons is important in determining the relative influence of water velocity on nutrient uptake.

text: The relative importance of water motion on nitrogen uptake by the subtidal macroalga adamsiella chauvinii (rhodophyta) in winter and summer The influence of seawater velocity (1.5–12 cm • s⁻¹) on inorganic nitrogen (N) uptake by the soft-sediment perennial macroalga Adamsiella chauvinii (Harv.) L. E. Phillips et W. A. Nelson (Rhodophyta) was determined seasonally by measuring uptake rate in a laboratory flume. Regardless of N tissue content, water velocity had no influence on NO₃⁻ uptake in either winter or summer, indicating that NO₃⁻-uptake rate was biologically limited. However, when thalli were N limited, increasing water velocity increased NH₄⁺ uptake, suggesting that mass-transfer limitation of NH₄⁺ is likely during summer for natural populations. Uptake kinetics (Vmax, Ks) were similar among three populations of A. chauvinii at sites with different mean flow speeds; however, uptake rates of NO₃⁻ and NH₄⁺ were lower in summer (when N status was generally low) than in winter. Our results highlight how N uptake can be affected by seasonal changes in the physiology of a macroalga and that further investigation of N uptake of different macroalgae (red, brown, and green) during different seasons is important in determining the relative influence of water velocity on nutrient uptake.

year: 2008

title: Māori Cultural Identity and Education

authors: Hawaikirangi-Pere, Charmaine

subjects: Identity

abstract: Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

text: Māori Cultural Identity and Education Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

year: 2013