title: Biocontrol of aquatic weeds

authors: Paynter, Quentin

abstract: Current control methods for aquatic weeds in New Zealand include mechanical control, herbicides and inundative biological control using sterile grass carp as well as habitat manipulation and integrated control. These options have been used to successfully eradicate weeds (both on a local scale and nationally) and are often highly cost-effective. However, a relatively small number of aquatic weed species have become so widespread that the cost of using these techniques against them can be prohibitive. For example, the annual control costs for hornwort in New Zealand are approximately $3.3 million/yr. A new control method with the potential to reduce these management costs is desirable. In this talk I shall discuss the potential for using classical biological control to tackle some of the worst submerged aquatic weeds in New Zealand.

text: Biocontrol of aquatic weeds Current control methods for aquatic weeds in New Zealand include mechanical control, herbicides and inundative biological control using sterile grass carp as well as habitat manipulation and integrated control. These options have been used to successfully eradicate weeds (both on a local scale and nationally) and are often highly cost-effective. However, a relatively small number of aquatic weed species have become so widespread that the cost of using these techniques against them can be prohibitive. For example, the annual control costs for hornwort in New Zealand are approximately $3.3 million/yr. A new control method with the potential to reduce these management costs is desirable. In this talk I shall discuss the potential for using classical biological control to tackle some of the worst submerged aquatic weeds in New Zealand.

year: 2015

title: State education, spirituality, and culture: teachers' personal and professional stories of negotiating the nexus

authors: Fraser, Deborah

subjects: spirituality

abstract: This paper explores the implications of spirituality for teaching and learning in multicultural state schools through the examination of several teachers' personal and professional narratives. In attempting to capture the intangible, these narratives provide insights into the possibilities, both conscious and unconscious, of creating a climate that fosters spirituality. The classroom stories of a spiritual nature that the teachers recounted (while many and varied) revealed some common themes that related to the climate of the classrooms. Sensitive issues of faith, beliefs, and culture emerged and the teachers' narratives illustrate ways in which inclusive communities can be fostered. The paper provides examples of cultural and social inclusiveness with a focus on two major themes: the relationship between life and death, and fostering a sense of belonging.

text: State education, spirituality, and culture: teachers' personal and professional stories of negotiating the nexus This paper explores the implications of spirituality for teaching and learning in multicultural state schools through the examination of several teachers' personal and professional narratives. In attempting to capture the intangible, these narratives provide insights into the possibilities, both conscious and unconscious, of creating a climate that fosters spirituality. The classroom stories of a spiritual nature that the teachers recounted (while many and varied) revealed some common themes that related to the climate of the classrooms. Sensitive issues of faith, beliefs, and culture emerged and the teachers' narratives illustrate ways in which inclusive communities can be fostered. The paper provides examples of cultural and social inclusiveness with a focus on two major themes: the relationship between life and death, and fostering a sense of belonging.

year: 2007

title: The development of an indigenous knowledge program in a New Zealand Maori-language immersion school

authors: Harrison, Barbara

subjects: knowledge

abstract: In 1985, Te Wharekura o Rakaumangamanga initiated a Maori-language immersion program for children ages 5 through 18. In recent years, a program based on Waikato-Tainui tribal epistemology has been incorporated into the language immersion program. This article describes the community context and the language immersion and tribal knowledge programs. We consider the relationship of these programs to individual and tribal self-determination and to theories of minority achievement, particularly the work of John Ogbu.

text: The development of an indigenous knowledge program in a New Zealand Maori-language immersion school In 1985, Te Wharekura o Rakaumangamanga initiated a Maori-language immersion program for children ages 5 through 18. In recent years, a program based on Waikato-Tainui tribal epistemology has been incorporated into the language immersion program. This article describes the community context and the language immersion and tribal knowledge programs. We consider the relationship of these programs to individual and tribal self-determination and to theories of minority achievement, particularly the work of John Ogbu.

year: 2005-03