title: Hotspots: Exotic mosquito risk profiles for New Zealand

authors: de Wet, Neil

subjects: New Zealand

abstract: This document reports the main findings of the first systematic, spatial analyses of risks
to New Zealand associated with exotic mosquitoes of current public health concern.

text: Hotspots: Exotic mosquito risk profiles for New Zealand This document reports the main findings of the first systematic, spatial analyses of risks
to New Zealand associated with exotic mosquitoes of current public health concern.

year: 2005-04

title: The origin of beach sediments on the North Queensland coast

authors: Bird, E.C.F.

abstract: Petrographic and granulometric analyses of North Queensland beach sediments indicate their affinity with sediments delivered to the coast by rivers, and it is shown that the beaches are largely derived from fluvial sediment reworked, sorted and distributed by the dominant south-easterly waves in coastal waters. Beach sediments are generally quartzose, with subordinate felspars and admixtures of coralline sediment near fringing reefs and lithic material near river mouths and rocky shore sectors. The prevailing northerly drift of shore sediment is reduced, and locally reversed, on sectors sheltered from the dominant south-easterly waves by headlands, reefs and islands. Variations in beach sediment are related to wave conditions, distance from river-mouth sources, and patterns of drift. Four Mile Beach, near Port Douglas, is identified as anomalous in its morphological and sedimentological characteristics. It has been cut off from former sources of sediment, both fluvial and longshore, as a result of reef extension around the mouth of Mowbray River, and is now essentially a relict beach system attaining sedimentological maturity.

text: The origin of beach sediments on the North Queensland coast Petrographic and granulometric analyses of North Queensland beach sediments indicate their affinity with sediments delivered to the coast by rivers, and it is shown that the beaches are largely derived from fluvial sediment reworked, sorted and distributed by the dominant south-easterly waves in coastal waters. Beach sediments are generally quartzose, with subordinate felspars and admixtures of coralline sediment near fringing reefs and lithic material near river mouths and rocky shore sectors. The prevailing northerly drift of shore sediment is reduced, and locally reversed, on sectors sheltered from the dominant south-easterly waves by headlands, reefs and islands. Variations in beach sediment are related to wave conditions, distance from river-mouth sources, and patterns of drift. Four Mile Beach, near Port Douglas, is identified as anomalous in its morphological and sedimentological characteristics. It has been cut off from former sources of sediment, both fluvial and longshore, as a result of reef extension around the mouth of Mowbray River, and is now essentially a relict beach system attaining sedimentological maturity.

year: 1971

title: Raising Māori Student Achievement - Journeys of Success

authors: Kaumoana, Cadence

abstract: Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

text: Raising Māori Student Achievement - Journeys of Success Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

year: 2013