title: An Incident Control Centre in action: Response to the Rena oil spill in New Zealand

authors: Hunt, Sonya

subjects: Incident Control Centre

abstract: Following the Rena grounding and oil spill in the Bay of Plenty, New Zealand, an Incident Command Centre was established which, among other tasks, coordinated a volunteer clean-up effort. We interviewed volunteers and organisers to gain insight into the efficacy of the volunteer coordination effort. Volunteers praised the system of communication and the involvement of indigenous groups. They expressed a desire for better training, more flexibility and community autonomy, a quicker uptake of volunteer support, and the use of social media. Locating the Incident Command Centre in a single site aided interaction between experts, and the sharing of resources. Overall, the volunteer coordination was considered a success.

text: An Incident Control Centre in action: Response to the Rena oil spill in New Zealand Following the Rena grounding and oil spill in the Bay of Plenty, New Zealand, an Incident Command Centre was established which, among other tasks, coordinated a volunteer clean-up effort. We interviewed volunteers and organisers to gain insight into the efficacy of the volunteer coordination effort. Volunteers praised the system of communication and the involvement of indigenous groups. They expressed a desire for better training, more flexibility and community autonomy, a quicker uptake of volunteer support, and the use of social media. Locating the Incident Command Centre in a single site aided interaction between experts, and the sharing of resources. Overall, the volunteer coordination was considered a success.

year: 2014

title: The effects of terrestrial sediment inputs on ecosystem functions in seagrass meadows and unvegetated sediments

authors: Flowers, Georgina

subjects: seagrass

abstract: Ecological functions in estuarine seagrass and unvegetated soft sediment habitats underpin many valuable ecosystem services. However, changing land-use and climate are accelerating inputs of fine terrestrial sediments, threatening these habitats. The prolonged suspension of fine sediments can reduce seafloor light availability and long-term accumulations increase sediment mud content (particles < 63 µm), both of which could have significant consequences on ecosystem functioning. Understanding how ecosystem functioning may respond to environmental change is vital to estuary management. In this thesis, I investigated the short- and long-term effects of elevated terrestrial sediment inputs on benthic primary production and nutrient cycling in intertidal seagrass meadows (Zostera muelleri) and microphytobenthos-dominated unvegetated habitats. 
To investigate the effects of reduced seafloor light availability and prolonged submergence periods resulting from global heating induced sea-level rise, I conducted a two-year seasonal in situ assessment of photosynthesis-irradiance relationships during submerged and emerged conditions in an adjacent seagrass meadow and unvegetated sandflat. Submerged gross primary production (GPP) in both habitats and emerged GPP in the seagrass habitat were strongly controlled by light availability. Higher rates of light-saturated GPP were found during submerged periods compared to emerged periods in both habitats, but this difference was most pronounced in the unvegetated habitat. If the water-column remains clear, sea-level rise could therefore increase daily GPP in soft sediment habitats. However, declines in submerged GPP with increased water-column turbidity will be exacerbated with sea-level rise. 
Across a natural mud content gradient, I measured primary production in seagrass and unvegetated habitats to address the long-term implications of elevated sediment inputs. In sediments with ≤ 35 % mud content, net primary production (NPP) and GPP was independent of mud content in both habitats. However, extending the mud gradient in unvegetated habitats to 49 % (seagrass habitats restricted to ≤ 35 % mud content) resulted in NPP and GPP declining with increasing mud content. These results highlight that loss of seagrass meadows resulting in expansion of unvegetated habitats could lead to reductions in intertidal production; seen most acutely in areas with high mud content (≥ 39 %).
I also investigated the spatial and temporal variability in nutrient cycling in seagrass and unvegetated habitats to examine how environmental gradients affected sediment nutrient fluxes and denitrification rates. Ammonium effluxes were lower in the seagrass compared to the unvegetated habitats and were lower in both habitats during light compared to dark conditions. Denitrification rates were similar in both habitats but were found to decrease with increasing mud content. Overall, denitrification efficiency was highest in the seagrass habitat. These results indicate that future seagrass decline and/or increased mud content in soft sediment habitats will reduce resilience to eutrophication. 
This thesis demonstrates that future seagrass decline and elevated terrestrial sediment inputs are likely to have serious implications on the high rates of primary production and nutrient cycling of intertidal seagrass meadows and unvegetated habitats. Furthermore, it highlights the value of measuring ecosystem functions in different soft sediment habitat types across multiple spatial and temporal scales to inform future management against anthropogenic stressors.

text: The effects of terrestrial sediment inputs on ecosystem functions in seagrass meadows and unvegetated sediments Ecological functions in estuarine seagrass and unvegetated soft sediment habitats underpin many valuable ecosystem services. However, changing land-use and climate are accelerating inputs of fine terrestrial sediments, threatening these habitats. The prolonged suspension of fine sediments can reduce seafloor light availability and long-term accumulations increase sediment mud content (particles < 63 µm), both of which could have significant consequences on ecosystem functioning. Understanding how ecosystem functioning may respond to environmental change is vital to estuary management. In this thesis, I investigated the short- and long-term effects of elevated terrestrial sediment inputs on benthic primary production and nutrient cycling in intertidal seagrass meadows (Zostera muelleri) and microphytobenthos-dominated unvegetated habitats. 
To investigate the effects of reduced seafloor light availability and prolonged submergence periods resulting from global heating induced sea-level rise, I conducted a two-year seasonal in situ assessment of photosynthesis-irradiance relationships during submerged and emerged conditions in an adjacent seagrass meadow and unvegetated sandflat. Submerged gross primary production (GPP) in both habitats and emerged GPP in the seagrass habitat were strongly controlled by light availability. Higher rates of light-saturated GPP were found during submerged periods compared to emerged periods in both habitats, but this difference was most pronounced in the unvegetated habitat. If the water-column remains clear, sea-level rise could therefore increase daily GPP in soft sediment habitats. However, declines in submerged GPP with increased water-column turbidity will be exacerbated with sea-level rise. 
Across a natural mud content gradient, I measured primary production in seagrass and unvegetated habitats to address the long-term implications of elevated sediment inputs. In sediments with ≤ 35 % mud content, net primary production (NPP) and GPP was independent of mud content in both habitats. However, extending the mud gradient in unvegetated habitats to 49 % (seagrass habitats restricted to ≤ 35 % mud content) resulted in NPP and GPP declining with increasing mud content. These results highlight that loss of seagrass meadows resulting in expansion of unvegetated habitats could lead to reductions in intertidal production; seen most acutely in areas with high mud content (≥ 39 %).
I also investigated the spatial and temporal variability in nutrient cycling in seagrass and unvegetated habitats to examine how environmental gradients affected sediment nutrient fluxes and denitrification rates. Ammonium effluxes were lower in the seagrass compared to the unvegetated habitats and were lower in both habitats during light compared to dark conditions. Denitrification rates were similar in both habitats but were found to decrease with increasing mud content. Overall, denitrification efficiency was highest in the seagrass habitat. These results indicate that future seagrass decline and/or increased mud content in soft sediment habitats will reduce resilience to eutrophication. 
This thesis demonstrates that future seagrass decline and elevated terrestrial sediment inputs are likely to have serious implications on the high rates of primary production and nutrient cycling of intertidal seagrass meadows and unvegetated habitats. Furthermore, it highlights the value of measuring ecosystem functions in different soft sediment habitat types across multiple spatial and temporal scales to inform future management against anthropogenic stressors.

year: 2024-04-15

title: Engaging the parent/whānau community: Methods, benefits, and challenges for senior leaders in small town and rural New Zealand secondary schools

authors: Kallahar, David

abstract: Engaging parents and whānau (family) in a respectful partnership that develops strong home-school connections and uses effective methods of engagement has the potential to positively affect student outcomes. However, there are also methods of engagement that can be counterproductive and negatively affect student outcomes. This study presents how senior leaders in small town and rural secondary schools in New Zealand are engaging with their parent and whānau community. The investigation reveals what methods they are using to engage parents and whānau and, how effective they and a small number of parents and whānau consider these are, then outlines some of the benefits and challenges that they face in this process. 
The literature reviewed for this study emphasised the benefits of engagement between parents, whānau and school leaders, along with the essential ingredients necessary for successful home-school partnerships and how senior leaders play a critical role in developing the conditions for schools’ engagement with their parent and whānau community. The consideration of aspects from New Zealand’s political and educational history illuminated possible reasons why parents and whānau of Māori descent struggle to connect with schools, and how concepts which have traditionally guided the way of life for these indigenous people can be and are being used by school leaders to develop strong, respectful enduring partnerships. Research on the rural context and how schools in this type of location manage engagement was also studied and seen as yet another factor that senior leaders need to bear in mind when planning for engagement. Examination of three types of engagement – involvement, empowerment, and solidarity, revealed that each is characterised by certain practices and represent a progression in the level of contribution and commitment parents and whānau give to the school. Engagement and progression are, however, dependent on how connected parents and whānau are to their child’s school and how much of a sense of belonging they have.
The study was conducted using an interpretive paradigm to afford richer more detailed descriptions to be gathered from both the senior leaders at three small town and rural schools, and some of the parent and whānau community of each of these schools. A mixed-methods approach was taken to gather and triangulate both qualitative and quantitative data. Qualitative data collected and analysed included semi-structured interviews with senior leaders, descriptive survey submissions from parents and whānau, along with planning and review documents for each school. Quantitative data derived from parents and whānau surveys and represents their preferred methods of engagement with the school statistically.
The study findings indicate that the schools use a range of methods to engage parents and whānau. These include face to face interactions and time-efficient digital communication systems. Some such as an open door policy and parent conferences were reported as effective by leaders and whānau. Furthermore, it was found that there is no one way to engage with all parents and whānau, some liked to participate in events and activities and derived a sense of belonging from this while others simply preferred to gather information and not engage with the school beyond this need. 
Partnerships between parents, whānau and school leaders that were built on respectful relationships and the acknowledgement of difference were said to lead to stronger connections and more productive working relationships, by the senior leaders in all of the schools in the study. These could be said to reflect the use of guiding concepts for living in partnership used by Māori, which the schools in this study were using as foundations in building and sustaining the partnerships with their parents and whānau. The three types of engagement, structured in a progressive framework, also illustrated to school leaders where their parent and whānau community were situated and where they as leaders needed to work further to strengthen and secure both the partnership and to increase engagement.   
Further research as a result of this study could relate to gaining a better understanding of why specific methods of engagement are more acceptable to parents and whānau than others. It could involve looking at the delivery of these methods by senior leaders in more detail, and trialling the three-stage framework on a larger scale and in different contexts, particularly in urban areas where school roll numbers are higher, and communities are less connected.

text: Engaging the parent/whānau community: Methods, benefits, and challenges for senior leaders in small town and rural New Zealand secondary schools Engaging parents and whānau (family) in a respectful partnership that develops strong home-school connections and uses effective methods of engagement has the potential to positively affect student outcomes. However, there are also methods of engagement that can be counterproductive and negatively affect student outcomes. This study presents how senior leaders in small town and rural secondary schools in New Zealand are engaging with their parent and whānau community. The investigation reveals what methods they are using to engage parents and whānau and, how effective they and a small number of parents and whānau consider these are, then outlines some of the benefits and challenges that they face in this process. 
The literature reviewed for this study emphasised the benefits of engagement between parents, whānau and school leaders, along with the essential ingredients necessary for successful home-school partnerships and how senior leaders play a critical role in developing the conditions for schools’ engagement with their parent and whānau community. The consideration of aspects from New Zealand’s political and educational history illuminated possible reasons why parents and whānau of Māori descent struggle to connect with schools, and how concepts which have traditionally guided the way of life for these indigenous people can be and are being used by school leaders to develop strong, respectful enduring partnerships. Research on the rural context and how schools in this type of location manage engagement was also studied and seen as yet another factor that senior leaders need to bear in mind when planning for engagement. Examination of three types of engagement – involvement, empowerment, and solidarity, revealed that each is characterised by certain practices and represent a progression in the level of contribution and commitment parents and whānau give to the school. Engagement and progression are, however, dependent on how connected parents and whānau are to their child’s school and how much of a sense of belonging they have.
The study was conducted using an interpretive paradigm to afford richer more detailed descriptions to be gathered from both the senior leaders at three small town and rural schools, and some of the parent and whānau community of each of these schools. A mixed-methods approach was taken to gather and triangulate both qualitative and quantitative data. Qualitative data collected and analysed included semi-structured interviews with senior leaders, descriptive survey submissions from parents and whānau, along with planning and review documents for each school. Quantitative data derived from parents and whānau surveys and represents their preferred methods of engagement with the school statistically.
The study findings indicate that the schools use a range of methods to engage parents and whānau. These include face to face interactions and time-efficient digital communication systems. Some such as an open door policy and parent conferences were reported as effective by leaders and whānau. Furthermore, it was found that there is no one way to engage with all parents and whānau, some liked to participate in events and activities and derived a sense of belonging from this while others simply preferred to gather information and not engage with the school beyond this need. 
Partnerships between parents, whānau and school leaders that were built on respectful relationships and the acknowledgement of difference were said to lead to stronger connections and more productive working relationships, by the senior leaders in all of the schools in the study. These could be said to reflect the use of guiding concepts for living in partnership used by Māori, which the schools in this study were using as foundations in building and sustaining the partnerships with their parents and whānau. The three types of engagement, structured in a progressive framework, also illustrated to school leaders where their parent and whānau community were situated and where they as leaders needed to work further to strengthen and secure both the partnership and to increase engagement.   
Further research as a result of this study could relate to gaining a better understanding of why specific methods of engagement are more acceptable to parents and whānau than others. It could involve looking at the delivery of these methods by senior leaders in more detail, and trialling the three-stage framework on a larger scale and in different contexts, particularly in urban areas where school roll numbers are higher, and communities are less connected.

year: 2020