title: “Seeing” Kāpō Māori: Making visible the experiences of Kāpō Māori during and after COVID-19

authors: Masters-Awatere, Bridgette

abstract: A scoping project focused on the intersection of Māori and the framing of vision impairments (disability) within the context of a pandemic response (in this instance COVID-19). Specifically, we were interested in the experiences of kāpō Māori during and post COVID-19 in order to centre the cultural and health needs of kāpō Māori in a culturally responsive manner. We highlight the aspirations that kāpō Māori have for themselves and their whānau, and to identify the facilitators and barriers that kāpō Māori and their whānau face in achieving these

text: “Seeing” Kāpō Māori: Making visible the experiences of Kāpō Māori during and after COVID-19 A scoping project focused on the intersection of Māori and the framing of vision impairments (disability) within the context of a pandemic response (in this instance COVID-19). Specifically, we were interested in the experiences of kāpō Māori during and post COVID-19 in order to centre the cultural and health needs of kāpō Māori in a culturally responsive manner. We highlight the aspirations that kāpō Māori have for themselves and their whānau, and to identify the facilitators and barriers that kāpō Māori and their whānau face in achieving these

year: 2021

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

title: Use of shallow samples to estimate the total carbon storage in pastoral soils

authors: Kelliher, Francis M.

subjects: soil

abstract: Using data from pastoral soils sampled by horizon at 56 locations across New Zealand, we conducted a meta-analysis. On average, the total depth sampled was 0.93 ± 0.026 m (± SEM), and on a volumetric basis, the total C storage averaged 26.9 ± 1.8, 13.9 ± 0.6 and 9.2 ± 1.4 kg C m⁻² for allophanic (n=12), non-allophanic (n=40) and pumice soils (n=4), respectively. We estimated the total C storage, and quantified the uncertainty, using the data for samples taken from the uppermost A-horizon whose depth averaged 0.1 ± 0.003 m. For A-horizon samples of the allophanic soils, the mean C content was 108 ± 6 g C kg⁻¹ and the bulk density was 772 ± 29 kg m⁻³, for non-allophanic soils they were 51 ± 4 g C kg⁻¹ and 1055 ± 29 kg m⁻³, and for pumice soils they were 68 ± 9 g C kg⁻¹ and 715 ± 45 kg m⁻³. The C density —a product of the C content and bulk density —of the A-horizon samples was proportional to their air-dried water content, a proxy measure for the mineral surface area. By linear regression with C density of the A-horizon, the total C storage could be estimated with a standard error of 3.1 kg C m⁻², 19% of the overall mean.

text: Use of shallow samples to estimate the total carbon storage in pastoral soils Using data from pastoral soils sampled by horizon at 56 locations across New Zealand, we conducted a meta-analysis. On average, the total depth sampled was 0.93 ± 0.026 m (± SEM), and on a volumetric basis, the total C storage averaged 26.9 ± 1.8, 13.9 ± 0.6 and 9.2 ± 1.4 kg C m⁻² for allophanic (n=12), non-allophanic (n=40) and pumice soils (n=4), respectively. We estimated the total C storage, and quantified the uncertainty, using the data for samples taken from the uppermost A-horizon whose depth averaged 0.1 ± 0.003 m. For A-horizon samples of the allophanic soils, the mean C content was 108 ± 6 g C kg⁻¹ and the bulk density was 772 ± 29 kg m⁻³, for non-allophanic soils they were 51 ± 4 g C kg⁻¹ and 1055 ± 29 kg m⁻³, and for pumice soils they were 68 ± 9 g C kg⁻¹ and 715 ± 45 kg m⁻³. The C density —a product of the C content and bulk density —of the A-horizon samples was proportional to their air-dried water content, a proxy measure for the mineral surface area. By linear regression with C density of the A-horizon, the total C storage could be estimated with a standard error of 3.1 kg C m⁻², 19% of the overall mean.

year: 2013