title: Operational forest restoration plan for Kukutaaruhe Gully: Part 2

authors: Elliot Noe, Elizabeth

abstract: Kukutaaruhe Gully is a minor branch of Hamilton’s extensive gully system, and runs from the corner of Bankwood and Clarkin Road, behind Fairfield College, connecting with Donny Park in the north and out into the Waikato River. The Kukutaaruhe Education Trust was established to support the implementation of the Fairfield Project, which is a partnership between Ngati Wairere, local community and Fairfield College. The project’s goals include the establishment of an ecological and environmental education centre on the approximately 12 ha of land behind Fairfield College and restoration of the adjacent Kukutaaruhe Gully. In 2019, the University of Waikato’s Environmental Research Institute was contracted by the Kukutaaruhe Education Trust to create an Operational Forest Restoration plan for Kukutaaruhe Gully. This is one in a three-part series created together under one contract:
• Part 1 of 3 is an Overview of the Kukutaaruhe Gully Restoration Initiative
• Part 2 of 3 is this document, the Operational Forest Restoration plan for Kukutaaruhe Gully
• Part 3 of 3 is an Ecological Restoration Plan Template.

text: Operational forest restoration plan for Kukutaaruhe Gully: Part 2 Kukutaaruhe Gully is a minor branch of Hamilton’s extensive gully system, and runs from the corner of Bankwood and Clarkin Road, behind Fairfield College, connecting with Donny Park in the north and out into the Waikato River. The Kukutaaruhe Education Trust was established to support the implementation of the Fairfield Project, which is a partnership between Ngati Wairere, local community and Fairfield College. The project’s goals include the establishment of an ecological and environmental education centre on the approximately 12 ha of land behind Fairfield College and restoration of the adjacent Kukutaaruhe Gully. In 2019, the University of Waikato’s Environmental Research Institute was contracted by the Kukutaaruhe Education Trust to create an Operational Forest Restoration plan for Kukutaaruhe Gully. This is one in a three-part series created together under one contract:
• Part 1 of 3 is an Overview of the Kukutaaruhe Gully Restoration Initiative
• Part 2 of 3 is this document, the Operational Forest Restoration plan for Kukutaaruhe Gully
• Part 3 of 3 is an Ecological Restoration Plan Template.

year: 2020-10

title: The Treaty of Waitangi and Asian Immigrants in Aotearoa: A Reflective Journey

authors: Omura, Saburo

subjects: Te Tiriti o Waitangi

abstract: The Treaty of Waitangi was signed in 1840 between the British Crown and Māori, the indigenous people of New Zealand being represented at the signing by chiefs from various tribes. The Treaty promised to ensure legitimate control on European settlers, while guaranteeing Māori their sovereignty, undisturbed possession of natural and cultural resources, and citizenship. However, these commitments were reneged upon and were largely discarded over the next century, including devastating confiscations of land and other natural resources, undignified treatment of Māori culture and language, and the loss of indigenous sovereignty following large-scale European migration to Aotearoa/New Zealand in the late 19th century. 
The New Zealand government maintained a ‘white’ New Zealand immigration policy until the late 1980s. An orientation towards white British in New Zealand was so deeply entrenched that the idea of monocultural assimilation remained the norm and went unchallenged until the 1960s. A reflection of this is in the fact that even today the Treaty of Waitangi is not formally recognised in the country’s immigration policies. 
Since the 1990s, there has been a major upsurge in the number of Asian migrants arriving in Aotearoa/New Zealand, so that today people of Chinese, Indian, and similar origin constitute about 11% of the national total population. 
However, settlement support programmes and academic research relating to them have focused on superficial coping and adaptation issues. Integration of these migrants has been frequently discussed but without specific cultural references. Māori culture and the Treaty have never been an integral part of the research scope in the study of acculturation of such migrants in Aotearoa/New Zealand. Government. Politicians, and academics have consequently isolated migrants from indigenous issues, because indigenous people were regarded as irrelevant in this field. 
Nevertheless, some ethnic community groups and individuals have taken initiatives to learn about the Treaty in recent times. I interviewed 17 key informants and conducted six focus groups, with seven people on average participating in each session. Employing a free-association approach in these interviews enabled me to explore significant psychological changes after my informants had learned about the Treaty. 
As a result, many of the participants went through a process of redefining their identity in a new country, rather than just adjusting to or coping with a different environment. Essentially, learning about the Treaty facilitated psychological integration after migrating to New Zealand. 
The future implications of such findings, especially the significant effect of repositioning Māori culture and history in cross-cultural research in New Zealand, is also discussed in this thesis.

text: The Treaty of Waitangi and Asian Immigrants in Aotearoa: A Reflective Journey The Treaty of Waitangi was signed in 1840 between the British Crown and Māori, the indigenous people of New Zealand being represented at the signing by chiefs from various tribes. The Treaty promised to ensure legitimate control on European settlers, while guaranteeing Māori their sovereignty, undisturbed possession of natural and cultural resources, and citizenship. However, these commitments were reneged upon and were largely discarded over the next century, including devastating confiscations of land and other natural resources, undignified treatment of Māori culture and language, and the loss of indigenous sovereignty following large-scale European migration to Aotearoa/New Zealand in the late 19th century. 
The New Zealand government maintained a ‘white’ New Zealand immigration policy until the late 1980s. An orientation towards white British in New Zealand was so deeply entrenched that the idea of monocultural assimilation remained the norm and went unchallenged until the 1960s. A reflection of this is in the fact that even today the Treaty of Waitangi is not formally recognised in the country’s immigration policies. 
Since the 1990s, there has been a major upsurge in the number of Asian migrants arriving in Aotearoa/New Zealand, so that today people of Chinese, Indian, and similar origin constitute about 11% of the national total population. 
However, settlement support programmes and academic research relating to them have focused on superficial coping and adaptation issues. Integration of these migrants has been frequently discussed but without specific cultural references. Māori culture and the Treaty have never been an integral part of the research scope in the study of acculturation of such migrants in Aotearoa/New Zealand. Government. Politicians, and academics have consequently isolated migrants from indigenous issues, because indigenous people were regarded as irrelevant in this field. 
Nevertheless, some ethnic community groups and individuals have taken initiatives to learn about the Treaty in recent times. I interviewed 17 key informants and conducted six focus groups, with seven people on average participating in each session. Employing a free-association approach in these interviews enabled me to explore significant psychological changes after my informants had learned about the Treaty. 
As a result, many of the participants went through a process of redefining their identity in a new country, rather than just adjusting to or coping with a different environment. Essentially, learning about the Treaty facilitated psychological integration after migrating to New Zealand. 
The future implications of such findings, especially the significant effect of repositioning Māori culture and history in cross-cultural research in New Zealand, is also discussed in this thesis.

year: 2014

title: Making use of action learning in business schools: The UK and New Zealand experience

authors: Hand, Leonard

subjects: business school

abstract: INTRODUCTION Most business schools originated in the latter half of the twentieth century. Often they were staffed by individuals from the business environment who were not skilled in teaching or research methods. The new academics were required to facilitate the learning of students in an academic environment. Often they adopted a narrowly focused approach to knowledge creation, scientific positivism, because the approach was well accepted in society generally and they believed such an approach was expected of them.
METHOD We provide details from our personal histories, and from the literature, to demonstrate that scientific positivism has often provided an unsuitable base for the development of teaching, learning, and critical thinking skills in business graduates. We are critical of our broad working environment during the last decades of the twentieth century, because it has been dominated by the scientific positivism approach to understanding.
ANALYSIS We argue that any search for universal solutions to problems of learning, as encouraged by scientific positivism, is futile because such universals do not exist. However, much energy is being expended business academics seeking to improve the learning environments in their classrooms. A more accommodating approach to educational research is required.
CONCLUSION Business academics may benefit, from the employment of an action learning methodology.

text: Making use of action learning in business schools: The UK and New Zealand experience INTRODUCTION Most business schools originated in the latter half of the twentieth century. Often they were staffed by individuals from the business environment who were not skilled in teaching or research methods. The new academics were required to facilitate the learning of students in an academic environment. Often they adopted a narrowly focused approach to knowledge creation, scientific positivism, because the approach was well accepted in society generally and they believed such an approach was expected of them.
METHOD We provide details from our personal histories, and from the literature, to demonstrate that scientific positivism has often provided an unsuitable base for the development of teaching, learning, and critical thinking skills in business graduates. We are critical of our broad working environment during the last decades of the twentieth century, because it has been dominated by the scientific positivism approach to understanding.
ANALYSIS We argue that any search for universal solutions to problems of learning, as encouraged by scientific positivism, is futile because such universals do not exist. However, much energy is being expended business academics seeking to improve the learning environments in their classrooms. A more accommodating approach to educational research is required.
CONCLUSION Business academics may benefit, from the employment of an action learning methodology.

year: 2006