title: Lake Rotokakahi water quality modelling

authors: Jones, Hannah Frances Emily

abstract: Lake Rotokakahi is an iwi-owned lake, administered by the Lake Rotokakahi Board of Control. The lake has a surface area of 4.4 km2, a mean depth of 17.5 m, and a catchment of 19.7 km2 of which most is in exotic forest (46.5%), with some pasture (27.8%) and regenerating native forest and scrub (25.7%). Lake Rotokakahi has only one permanent surface inflow and it is assumed that the lake must be predominantly groundwater fed. The lake outflow, Te Wairoa Stream, flows into Lake Tarawera. Monitoring indicates that water quality has recently declined in the lake, with a shift from a mesotrophic state in the 1990's, to currently being classified as eutrophic. Increased algal biomass has reduced water clarity and in May 2011 the first ever recorded algae bloom of a toxic cyanobacterium species resulted in a fish kill in Te Wairoa Stream. With the majority of the catchment in either exotic or native forest, the cause for the decline in water quality is unclear. However there is some concern that forestry harvesting operations may lead to increased surface runoff of sediment and associated phosphorus in ephemeral streams that feed into the lake. The objective of this study was to setup a water quality model for Lake Rotokakahi, which in the future may provide a decisionsupport tool for lake managers.
The model used, DYRESM-CAEDYM, is a one-dimensional (1D) coupled hydrodynamic-water quality model that has been widely used in New Zealand and overseas. Methodology for deriving model forcing data (e.g. meteorological data, inflow volumes and nutrient loads), including the application of catchment and lake water balances, is described in this report. The catchment water balance indicates that groundwater and rainfall account for 37% and 42%, respectively, of the total inflow volume to the lake, with surface and ephemeral inflows contributing a smaller proportion (c. 20% combined). Furthermore, it appears that groundwater contributes a significant proportion (c. 60 - 70%) of the total nutrient loads, although surface and ephemeral inflows also contribute a significant proportion (34%) of the total phosphorus load. It should be noted that the catchment water balance is based on a very limited dataset, and therefore subject to significant uncertainty. 
We simulated the period July 2009 to June 2012 with DYRESM-CAEDYM. Model performance statistics indicated reasonable simulation of water quality for the calibration period, but did not satisfactorily capture the magnitude and dynamics of chlorophyll a and some nutrient species over an independent model validation period. There may be a number of reasons for the poor model performance over the validation period. For example, it may be that zooplankton and/or freshwater mussels (kakahi), which were not included in the model configuration, may exert significant grazing pressure on the phytoplankton populations at certain times. Furthermore, the significant uncertainty in the catchment water and nutrient loads most likely will have affected model performance. Nutrient concentrations are routinely monitored only in the surface inflow. There are no measurements of nutrient and sediment loads in ephemeral streams, and there is very limited data on groundwater nutrient concentrations.
In its current form, the DYRESM-CAEDYM model is not suitable for scenario testing of lake management options. It is recommended that effort is directed at quantification of ephemeral and groundwater inflows and their associated nutrient and (particularly for ephemeral inflows) sediment loads. This may be particularly important for ephemeral inflows located close to the lake that may be influenced by forestry harvesting operations. Recent increases in measured total phosphorus and phosphate concentrations in the surface inflow and in the lake, combined with the degradation of water quality that has already occurred over the last 20 years, provides further impetus for addressing this critical information gap. Were new data to  become available, opportunities exist for improving the performance of the current model and for developing a three-dimensional coupled hydrodynamic-water quality model (e.g. ELCOM-CAEDYM) with representation of kakahi and/or zooplankton, which may be able to resolve questions pertinent to the functioning of the lake, and to lake and catchment management.

text: Lake Rotokakahi water quality modelling Lake Rotokakahi is an iwi-owned lake, administered by the Lake Rotokakahi Board of Control. The lake has a surface area of 4.4 km2, a mean depth of 17.5 m, and a catchment of 19.7 km2 of which most is in exotic forest (46.5%), with some pasture (27.8%) and regenerating native forest and scrub (25.7%). Lake Rotokakahi has only one permanent surface inflow and it is assumed that the lake must be predominantly groundwater fed. The lake outflow, Te Wairoa Stream, flows into Lake Tarawera. Monitoring indicates that water quality has recently declined in the lake, with a shift from a mesotrophic state in the 1990's, to currently being classified as eutrophic. Increased algal biomass has reduced water clarity and in May 2011 the first ever recorded algae bloom of a toxic cyanobacterium species resulted in a fish kill in Te Wairoa Stream. With the majority of the catchment in either exotic or native forest, the cause for the decline in water quality is unclear. However there is some concern that forestry harvesting operations may lead to increased surface runoff of sediment and associated phosphorus in ephemeral streams that feed into the lake. The objective of this study was to setup a water quality model for Lake Rotokakahi, which in the future may provide a decisionsupport tool for lake managers.
The model used, DYRESM-CAEDYM, is a one-dimensional (1D) coupled hydrodynamic-water quality model that has been widely used in New Zealand and overseas. Methodology for deriving model forcing data (e.g. meteorological data, inflow volumes and nutrient loads), including the application of catchment and lake water balances, is described in this report. The catchment water balance indicates that groundwater and rainfall account for 37% and 42%, respectively, of the total inflow volume to the lake, with surface and ephemeral inflows contributing a smaller proportion (c. 20% combined). Furthermore, it appears that groundwater contributes a significant proportion (c. 60 - 70%) of the total nutrient loads, although surface and ephemeral inflows also contribute a significant proportion (34%) of the total phosphorus load. It should be noted that the catchment water balance is based on a very limited dataset, and therefore subject to significant uncertainty. 
We simulated the period July 2009 to June 2012 with DYRESM-CAEDYM. Model performance statistics indicated reasonable simulation of water quality for the calibration period, but did not satisfactorily capture the magnitude and dynamics of chlorophyll a and some nutrient species over an independent model validation period. There may be a number of reasons for the poor model performance over the validation period. For example, it may be that zooplankton and/or freshwater mussels (kakahi), which were not included in the model configuration, may exert significant grazing pressure on the phytoplankton populations at certain times. Furthermore, the significant uncertainty in the catchment water and nutrient loads most likely will have affected model performance. Nutrient concentrations are routinely monitored only in the surface inflow. There are no measurements of nutrient and sediment loads in ephemeral streams, and there is very limited data on groundwater nutrient concentrations.
In its current form, the DYRESM-CAEDYM model is not suitable for scenario testing of lake management options. It is recommended that effort is directed at quantification of ephemeral and groundwater inflows and their associated nutrient and (particularly for ephemeral inflows) sediment loads. This may be particularly important for ephemeral inflows located close to the lake that may be influenced by forestry harvesting operations. Recent increases in measured total phosphorus and phosphate concentrations in the surface inflow and in the lake, combined with the degradation of water quality that has already occurred over the last 20 years, provides further impetus for addressing this critical information gap. Were new data to  become available, opportunities exist for improving the performance of the current model and for developing a three-dimensional coupled hydrodynamic-water quality model (e.g. ELCOM-CAEDYM) with representation of kakahi and/or zooplankton, which may be able to resolve questions pertinent to the functioning of the lake, and to lake and catchment management.

year: 2014

title: Cultural diversity and identity discourses in the design and implementation of the New Zealand curriculum key competencies: a Bernsteinian analysis

authors: Glogowski, Sonia Theresa

subjects: Culture

abstract: The key competencies as a curriculum construct have appeared in several national curricula from the early 2000s. Many have their origins in the Definition and Selection of Key Competencies Project (DeSeCo), commissioned by the supra-national Organisation for Economic Co-operation and Development (OECD). A number of international critiques have highlighted tensions between neoliberal ideologies that underpin the key competencies, and broader socio-cultural and social justice issues within their respective countries (e.g., Crick, 2008; Sjøberg, 2016; Takayama, 2013).
This research investigated who and what influenced the design and implementation of the key competencies in the 2007 New Zealand Curriculum, and how students’ cultural diversity and identities were considered as part of this. Data for this case study were collected from three sources: interviews with key policy officials and academic consultants six years after the launch of the official curriculum; analysis of policy documents and discussion papers from government archives, and focus group interviews with teachers from two schools seven years into implementation. Bernstein’s (2000) theory of the pedagogical device, was used to focus analysis on the agents, influences, debates and events that impacted on the design and implementation of the curriculum. Fraser’s (1989) needs’ discourse theory was used to examine interpretations of cultural diversity and identity, and the implications of implicit valued attitudes and behaviours of the key competencies.
Findings indicated that in the New Zealand educational policy context, the roles and interactions between agents and processes in the fields of production and reproduction were more ‘fluid’ and consultative than Bernstein’s (2000) structuralist model would suggest. This may be reflective of New Zealand’s small population and more informal collaboration between agents in different fields. The development of this curriculum prioritised the ‘process’ of understanding curriculum through consultation and feedback, compared to previous curricula which were more focussed on curriculum as a ‘product’.
New Zealand’s socio-political climate, and its bicultural Treaty of Waitangi, appeared to impact on how the key competencies were conceived, and how student diversity and identity were interpreted at different points in the curriculum design and implementation process. Interviews with key policy officials and academic consultants revealed that cultural diversity was largely associated with ethnicity, and in particular, differences between indigenous Māori and Pākehā (New Zealand European). Less attention was given to the concept of multiple identities and intersections between ethnicity, socio economic class, gender and so on, and how these might influence interpretations of the key competencies. This was despite evidence of early discussion papers highlighting these complexities.
At the curriculum implementation level, Bernstein (2000) argues that schools and teachers can often ‘reproduce’ middle class values and expected behaviours through ‘invisible’ pedagogical practices, with little awareness of potential disjuncts for disadvantaged groups. Yet he also states that this is not necessarily deterministic, and the finding for the two school focus groups demonstrated this. Despite no evidence that student diversity was a specific aspect of their professional development on key competencies, the teachers discussed some complexities of student diversity in their schools and how the key competencies might be interpreted in different ways. However, given the case study schools were considered to be particularly ‘diverse’, this type of discussion and consideration may not be typical of other New Zealand schools.
The findings support the notion that the New Zealand curriculum key competencies were ‘weakly classified’ and ‘strongly framed’ (Bernstein, 2000). This means a high level of interpretation was located with school leaders and teachers, within the context of a permissive curriculum and thus presents both opportunities and risks.
This case study highlights the importance of agents in every field understanding the complexities and implications of diversity in education. In addition, if the key competencies genuinely seek to enhance both vocational and social justice outcomes for a more cohesive and equitable society, then education for diversity would seem to be important.
This research contributes new knowledge in relation to the process of curriculum design, highlighting the impact of a unique socio-political context on the interpretation of a curriculum construct, and the implications of ‘valued’ attitudes and behaviours of the key competencies on diverse students. It provides an example of how Bernstein’s (2000) theory of the pedagogical device can be used to identify important influences and processes that impact on the different stages of a curriculum design and implementation process. It also illustrates how the device can be usefully complemented by another theory, in this case Fraser’s (1989) needs discourse theory, to examine more closely the discourse that relates to a particular lens of the research.

text: Cultural diversity and identity discourses in the design and implementation of the New Zealand curriculum key competencies: a Bernsteinian analysis The key competencies as a curriculum construct have appeared in several national curricula from the early 2000s. Many have their origins in the Definition and Selection of Key Competencies Project (DeSeCo), commissioned by the supra-national Organisation for Economic Co-operation and Development (OECD). A number of international critiques have highlighted tensions between neoliberal ideologies that underpin the key competencies, and broader socio-cultural and social justice issues within their respective countries (e.g., Crick, 2008; Sjøberg, 2016; Takayama, 2013).
This research investigated who and what influenced the design and implementation of the key competencies in the 2007 New Zealand Curriculum, and how students’ cultural diversity and identities were considered as part of this. Data for this case study were collected from three sources: interviews with key policy officials and academic consultants six years after the launch of the official curriculum; analysis of policy documents and discussion papers from government archives, and focus group interviews with teachers from two schools seven years into implementation. Bernstein’s (2000) theory of the pedagogical device, was used to focus analysis on the agents, influences, debates and events that impacted on the design and implementation of the curriculum. Fraser’s (1989) needs’ discourse theory was used to examine interpretations of cultural diversity and identity, and the implications of implicit valued attitudes and behaviours of the key competencies.
Findings indicated that in the New Zealand educational policy context, the roles and interactions between agents and processes in the fields of production and reproduction were more ‘fluid’ and consultative than Bernstein’s (2000) structuralist model would suggest. This may be reflective of New Zealand’s small population and more informal collaboration between agents in different fields. The development of this curriculum prioritised the ‘process’ of understanding curriculum through consultation and feedback, compared to previous curricula which were more focussed on curriculum as a ‘product’.
New Zealand’s socio-political climate, and its bicultural Treaty of Waitangi, appeared to impact on how the key competencies were conceived, and how student diversity and identity were interpreted at different points in the curriculum design and implementation process. Interviews with key policy officials and academic consultants revealed that cultural diversity was largely associated with ethnicity, and in particular, differences between indigenous Māori and Pākehā (New Zealand European). Less attention was given to the concept of multiple identities and intersections between ethnicity, socio economic class, gender and so on, and how these might influence interpretations of the key competencies. This was despite evidence of early discussion papers highlighting these complexities.
At the curriculum implementation level, Bernstein (2000) argues that schools and teachers can often ‘reproduce’ middle class values and expected behaviours through ‘invisible’ pedagogical practices, with little awareness of potential disjuncts for disadvantaged groups. Yet he also states that this is not necessarily deterministic, and the finding for the two school focus groups demonstrated this. Despite no evidence that student diversity was a specific aspect of their professional development on key competencies, the teachers discussed some complexities of student diversity in their schools and how the key competencies might be interpreted in different ways. However, given the case study schools were considered to be particularly ‘diverse’, this type of discussion and consideration may not be typical of other New Zealand schools.
The findings support the notion that the New Zealand curriculum key competencies were ‘weakly classified’ and ‘strongly framed’ (Bernstein, 2000). This means a high level of interpretation was located with school leaders and teachers, within the context of a permissive curriculum and thus presents both opportunities and risks.
This case study highlights the importance of agents in every field understanding the complexities and implications of diversity in education. In addition, if the key competencies genuinely seek to enhance both vocational and social justice outcomes for a more cohesive and equitable society, then education for diversity would seem to be important.
This research contributes new knowledge in relation to the process of curriculum design, highlighting the impact of a unique socio-political context on the interpretation of a curriculum construct, and the implications of ‘valued’ attitudes and behaviours of the key competencies on diverse students. It provides an example of how Bernstein’s (2000) theory of the pedagogical device can be used to identify important influences and processes that impact on the different stages of a curriculum design and implementation process. It also illustrates how the device can be usefully complemented by another theory, in this case Fraser’s (1989) needs discourse theory, to examine more closely the discourse that relates to a particular lens of the research.

year: 2020

title: Uncovering precariosity using a circle conversation with counselling practitioners: The institutions are training the people but where is the work for them?

authors: Kecskemeti, Maria

subjects: precariosity

abstract: Ethics approval was obtained to audio-record an adapted form of circle conversation involving a group of counselling practitioners who attended a professional development workshop in 2015. The goal of the study was to examine what emerges when participants open themselves, through structured conversations, to affecting and being affected by others. The participants chose to focus on their working conditions, and what emerged in these discussions became the focus of this paper. The participants’ stories provide rich insight into how a group of practitioners have become caught up in precarious circumstances in their professional lives. This article includes four narrative accounts that derive from this guided conversation. Through the process, new lines of thought for consideration and new ways of analysing what action might make a difference to their current situations emerged. These are briefly summarised in two further narratives. The article ends with a call to all professionals to provide a critique of the implications of precariosity in their own work, and to begin to explore possibilities for developing new ways of being and doing within the constraints of an uncertain labour market.

text: Uncovering precariosity using a circle conversation with counselling practitioners: The institutions are training the people but where is the work for them? Ethics approval was obtained to audio-record an adapted form of circle conversation involving a group of counselling practitioners who attended a professional development workshop in 2015. The goal of the study was to examine what emerges when participants open themselves, through structured conversations, to affecting and being affected by others. The participants chose to focus on their working conditions, and what emerged in these discussions became the focus of this paper. The participants’ stories provide rich insight into how a group of practitioners have become caught up in precarious circumstances in their professional lives. This article includes four narrative accounts that derive from this guided conversation. Through the process, new lines of thought for consideration and new ways of analysing what action might make a difference to their current situations emerged. These are briefly summarised in two further narratives. The article ends with a call to all professionals to provide a critique of the implications of precariosity in their own work, and to begin to explore possibilities for developing new ways of being and doing within the constraints of an uncertain labour market.

year: 2015