title: Variations in nutrient concentrations at different time scales in two shallow tidally dominated estuaries

authors: Tay, Hui W.

subjects: diel

abstract: Water-quality observations in estuaries can be highly variable in time and space, making it difficult to quantify nutrient fluxes and to discriminate patterns. We measured nitrate, phosphate and ammonium concentrations in two shallow tidally dominated estuaries in Tauranga Harbour, New Zealand, during four periods (winter, start of spring, end of spring and summer) within 1 year, to determine the source of variability observed in a 19-year monitoring program. These measurements consisted of high-frequency monitoring during one 24-h period (covering a daytime flood-ebb tide and a night-time flood-ebb tide) at each estuary. Concentrations of nitrate and ammonium had distinctive tidal patterns, with rising values during ebb flows. This tidal asymmetry caused a net seaward flux of dissolved inorganic nitrogen (nitrate and ammonium), with higher exports at night. Net fluxes were 34358kgN per tidal cycle for nitrate and 2293kgN per tidal cycle for ammonium. Fluxes were large relative to previously published model-based predictions for the region, particularly during winter. Our results showed that estuarine sampling strategies need to account for tidal variability and the role of episodic runoff events, and highlighted the importance of correctly validated mass fluxes from field measurements for comparisons with nutrient-loading models.

text: Variations in nutrient concentrations at different time scales in two shallow tidally dominated estuaries Water-quality observations in estuaries can be highly variable in time and space, making it difficult to quantify nutrient fluxes and to discriminate patterns. We measured nitrate, phosphate and ammonium concentrations in two shallow tidally dominated estuaries in Tauranga Harbour, New Zealand, during four periods (winter, start of spring, end of spring and summer) within 1 year, to determine the source of variability observed in a 19-year monitoring program. These measurements consisted of high-frequency monitoring during one 24-h period (covering a daytime flood-ebb tide and a night-time flood-ebb tide) at each estuary. Concentrations of nitrate and ammonium had distinctive tidal patterns, with rising values during ebb flows. This tidal asymmetry caused a net seaward flux of dissolved inorganic nitrogen (nitrate and ammonium), with higher exports at night. Net fluxes were 34358kgN per tidal cycle for nitrate and 2293kgN per tidal cycle for ammonium. Fluxes were large relative to previously published model-based predictions for the region, particularly during winter. Our results showed that estuarine sampling strategies need to account for tidal variability and the role of episodic runoff events, and highlighted the importance of correctly validated mass fluxes from field measurements for comparisons with nutrient-loading models.

year: 2012

title: Household bargaining over wealth and the adequacy of women's retirement incomes in New Zealand

authors: Gibson, John

subjects: bargaining

abstract: Bargaining models of household wealth accumulation point to a potential conflict of interest between husbands and wives. Wives are typically younger than their husbands and have longer life expectancy, so they must expect to finance a longer retirement period. Therefore, when they have greater relative bargaining power, households will accumulate more wealth. There is some weak evidence for this in the United States, but this article finds the opposite pattern in New Zealand, where women's greater bargaining power results in a lower net worth in the pre-retirement cohort of couples. In New Zealand, where public pensions are more generous than in the US and are not affected by holdings of private wealth or income, it may not be rational for women with greater relative bargaining power than their spouses to favor wealth accumulation. These results indicate the importance of the policy context when considering household bargaining models.

text: Household bargaining over wealth and the adequacy of women's retirement incomes in New Zealand Bargaining models of household wealth accumulation point to a potential conflict of interest between husbands and wives. Wives are typically younger than their husbands and have longer life expectancy, so they must expect to finance a longer retirement period. Therefore, when they have greater relative bargaining power, households will accumulate more wealth. There is some weak evidence for this in the United States, but this article finds the opposite pattern in New Zealand, where women's greater bargaining power results in a lower net worth in the pre-retirement cohort of couples. In New Zealand, where public pensions are more generous than in the US and are not affected by holdings of private wealth or income, it may not be rational for women with greater relative bargaining power than their spouses to favor wealth accumulation. These results indicate the importance of the policy context when considering household bargaining models.

year: 2006

title: Academic success amongst a cohort of gifted and talented Māori and Pasifika secondary school boys: Elements that have contributed to their achievement

authors: Miller, Graeme Oliver

subjects: Māori

abstract: In recent years Māori and Pasifika students have been the focus of much discussion and a significant amount of research relating to underachievement. Despite this, many Māori and Pasifika secondary school boys are achieving highly in the academic sphere within the context of mainstream boys’ state secondary schools in New Zealand. Achievement aside, evidence shows that Māori and Pasifika secondary school boys are seriously under-represented in programmes for the gifted and talented. This enquiry examines factors in relation to identifying gifted and talented students, and investigates how their abilities are forged and nurtured. The reasons for student success merit serious investigation because of how the multiple elements contributing to their achievement are likely to be applicable to others, and are a pressing concern for academic attainment in the New Zealand education system. 
 
This qualitative study examines why 30 academically successful Māori and Pasifika secondary school boys achieved highly in the mainstream education system. The boys ranged from 13 to 19 years, the youngest being in his first year at high school as a Year 9 student, and the oldest being in his second year at university. The thesis argues their academic success was due to the complex interplay of home and school environmental elements, and the boys’ intrapersonal characteristics. The study explored the boys’ and parents’ narratives to explain why students had achieved highly, and examined both the parents’ and boys’ perceptions of how well the schools had provided for their intellectual, emotional and cultural needs. Sociocultural learning theory is the main theoretical lens through which the findings are viewed. The methodology is primarily built upon narrative inquiry. The main method of data collection was by semi-structured interview, both individually and in focus groups. Supplementary methods utilised were questionnaires and observation.  
  
An issue in the research was the disparity between the cultural and ethnic background of the participants and myself as the researcher. However, an endeavour was made to mitigate this by consulting with Māori and Pasifika educators, a kaumatua (elder) and iwi (tribal) representative prior to the research commencing. In addition, models developed through this study were submitted to Māori and Pasifika educators for their comment and approval prior to being included. 
 
With its focus specifically on highly-achieving Māori and Pasifika secondary school boys, this thesis makes an original contribution to the national and international discussion about raising student achievement. It provides a platform for further research to 	address the particular concerns around the underachievement of Māori and Pasifika secondary school boys. 
 
While there are several implications arising from the research, all are linked to the need for policy makers and educators to address the issue of the underrepresentation of Māori and Pasifika students in programmes for the gifted and talented. Policies, practices and relationships need to be examined to evaluate how effectively they contribute to gifted and talented Māori and Pasifika students receiving the academic opportunities they deserve. A key part of this examination will need to include consultation with students and their whānau.

text: Academic success amongst a cohort of gifted and talented Māori and Pasifika secondary school boys: Elements that have contributed to their achievement In recent years Māori and Pasifika students have been the focus of much discussion and a significant amount of research relating to underachievement. Despite this, many Māori and Pasifika secondary school boys are achieving highly in the academic sphere within the context of mainstream boys’ state secondary schools in New Zealand. Achievement aside, evidence shows that Māori and Pasifika secondary school boys are seriously under-represented in programmes for the gifted and talented. This enquiry examines factors in relation to identifying gifted and talented students, and investigates how their abilities are forged and nurtured. The reasons for student success merit serious investigation because of how the multiple elements contributing to their achievement are likely to be applicable to others, and are a pressing concern for academic attainment in the New Zealand education system. 
 
This qualitative study examines why 30 academically successful Māori and Pasifika secondary school boys achieved highly in the mainstream education system. The boys ranged from 13 to 19 years, the youngest being in his first year at high school as a Year 9 student, and the oldest being in his second year at university. The thesis argues their academic success was due to the complex interplay of home and school environmental elements, and the boys’ intrapersonal characteristics. The study explored the boys’ and parents’ narratives to explain why students had achieved highly, and examined both the parents’ and boys’ perceptions of how well the schools had provided for their intellectual, emotional and cultural needs. Sociocultural learning theory is the main theoretical lens through which the findings are viewed. The methodology is primarily built upon narrative inquiry. The main method of data collection was by semi-structured interview, both individually and in focus groups. Supplementary methods utilised were questionnaires and observation.  
  
An issue in the research was the disparity between the cultural and ethnic background of the participants and myself as the researcher. However, an endeavour was made to mitigate this by consulting with Māori and Pasifika educators, a kaumatua (elder) and iwi (tribal) representative prior to the research commencing. In addition, models developed through this study were submitted to Māori and Pasifika educators for their comment and approval prior to being included. 
 
With its focus specifically on highly-achieving Māori and Pasifika secondary school boys, this thesis makes an original contribution to the national and international discussion about raising student achievement. It provides a platform for further research to 	address the particular concerns around the underachievement of Māori and Pasifika secondary school boys. 
 
While there are several implications arising from the research, all are linked to the need for policy makers and educators to address the issue of the underrepresentation of Māori and Pasifika students in programmes for the gifted and talented. Policies, practices and relationships need to be examined to evaluate how effectively they contribute to gifted and talented Māori and Pasifika students receiving the academic opportunities they deserve. A key part of this examination will need to include consultation with students and their whānau.

year: 2015