title: Teaching professional ethics in counsellor education in Aotearoa New Zealand

authors: Crocket, Kathie

subjects: ethics

abstract: One mark of a profession is that it articulates a shared vision of the responsibilities involved in professional relationships, generally expressed in a Code of Ethics. But what are the processes involved in inducting new members into a profession and offering them opportunities to translate and grow personal ethics into professional ethics? The study on which this article reports aimed to investigate the practices employed by counsellor educators in Aotearoa New Zealand in ethics education. The study asked two organising questions: what is taught, and how is it taught? In reporting on the study, this article seeks to offer a contribution to dialogue about how ethics might be learned and taught in initial counsellor education. The article raises questions for further discussion. To what extent should the how and what of ethics teaching be woven together? How do we educate for a practice where we cannot know ahead of time whatambiguities will emerge? How much theory of ethics is needed for ethical practice? When do we begin to teach ethics? How well are we teaching an ethics of partnership that is relevant for Aotearoa?

text: Teaching professional ethics in counsellor education in Aotearoa New Zealand One mark of a profession is that it articulates a shared vision of the responsibilities involved in professional relationships, generally expressed in a Code of Ethics. But what are the processes involved in inducting new members into a profession and offering them opportunities to translate and grow personal ethics into professional ethics? The study on which this article reports aimed to investigate the practices employed by counsellor educators in Aotearoa New Zealand in ethics education. The study asked two organising questions: what is taught, and how is it taught? In reporting on the study, this article seeks to offer a contribution to dialogue about how ethics might be learned and taught in initial counsellor education. The article raises questions for further discussion. To what extent should the how and what of ethics teaching be woven together? How do we educate for a practice where we cannot know ahead of time whatambiguities will emerge? How much theory of ethics is needed for ethical practice? When do we begin to teach ethics? How well are we teaching an ethics of partnership that is relevant for Aotearoa?

year: 2011

title: Fish exclosures versus intensive fishing to restore charophytes in a shallow New Zealand lake

authors: Dugdale, Tony M.

subjects: submerged vegetation

abstract: 1. Disturbance by alien, herbivorous and benthivorous fish species has previously been found to limit the colonization of native charophytes in Lake Rotoroa, Hamilton. This paper compares two methods to reduce the impact of fish on charophyte establishment in this water body. 
2. A 1 ha compartment of the lake was partitioned off and intensively fished by conventional netting methods. A total of 5115 fish, total weight 451 kg, was removed from the compartment over 17 months. Allowing for growth and reproduction within the sampling period, intensive netting reduced the original fish biomass by 86% from about 200 to 28 kg ha-1. 
3. Catfish (Ameiurus nebulosus Le Sueur) comprised 74% of the fish numbers and 57% of the fish biomass. Perch (Perca fluviatilis L.), shortfinned eel (Anguilla australis Richardson), rudd (Scardinius erythrophthalmus L.), tench (Tinca tinca L.), and goldfish (Carassius auratus L.) were present, in order of reducing abundance. These species are alien to New Zealand, with the exception of shortfinned eel. 
4. Charophytes were transplanted inside and outside of the fished 1 ha compartment and their subsequent survival and establishment was monitored. Despite the extensive fish removal from the 1 ha compartment, repeat transplants inside it did not establish in the long term. 
5. Outside of the 1 ha compartment, charophytes were also transplanted into nine 6.25-m2 fish exclosures with netting sides to establish founder colonies of charophytes. Within these small exclosures, charophytes established (75% cover) within 1 yr; when five of the exclosures were removed, these unprotected plants survived and expanded over the next year. 
6. This study shows that small exclosures can be used to establish founder colonies of charophytes in the presence of herbivorous and benthivorous fish, and that intensive fish removal is likely to be a less successful and more costly method to restore charophytes in lakes.

text: Fish exclosures versus intensive fishing to restore charophytes in a shallow New Zealand lake 1. Disturbance by alien, herbivorous and benthivorous fish species has previously been found to limit the colonization of native charophytes in Lake Rotoroa, Hamilton. This paper compares two methods to reduce the impact of fish on charophyte establishment in this water body. 
2. A 1 ha compartment of the lake was partitioned off and intensively fished by conventional netting methods. A total of 5115 fish, total weight 451 kg, was removed from the compartment over 17 months. Allowing for growth and reproduction within the sampling period, intensive netting reduced the original fish biomass by 86% from about 200 to 28 kg ha-1. 
3. Catfish (Ameiurus nebulosus Le Sueur) comprised 74% of the fish numbers and 57% of the fish biomass. Perch (Perca fluviatilis L.), shortfinned eel (Anguilla australis Richardson), rudd (Scardinius erythrophthalmus L.), tench (Tinca tinca L.), and goldfish (Carassius auratus L.) were present, in order of reducing abundance. These species are alien to New Zealand, with the exception of shortfinned eel. 
4. Charophytes were transplanted inside and outside of the fished 1 ha compartment and their subsequent survival and establishment was monitored. Despite the extensive fish removal from the 1 ha compartment, repeat transplants inside it did not establish in the long term. 
5. Outside of the 1 ha compartment, charophytes were also transplanted into nine 6.25-m2 fish exclosures with netting sides to establish founder colonies of charophytes. Within these small exclosures, charophytes established (75% cover) within 1 yr; when five of the exclosures were removed, these unprotected plants survived and expanded over the next year. 
6. This study shows that small exclosures can be used to establish founder colonies of charophytes in the presence of herbivorous and benthivorous fish, and that intensive fish removal is likely to be a less successful and more costly method to restore charophytes in lakes.

year: 2006

title: Listening and Learning from Rangatahi Māori: the Voices of Māori Youth

authors: Berryman, Mere

subjects: student self-determination

abstract: This paper presents three stories-over-time of the secondary schooling experiences of New Zealand’s rangatahi Māori–or Māori youth. The stories span fifteen years of New Zealand schooling and are told from three perspectives: the experiences of the students as told in their own words; the voices of youth within the prevailing political contexts of government policy; and, the reframing and repositioning of researchers listening to the experiences of rangatahi Māori who believe they have succeeded as Māori. In reality, the stories are interwoven, however, in an effort to make sense of the various methodological dilemmas, risks, and entanglements across the three points of learning, we have endeavored to disentangle these different threads from the whole and follow these independent of each other. We then weave these threads together again, as we sense-make across this complexity to identify implications for other educators, policy makers and researchers.

text: Listening and Learning from Rangatahi Māori: the Voices of Māori Youth This paper presents three stories-over-time of the secondary schooling experiences of New Zealand’s rangatahi Māori–or Māori youth. The stories span fifteen years of New Zealand schooling and are told from three perspectives: the experiences of the students as told in their own words; the voices of youth within the prevailing political contexts of government policy; and, the reframing and repositioning of researchers listening to the experiences of rangatahi Māori who believe they have succeeded as Māori. In reality, the stories are interwoven, however, in an effort to make sense of the various methodological dilemmas, risks, and entanglements across the three points of learning, we have endeavored to disentangle these different threads from the whole and follow these independent of each other. We then weave these threads together again, as we sense-make across this complexity to identify implications for other educators, policy makers and researchers.

year: 2017