title: Denis Murphy: a miner and farmer in the Te Aroha district

authors: Hart, Philip

abstract: After the death of his father, Denis Murphy and his family settled in New Zealand in 1865, moving to Thames once the goldfield opened, mining there for several years. At Thames he was a director of one mining company and became acquainted with James Brown, who would assist him with a mining enterprise at Te Aroha 40 years later. After prospecting in the Ohinemuri district during the early 1870s, he participated in the opening rush there in 1875 and became a director of another company, but concentrated on being a storekeeper and publican. He also acquired a small farm, and was a prominent member of the community, but as the Ohinemuri goldfield declined so did his income, and he was forced into bankruptcy. 
Before Te Aroha was opened to mining, he a another farm at Te Aroha West, which he slowly developed while earning an income as both a carter and a contractor making drains and roads. One of his enterprises, operating a punt at the Waiorongomai landing, led to his being accused of over-charging and exploiting his position on the county council for personal gain. Prominent in the local community, he assisted its progress, especially after becoming a member of the county council. As a councillor he supported the needs of the mining industry, and, courting much controversy, campaigned to include Waiorongomai in a proposed Te Aroha borough.
Murphy claimed to have prospected the district before it was opened to mining, and after its proclamation as a goldfield in 1880 helped to develop the Prospectors’ Claim. Apart from some minimal involvement with Waiorongomai mining, which he strongly supported on the council (including trying to reduce the tramway charges), he was not actively involved in mining again until 1908, when, with James Brown, he worked ‘Murphy’s Find’, close to the original discovery of 1880. Like all other mines in that portion of the field, it was unsuccessful.
His private life became a matter of public interest in the ‘Rotorua scandal’, involving a suicide and his apparent seduction of another man’s wife. Although he strongly denied the allegations made against him, his subsequent behaviour refuted his denials. During the last years of his life he suffered from miners’ complaint, a consequence of his years of mining.

text: Denis Murphy: a miner and farmer in the Te Aroha district After the death of his father, Denis Murphy and his family settled in New Zealand in 1865, moving to Thames once the goldfield opened, mining there for several years. At Thames he was a director of one mining company and became acquainted with James Brown, who would assist him with a mining enterprise at Te Aroha 40 years later. After prospecting in the Ohinemuri district during the early 1870s, he participated in the opening rush there in 1875 and became a director of another company, but concentrated on being a storekeeper and publican. He also acquired a small farm, and was a prominent member of the community, but as the Ohinemuri goldfield declined so did his income, and he was forced into bankruptcy. 
Before Te Aroha was opened to mining, he a another farm at Te Aroha West, which he slowly developed while earning an income as both a carter and a contractor making drains and roads. One of his enterprises, operating a punt at the Waiorongomai landing, led to his being accused of over-charging and exploiting his position on the county council for personal gain. Prominent in the local community, he assisted its progress, especially after becoming a member of the county council. As a councillor he supported the needs of the mining industry, and, courting much controversy, campaigned to include Waiorongomai in a proposed Te Aroha borough.
Murphy claimed to have prospected the district before it was opened to mining, and after its proclamation as a goldfield in 1880 helped to develop the Prospectors’ Claim. Apart from some minimal involvement with Waiorongomai mining, which he strongly supported on the council (including trying to reduce the tramway charges), he was not actively involved in mining again until 1908, when, with James Brown, he worked ‘Murphy’s Find’, close to the original discovery of 1880. Like all other mines in that portion of the field, it was unsuccessful.
His private life became a matter of public interest in the ‘Rotorua scandal’, involving a suicide and his apparent seduction of another man’s wife. Although he strongly denied the allegations made against him, his subsequent behaviour refuted his denials. During the last years of his life he suffered from miners’ complaint, a consequence of his years of mining.

year: 2016

title: Interactions between freshwater mussels and non-native species

authors: Moore, Thomas Peter

subjects: conservation

abstract: Biological invasions contribute to ecosystem change globally, with a disproportionate and intensified impact in freshwaters. This process is exacerbated in modified systems such as hydrogeneration reservoirs that promote favourable conditions for non-native species proliferation. One of the major threats from non-native species is the introduction of novel interactions that may be particularly impactful on species in affiliate (dependent) relationships and that have narrow habitat requirements during early life-stages. Freshwater mussels (Bivalvia: Unionida) are sessile benthic organisms in affiliate relationships with host fish on which they complete their ectoparasitic life-stage. Attached larvae (glochidia) transform on suitable fish hosts before dropping off as juveniles on surficial sediments. Significant disruption to such interactions may lead to local extinction if affiliate partners are unable to be replaced (i.e., by non-native fish) or the availability of critical life-supporting habitats is reduced (e.g., by non-native macrophytes). Non-native species may play a role in reducing recruitment leading to the adult-skewed mussel population size-structures commonly observed. Accordingly, this thesis contributes knowledge of the interactions between unionid mussels and non-native species in modified freshwater ecosystems, and provides information to assist in species and reservoir management for unionid mussel conservation.

The thesis outputs are presented as chapters that have been published in, submitted to, or prepared for scientific journals. A general introduction (Chapter 1) provides context for a global meta-analysis of non-native species and unionid mussel interactions that highlighted non-native fish and macrophytes as potential threats to New Zealand mussels (Chapter 2). Accordingly, a laboratory experiment on three non-native fish (brown bullhead catfish, Ameiurus nebulosus; rudd, Scardinius erythrophthalmus; and goldfish, Carassius auratus) found mussel glochidia were not transformed in ecologically viable numbers compared to a known host fish (Gobiomorphus cotidianus) for a New Zealand unionid (Echyridella menziesii; Chapter 3). This finding suggested that shifts towards fish communities dominated by non-native species have potential to disrupt the obligate glochidial life-stage of unionid mussels.

Dense beds of non-native macrophytes (Ceratophyllum demersum and Egeria densa) were found to produce adverse anoxic and hypoxic conditions potentially fatal to mussels in a field survey of Karāpiro, the most downstream in the Waikato River hydrogeneration reservoir chain (Chapter 4). Here, adverse conditions at the sediment-water interface in littoral zones were mediated by reservoir management of water-level and water-flow, and by macrophyte control via herbicide application in the lower-lacustrine section. A subsequent field survey extended the Chapter 4 results to show that effects of non-native macrophytes at the sediment-water interface depended on macrophyte species and overarching hydrology, whereby adult-skewed mussel population size-structures were present in the lower-lacustrine of Karāpiro but not in the upper-riverine section where recruitment was occurring (Chapter 5).

The final chapter combined previous findings to show how various hypothetical scenarios of fish and macrophyte invasions could operate separately (non-native fish only) or in combination to disrupt E. menziesii recruitment (Chapter 6). This hypothetical analysis highlighted the importance of considering the threats of both non-native fish and macrophytes, which operate primarily on different stages of the unionid life-cycle, in freshwater mussel conservation and management. Due to the long life-span of unionids, recognition of non-native species impacts contributing to adult-skewed mussel population size-structures may provide an opportunity to restore disrupted mechanisms supporting their recruitment before local extinction occurs. Globalisation and energy demand facilitate continued biotic homogenisation and loss of associated ecosystem services. In this context, the role of management in preventing and mitigating the impacts of biological invasions on sensitive species with affiliate relationships will become increasingly important in freshwater ecosystems in the future.

text: Interactions between freshwater mussels and non-native species Biological invasions contribute to ecosystem change globally, with a disproportionate and intensified impact in freshwaters. This process is exacerbated in modified systems such as hydrogeneration reservoirs that promote favourable conditions for non-native species proliferation. One of the major threats from non-native species is the introduction of novel interactions that may be particularly impactful on species in affiliate (dependent) relationships and that have narrow habitat requirements during early life-stages. Freshwater mussels (Bivalvia: Unionida) are sessile benthic organisms in affiliate relationships with host fish on which they complete their ectoparasitic life-stage. Attached larvae (glochidia) transform on suitable fish hosts before dropping off as juveniles on surficial sediments. Significant disruption to such interactions may lead to local extinction if affiliate partners are unable to be replaced (i.e., by non-native fish) or the availability of critical life-supporting habitats is reduced (e.g., by non-native macrophytes). Non-native species may play a role in reducing recruitment leading to the adult-skewed mussel population size-structures commonly observed. Accordingly, this thesis contributes knowledge of the interactions between unionid mussels and non-native species in modified freshwater ecosystems, and provides information to assist in species and reservoir management for unionid mussel conservation.

The thesis outputs are presented as chapters that have been published in, submitted to, or prepared for scientific journals. A general introduction (Chapter 1) provides context for a global meta-analysis of non-native species and unionid mussel interactions that highlighted non-native fish and macrophytes as potential threats to New Zealand mussels (Chapter 2). Accordingly, a laboratory experiment on three non-native fish (brown bullhead catfish, Ameiurus nebulosus; rudd, Scardinius erythrophthalmus; and goldfish, Carassius auratus) found mussel glochidia were not transformed in ecologically viable numbers compared to a known host fish (Gobiomorphus cotidianus) for a New Zealand unionid (Echyridella menziesii; Chapter 3). This finding suggested that shifts towards fish communities dominated by non-native species have potential to disrupt the obligate glochidial life-stage of unionid mussels.

Dense beds of non-native macrophytes (Ceratophyllum demersum and Egeria densa) were found to produce adverse anoxic and hypoxic conditions potentially fatal to mussels in a field survey of Karāpiro, the most downstream in the Waikato River hydrogeneration reservoir chain (Chapter 4). Here, adverse conditions at the sediment-water interface in littoral zones were mediated by reservoir management of water-level and water-flow, and by macrophyte control via herbicide application in the lower-lacustrine section. A subsequent field survey extended the Chapter 4 results to show that effects of non-native macrophytes at the sediment-water interface depended on macrophyte species and overarching hydrology, whereby adult-skewed mussel population size-structures were present in the lower-lacustrine of Karāpiro but not in the upper-riverine section where recruitment was occurring (Chapter 5).

The final chapter combined previous findings to show how various hypothetical scenarios of fish and macrophyte invasions could operate separately (non-native fish only) or in combination to disrupt E. menziesii recruitment (Chapter 6). This hypothetical analysis highlighted the importance of considering the threats of both non-native fish and macrophytes, which operate primarily on different stages of the unionid life-cycle, in freshwater mussel conservation and management. Due to the long life-span of unionids, recognition of non-native species impacts contributing to adult-skewed mussel population size-structures may provide an opportunity to restore disrupted mechanisms supporting their recruitment before local extinction occurs. Globalisation and energy demand facilitate continued biotic homogenisation and loss of associated ecosystem services. In this context, the role of management in preventing and mitigating the impacts of biological invasions on sensitive species with affiliate relationships will become increasingly important in freshwater ecosystems in the future.

year: 2020

title: A critical interruption in the governance of a New Zealand state high school

authors: L'Huillier, Barbara Marie

subjects: governance

abstract: The governance of contemporary Western education aspires to serve the intertwining values of human emancipation and social inclusiveness in both the organisational form of educational institutions and their pedagogical direction. In New Zealand (NZ), what is understood as ‘good’ governance of education has varied over time according to economic conditions and political interests. The fourth Labour government (1984-1990), which undertook a widespread, rapid commitment to neo-liberal principles, reorganised the provision and governance of education along quasi public-private sector lines, explicitly using a business approach to guide practice, yet retaining hegemonic characteristics. This commitment to neo-liberal principles has been continued by all subsequent NZ governments. The intended transformation of the education system from a centrally-governed bureaucracy to a community-governed process has not been easy. Underpinning the new governance regime is an implied notion that school communities share a common understanding of what is meant by education, processes of representation, and of ‘good’ governance. However, due to the different aspirations members of school communities’ can hold for their respective schools this commonality of meaning can be a false dichotomy resulting in schools being governed in a state of tension. This tension serves to highlight contradictions and disconnections between the espoused aims of devolved governance and a State-mandated process that works to exclude certain factions of a school community. Increasing numbers of NZ school Boards of Trustees are experiencing these tensions and contradictions resulting in an interruption in school governance. The interruption I am interested in takes the form of the commodification of education that has been taking place in NZ since the mid 1980s. I argue this to be an interruption with profound effects on both the flourishing of individuals and the cohesion of communities and usefully serves to draw attention to the disconnection between the broad ideals of education, as articulated by the early promoters of a State-funded education system, and the neo-liberal re-visioning of State education. Fairfield College is a NZ State high school where the tensions and contradictions surrounding the meaning of education, processes of representation, and of good governance have generated a crisis resulting in a critical interruption in school governance. The school’s Board of Trustees received considerable media coverage between 2008 and 2009 regarding a critical interruption to their governance. This interruption presented a unique research opportunity to explore how the words used to frame the problems facing the Board of Trustees, the words used to explain and justify State intervention in the governance of the school, and the words used to propose solutions to perceived problems were invested with meaning. With my interest in connotative meaning, I illustrate how these words were used to encourage and endorse actions that comply with prevailing public policy. In this case study I examined how the school’s direction has been reconfigured according to the principles of corporate governance using a companion lexicon of business. Directives have been devised by various NZ governments to align education with the neo-liberal principles that have prevailed in the governance of this country since 1984. The multiple meanings attributed to ‘governance’ and ‘corporate governance’ in the relevant literatures, and the various implications for applied governance processes and dynamics, influenced my decision to adopt the dual orientation of social constructionism and critical theory to underpin this research. Social constructionists focus on how individuals and groups produce, disseminate, and validate their perceptions of reality. Critical theorists aim to create awareness of constraints to emancipatory potential and inclusiveness. They seek to expose the contradictions between espoused aims of justice and the flourishing of individuals and that which is practised, with the intention to contribute to changes that would enhance justice and the flourishing of individuals. One such contribution is to give voice to those who feel their voices are not being heard. Both theoretical schools regard the use of language as pivotal in the construction of social processes in which meaning is continually negotiated and re-negotiated by the stakeholders. In this research I engaged in audio-recorded semi-structured interviews with members from four stakeholder groups involved in the governance of Fairfield College: the Whānau Support Group (a predominantly Māori special interest group), parents and caregivers, teachers, and those previously or currently charged with governance responsibilities for the school. These narratives were then analysed using thematic analysis to provide important insights into how ‘governance’ of the school was interpreted, challenged, and/or endorsed. My research at Fairfield College indicates that the different constructions of ‘governance’ are associated with identifiable overlapping issues arranged in a hierarchy. The foundational tier represents the outcome of various NZ governments’ preference for market-generated principles of organisation at a macro State level, namely the commodification of public services – in this instance education. The middle tier addresses concerns raised by some stakeholders regarding their notion of inclusiveness and the vulnerability of the democratic process as experienced at community level. The top tier encompasses the twin issues of communication and consultation processes at a management level that appear to demonstrate a conflict between the State’s espoused principles of good governance and their application at Fairfield College. As a result of examining the critical interruption to the governance of Fairfield College I conclude that when viewed through the lens of a social constructionist orientation informed by critical theory, ‘governance’ in the education sector can be interpreted as a process supporting neo-liberal preferences for market-orientated approaches to education. Such preferences overshadow any other ideals held by members of the school’s community and, according to a critical understanding of neo-liberalism, weaken the principles of emancipation and inclusiveness. The insights generated from this research provide a basis for further research into the governance of other organisations with emancipatory and inclusive aspirations.

text: A critical interruption in the governance of a New Zealand state high school The governance of contemporary Western education aspires to serve the intertwining values of human emancipation and social inclusiveness in both the organisational form of educational institutions and their pedagogical direction. In New Zealand (NZ), what is understood as ‘good’ governance of education has varied over time according to economic conditions and political interests. The fourth Labour government (1984-1990), which undertook a widespread, rapid commitment to neo-liberal principles, reorganised the provision and governance of education along quasi public-private sector lines, explicitly using a business approach to guide practice, yet retaining hegemonic characteristics. This commitment to neo-liberal principles has been continued by all subsequent NZ governments. The intended transformation of the education system from a centrally-governed bureaucracy to a community-governed process has not been easy. Underpinning the new governance regime is an implied notion that school communities share a common understanding of what is meant by education, processes of representation, and of ‘good’ governance. However, due to the different aspirations members of school communities’ can hold for their respective schools this commonality of meaning can be a false dichotomy resulting in schools being governed in a state of tension. This tension serves to highlight contradictions and disconnections between the espoused aims of devolved governance and a State-mandated process that works to exclude certain factions of a school community. Increasing numbers of NZ school Boards of Trustees are experiencing these tensions and contradictions resulting in an interruption in school governance. The interruption I am interested in takes the form of the commodification of education that has been taking place in NZ since the mid 1980s. I argue this to be an interruption with profound effects on both the flourishing of individuals and the cohesion of communities and usefully serves to draw attention to the disconnection between the broad ideals of education, as articulated by the early promoters of a State-funded education system, and the neo-liberal re-visioning of State education. Fairfield College is a NZ State high school where the tensions and contradictions surrounding the meaning of education, processes of representation, and of good governance have generated a crisis resulting in a critical interruption in school governance. The school’s Board of Trustees received considerable media coverage between 2008 and 2009 regarding a critical interruption to their governance. This interruption presented a unique research opportunity to explore how the words used to frame the problems facing the Board of Trustees, the words used to explain and justify State intervention in the governance of the school, and the words used to propose solutions to perceived problems were invested with meaning. With my interest in connotative meaning, I illustrate how these words were used to encourage and endorse actions that comply with prevailing public policy. In this case study I examined how the school’s direction has been reconfigured according to the principles of corporate governance using a companion lexicon of business. Directives have been devised by various NZ governments to align education with the neo-liberal principles that have prevailed in the governance of this country since 1984. The multiple meanings attributed to ‘governance’ and ‘corporate governance’ in the relevant literatures, and the various implications for applied governance processes and dynamics, influenced my decision to adopt the dual orientation of social constructionism and critical theory to underpin this research. Social constructionists focus on how individuals and groups produce, disseminate, and validate their perceptions of reality. Critical theorists aim to create awareness of constraints to emancipatory potential and inclusiveness. They seek to expose the contradictions between espoused aims of justice and the flourishing of individuals and that which is practised, with the intention to contribute to changes that would enhance justice and the flourishing of individuals. One such contribution is to give voice to those who feel their voices are not being heard. Both theoretical schools regard the use of language as pivotal in the construction of social processes in which meaning is continually negotiated and re-negotiated by the stakeholders. In this research I engaged in audio-recorded semi-structured interviews with members from four stakeholder groups involved in the governance of Fairfield College: the Whānau Support Group (a predominantly Māori special interest group), parents and caregivers, teachers, and those previously or currently charged with governance responsibilities for the school. These narratives were then analysed using thematic analysis to provide important insights into how ‘governance’ of the school was interpreted, challenged, and/or endorsed. My research at Fairfield College indicates that the different constructions of ‘governance’ are associated with identifiable overlapping issues arranged in a hierarchy. The foundational tier represents the outcome of various NZ governments’ preference for market-generated principles of organisation at a macro State level, namely the commodification of public services – in this instance education. The middle tier addresses concerns raised by some stakeholders regarding their notion of inclusiveness and the vulnerability of the democratic process as experienced at community level. The top tier encompasses the twin issues of communication and consultation processes at a management level that appear to demonstrate a conflict between the State’s espoused principles of good governance and their application at Fairfield College. As a result of examining the critical interruption to the governance of Fairfield College I conclude that when viewed through the lens of a social constructionist orientation informed by critical theory, ‘governance’ in the education sector can be interpreted as a process supporting neo-liberal preferences for market-orientated approaches to education. Such preferences overshadow any other ideals held by members of the school’s community and, according to a critical understanding of neo-liberalism, weaken the principles of emancipation and inclusiveness. The insights generated from this research provide a basis for further research into the governance of other organisations with emancipatory and inclusive aspirations.

year: 2011