title: Epilogue.

authors: Vaioleti, Timote Masima

subjects: educational anthropology

abstract: The article presents an epilogue for the January 01, 2006 issue of the journal "Waikato Journal of Education."

text: Epilogue. The article presents an epilogue for the January 01, 2006 issue of the journal "Waikato Journal of Education."

year: 2006

title: Effects of fine sediment on seagrass meadows: A case study of Zostera muelleri in pāuatahanui inlet, New Zealand

authors: Zabarte-Maeztu, Iñigo

subjects: sedimentation

abstract: Seagrass meadows are vulnerable to fine sediment (mud) pollution, with impacts usually attributed to reduction in submerged light. Here we tested two non-exclusive hypotheses, that mud particles (≤63 μm) impact seagrasses through both (1) the light climate and (2) changes in substrate physico-chemistry. We tested these hypotheses in Pāuatahanui Inlet, New Zealand, by comparing seagrass presence, abundance, and health, together with light climate and substrate physico-chemistry at contrasting habitats where (1) seagrass used to thrive but no longer grows (historical seagrass), (2) seagrass still persists (existing seagrass) and (3) seagrass has been present recently, but not currently (potential seagrass). Historical seagrass substrate had significantly higher mud (35% average), bulk density (1.5 g cm⁻³), porewater ammonium concentration (65 μM), and a more reduced redox profile (negative redox at only 2 cm soil depth) as well as a lower light availability when submerged compared to other habitats, while total daily light exposure differed little between habitats. This suggests that failure of seagrass to recolonize historical seagrass habitat reflects substrate muddiness and consequent unfavorable rhizosphere conditions. Our results provide evidence for the multi-stressor effects of fine sediment on seagrasses, with substrate suitability for seagrass being detrimentally affected even where light exposure seems sufficient.

text: Effects of fine sediment on seagrass meadows: A case study of Zostera muelleri in pāuatahanui inlet, New Zealand Seagrass meadows are vulnerable to fine sediment (mud) pollution, with impacts usually attributed to reduction in submerged light. Here we tested two non-exclusive hypotheses, that mud particles (≤63 μm) impact seagrasses through both (1) the light climate and (2) changes in substrate physico-chemistry. We tested these hypotheses in Pāuatahanui Inlet, New Zealand, by comparing seagrass presence, abundance, and health, together with light climate and substrate physico-chemistry at contrasting habitats where (1) seagrass used to thrive but no longer grows (historical seagrass), (2) seagrass still persists (existing seagrass) and (3) seagrass has been present recently, but not currently (potential seagrass). Historical seagrass substrate had significantly higher mud (35% average), bulk density (1.5 g cm⁻³), porewater ammonium concentration (65 μM), and a more reduced redox profile (negative redox at only 2 cm soil depth) as well as a lower light availability when submerged compared to other habitats, while total daily light exposure differed little between habitats. This suggests that failure of seagrass to recolonize historical seagrass habitat reflects substrate muddiness and consequent unfavorable rhizosphere conditions. Our results provide evidence for the multi-stressor effects of fine sediment on seagrasses, with substrate suitability for seagrass being detrimentally affected even where light exposure seems sufficient.

year: 2020

title: "It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand.

authors: Ritchie, Jenny

subjects: racism

abstract: Racism is an undelying current within educational practice in Aotearoa/New Zealand. This paper discusses some of the data from a doctoral study that explored a particular teacher education context. In Aotearoa, the early childhood curriculum, Te Whariki, has a bicultural paradigm that requires a degree of bicultural and bilingual competence on the part of educators. This paper explores some of the issues around preparing teachers to deliver this curriculum, with a particular focus on racism.

text: "It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand. Racism is an undelying current within educational practice in Aotearoa/New Zealand. This paper discusses some of the data from a doctoral study that explored a particular teacher education context. In Aotearoa, the early childhood curriculum, Te Whariki, has a bicultural paradigm that requires a degree of bicultural and bilingual competence on the part of educators. This paper explores some of the issues around preparing teachers to deliver this curriculum, with a particular focus on racism.

year: 2005