title: The personal debt industry: Racist debt practices and Pasifika peoples in New Zealand

authors: Curtis, Bruce

subjects: Social Science

abstract: Personal. Debt. Industry: Racist. Debt. Practices. and. Pasifika. Peoples. in. New. Zealand. Bruce Curtis and Cate Curtis This chapter is based on an analysis of the working poor as flawed consumers. We begin by recognising the generalised&nbsp;...

text: The personal debt industry: Racist debt practices and Pasifika peoples in New Zealand Personal. Debt. Industry: Racist. Debt. Practices. and. Pasifika. Peoples. in. New. Zealand. Bruce Curtis and Cate Curtis This chapter is based on an analysis of the working poor as flawed consumers. We begin by recognising the generalised&nbsp;...

year: 2015

title: New Zealand Calanoid Copepod Invasions: Has Artificial Lake Construction Facilitated Invasions, and are our Coastal Waters Uninvaded?

authors: Banks, Christopher Mark

subjects: Invasive species

abstract: Non-indigenous species have become a global issue of increasing importance in recent years, with many causing significant environmental and economic damage. Identifying locations vulnerable to invasion allows for focus of management efforts towards prevention of invasions at those locations. In order to determine whether constructed water bodies, such as reservoirs, ornamental lakes or retired mines, are more easily invaded environments than natural water bodies, owing to decreased biotic resistance, the distributions of native and non-indigenous freshwater calanoid copepod species in the North Island were examined. Calanoid copepods in ports and other coastal environments were also examined, in order to determine whether ports are more frequently invaded owing to increased propagule supplies from visiting ships and other sources.
The distributions of the native freshwater calanoid copepod species Boeckella hamata, B. propinqua, B. delicata and B. tanea are confined in the North Island of New Zealand to specific technostratigraphic terranes when natural waters only are examined, and as such each species can be considered to have a native range. The recently colonised calanoid copepod species Boeckella minuta (6 locations), Skistodiaptomus pallidus (3 locations) and Sinodiaptomus valkanovi (2 locations) are to date confined to constructed water bodies. Boeckella symmetrica (2 locations) may be confined to constructed water bodies, but the status of one location is unclear. Boeckella triarticulata, a species common in the South Island, is known only from a single farm dam in the North Island. The native species Boeckella hamata, B. propinqua and B. delicata were found to occur in constructed waters, but only B. 
propinqua was found in constructed water bodies outside their natural ranges (9 locations). Calamoecia lucasi is found in lakes throughout most of the North Island, and is not confined to any one terrane. My results indicate that constructed water bodies are more easily invaded by non-indigenous species than natural water bodies, represents a potential pathway for future invaders to establish, and provides locations for species to spread.
In order to determine whether recently established freshwater calanoid copepod species have the potential to spread from their present habitats into other water bodies, the prosomal lengths of non-indigenous calanoid copepod species were measured and compared with those for native species. The results suggest that dietary overlap should prevent the non-indigenous species present to date from spreading into any water bodies with established Boeckella populations, although Sinodiaptomus valkanovi and Boeckella triarticulata could potentially spread to lakes containing only Calamoecia lucasi. Data on the co-occurrences of native freshwater calanoid copepod species support the theory of dietary exclusion, as Boeckella species have not been found to coexist.
In order to test whether New Zealand marine environments have been invaded by non-indigenous calanoid copepods, and whether ports have been more regularly invaded than non-port areas, calanoid copepods were sampled from various coastal locations around the North Island. With the possible exception of Sulcanus conflictus, no non-indigenous species were found, indicating that non-indigenous marine calanoid copepod species are not establishing in New Zealand despite a history of invasion elsewhere.

text: New Zealand Calanoid Copepod Invasions: Has Artificial Lake Construction Facilitated Invasions, and are our Coastal Waters Uninvaded? Non-indigenous species have become a global issue of increasing importance in recent years, with many causing significant environmental and economic damage. Identifying locations vulnerable to invasion allows for focus of management efforts towards prevention of invasions at those locations. In order to determine whether constructed water bodies, such as reservoirs, ornamental lakes or retired mines, are more easily invaded environments than natural water bodies, owing to decreased biotic resistance, the distributions of native and non-indigenous freshwater calanoid copepod species in the North Island were examined. Calanoid copepods in ports and other coastal environments were also examined, in order to determine whether ports are more frequently invaded owing to increased propagule supplies from visiting ships and other sources.
The distributions of the native freshwater calanoid copepod species Boeckella hamata, B. propinqua, B. delicata and B. tanea are confined in the North Island of New Zealand to specific technostratigraphic terranes when natural waters only are examined, and as such each species can be considered to have a native range. The recently colonised calanoid copepod species Boeckella minuta (6 locations), Skistodiaptomus pallidus (3 locations) and Sinodiaptomus valkanovi (2 locations) are to date confined to constructed water bodies. Boeckella symmetrica (2 locations) may be confined to constructed water bodies, but the status of one location is unclear. Boeckella triarticulata, a species common in the South Island, is known only from a single farm dam in the North Island. The native species Boeckella hamata, B. propinqua and B. delicata were found to occur in constructed waters, but only B. 
propinqua was found in constructed water bodies outside their natural ranges (9 locations). Calamoecia lucasi is found in lakes throughout most of the North Island, and is not confined to any one terrane. My results indicate that constructed water bodies are more easily invaded by non-indigenous species than natural water bodies, represents a potential pathway for future invaders to establish, and provides locations for species to spread.
In order to determine whether recently established freshwater calanoid copepod species have the potential to spread from their present habitats into other water bodies, the prosomal lengths of non-indigenous calanoid copepod species were measured and compared with those for native species. The results suggest that dietary overlap should prevent the non-indigenous species present to date from spreading into any water bodies with established Boeckella populations, although Sinodiaptomus valkanovi and Boeckella triarticulata could potentially spread to lakes containing only Calamoecia lucasi. Data on the co-occurrences of native freshwater calanoid copepod species support the theory of dietary exclusion, as Boeckella species have not been found to coexist.
In order to test whether New Zealand marine environments have been invaded by non-indigenous calanoid copepods, and whether ports have been more regularly invaded than non-port areas, calanoid copepods were sampled from various coastal locations around the North Island. With the possible exception of Sulcanus conflictus, no non-indigenous species were found, indicating that non-indigenous marine calanoid copepod species are not establishing in New Zealand despite a history of invasion elsewhere.

year: 2007

title: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences

authors: Skipworth, Andrew James

subjects: place responsive

abstract: Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

text: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

year: 2017