title: Whole-lake fish removal – fact sheet

authors: Hicks, Brendan J.

abstract: A central objective of our lake restoration research was to remove invasive fish from 5 lakes of >5 ha in area to restore indigenous biodiversity. We chose a variety of lakes with dominant invasive fish species ranging from goldfish to perch and koi carp (Figure 1 and Table 1). Because of the priority accorded to Lower Karori Reservoir by end users we relaxed the original criterion of> 5 ha lake area. We fished with a variety of fishing methods (boat electrofish ing, fyke and seine netting, and feeder (pod) trapping).

text: Whole-lake fish removal – fact sheet A central objective of our lake restoration research was to remove invasive fish from 5 lakes of >5 ha in area to restore indigenous biodiversity. We chose a variety of lakes with dominant invasive fish species ranging from goldfish to perch and koi carp (Figure 1 and Table 1). Because of the priority accorded to Lower Karori Reservoir by end users we relaxed the original criterion of> 5 ha lake area. We fished with a variety of fishing methods (boat electrofish ing, fyke and seine netting, and feeder (pod) trapping).

year: 2015

title: Learning through 'being' and 'doing'

authors: Grant, Suzanne Lisa Parker

subjects: first-person action research

abstract: Our research may not emerge in the tidy, linear manner often described in research papers, and hoped for outcomes may never eventuate. Amid this seeming confusion, researchers may experience personal discomfort and perceptions of failure. Drawing on my experiences as a doctoral candidate I address two of the areas for which my own reading of literature left me ill-prepared. I focus first on the emergent nature of action research, and second on the contributions reflection can make to our development as action researchers. Students and teachers of action research are encouraged to appreciate the richness and variety of experiences which interaction and engagement in the research process may bring, for it is these activities which shape our development as researchers.

text: Learning through 'being' and 'doing' Our research may not emerge in the tidy, linear manner often described in research papers, and hoped for outcomes may never eventuate. Amid this seeming confusion, researchers may experience personal discomfort and perceptions of failure. Drawing on my experiences as a doctoral candidate I address two of the areas for which my own reading of literature left me ill-prepared. I focus first on the emergent nature of action research, and second on the contributions reflection can make to our development as action researchers. Students and teachers of action research are encouraged to appreciate the richness and variety of experiences which interaction and engagement in the research process may bring, for it is these activities which shape our development as researchers.

year: 2007

title: Tū Māori Ake: Seeking which is above.

authors: Maxwell, Te Kahautu

abstract: Te Waka Āwhina 2015 Seeking that which is above Kaupapa - Philosophy o Aotearoa “Tū Māori ake” E ngā mana, e ngā reo, e ngā karangatanga, nei rā te powhiri ki a koutou katoa ‘MĀ TE MĀORI, MŌ TE MĀORI’ Te Waka Āwhina o Aotearoa National Training Hui by Māori for Māori within local government Āwhea: 2 – 4 February 2015 Ki whea: The Gallagher Academy of Performing Arts, The University of Waikato, Hamilton Hau kāinga: Te Puku o te Ika.

text: Tū Māori Ake: Seeking which is above. Te Waka Āwhina 2015 Seeking that which is above Kaupapa - Philosophy o Aotearoa “Tū Māori ake” E ngā mana, e ngā reo, e ngā karangatanga, nei rā te powhiri ki a koutou katoa ‘MĀ TE MĀORI, MŌ TE MĀORI’ Te Waka Āwhina o Aotearoa National Training Hui by Māori for Māori within local government Āwhea: 2 – 4 February 2015 Ki whea: The Gallagher Academy of Performing Arts, The University of Waikato, Hamilton Hau kāinga: Te Puku o te Ika.

year: 2015-02-03