title: Pandora’s box down-under: origins and numbers of mustelids transported to New Zealand for biological control of rabbits

authors: King, Carolyn M.

subjects: Invasive species

abstract: This paper describes one of the world’s first large-scale experiments in biological control of a major vertebrate pest of agriculture, which was tried in New Zealand during the second half of the nineteenth century. Starting from the late 1860s, pasture damage in Southland and Otago by European rabbits was causing serious reductions in productivity of sheep (wool clip and lambing percentages) associated with malnutrition of the breeding ewes, and a consequent decline in the value of pastoral land. In response, and despite repeated local and international warnings, ferrets, stoats and weasels (Mustela furo, M. erminea and M. nivalis) were liberated on the worst of the rabbit-infested pastures. They were perceived as the ‘natural enemies of the rabbit’ but (unlike foxes) too small to threaten lambs. Over the 50 years after 1870, upwards of 75,000 ferrets, most imported from Australia or locally bred, were released in the South Island. Over the decade 1883–1892, at least 7838 stoats and weasels arrived from Britain. At least 25 shipments are known, with an average of only 10% mortality per shipment. Of the 3585 animals listed by species, 73% were weasels. The total cost of the ferret programme cannot now be estimated; that of stoats and weasels alone was at least £5441, probably twice that, or >$NZ 1–2 million in today’s money. Mustelids (and cats) killed many young rabbits, which was helpful because rates of change in rabbit populations are sensitive to variations in juvenile mortality, but in the most rabbit-prone semi-arid lands, mustelids could not remove enough rabbits to prevent the continuing damage to sheep pastures. The era of deliberate introductions of mustelids to control rabbits in New Zealand was short, expensive, and unsuccessful.

text: Pandora’s box down-under: origins and numbers of mustelids transported to New Zealand for biological control of rabbits This paper describes one of the world’s first large-scale experiments in biological control of a major vertebrate pest of agriculture, which was tried in New Zealand during the second half of the nineteenth century. Starting from the late 1860s, pasture damage in Southland and Otago by European rabbits was causing serious reductions in productivity of sheep (wool clip and lambing percentages) associated with malnutrition of the breeding ewes, and a consequent decline in the value of pastoral land. In response, and despite repeated local and international warnings, ferrets, stoats and weasels (Mustela furo, M. erminea and M. nivalis) were liberated on the worst of the rabbit-infested pastures. They were perceived as the ‘natural enemies of the rabbit’ but (unlike foxes) too small to threaten lambs. Over the 50 years after 1870, upwards of 75,000 ferrets, most imported from Australia or locally bred, were released in the South Island. Over the decade 1883–1892, at least 7838 stoats and weasels arrived from Britain. At least 25 shipments are known, with an average of only 10% mortality per shipment. Of the 3585 animals listed by species, 73% were weasels. The total cost of the ferret programme cannot now be estimated; that of stoats and weasels alone was at least £5441, probably twice that, or >$NZ 1–2 million in today’s money. Mustelids (and cats) killed many young rabbits, which was helpful because rates of change in rabbit populations are sensitive to variations in juvenile mortality, but in the most rabbit-prone semi-arid lands, mustelids could not remove enough rabbits to prevent the continuing damage to sheep pastures. The era of deliberate introductions of mustelids to control rabbits in New Zealand was short, expensive, and unsuccessful.

year: 2017

title: Optimising child accident research outcomes: An action research project on maximising the dissemination and implementation of the Summer Research Scholarship Project reports and recommendations of the Child Accident Prevention Foundation of New Zealand

authors: Smith, Nicola Kiri

subjects: child safety

abstract: A key objective of the Child Accident Prevention Foundation of New Zealand (hereafter referred to as "CAPFNZ" or "the Foundation") is to reduce the incidence and severity of child accidents. The reports and recommendations that arise from the Foundation's Summer Research Scholarship (SRS) projects have the potential to be a major means to achieving this end. The purpose of this research was to investigate the extent to which the SRS projects were achieving that objective, by assessing the degree to which CAPFNZ SRS reports and especially their recommendations are currently in the public domain. The research also identified the current barriers or obstacles to dissemination, and determined cost-effective ways in which dissemination and implementation of these reports and their findings could be enhanced. Our proposal foreshadowed the prospect of this project yielding a demonstration website as one approach to achieving a more effective distribution of CAPFNZ SRS reports and related material.

text: Optimising child accident research outcomes: An action research project on maximising the dissemination and implementation of the Summer Research Scholarship Project reports and recommendations of the Child Accident Prevention Foundation of New Zealand A key objective of the Child Accident Prevention Foundation of New Zealand (hereafter referred to as "CAPFNZ" or "the Foundation") is to reduce the incidence and severity of child accidents. The reports and recommendations that arise from the Foundation's Summer Research Scholarship (SRS) projects have the potential to be a major means to achieving this end. The purpose of this research was to investigate the extent to which the SRS projects were achieving that objective, by assessing the degree to which CAPFNZ SRS reports and especially their recommendations are currently in the public domain. The research also identified the current barriers or obstacles to dissemination, and determined cost-effective ways in which dissemination and implementation of these reports and their findings could be enhanced. Our proposal foreshadowed the prospect of this project yielding a demonstration website as one approach to achieving a more effective distribution of CAPFNZ SRS reports and related material.

year: 2004

title: Sylvia’s place: Ashton-Warner as New Zealand educational theorist.

authors: Middleton, Sue

subjects: educational theorist

abstract: Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

text: Sylvia’s place: Ashton-Warner as New Zealand educational theorist. Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

year: 2009