title: Alum dosing effects on fish and aquatic invertebrates: Utuhina Stream 2021-2023

authors: Ling, Nicholas

abstract: To reduce external phosphorus loading to Lake Rotorua, the Bay of Plenty Regional Council has been granted resource consent to dose the Utuhina Stream with alum (aluminium sulphate). Aluminium binds phosphorus, preventing its uptake by phytoplankton and thereby inhibiting growth. Aluminium forms monomeric species outside of circum-neutral pH (pH 6-8), and these species can disrupt osmoregulation and respiration of aquatic organisms. The alum dose rate to the Utuhina Stream is dependent on discharge, with a maximum application rate of 1 ppm aluminium. This report presents the results of an on-going assessment of the fish and aquatic macroinvertebrate communities of the Utuhina Stream for 2021–2023.

text: Alum dosing effects on fish and aquatic invertebrates: Utuhina Stream 2021-2023 To reduce external phosphorus loading to Lake Rotorua, the Bay of Plenty Regional Council has been granted resource consent to dose the Utuhina Stream with alum (aluminium sulphate). Aluminium binds phosphorus, preventing its uptake by phytoplankton and thereby inhibiting growth. Aluminium forms monomeric species outside of circum-neutral pH (pH 6-8), and these species can disrupt osmoregulation and respiration of aquatic organisms. The alum dose rate to the Utuhina Stream is dependent on discharge, with a maximum application rate of 1 ppm aluminium. This report presents the results of an on-going assessment of the fish and aquatic macroinvertebrate communities of the Utuhina Stream for 2021–2023.

year: 2024

title: “Malamalama- Miss, it means to understand, but it can mean light also.”  Pasifika students’ perspectives of studying history in New Zealand.

authors: Reymer, Christina Helene

subjects: Pasifika

abstract: This thesis looks at Pasifika students’ perspectives of studying history in the New Zealand secondary school I currently teach in. The methodology for the thesis was centred on a Tongan research approach referred to as Talanoa. This is an informal conversation during which Year 13 history students, who felt they belonged to the Pasifika collective, shared their experiences, attitudes and perspectives of studying history.  The ideas and insights from the Talanoa are discussed and explored in this thesis. I contend that understanding the identities of our students is essential if we are to understand their experiences and perspectives of the enacted history curriculum and school programme. Therefore, this thesis explores the notion of identity formation, and looks at the various factors that shape the identities of the participants in this research. It is my view that as a result of lived rich cultural experiences Pasifika students have a personal sense of history. This in turn provides a unique lens through which they experience history in the classroom. This way of knowing the past influences their perspectives of the nature and purpose of history education. This includes how they see the role of interpretation in history, and how they find relevance or make connections with the historical contexts they study in the classroom history programme. I discuss curriculum theory that has informed my curriculum understandings. I reflect on the revised New Zealand Curriculum (Ministry of Education, 2007) and its supporting assessment policies in light of the implications for both history education in New Zealand, and for Pasifika students who receive this curriculum. It is my contention that the students in this research project demonstrated a deep understanding of history and provided valuable insights for teachers that may enhance teaching and learning experiences in the history classroom.

text: “Malamalama- Miss, it means to understand, but it can mean light also.”  Pasifika students’ perspectives of studying history in New Zealand. This thesis looks at Pasifika students’ perspectives of studying history in the New Zealand secondary school I currently teach in. The methodology for the thesis was centred on a Tongan research approach referred to as Talanoa. This is an informal conversation during which Year 13 history students, who felt they belonged to the Pasifika collective, shared their experiences, attitudes and perspectives of studying history.  The ideas and insights from the Talanoa are discussed and explored in this thesis. I contend that understanding the identities of our students is essential if we are to understand their experiences and perspectives of the enacted history curriculum and school programme. Therefore, this thesis explores the notion of identity formation, and looks at the various factors that shape the identities of the participants in this research. It is my view that as a result of lived rich cultural experiences Pasifika students have a personal sense of history. This in turn provides a unique lens through which they experience history in the classroom. This way of knowing the past influences their perspectives of the nature and purpose of history education. This includes how they see the role of interpretation in history, and how they find relevance or make connections with the historical contexts they study in the classroom history programme. I discuss curriculum theory that has informed my curriculum understandings. I reflect on the revised New Zealand Curriculum (Ministry of Education, 2007) and its supporting assessment policies in light of the implications for both history education in New Zealand, and for Pasifika students who receive this curriculum. It is my contention that the students in this research project demonstrated a deep understanding of history and provided valuable insights for teachers that may enhance teaching and learning experiences in the history classroom.

year: 2012

title: Taupiri rau kotahi - Taupiri rau manomano

authors: Sam-Turner, Hiko Akuhata Te Ngoungou Raniera

subjects: Taupiri marae

abstract: Kua roa nei te paepae o Taupiri marae e noho mokemoke ana, i te nuinga o te waa kaaore he tangata hei kawe i ngaa tikanga, aa, kua waiho maa te tokoiti e moohio ana me peewhea te whakahaere tika i ngaa tikanga o te marae. I te nuinga o te waa e waimarie ana maatou mehemea ka tae atu ngaa taangata e rua ki te manaaki i te mauri o te paepae moo te roanga ake o te kaupapa, ahakoa tangihanga mai, huritau mai, aha atu raanei.
I ngaa tau kua kaha kitea ahau te toimaha o teeraa o ngaa haepapa ka taka ki runga i te tokoiti. Naa teenaa, ka hua ake te uho o teenei o ngaa kaupapa rangahau, he waihanga i teetehi rautaki whaikoorero e piki ake ai ngaa nama o te hunga kawe i teenei aahuatanga. Ko taa te tuhingaroa nei he waiho i eetehi moohiotanga hei aawhina, hei whakapakari, hei whakamaamaa i ngaa aahuatanga ka tau ki runga i ngaa taangata whaikoorero. Kua waihotia e au eetehi kura hei aarahi, hei aawhina i ngaa whaanau o te marae, heoti, te hunga e piikoko ana ki te kawe i ngaa taonga o too taatou ahurea.
Ko te tino take kua ahu peenei taku rangahau kia moohio pai ngaa whakatupuranga ki eenei maatauranga, heoti, kia moohio pai ngaa whakatupuranga me peewhea te whakahaere i eenei aahuatanga. I runga anoo i te tuupono ka tae mai ki te waa me manaaki te reanga rangatahi i te paepae, ka taka raanei te haepapa whakahaere paepae ki a maatou te hunga rangatahi, ko te wawata ia ka aawhina teenei tuhingaroa i a taatou. Kaaore e kore hei ngaa tau e heke mai nei ka kii pohapoha te paepae o Taupiri marae i te hunga e moohio ana ki te whakatakoto i aana kupu, ki te whaikoorero. Koia te take i hua mai te ingoa o teenei o ngaa tuhingaroa, maa te whaangai i te rau kotahi ko te whaainga ia aa toona waa ka hora katoa eeraa maatauranga ki ngaa rau manomano.
“Hei aha te pae nekeneke, waiho mai raa ki ahau he pae kounga, he pae motuhake”

text: Taupiri rau kotahi - Taupiri rau manomano Kua roa nei te paepae o Taupiri marae e noho mokemoke ana, i te nuinga o te waa kaaore he tangata hei kawe i ngaa tikanga, aa, kua waiho maa te tokoiti e moohio ana me peewhea te whakahaere tika i ngaa tikanga o te marae. I te nuinga o te waa e waimarie ana maatou mehemea ka tae atu ngaa taangata e rua ki te manaaki i te mauri o te paepae moo te roanga ake o te kaupapa, ahakoa tangihanga mai, huritau mai, aha atu raanei.
I ngaa tau kua kaha kitea ahau te toimaha o teeraa o ngaa haepapa ka taka ki runga i te tokoiti. Naa teenaa, ka hua ake te uho o teenei o ngaa kaupapa rangahau, he waihanga i teetehi rautaki whaikoorero e piki ake ai ngaa nama o te hunga kawe i teenei aahuatanga. Ko taa te tuhingaroa nei he waiho i eetehi moohiotanga hei aawhina, hei whakapakari, hei whakamaamaa i ngaa aahuatanga ka tau ki runga i ngaa taangata whaikoorero. Kua waihotia e au eetehi kura hei aarahi, hei aawhina i ngaa whaanau o te marae, heoti, te hunga e piikoko ana ki te kawe i ngaa taonga o too taatou ahurea.
Ko te tino take kua ahu peenei taku rangahau kia moohio pai ngaa whakatupuranga ki eenei maatauranga, heoti, kia moohio pai ngaa whakatupuranga me peewhea te whakahaere i eenei aahuatanga. I runga anoo i te tuupono ka tae mai ki te waa me manaaki te reanga rangatahi i te paepae, ka taka raanei te haepapa whakahaere paepae ki a maatou te hunga rangatahi, ko te wawata ia ka aawhina teenei tuhingaroa i a taatou. Kaaore e kore hei ngaa tau e heke mai nei ka kii pohapoha te paepae o Taupiri marae i te hunga e moohio ana ki te whakatakoto i aana kupu, ki te whaikoorero. Koia te take i hua mai te ingoa o teenei o ngaa tuhingaroa, maa te whaangai i te rau kotahi ko te whaainga ia aa toona waa ka hora katoa eeraa maatauranga ki ngaa rau manomano.
“Hei aha te pae nekeneke, waiho mai raa ki ahau he pae kounga, he pae motuhake”

year: 2022