title: Nitrogen and phosphorus limitation of phytoplankton growth in New Zealand lakes: Implications for eutrophication control

authors: Abell, Jonathan Michael

subjects: enrichment

abstract: We examine macronutrient limitation in New Zealand (NZ) lakes where, contrary to the phosphorus (P) only control paradigm, nitrogen (N) control is widely adopted to alleviate eutrophication. A review of published results of nutrient enrichment experiments showed that N more frequently limited lake productivity than P; however, stoichiometric analysis of a sample of 121 NZ lakes indicates that the majority (52.9%) of lakes have a mean ratio of total nitrogen (TN) to total phosphorus (TP) (by mass) indicative of potential P-limitation (>15:1), whereas only 14.0% of lakes have mean TN:TP indicative of potential N-limitation (<7:1). Comparison of TN, TP, and chlorophyll a data between 121 NZ lakes and 689 lakes in 15 European Union (EU) countries suggests that at the national scale, N has a greater role in determining lake productivity in NZ than in the EU. TN:TP is significantly lower in NZ lakes across all trophic states, a difference that is driven primarily by significantly lower in-lake TN concentrations at low trophic states and significantly higher TP concentrations at higher trophic states. The form of the TN:TP relationship differs between NZ and the EU countries, suggesting that lake nutrient sources and/or loss mechanisms differ between the two regions. Dual control of N and P should be the status quo for lacustrine eutrophication control in New Zealand and more effort is needed to reduce P inputs.

text: Nitrogen and phosphorus limitation of phytoplankton growth in New Zealand lakes: Implications for eutrophication control We examine macronutrient limitation in New Zealand (NZ) lakes where, contrary to the phosphorus (P) only control paradigm, nitrogen (N) control is widely adopted to alleviate eutrophication. A review of published results of nutrient enrichment experiments showed that N more frequently limited lake productivity than P; however, stoichiometric analysis of a sample of 121 NZ lakes indicates that the majority (52.9%) of lakes have a mean ratio of total nitrogen (TN) to total phosphorus (TP) (by mass) indicative of potential P-limitation (>15:1), whereas only 14.0% of lakes have mean TN:TP indicative of potential N-limitation (<7:1). Comparison of TN, TP, and chlorophyll a data between 121 NZ lakes and 689 lakes in 15 European Union (EU) countries suggests that at the national scale, N has a greater role in determining lake productivity in NZ than in the EU. TN:TP is significantly lower in NZ lakes across all trophic states, a difference that is driven primarily by significantly lower in-lake TN concentrations at low trophic states and significantly higher TP concentrations at higher trophic states. The form of the TN:TP relationship differs between NZ and the EU countries, suggesting that lake nutrient sources and/or loss mechanisms differ between the two regions. Dual control of N and P should be the status quo for lacustrine eutrophication control in New Zealand and more effort is needed to reduce P inputs.

year: 2010

title: Future trends in I&M: The next generation of measurement technology for medicinal cannabis production

authors: Ooi, Melanie Po-Leen

abstract: Across the globe, legislation surrounding the application of cannabinoid compounds towards human health is gaining momentum. Corresponding with new regulations is a dramatic increase in cannabinoid-based treatment options—from just a few drugs in the early 2000s to now over 300 medical products currently in human trials for ailments such as post-traumatic stress disorder, nervous system degeneration, depression, epileptic seizures, Parkinson's disease, multiple sclerosis and schizophrenia. Consumption of medicinal cannabis is currently legal in over 40 countries and 33 states in the US, with the global sector estimated by some industry analysts to be worth over USD 62.6 billion by 2024 [1]. Legalization of medicinal cannabis is under consideration in over a dozen other countries, and more jurisdictions can be expected to follow suit if the evidence for efficacy of medicinal cannabis increases.

text: Future trends in I&M: The next generation of measurement technology for medicinal cannabis production Across the globe, legislation surrounding the application of cannabinoid compounds towards human health is gaining momentum. Corresponding with new regulations is a dramatic increase in cannabinoid-based treatment options—from just a few drugs in the early 2000s to now over 300 medical products currently in human trials for ailments such as post-traumatic stress disorder, nervous system degeneration, depression, epileptic seizures, Parkinson's disease, multiple sclerosis and schizophrenia. Consumption of medicinal cannabis is currently legal in over 40 countries and 33 states in the US, with the global sector estimated by some industry analysts to be worth over USD 62.6 billion by 2024 [1]. Legalization of medicinal cannabis is under consideration in over a dozen other countries, and more jurisdictions can be expected to follow suit if the evidence for efficacy of medicinal cannabis increases.

year: 2020

title: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective

authors: Cheryl, Mitchell

abstract: Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

text: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

year: 2025-10-17