title: President’s address 2012

authors: Rowarth, Jacqueline S.

abstract: The conferences, symposia and newsletters that we create are part of the information flow, and are driven by members. The role of NZGA is to assist in improving performance in all aspects of agrifood production. It is the interaction between farmers, researchers, policy analysts and industry personnel that leads to the development of new ideas and resource efficient thinking that makes a difference. That difference will allow New Zealand to have a role in feeding the world through sustainable agricultural production systems. The research and development, technology transfer and farm-enterprise resilience that we have already recognised as being vital for improving agricultural productivity have been highlighted as being vital for the world.

text: President’s address 2012 The conferences, symposia and newsletters that we create are part of the information flow, and are driven by members. The role of NZGA is to assist in improving performance in all aspects of agrifood production. It is the interaction between farmers, researchers, policy analysts and industry personnel that leads to the development of new ideas and resource efficient thinking that makes a difference. That difference will allow New Zealand to have a role in feeding the world through sustainable agricultural production systems. The research and development, technology transfer and farm-enterprise resilience that we have already recognised as being vital for improving agricultural productivity have been highlighted as being vital for the world.

year: 2012

title: Comfort zone: Model or metaphor?

authors: Brown, Mike

subjects: adventure education

abstract: The comfort zone model is widespread within adventure education literature. It is based on the belief that when placed in a stressful situation people will respond by overcoming their fear and therefore grow as individuals. This model is often
presented to participants prior to activities with a highly perceived sense of risk and challenge which arouses strong emotional and physical responses to novel tasks (e.g., ropes courses or rock climbing activities). Students are encouraged to think about
‘stretching themselves’ by moving outside their comfort zone, to expand their preconceived limits and by inference learn (and become better people). This paper explores theories from cognitive and social psychology, based on the work of Piaget
and Festinger respectively, that underpin the comfort zone model. The perpetuation of this model which uses risk to promote situations of disequilibrium/dissonance does not find strong support in educational literature. It is therefore suggested that the comfort zone model be reframed as a metaphor, for possible discussion post activity, rather than being used as a model to
underpin programming and pedagogy in adventure education settings.

text: Comfort zone: Model or metaphor? The comfort zone model is widespread within adventure education literature. It is based on the belief that when placed in a stressful situation people will respond by overcoming their fear and therefore grow as individuals. This model is often
presented to participants prior to activities with a highly perceived sense of risk and challenge which arouses strong emotional and physical responses to novel tasks (e.g., ropes courses or rock climbing activities). Students are encouraged to think about
‘stretching themselves’ by moving outside their comfort zone, to expand their preconceived limits and by inference learn (and become better people). This paper explores theories from cognitive and social psychology, based on the work of Piaget
and Festinger respectively, that underpin the comfort zone model. The perpetuation of this model which uses risk to promote situations of disequilibrium/dissonance does not find strong support in educational literature. It is therefore suggested that the comfort zone model be reframed as a metaphor, for possible discussion post activity, rather than being used as a model to
underpin programming and pedagogy in adventure education settings.

year: 2008

title: Ngā Wai E Rere Nei: The Physical and Symbolic Representations of Embodied Waters of Birth and Mourning

authors: Dixon, Ngahuia Mereana

subjects: Women water procreation tears

abstract: Recently, there has been considerable public debate and much consternation, especially amongst Māori, about the future New Zealand’s waterways. Māori have strongly held views, tikanga and cultural knowledge, about waterways and their deep connection to iwi (tribal/community) identity, history and sense of well-being. The waterways in public discussion are lakes, rivers, harbours and the ocean.  
This thesis examines deeper aspects of tikanga that relate to Māori concepts of waterways and oceans, but more specifically to the waterways of the human body which I refer to as embodied waters.  Māori cultural concepts of water and tikanga that is applied to water, is interconnected to the wider body of knowledge or mātauranga, in which water, is fundamental to concepts of human and environmental life and death. The thesis examines the tikanga, meaning knowledge, values and practices, regarding the embodied waters, related to human procreation and death. 
The research examines the rich Māori knowledge base, relating to concepts such as te whare tangata, waiū, te ūkaipō, roimata and hupe which still have symbolic and material significance in Māori beliefs, values and practices. The research drew upon kaupapa Māori research approaches, as a way to examine tikanga, from a contemporary Māori perspective. My research examined recorded oral traditions and literatures, including whakatauākī, whakapapa, waiata mōteatea, haka and pūrākau, alongside other research literature in the field. The research approach also included an auto-ethnographic component that has enabled me to connect my own observations and practices, with this literature, to demonstrate how tikanga in relation to this knowledge is applied. The research focuses on two main iwi contexts, Tauranga where I was born and raised, and Waikato, where I have lived since I married into the iwi.   
The thesis reveals the interconnected philosophies, cultural concepts, values and practices that are embedded in language, rituals, traditions, stories and symbols. I argue that these tikanga, give coherence and guidance, to contemporary practise especially in the context of cultural revitalization, where communities are seeking to restore certain tikanga. The thesis also finds that the tikanga relating to embodied waters, for human life and death, still give meaning to the people and communities, who continue to adhere to tikanga, those traditions providing a cultural framework for understanding their identity.

text: Ngā Wai E Rere Nei: The Physical and Symbolic Representations of Embodied Waters of Birth and Mourning Recently, there has been considerable public debate and much consternation, especially amongst Māori, about the future New Zealand’s waterways. Māori have strongly held views, tikanga and cultural knowledge, about waterways and their deep connection to iwi (tribal/community) identity, history and sense of well-being. The waterways in public discussion are lakes, rivers, harbours and the ocean.  
This thesis examines deeper aspects of tikanga that relate to Māori concepts of waterways and oceans, but more specifically to the waterways of the human body which I refer to as embodied waters.  Māori cultural concepts of water and tikanga that is applied to water, is interconnected to the wider body of knowledge or mātauranga, in which water, is fundamental to concepts of human and environmental life and death. The thesis examines the tikanga, meaning knowledge, values and practices, regarding the embodied waters, related to human procreation and death. 
The research examines the rich Māori knowledge base, relating to concepts such as te whare tangata, waiū, te ūkaipō, roimata and hupe which still have symbolic and material significance in Māori beliefs, values and practices. The research drew upon kaupapa Māori research approaches, as a way to examine tikanga, from a contemporary Māori perspective. My research examined recorded oral traditions and literatures, including whakatauākī, whakapapa, waiata mōteatea, haka and pūrākau, alongside other research literature in the field. The research approach also included an auto-ethnographic component that has enabled me to connect my own observations and practices, with this literature, to demonstrate how tikanga in relation to this knowledge is applied. The research focuses on two main iwi contexts, Tauranga where I was born and raised, and Waikato, where I have lived since I married into the iwi.   
The thesis reveals the interconnected philosophies, cultural concepts, values and practices that are embedded in language, rituals, traditions, stories and symbols. I argue that these tikanga, give coherence and guidance, to contemporary practise especially in the context of cultural revitalization, where communities are seeking to restore certain tikanga. The thesis also finds that the tikanga relating to embodied waters, for human life and death, still give meaning to the people and communities, who continue to adhere to tikanga, those traditions providing a cultural framework for understanding their identity.

year: 2013