title: Dibbling Machine for ArborGen

authors: Duke, Mike

abstract: ArborGen’s nursery, located in Tokoroa, supplies approximately 6 million seedlings per year to the forestry industry (figure 1). The vast majority of seedlings are Pine Radiata but they also supply Plug Plus and Douglas fir. In peak season, they plant up to 120,000 seedlings per day that each require a straight vertical hole of certain depth and spacing, (depending on seedling type). For example the most common seedling, Radiata pine, requires holes of approximately 10mm diameter x 40mm deep (figure 2). The process of making the holes is called dibbling. Dibbling has become a major problem that has resulted in an estimated 400,000 rejections per year. An investigation of the dibbling process identified the following problems: • Existing human dibbling methods too slow and unreliable • Machine methods produce low quality holes that lead to mis-planted seedlings • Lack of flexibility of existing, methods with regard to hole size and spacing • Current methods compact the soil hindering root growth so hole drilling is preferred • Currently, dibbling must be done on the day of planting due to the deterioration of the bed surface

text: Dibbling Machine for ArborGen ArborGen’s nursery, located in Tokoroa, supplies approximately 6 million seedlings per year to the forestry industry (figure 1). The vast majority of seedlings are Pine Radiata but they also supply Plug Plus and Douglas fir. In peak season, they plant up to 120,000 seedlings per day that each require a straight vertical hole of certain depth and spacing, (depending on seedling type). For example the most common seedling, Radiata pine, requires holes of approximately 10mm diameter x 40mm deep (figure 2). The process of making the holes is called dibbling. Dibbling has become a major problem that has resulted in an estimated 400,000 rejections per year. An investigation of the dibbling process identified the following problems: • Existing human dibbling methods too slow and unreliable • Machine methods produce low quality holes that lead to mis-planted seedlings • Lack of flexibility of existing, methods with regard to hole size and spacing • Current methods compact the soil hindering root growth so hole drilling is preferred • Currently, dibbling must be done on the day of planting due to the deterioration of the bed surface

year: 2014-01-18

title: Keeping things on track: School principals as managers

authors: Earl Rinehart, (Suzanne) Kerry

abstract: Literature about education in New Zealand and internationally over the past 30 years has increasingly focused on the need for effective school leadership. In New Zea- land a major Best Evidence Synthesis study (BES 2009) led to an emphasis on instructional leadership aimed at raising achievement. This emphasis has tended to undervalue management, linked to the status quo rather than change and improvement. However, extended interviews with rural primary principals revealed they saw management as crucial to responding to parental concerns, handling disruption, and keeping the school ‘on track’. Making use of local knowledge and taking advice, they held the core responsibility for an observable response. These principals believed that managing issues helped them build and sustain the trust of the school community, which was of value ‘next time’. Thus, aspects of management combine the relational and context-dependent work of school principals. Drawing on Mintzberg (1990) we argue that the recognition and valuing of management aspect of school leadership is crucial for principal effectiveness.

text: Keeping things on track: School principals as managers Literature about education in New Zealand and internationally over the past 30 years has increasingly focused on the need for effective school leadership. In New Zea- land a major Best Evidence Synthesis study (BES 2009) led to an emphasis on instructional leadership aimed at raising achievement. This emphasis has tended to undervalue management, linked to the status quo rather than change and improvement. However, extended interviews with rural primary principals revealed they saw management as crucial to responding to parental concerns, handling disruption, and keeping the school ‘on track’. Making use of local knowledge and taking advice, they held the core responsibility for an observable response. These principals believed that managing issues helped them build and sustain the trust of the school community, which was of value ‘next time’. Thus, aspects of management combine the relational and context-dependent work of school principals. Drawing on Mintzberg (1990) we argue that the recognition and valuing of management aspect of school leadership is crucial for principal effectiveness.

year: 2019

title: National Maori and Pacific psychologies symposium: Claiming spaces

authors: Levy, Michelle Patricia

subjects: Maori

abstract: In 2002 the Maori and Psychology Research Unit made a valuable contribution to the  teaching and practice of psychology in Aotearoa via the two day Maori Graduates of Psychology Symposium: Making a Difference. Mid-way through 2006, our collective memories of the hard work in 2002  diminished, so much so that we once again considered hosting a similar event. Building on the foundations laid in 2002, the theme of the 2007 symposium was "Claiming Spaces", with our focus expanding to include peoples of the Pacific. This theme reflected that the time had come for Maori and Pacific Psychologies to move from the margins and claim legitimate space within psychology. It recognized that here in Aotearoa we have the potential to be pioneers in the development of psychologies relevant and applicable to Maori and Pacific peoples, and to better understand what science, culture and practice means when indigenous and cultural world views are prioritised. It was an inclusive theme, with the programme comprising presentations led by Maori and Pacific psychologists, graduates of psychology and psychology students. These presentations reflected on and made connections to the theme of "Claiming Spaces".

text: National Maori and Pacific psychologies symposium: Claiming spaces In 2002 the Maori and Psychology Research Unit made a valuable contribution to the  teaching and practice of psychology in Aotearoa via the two day Maori Graduates of Psychology Symposium: Making a Difference. Mid-way through 2006, our collective memories of the hard work in 2002  diminished, so much so that we once again considered hosting a similar event. Building on the foundations laid in 2002, the theme of the 2007 symposium was "Claiming Spaces", with our focus expanding to include peoples of the Pacific. This theme reflected that the time had come for Maori and Pacific Psychologies to move from the margins and claim legitimate space within psychology. It recognized that here in Aotearoa we have the potential to be pioneers in the development of psychologies relevant and applicable to Maori and Pacific peoples, and to better understand what science, culture and practice means when indigenous and cultural world views are prioritised. It was an inclusive theme, with the programme comprising presentations led by Maori and Pacific psychologists, graduates of psychology and psychology students. These presentations reflected on and made connections to the theme of "Claiming Spaces".

year: 2008