title: Nutrient Budget for Lakes Rotoiti and Rotorua. Part I: Internal Nutrient Loads

authors: Hamilton, David P.

subjects: New Zealand

abstract: Time series data of temperature and concentrations of dissolved oxygen and nutrients (total nitrogen – TN, total phosphorus – TP, nitrate – NO³, ammonium – NH₄ and filterable reactive phosphorus - FRP) were examined for trends in Lake Rotoiti for 1981-82 and 1990-2003 and in Lake Rotorua for 2002-03. TP, NO₃, NH₄ in bottom waters (40-60m) of Lake Rotoiti, below the thermocline, were examined using regression equations to quantify seasonal transformations of TP, NO₃ and NH₄. There is a relatively linear build-up of phosphorus through time in the hypolimnion following the onset of stratification and initiation of deoxygenation until the time of winter mixing. When there were high frequency nutrient data for Lake Rotoiti (1981-82 at 60 m, 1991-94 at 60 m and 2001-02 at 40 m depth) the rate of seasonal phosphorus build-up could be quantified by regression to within a relatively narrow range of 111 mg TP m⁻³ yr⁻¹ (0.304 mg TP m⁻³  day⁻¹  ) in 1992-93 to 136 mg TP m⁻³ yr⁻¹(0.373 mg TP m⁻³  day⁻¹  )in 1981-82. Based on the first and last points of all the regression equations developed for TP increase, approximately 14.4 (1993-94) to 20.5 tonnes (2001-02) of phosphorus may be added to the hypolimnion of Lake Rotoiti during stratification. There is no evidence of a consistant interannual change in the seasonal build-up of phosphorus over the years considered and the reasons for interannual variations in the rates are not immediately apparent.

text: Nutrient Budget for Lakes Rotoiti and Rotorua. Part I: Internal Nutrient Loads Time series data of temperature and concentrations of dissolved oxygen and nutrients (total nitrogen – TN, total phosphorus – TP, nitrate – NO³, ammonium – NH₄ and filterable reactive phosphorus - FRP) were examined for trends in Lake Rotoiti for 1981-82 and 1990-2003 and in Lake Rotorua for 2002-03. TP, NO₃, NH₄ in bottom waters (40-60m) of Lake Rotoiti, below the thermocline, were examined using regression equations to quantify seasonal transformations of TP, NO₃ and NH₄. There is a relatively linear build-up of phosphorus through time in the hypolimnion following the onset of stratification and initiation of deoxygenation until the time of winter mixing. When there were high frequency nutrient data for Lake Rotoiti (1981-82 at 60 m, 1991-94 at 60 m and 2001-02 at 40 m depth) the rate of seasonal phosphorus build-up could be quantified by regression to within a relatively narrow range of 111 mg TP m⁻³ yr⁻¹ (0.304 mg TP m⁻³  day⁻¹  ) in 1992-93 to 136 mg TP m⁻³ yr⁻¹(0.373 mg TP m⁻³  day⁻¹  )in 1981-82. Based on the first and last points of all the regression equations developed for TP increase, approximately 14.4 (1993-94) to 20.5 tonnes (2001-02) of phosphorus may be added to the hypolimnion of Lake Rotoiti during stratification. There is no evidence of a consistant interannual change in the seasonal build-up of phosphorus over the years considered and the reasons for interannual variations in the rates are not immediately apparent.

year: 2004

title: Peer tutoring in the primary classroom: A sociocultural interpretation of classroom interaction

authors: Barnard, Roger

subjects: scaffolding

abstract: In this paper, data collected from interaction between pupils in a mainstream intermediate classroom are interpreted from a sociocultural perspective. Extracts of conversations between classmates illustrate ways in which some pupils can scaffold the learning of their classmates, and specifically those who come from non-English speaking backgrounds. Some implications arising from the interpreted data are discussed in terms of the pedagogical relationships that may occur spontaneously among pupils, of the value of peer tutoring to both parties, and of the possibility of negative outcomes arising from peer tutoring relationships.

text: Peer tutoring in the primary classroom: A sociocultural interpretation of classroom interaction In this paper, data collected from interaction between pupils in a mainstream intermediate classroom are interpreted from a sociocultural perspective. Extracts of conversations between classmates illustrate ways in which some pupils can scaffold the learning of their classmates, and specifically those who come from non-English speaking backgrounds. Some implications arising from the interpreted data are discussed in terms of the pedagogical relationships that may occur spontaneously among pupils, of the value of peer tutoring to both parties, and of the possibility of negative outcomes arising from peer tutoring relationships.

year: 2002-07-01

title: Beyond Pākehā paralysis: Exploring the journeys & experiences of Pākehā allyship in psychology

authors: Stolte, Ottilie Emma Elisabeth

abstract: The monocultural foundation of psychology is interwoven with the colonial history of Aotearoa New Zealand. Not all of the mahi of decolonising psychology is the responsibility of Māori. In Aotearoa, there is currently less literature around the development of racial justice allyship and how Pākehā (as the dominant majority) can work towards honouring Te Tiriti o Waitangi. This paper draws on interviews with three Pākehā allies who have taken actions towards greater inclusion of Māori and raising awareness of systemic injustices and racial disparities. The objective of this paper is to document the understandings shared by these ‘reluctant allies’, focusing on the challenges, possibilities, and suggestions for a more culturally relevant psychological education and practice for Aotearoa New Zealand.

text: Beyond Pākehā paralysis: Exploring the journeys & experiences of Pākehā allyship in psychology The monocultural foundation of psychology is interwoven with the colonial history of Aotearoa New Zealand. Not all of the mahi of decolonising psychology is the responsibility of Māori. In Aotearoa, there is currently less literature around the development of racial justice allyship and how Pākehā (as the dominant majority) can work towards honouring Te Tiriti o Waitangi. This paper draws on interviews with three Pākehā allies who have taken actions towards greater inclusion of Māori and raising awareness of systemic injustices and racial disparities. The objective of this paper is to document the understandings shared by these ‘reluctant allies’, focusing on the challenges, possibilities, and suggestions for a more culturally relevant psychological education and practice for Aotearoa New Zealand.

year: 2025