title: An investigation to determine origin: age and otolith chemistry of a brown bullhead catfish (Ameiurus nebulosus) found at Okawa Bay, Lake Rotoiti

authors: Blair, Jennifer Marie

subjects: New Zealand

abstract: Some time between 10 and 15 January 2009, a brown bullhead catfish(Ameiurus nebulosus) was found washed up on the shore of Okawa Bay, Lake Rotoiti. The elemental signature of the otolith was measured using laser ablation inductively coupled plasma mass spectrometry (LA-ICP-MS) in order to determine the origin of the catfish. The otolith elemental signature of the Rotoiti catfish was compared to the otolith elemental signatures of catfish caught at Tokaanu Bay, Lake Taupo. Because otolith chemistry is largely determined by water chemistry, fish sharing a common origin should show similar otolith elemental signature.

text: An investigation to determine origin: age and otolith chemistry of a brown bullhead catfish (Ameiurus nebulosus) found at Okawa Bay, Lake Rotoiti Some time between 10 and 15 January 2009, a brown bullhead catfish(Ameiurus nebulosus) was found washed up on the shore of Okawa Bay, Lake Rotoiti. The elemental signature of the otolith was measured using laser ablation inductively coupled plasma mass spectrometry (LA-ICP-MS) in order to determine the origin of the catfish. The otolith elemental signature of the Rotoiti catfish was compared to the otolith elemental signatures of catfish caught at Tokaanu Bay, Lake Taupo. Because otolith chemistry is largely determined by water chemistry, fish sharing a common origin should show similar otolith elemental signature.

year: 2009

title: Five case studies exploring the value of technology education in New Zealand secondary schools

authors: Bowskill, Nicholas Ralph Martin

subjects: Technology education

abstract: There are many factors that influence students in their choice to take vocationally focussed or general technology subjects at secondary school. Equally, there are many factors that contribute to whether or not they succeed in their studies, and what value they place on the different types of knowledge and skills they learn. A student‟s choices cannot be separated from the social and environmental context in which the student acts. This study presents five case studies that explore the context and experiences of five, very different students of technology who have all recently graduated secondary school. Each case study brings together data from semi-structured interviews conducted with the student participant, one of their parents and their principal technology teacher at secondary school. They provide an insight into how each student perceived their technology education, what influenced them in choosing technology classes, what knowledge and skills they learnt, how that knowledge and skill has served them in their transition into the workforce or tertiary study, and what they perceive are the differences between vocational technology education and general technology education.

text: Five case studies exploring the value of technology education in New Zealand secondary schools There are many factors that influence students in their choice to take vocationally focussed or general technology subjects at secondary school. Equally, there are many factors that contribute to whether or not they succeed in their studies, and what value they place on the different types of knowledge and skills they learn. A student‟s choices cannot be separated from the social and environmental context in which the student acts. This study presents five case studies that explore the context and experiences of five, very different students of technology who have all recently graduated secondary school. Each case study brings together data from semi-structured interviews conducted with the student participant, one of their parents and their principal technology teacher at secondary school. They provide an insight into how each student perceived their technology education, what influenced them in choosing technology classes, what knowledge and skills they learnt, how that knowledge and skill has served them in their transition into the workforce or tertiary study, and what they perceive are the differences between vocational technology education and general technology education.

year: 2012

title: The southern initiative: How indigenous values inspire social innovation and impact

authors: Niu, Xiaoliang

abstract: Indigenous values are increasingly recognised in helping organisations contribute to wellbeing within and beyond the workplace. Adopting the theoretical lens of Māori economies of wellbeing, this case study examines how The Southern Initiative (TSI), a unit within Auckland Council, incorporates Māori values to co-create place-based solutions and foster whānau (family) wellbeing. Through kōrero (conversations) with three people, a wānanga (collaborative discussion) with TSI members, and analysis of organisational literature, we identified how TSI's organising approach synthesises social innovation and bureaucracy. We found that indigeneity-embedded intrapreneurship, distributed leadership, and whānau-centred design support TSI's innovations. Mana (prestige) emerged as a primary organising principle, sustaining TSI's approach to achieving systemic change. By bridging Indigenous paradigms and conventional managerial practice, this case study demonstrates how Māori values can transform public sector management, elevate social justice, and encourage community resilience. These findings highlight culturally grounded frameworks for delivering social impact and shaping equitable outcomes.

text: The southern initiative: How indigenous values inspire social innovation and impact Indigenous values are increasingly recognised in helping organisations contribute to wellbeing within and beyond the workplace. Adopting the theoretical lens of Māori economies of wellbeing, this case study examines how The Southern Initiative (TSI), a unit within Auckland Council, incorporates Māori values to co-create place-based solutions and foster whānau (family) wellbeing. Through kōrero (conversations) with three people, a wānanga (collaborative discussion) with TSI members, and analysis of organisational literature, we identified how TSI's organising approach synthesises social innovation and bureaucracy. We found that indigeneity-embedded intrapreneurship, distributed leadership, and whānau-centred design support TSI's innovations. Mana (prestige) emerged as a primary organising principle, sustaining TSI's approach to achieving systemic change. By bridging Indigenous paradigms and conventional managerial practice, this case study demonstrates how Māori values can transform public sector management, elevate social justice, and encourage community resilience. These findings highlight culturally grounded frameworks for delivering social impact and shaping equitable outcomes.

year: 2025