title: Last resting place and legacy of Charles Heaphy, VC

authors: Lowe, David J.

subjects: Charles Heaphy

abstract: Charles Heaphy is now recognised as a significant figure in the early European settlement of New Zealand and he also has an interesting geological connection that deserves wider recognition. Heaphy arrived in New Zealand on the Tory together with Ern(e)st Dieffenbach on 18th August, 1839, aged around 19. Employed then by Wakefield's New Zealand Company as a draughtsman, Heaphy was described by Sharp (2008. p. 25) as being a "general roustabout, explorer, surveyor, assistant naturalist, courier and verbal as well as visual propagandist". He went on to become best known as an excellent watercolour landscape artist (his early work showing "sensitivity to the clarity of the New Zealand light") (Sharp, 2008, p. 205), an explorer and surveyor, a parliamentarian, and for winning the Victoria Cross for his actions in the New Zealand (Maori land) wars.

text: Last resting place and legacy of Charles Heaphy, VC Charles Heaphy is now recognised as a significant figure in the early European settlement of New Zealand and he also has an interesting geological connection that deserves wider recognition. Heaphy arrived in New Zealand on the Tory together with Ern(e)st Dieffenbach on 18th August, 1839, aged around 19. Employed then by Wakefield's New Zealand Company as a draughtsman, Heaphy was described by Sharp (2008. p. 25) as being a "general roustabout, explorer, surveyor, assistant naturalist, courier and verbal as well as visual propagandist". He went on to become best known as an excellent watercolour landscape artist (his early work showing "sensitivity to the clarity of the New Zealand light") (Sharp, 2008, p. 205), an explorer and surveyor, a parliamentarian, and for winning the Victoria Cross for his actions in the New Zealand (Maori land) wars.

year: 2010

title: The effect of irrigation on cadmium, uranium, and phosphorus contents in agricultural soils

authors: Salmanzadeh, Mahdiyeh

subjects: Cadmium

abstract: Cadmium (Cd) is a toxic metal which has accumulated in New Zealand agricultural soils due to phosphate fertilizer application. Understanding the contribution of plant uptake or leaching of Cd to observed Cd losses from soil is important. The concentration and distribution of Cd in irrigated and unirrigated soils with the same phosphate fertilizer history were investigated. Twenty-two pairs of soil samples from four depths (0–0.1, 0.1–0.2, 0.2–0.3 and 0.3–0.4 m) were taken from irrigated and unirrigated areas in the same field on dairy farms in three regions of New Zealand. The mean concentration of Cd at depths of 0–0.1 m and 0.1–0.2 m, as well as the cumulative masses of Cd (0–0.2, 0–0.3 and 0–0.4 m) in unirrigated soils were significantly higher (P < 0.05) than in irrigated soils. The concentration of phosphorus (P) at all depths (except for 0.2–0.3 m), as well as the cumulative mass of P in all depths of unirrigated soils, was also significantly higher (P < 0.05) than irrigated soils. However, no significant difference was detected in the concentrations of uranium (U) between irrigated and unirrigated soils. Irrigation induced a ∼7% Cd loss from topsoil (0–0.1 m), with the average rate of Cd loss from the top 0.1 m (due to irrigation) being 2.3 g ha⁻¹ yr⁻¹. This study therefore confirms that irrigation can enhance Cd mobilization, however Cd is mainly adsorbed to the surface soil.

text: The effect of irrigation on cadmium, uranium, and phosphorus contents in agricultural soils Cadmium (Cd) is a toxic metal which has accumulated in New Zealand agricultural soils due to phosphate fertilizer application. Understanding the contribution of plant uptake or leaching of Cd to observed Cd losses from soil is important. The concentration and distribution of Cd in irrigated and unirrigated soils with the same phosphate fertilizer history were investigated. Twenty-two pairs of soil samples from four depths (0–0.1, 0.1–0.2, 0.2–0.3 and 0.3–0.4 m) were taken from irrigated and unirrigated areas in the same field on dairy farms in three regions of New Zealand. The mean concentration of Cd at depths of 0–0.1 m and 0.1–0.2 m, as well as the cumulative masses of Cd (0–0.2, 0–0.3 and 0–0.4 m) in unirrigated soils were significantly higher (P < 0.05) than in irrigated soils. The concentration of phosphorus (P) at all depths (except for 0.2–0.3 m), as well as the cumulative mass of P in all depths of unirrigated soils, was also significantly higher (P < 0.05) than irrigated soils. However, no significant difference was detected in the concentrations of uranium (U) between irrigated and unirrigated soils. Irrigation induced a ∼7% Cd loss from topsoil (0–0.1 m), with the average rate of Cd loss from the top 0.1 m (due to irrigation) being 2.3 g ha⁻¹ yr⁻¹. This study therefore confirms that irrigation can enhance Cd mobilization, however Cd is mainly adsorbed to the surface soil.

year: 2017

title: A reflective account of successful leadership: Māori special character secondary boarding schools.

authors: McAllister, Theresa

abstract: This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

text: A reflective account of successful leadership: Māori special character secondary boarding schools. This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

year: 2016