title: An appreciative view of year 9 student leadership in a New Zealand secondary school context

authors: Mackay, Janine Karen

subjects: Student Leadership

abstract: Engaging students in relevant and meaningful leadership activities in schools can prove to be a challenging task. Understanding the leadership experiences and skills that students have is an important beginning step to understanding how schools can best serve their needs. This thesis shares the details of a qualitative research project, which explored year 9 students’ perspectives and experiences of leadership. The study engaged a strengths-based approach to learning and, amongst other things, encouraged students to reflect upon past experiences of leadership. Central to the research design were the voices of the students as they examined these past experiences to find out what factors made leadership enjoyable, meaningful and useful to them. 
The findings indicated the significant difference in opportunities students were provided in year 8 (intermediate school) as compared with year 9 (secondary school). Coming from environments where students most often had significant leadership opportunities, upon entering high school students perceived few opportunities for leadership. Students shared their views about ways they could contribute to and be involved in leadership at secondary school and suggested changes that needed to occur for this to happen. The findings also highlighted the powerful influence of the school and family on students’ leadership understandings and demonstrated that leadership development for young people should not be something schools ‘do’ to them but something that encourages them to recognise their existing skills and future potential.

text: An appreciative view of year 9 student leadership in a New Zealand secondary school context Engaging students in relevant and meaningful leadership activities in schools can prove to be a challenging task. Understanding the leadership experiences and skills that students have is an important beginning step to understanding how schools can best serve their needs. This thesis shares the details of a qualitative research project, which explored year 9 students’ perspectives and experiences of leadership. The study engaged a strengths-based approach to learning and, amongst other things, encouraged students to reflect upon past experiences of leadership. Central to the research design were the voices of the students as they examined these past experiences to find out what factors made leadership enjoyable, meaningful and useful to them. 
The findings indicated the significant difference in opportunities students were provided in year 8 (intermediate school) as compared with year 9 (secondary school). Coming from environments where students most often had significant leadership opportunities, upon entering high school students perceived few opportunities for leadership. Students shared their views about ways they could contribute to and be involved in leadership at secondary school and suggested changes that needed to occur for this to happen. The findings also highlighted the powerful influence of the school and family on students’ leadership understandings and demonstrated that leadership development for young people should not be something schools ‘do’ to them but something that encourages them to recognise their existing skills and future potential.

year: 2014

title: Perched and leaky layers in complex surface-subsurface flow environments: the Kawerau shallow groundwater aquifer (New Zealand)

authors: Shokri, Ali

subjects: perched and leaky

abstract: Perched and leaky geological layers can play an important role in hydrological systems by redirecting land surface recharge and reducing total recharge volume to regional aquifers. The extent of continuity and permeability of perched layers can be key physical parameters in surface and subsurface flow connection to regional groundwater systems. A semi-permeable perched layer with discontinuities, heterogeneity, fractures and faults will inevitably increase the spatial complexity of local recharge in an otherwise simple system. Relatively little is known about how perched and leaky layers might control linkages between surface flow, shallow groundwater flow, and regional groundwater. We describe one such system in the Kawerau shallow groundwater aquifer (New Zealand), where a thin, semi-permeable and fractured layer alternates between leaky and perching behaviour. A numerical groundwater model indicates the perching layer plays a critical role in controlling the volume and spatial pattern of water exchange between surface water and local and regional groundwater systems.

text: Perched and leaky layers in complex surface-subsurface flow environments: the Kawerau shallow groundwater aquifer (New Zealand) Perched and leaky geological layers can play an important role in hydrological systems by redirecting land surface recharge and reducing total recharge volume to regional aquifers. The extent of continuity and permeability of perched layers can be key physical parameters in surface and subsurface flow connection to regional groundwater systems. A semi-permeable perched layer with discontinuities, heterogeneity, fractures and faults will inevitably increase the spatial complexity of local recharge in an otherwise simple system. Relatively little is known about how perched and leaky layers might control linkages between surface flow, shallow groundwater flow, and regional groundwater. We describe one such system in the Kawerau shallow groundwater aquifer (New Zealand), where a thin, semi-permeable and fractured layer alternates between leaky and perching behaviour. A numerical groundwater model indicates the perching layer plays a critical role in controlling the volume and spatial pattern of water exchange between surface water and local and regional groundwater systems.

year: 2017

title: 'Closing the Gaps': From postcolonialism to Kaupapa Māori and beyond.

authors: Mahuika, Nepia

subjects: New Zealand

abstract: The article discusses New Zealand history, particularly examining Māori theories and interpretations of history. It considers postcolonial theory and Kaupapa Māori theory. The author comments on the government policy of "closing the gaps," referring to efforts to improve the conditions of underachieving New Zealand groups. He also reflects on Mātauranga, a Māori concept concerning knowledge. The history and oral tradition of the people of the Māori iwi, or social unit, of Ngati Porou is also discussed.

text: 'Closing the Gaps': From postcolonialism to Kaupapa Māori and beyond. The article discusses New Zealand history, particularly examining Māori theories and interpretations of history. It considers postcolonial theory and Kaupapa Māori theory. The author comments on the government policy of "closing the gaps," referring to efforts to improve the conditions of underachieving New Zealand groups. He also reflects on Mātauranga, a Māori concept concerning knowledge. The history and oral tradition of the people of the Māori iwi, or social unit, of Ngati Porou is also discussed.

year: 2011