title: Relationship between soil δ¹⁵N, C/N and N losses across land uses in New Zealand

authors: Stevenson, Bryan A.

subjects: nitrogen isotopes

abstract: Several of the major processes that result in N loss from soil (nitrification, ammonia volatilization, and denitrification) discriminate against ¹⁵N and fractionate the stable N isotopes, thus δ¹⁵N of ecosystem components has been suggested as an indicator of ecosystem N leakiness. This concept has been applied more successfully to native systems (primarily forest) than to managed systems where N inputs are greater and N cycling processes have potentially been modified. We analysed 210 New Zealand soils (0–100 mm depth) from different land-use systems (increasing in intensity of land use management from indigenous, to plantation forestry, pasture under drystock, pasture under dairy, and cropping) for δ¹⁵N and measures of N availability (total N, C/N, and N mineralization) to determine whether increasing intensity of land use management would lead to increased soil δ¹⁵N values. Mean soil δ¹⁵N differed between land uses with intensively managed cropping having the highest mean soil δ¹⁵N (6.2‰) followed by dairy (5.4‰), drystock (3.8‰), forestry (2.8‰) and indigenous forests (2.1‰). Over all land uses there was a negative correlation between δ¹⁵N and the soil C/N ratio (ρ = −0.73) and regression analysis indicated a relatively strong linear relationship between δ¹⁵N and C/N (r² = 0.56, P < 0.001) when cropping sites (where significant loss of soil C had occurred), and sites with C/N ratio >18 were excluded. Typical N balances for each land use showed that total N loss (and in particular fractionating N losses from ammonia volatilization and nitrate leaching) also increased with increasing land-use intensity. Our results indicate that soil δ¹⁵N may be a useful tool in assessing potential N losses in different soils.

text: Relationship between soil δ¹⁵N, C/N and N losses across land uses in New Zealand Several of the major processes that result in N loss from soil (nitrification, ammonia volatilization, and denitrification) discriminate against ¹⁵N and fractionate the stable N isotopes, thus δ¹⁵N of ecosystem components has been suggested as an indicator of ecosystem N leakiness. This concept has been applied more successfully to native systems (primarily forest) than to managed systems where N inputs are greater and N cycling processes have potentially been modified. We analysed 210 New Zealand soils (0–100 mm depth) from different land-use systems (increasing in intensity of land use management from indigenous, to plantation forestry, pasture under drystock, pasture under dairy, and cropping) for δ¹⁵N and measures of N availability (total N, C/N, and N mineralization) to determine whether increasing intensity of land use management would lead to increased soil δ¹⁵N values. Mean soil δ¹⁵N differed between land uses with intensively managed cropping having the highest mean soil δ¹⁵N (6.2‰) followed by dairy (5.4‰), drystock (3.8‰), forestry (2.8‰) and indigenous forests (2.1‰). Over all land uses there was a negative correlation between δ¹⁵N and the soil C/N ratio (ρ = −0.73) and regression analysis indicated a relatively strong linear relationship between δ¹⁵N and C/N (r² = 0.56, P < 0.001) when cropping sites (where significant loss of soil C had occurred), and sites with C/N ratio >18 were excluded. Typical N balances for each land use showed that total N loss (and in particular fractionating N losses from ammonia volatilization and nitrate leaching) also increased with increasing land-use intensity. Our results indicate that soil δ¹⁵N may be a useful tool in assessing potential N losses in different soils.

year: 2010

title: Indigenising science, technology, engineering, and mathematics (STEM): Integrating Pacific knowledge within a high school STEM study program

authors: Kauaula, Zyshana

subjects: STEM

abstract: Pacific students have low course completion rates within universities in Aotearoa, New Zealand (ANZ), resulting in poor educational outcomes in STEM-related fields. Additionally, Pacific students are underrepresented in university departments, including those in STEM fields. This research explores the reasons behind Pacific students’ low representation and course completion rates in STEM, aiming to create a more supportive and conducive environment within ANZ universities.

Integrating culturally relevant educational content has been shown to improve the success rates of Pacific students. This thesis investigates the benefits of incorporating Indigenous Pacific knowledge into STEM curricula to enhance student engagement and academic performance. The research is based at the University of Waikato, aligning with the university's Pacific theme, Imua, meaning to go forward, to help Pacific students progress and thrive.

Despite the growing interest in integrating traditional Indigenous knowledge into education, most research in this area has been limited to small projects and case studies. This thesis provides an in-depth examination of an Indigenous methodology that acknowledges culture, identity, and worldview, aiming to offer a deeper understanding of the factors affecting Pacific students' development in STEM fields. Ultimately, this research aims to contribute to the development of a new STEM learning model that better supports Pacific students by addressing their cultural needs and backgrounds.

text: Indigenising science, technology, engineering, and mathematics (STEM): Integrating Pacific knowledge within a high school STEM study program Pacific students have low course completion rates within universities in Aotearoa, New Zealand (ANZ), resulting in poor educational outcomes in STEM-related fields. Additionally, Pacific students are underrepresented in university departments, including those in STEM fields. This research explores the reasons behind Pacific students’ low representation and course completion rates in STEM, aiming to create a more supportive and conducive environment within ANZ universities.

Integrating culturally relevant educational content has been shown to improve the success rates of Pacific students. This thesis investigates the benefits of incorporating Indigenous Pacific knowledge into STEM curricula to enhance student engagement and academic performance. The research is based at the University of Waikato, aligning with the university's Pacific theme, Imua, meaning to go forward, to help Pacific students progress and thrive.

Despite the growing interest in integrating traditional Indigenous knowledge into education, most research in this area has been limited to small projects and case studies. This thesis provides an in-depth examination of an Indigenous methodology that acknowledges culture, identity, and worldview, aiming to offer a deeper understanding of the factors affecting Pacific students' development in STEM fields. Ultimately, this research aims to contribute to the development of a new STEM learning model that better supports Pacific students by addressing their cultural needs and backgrounds.

year: 2024

title: The digital divide in New Zealand: The position of Maori and Pacific peoples

authors: Gibson, John

subjects: communication

abstract: Information and communication technology plays an ever-growing role in economic, political and social life and those who are unable to access such technologies are increasingly disadvantaged. Hence, what has come to be known as the 'digital divide' is of considerable significance. Here, indicators of that divide as it affects Maori and

text: The digital divide in New Zealand: The position of Maori and Pacific peoples Information and communication technology plays an ever-growing role in economic, political and social life and those who are unable to access such technologies are increasingly disadvantaged. Hence, what has come to be known as the 'digital divide' is of considerable significance. Here, indicators of that divide as it affects Maori and

year: 2002