title: An introduction to the Australian and New Zealand flux tower network - OzFlux

authors: Beringer, Jason

subjects: Science & Technology

abstract: OzFlux is the regional Australian and New Zealand flux tower network that aims to provide a continental-scale national research facility to monitor and assess trends, and improve predictions, of Australia's terrestrial biosphere and climate. This paper describes the evolution, design, and current status of OzFlux as well as provides an overview of data processing. We analyse measurements from all sites within the Australian portion of the OzFlux network and two sites from New Zealand. The response of the Australian biomes to climate was largely consistent with global studies except that Australian systems had a lower ecosystem water-use efficiency. Australian semi-arid/arid ecosystems are important because of their huge extent (70 %) and they have evolved with common moisture limitations. We also found that Australian ecosystems had a similar radiation-use efficiency per unit leaf area compared to global values that indicates a convergence toward a similar biochemical efficiency. The two New Zealand sites represented extremes in productivity for a moist temperate climate zone, with the grazed dairy farm site having the highest GPP of any OzFlux site (2620 gC m⁻²yr⁻¹) and the natural raised peat bog site having a very low GPP (820 gC m⁻² yr⁻¹). The paper discusses the utility of the flux data and the synergies between flux, remote sensing, and modelling. Lastly, the paper looks ahead at the future direction of the network and concludes that there has been a substantial contribution by OzFlux, and considerable opportunities remain to further advance our understanding of ecosystem response to disturbances, including drought, fire, land-use and land-cover change, land management, and climate change, which are relevant both nationally and internationally. It is suggested that a synergistic approach is required to address all of the spatial, ecological, human, and cultural challenges of managing the delicately balanced ecosystems in Australasia.

text: An introduction to the Australian and New Zealand flux tower network - OzFlux OzFlux is the regional Australian and New Zealand flux tower network that aims to provide a continental-scale national research facility to monitor and assess trends, and improve predictions, of Australia's terrestrial biosphere and climate. This paper describes the evolution, design, and current status of OzFlux as well as provides an overview of data processing. We analyse measurements from all sites within the Australian portion of the OzFlux network and two sites from New Zealand. The response of the Australian biomes to climate was largely consistent with global studies except that Australian systems had a lower ecosystem water-use efficiency. Australian semi-arid/arid ecosystems are important because of their huge extent (70 %) and they have evolved with common moisture limitations. We also found that Australian ecosystems had a similar radiation-use efficiency per unit leaf area compared to global values that indicates a convergence toward a similar biochemical efficiency. The two New Zealand sites represented extremes in productivity for a moist temperate climate zone, with the grazed dairy farm site having the highest GPP of any OzFlux site (2620 gC m⁻²yr⁻¹) and the natural raised peat bog site having a very low GPP (820 gC m⁻² yr⁻¹). The paper discusses the utility of the flux data and the synergies between flux, remote sensing, and modelling. Lastly, the paper looks ahead at the future direction of the network and concludes that there has been a substantial contribution by OzFlux, and considerable opportunities remain to further advance our understanding of ecosystem response to disturbances, including drought, fire, land-use and land-cover change, land management, and climate change, which are relevant both nationally and internationally. It is suggested that a synergistic approach is required to address all of the spatial, ecological, human, and cultural challenges of managing the delicately balanced ecosystems in Australasia.

year: 2016

title: Geology of the Hamilton region

authors: Schofield, J.C.

subjects: Hamilton

abstract: This account takes the form of a synopsis which closely follows that prepared for a bulletin entitled "Geology of the Ngaruawahia Subdivision" (Kear and Schofield, in press). Normally such repetition should be avoided but an exception is made in view of delays in publishing the bulletin and of the parochial nature of this first number of the Earth Science Journal.

text: Geology of the Hamilton region This account takes the form of a synopsis which closely follows that prepared for a bulletin entitled "Geology of the Ngaruawahia Subdivision" (Kear and Schofield, in press). Normally such repetition should be avoided but an exception is made in view of delays in publishing the bulletin and of the parochial nature of this first number of the Earth Science Journal.

year: 1967

title: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms.

authors: Hermanns, Christina Leilani

subjects: science

abstract: Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

text: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms. Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

year: 2025-05-29