title: Biological flora of New Zealand 11. Eleochairs spacelata, kuta, paopao, bamboo spike sedge.

authors: Kapa, Mieke M

subjects: cultural

abstract: Information relevant to the ecology and morphology of Eleocharis sphacelata (Cyperaceae) available through published and unpublished sources is assembled and reviewed. Eleocharis sphacelata is a freshwater wetland sedge found growing at the edge of lake margins, swamps, lagoons, and bogs within New Zealand, Australia, and Papua New Guinea. It is a perennial rhizomatous herb, with tall green cylindrical culms rising from submerged rhizomes generally buried under water in aerobic soils. A tendency to dominate the deepwater margins makes E. sphacelata crucial to the ecology of this habitat as a source of food, shelter, and protection for invertebrates, birds, and fish. Eleocharis sphacelata is commonly named giant spike-rush, kuta, or paopao. Māori have traditionally used the plant for clothing and warm coverings within whare (houses). Recent interest comes from its use in restoration plantings and constructed wetlands.

text: Biological flora of New Zealand 11. Eleochairs spacelata, kuta, paopao, bamboo spike sedge. Information relevant to the ecology and morphology of Eleocharis sphacelata (Cyperaceae) available through published and unpublished sources is assembled and reviewed. Eleocharis sphacelata is a freshwater wetland sedge found growing at the edge of lake margins, swamps, lagoons, and bogs within New Zealand, Australia, and Papua New Guinea. It is a perennial rhizomatous herb, with tall green cylindrical culms rising from submerged rhizomes generally buried under water in aerobic soils. A tendency to dominate the deepwater margins makes E. sphacelata crucial to the ecology of this habitat as a source of food, shelter, and protection for invertebrates, birds, and fish. Eleocharis sphacelata is commonly named giant spike-rush, kuta, or paopao. Māori have traditionally used the plant for clothing and warm coverings within whare (houses). Recent interest comes from its use in restoration plantings and constructed wetlands.

year: 2009

title: Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools

authors: Milne, Beverley Ann

subjects: Maori education

abstract: If we look at a child’s colouring book, before it has any colour added to it, we think of the page as blank.  It’s actually not blank, it’s white.  That white background is just “there” and we don’t think much about it.  Not only is the background uniformly white, the lines are already in place and they dictate where the colour is allowed to go.  When children are young, they don’t care where they put the colours, but as they get older they colour in more and more cautiously. They learn about the place of colour and the importance of staying within the pre-determined boundaries and expectations. 

This thesis argues that this is the setting for our mainstream, or what I have called, whitestream New Zealand schools — that white background is the norm.   When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from that white norm, and how they don’t fit perfectly inside our lines.  If the colour of the space doesn’t change schools are still in the business of assimilation, relegating non-white children to the margins, no matter how many school reform initiatives, new curricula, strategic plans, or mandated standards we implement.  What the schools in this study have tried to do is change the colour of the space – so that the space fits the children and they don’t have to constantly adjust to fit in.  

New Zealand’s education system has been largely silent on the topic of whiteness and the Eurocentric nature of our schooling policy and practice. However, when I talk to senior Māori and Pasifika ‘warrior-scholars” in Te Whānau o Tupuranga and Clover Park Middle School about “white spaces” they have encountered in their schooling experience they can identify them all too easily.  “White spaces,” they explain, are anything you accept as “normal” for Māori – when it’s really not,  any situation that prevents, or works against you “being Māori” or who you are, and that requires you to “be” someone else and leave your beliefs behind. White spaces are spaces that allow you to require less of yourself and that reinforce stereotypes and negative ideas about Māori.  Most telling of all was the comment from a Māori student that goes straight to the root of the problem, “White spaces are everywhere,” she said, “even in your head.”

This thesis describes the 25 year journey of two schools and their community’s determination to resist and reject alienating school environments in favour of a relevant culturally-located, bilingual learning model based in a secure cultural identity, stable positive relationships, and aroha (authentic caring and love).  While the research design is a case study, in terms of western, “white space” academic tradition, it is also a story in terms of kaupapa Māori and critical race methodology. More importantly, it is a counter-story that chronicles the efforts of these two schools to step outside education’s “white spaces” to create new space.  This counter-story is juxtaposed against pervasive, deficit-driven whitestream explanations of “achievement gaps” and the “long tail” of Māori and Pasifika “under-achievement” in New Zealand schools.  In the process of this research the focus shifted from how could Māori and Pasifika learners develop secure cultural identities in mainstream schools, to examining what barriers exist in schools that prevent this from happening already?  As these issues became clear the language of the thesis shifted accordingly; “developing” a cultural identity was reframed as a reclamation of educational sovereignty — the absolute right to “be Māori” or “be Pasifika” in school — and “mainstream” schooling became better understood as the “whitestream.” 

The study hopes to contribute to the journey other schools might take to identify and name their own white spaces, and to make learning equitable for indigenous and minoritised learners.

text: Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools If we look at a child’s colouring book, before it has any colour added to it, we think of the page as blank.  It’s actually not blank, it’s white.  That white background is just “there” and we don’t think much about it.  Not only is the background uniformly white, the lines are already in place and they dictate where the colour is allowed to go.  When children are young, they don’t care where they put the colours, but as they get older they colour in more and more cautiously. They learn about the place of colour and the importance of staying within the pre-determined boundaries and expectations. 

This thesis argues that this is the setting for our mainstream, or what I have called, whitestream New Zealand schools — that white background is the norm.   When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from that white norm, and how they don’t fit perfectly inside our lines.  If the colour of the space doesn’t change schools are still in the business of assimilation, relegating non-white children to the margins, no matter how many school reform initiatives, new curricula, strategic plans, or mandated standards we implement.  What the schools in this study have tried to do is change the colour of the space – so that the space fits the children and they don’t have to constantly adjust to fit in.  

New Zealand’s education system has been largely silent on the topic of whiteness and the Eurocentric nature of our schooling policy and practice. However, when I talk to senior Māori and Pasifika ‘warrior-scholars” in Te Whānau o Tupuranga and Clover Park Middle School about “white spaces” they have encountered in their schooling experience they can identify them all too easily.  “White spaces,” they explain, are anything you accept as “normal” for Māori – when it’s really not,  any situation that prevents, or works against you “being Māori” or who you are, and that requires you to “be” someone else and leave your beliefs behind. White spaces are spaces that allow you to require less of yourself and that reinforce stereotypes and negative ideas about Māori.  Most telling of all was the comment from a Māori student that goes straight to the root of the problem, “White spaces are everywhere,” she said, “even in your head.”

This thesis describes the 25 year journey of two schools and their community’s determination to resist and reject alienating school environments in favour of a relevant culturally-located, bilingual learning model based in a secure cultural identity, stable positive relationships, and aroha (authentic caring and love).  While the research design is a case study, in terms of western, “white space” academic tradition, it is also a story in terms of kaupapa Māori and critical race methodology. More importantly, it is a counter-story that chronicles the efforts of these two schools to step outside education’s “white spaces” to create new space.  This counter-story is juxtaposed against pervasive, deficit-driven whitestream explanations of “achievement gaps” and the “long tail” of Māori and Pasifika “under-achievement” in New Zealand schools.  In the process of this research the focus shifted from how could Māori and Pasifika learners develop secure cultural identities in mainstream schools, to examining what barriers exist in schools that prevent this from happening already?  As these issues became clear the language of the thesis shifted accordingly; “developing” a cultural identity was reframed as a reclamation of educational sovereignty — the absolute right to “be Māori” or “be Pasifika” in school — and “mainstream” schooling became better understood as the “whitestream.” 

The study hopes to contribute to the journey other schools might take to identify and name their own white spaces, and to make learning equitable for indigenous and minoritised learners.

year: 2013

title: A multidimensional activity theory framework for human computer interaction with Digital Twins

authors: Adeel, Aleeza

subjects: Digital Twins

abstract: This paper introduces a human-centred framework to address the interaction and usability challenges of complex Digital Twin (DT) systems by proposing a new generation of Activity Theory, named Pyramidal Activity Theory (PAT). Digital twins are virtual representations of physical processes, systems, or components that are continuously synchronised with real-world data. Despite their growing adoption across industries, their graphical representation remains challenging due to the diversity of application domains, where multiple models—spanning different users, phases, and scales—are typically distributed across heterogeneous software packages. These complexities often result in inconsistencies, fragmented workflows, and communication barriers across domains. The proposed model builds upon the previous generation of activity theory, extending it into a 3D pyramidal structure while excluding motivational factors to focus exclusively on interaction mechanics. PAT provides a coherent model for designing unified, user-centred interfaces by capturing dynamic interactions among the key elements of DT systems—Users, Tools (Models), Live Data, Interfaces, and Outcomes—and their interrelationships. Two case studies are presented to demonstrate its applicability. Case Study 1 maps human–system interactions in advanced manufacturing, clarifying roles and activity flows to make the framework understandable and directly applicable for practitioners. Case Study 2 validates PAT through an implemented prototype for industrial energy optimisation.

The proposed model introduces a novel 3D interaction paradigm, providing a scalable and adaptable framework for digital twin interface design. It improves usability, standardisation, and decision-making by clarifying stakeholder roles, reducing cognitive load through “black-box” model integration, and ensuring consistent logic from regional planning to unit-level control. The paper concludes with future research directions, including usability testing, interface refinement, and alignment with interoperability and accessibility standards.

text: A multidimensional activity theory framework for human computer interaction with Digital Twins This paper introduces a human-centred framework to address the interaction and usability challenges of complex Digital Twin (DT) systems by proposing a new generation of Activity Theory, named Pyramidal Activity Theory (PAT). Digital twins are virtual representations of physical processes, systems, or components that are continuously synchronised with real-world data. Despite their growing adoption across industries, their graphical representation remains challenging due to the diversity of application domains, where multiple models—spanning different users, phases, and scales—are typically distributed across heterogeneous software packages. These complexities often result in inconsistencies, fragmented workflows, and communication barriers across domains. The proposed model builds upon the previous generation of activity theory, extending it into a 3D pyramidal structure while excluding motivational factors to focus exclusively on interaction mechanics. PAT provides a coherent model for designing unified, user-centred interfaces by capturing dynamic interactions among the key elements of DT systems—Users, Tools (Models), Live Data, Interfaces, and Outcomes—and their interrelationships. Two case studies are presented to demonstrate its applicability. Case Study 1 maps human–system interactions in advanced manufacturing, clarifying roles and activity flows to make the framework understandable and directly applicable for practitioners. Case Study 2 validates PAT through an implemented prototype for industrial energy optimisation.

The proposed model introduces a novel 3D interaction paradigm, providing a scalable and adaptable framework for digital twin interface design. It improves usability, standardisation, and decision-making by clarifying stakeholder roles, reducing cognitive load through “black-box” model integration, and ensuring consistent logic from regional planning to unit-level control. The paper concludes with future research directions, including usability testing, interface refinement, and alignment with interoperability and accessibility standards.

year: 2025