title: Some observations on the population dynamics of the Australian soldier fly Inopus Rubriceps Macquart (Diptera: Stratiomyidae)

authors: Wilcocks, Colin Richard

abstract: Inopus rubriceps (Macquart) is an indigenous Australian stratiomyid, whose subterranean larval stage has been recorded as a pest of sugar cane and pastures in Queensland for some time (Saunders 1963 and Hitchcock 1970).
I. rubriceps has been known in New Zealand since the early 1940’s (Muggeridge 1944), but it was not until the late 1960’s that the N.Z. Department of Agriculture, under considerable pressure from the farming community, finally decided to initiate research work on this insect. The present writer was employed by the Department to commence work on the development of a pest management programme to be used in a pasture agro-ecosystem.
At that time, there was an almost complete lack of knowledge about any aspect of the insect’s biology and ecology under N.Z. pasture conditions. The above, together with the failure to find a suitable chemical control from several insecticidal screening trials (Hewitt 1964) precluded, at least initially, any worthwhile work on direct control methods. Clark et al (1967) have argued that in those cases where no prior hypotheses can be made about an insect, the development of life tables provides much of the background biological and ecological information needed to put the development of control measures on a rational basis.
Thus, the main aim of this work was to test the feasibility of developing life tables for the Australian soldier fly, under pasture conditions.

text: Some observations on the population dynamics of the Australian soldier fly Inopus Rubriceps Macquart (Diptera: Stratiomyidae) Inopus rubriceps (Macquart) is an indigenous Australian stratiomyid, whose subterranean larval stage has been recorded as a pest of sugar cane and pastures in Queensland for some time (Saunders 1963 and Hitchcock 1970).
I. rubriceps has been known in New Zealand since the early 1940’s (Muggeridge 1944), but it was not until the late 1960’s that the N.Z. Department of Agriculture, under considerable pressure from the farming community, finally decided to initiate research work on this insect. The present writer was employed by the Department to commence work on the development of a pest management programme to be used in a pasture agro-ecosystem.
At that time, there was an almost complete lack of knowledge about any aspect of the insect’s biology and ecology under N.Z. pasture conditions. The above, together with the failure to find a suitable chemical control from several insecticidal screening trials (Hewitt 1964) precluded, at least initially, any worthwhile work on direct control methods. Clark et al (1967) have argued that in those cases where no prior hypotheses can be made about an insect, the development of life tables provides much of the background biological and ecological information needed to put the development of control measures on a rational basis.
Thus, the main aim of this work was to test the feasibility of developing life tables for the Australian soldier fly, under pasture conditions.

year: 1973

title: The phylogenesis of palaeoarts, and their coevolution in relation to artification

authors: Allegretti, Pietro

abstract: In this thesis, I investigate the hypothesis of artification developed by Ellen Dissanayake and its relevance for developing an account of the evolutionary trajectory of art-making in humans and hominins. 
The debate about the evolution of art-making has produced many theories of how arts evolved in humans’ deep past. One of the most promising views is the hypothesis of artification, that suggests that artworks evolved in ritual ceremonies as an enactment of the hominin predisposition to make bodies, objects, and vocalisations perceptually striking. I suggest that artification’s antecedents can be traced back to Australopithecines’ mother-infant interaction. I provide an argument in support of characterising artification as a cognitive toolkit that first evolved as an attention-getter mechanism, and art-making as a set of culturally accumulated practices exploiting this toolkit that evolved following coevolutionary trajectories with socio-cognitive niches in later hominins. I conclude that artification has a mosaic evolution, and that the first instances of art-making can be tracked back to the Early-Acheulean ≈ 1.7 mya.

text: The phylogenesis of palaeoarts, and their coevolution in relation to artification In this thesis, I investigate the hypothesis of artification developed by Ellen Dissanayake and its relevance for developing an account of the evolutionary trajectory of art-making in humans and hominins. 
The debate about the evolution of art-making has produced many theories of how arts evolved in humans’ deep past. One of the most promising views is the hypothesis of artification, that suggests that artworks evolved in ritual ceremonies as an enactment of the hominin predisposition to make bodies, objects, and vocalisations perceptually striking. I suggest that artification’s antecedents can be traced back to Australopithecines’ mother-infant interaction. I provide an argument in support of characterising artification as a cognitive toolkit that first evolved as an attention-getter mechanism, and art-making as a set of culturally accumulated practices exploiting this toolkit that evolved following coevolutionary trajectories with socio-cognitive niches in later hominins. I conclude that artification has a mosaic evolution, and that the first instances of art-making can be tracked back to the Early-Acheulean ≈ 1.7 mya.

year: 2026

title: Ora Kainga Rua: Experiences of Kura Kaupapa Māori Graduates

authors: Waller, Arianna Leigh Mana

subjects: indigenous auto ethnography

abstract: There is a wealth of indigenous scholarship examining the impacts of imperialist policies and ideologies on the learning identities of indigenous students. However, within the New Zealand context, there is a lack of literature which focuses solely on the experiences and aspirations of total immersion students to tertiary education settings. 
Using Kaupapa Māori and auto ethnography this thesis privileges the student voice by investigating the transitional experiences of four female kura Kaupapa Māori graduates into mainstream settings particularly their transition to the University of Waikato. 
The thesis argues that there are two main spaces of synergy between an indigenous research paradigm and auto ethnography. The first is the criticality of the “self” in the work, without a sharp separation between the researcher and the subject (dual meaning intended). The second is the shared modality and intentional use of storytelling as a method. By combining insights from in-depth interviews with the researcher’s life story, the thesis identified the coping mechanisms the participants employed and the services The University of Waikato provides that were utilised to help them transition into a new educational setting. 
The participants’ experiences demonstrate that the unique cultural educational experiences of kura Kaupapa Māori differ significantly from the educational and environmental experiences offered at University. The participants’ narratives demonstrated that the clear sense of identity gained from the kura Kaupapa Māori context gave them the inner strength to cope with these differences. In addition to their strong sense of Māori identity, the main coping mechanisms that the students drew on, was the wealth of institutional knowledge that family members and role models provided of the university context as past students and current staff members. The benefits that these students experienced can be strengthened by building stronger relationships between Māori total immersion schools, the wider Māori community and universities ensuring that Māori total immersion students are able to access the academic and institutional knowledge they need to succeed. 
Furthermore, the thesis argues that the kura Kaupapa Māori movement can deliver more for their students if they do not shut out the Pākehā world but rather teach their students to walk between and within the two worlds. In order to better understand this balancing act, the lived experiences of immersion students requires more research, particularly as more and more kura graduates transition into Aotearoa New Zealand tertiary settings.

text: Ora Kainga Rua: Experiences of Kura Kaupapa Māori Graduates There is a wealth of indigenous scholarship examining the impacts of imperialist policies and ideologies on the learning identities of indigenous students. However, within the New Zealand context, there is a lack of literature which focuses solely on the experiences and aspirations of total immersion students to tertiary education settings. 
Using Kaupapa Māori and auto ethnography this thesis privileges the student voice by investigating the transitional experiences of four female kura Kaupapa Māori graduates into mainstream settings particularly their transition to the University of Waikato. 
The thesis argues that there are two main spaces of synergy between an indigenous research paradigm and auto ethnography. The first is the criticality of the “self” in the work, without a sharp separation between the researcher and the subject (dual meaning intended). The second is the shared modality and intentional use of storytelling as a method. By combining insights from in-depth interviews with the researcher’s life story, the thesis identified the coping mechanisms the participants employed and the services The University of Waikato provides that were utilised to help them transition into a new educational setting. 
The participants’ experiences demonstrate that the unique cultural educational experiences of kura Kaupapa Māori differ significantly from the educational and environmental experiences offered at University. The participants’ narratives demonstrated that the clear sense of identity gained from the kura Kaupapa Māori context gave them the inner strength to cope with these differences. In addition to their strong sense of Māori identity, the main coping mechanisms that the students drew on, was the wealth of institutional knowledge that family members and role models provided of the university context as past students and current staff members. The benefits that these students experienced can be strengthened by building stronger relationships between Māori total immersion schools, the wider Māori community and universities ensuring that Māori total immersion students are able to access the academic and institutional knowledge they need to succeed. 
Furthermore, the thesis argues that the kura Kaupapa Māori movement can deliver more for their students if they do not shut out the Pākehā world but rather teach their students to walk between and within the two worlds. In order to better understand this balancing act, the lived experiences of immersion students requires more research, particularly as more and more kura graduates transition into Aotearoa New Zealand tertiary settings.

year: 2016