title: Innovation, entrepreneurship, geography and growth

authors: McCann, Philip

subjects: Innovation

abstract: This paper sets the contributions to this special issue in the context of a large and rapidly growing literature. It argues that although our understanding of the relationships between entrepreneurship, innovation, geography and economic growth is much clearer than in the past, there remains much that needs to be explored.

text: Innovation, entrepreneurship, geography and growth This paper sets the contributions to this special issue in the context of a large and rapidly growing literature. It argues that although our understanding of the relationships between entrepreneurship, innovation, geography and economic growth is much clearer than in the past, there remains much that needs to be explored.

year: 2012

title: Evaporation from a raised peat bog

authors: Campbell, David I.

subjects: hydrology

abstract: Evaporation rates were measured for an oligotrophic raised peat bog dominated by the restionaceous rush Empodisma minus (Hook. f.) Johnson and Cutler in northern New Zealand.
Evaporation rates were smaller than those found for other wetlands, ranging between 0.06-0.16 mm h−1 during the daytime, and the average latent heat flux accounted for only 23% of net radiation. Daily average evaporation was only 34% of the Penman potential open water rate, yet the soil was permanently close to saturation.
Bowen ratios in the range 3-5 indicate that available energy is primarily partitioned into sensible heat by the dense plant canopy. Bowen ratios in this range are normally associated with semi-arid zone climates rather than with a permanently moist raised peat bog.
According to the Penman-Monteith model, the conservative evaporation regime at this site is due to a very large canopy resistance, with daily averages in the range 150-608 s m−1 when the canopy is dry. This large canopy resistance is probably the result of plant responses to a nutrient-poor environment, combined with the effect of an extremely dense canopy preventing the diffusion of water vapour from the moist peat substrate. 
Variations in canopy resistance behaviour are caused by variable degrees of canopy wetness for several days following rain. This behaviour poses difficulties for modelling evaporation in water balance studies, hence a simple scheme utilising the Penman potential open water evaporation is favoured.

text: Evaporation from a raised peat bog Evaporation rates were measured for an oligotrophic raised peat bog dominated by the restionaceous rush Empodisma minus (Hook. f.) Johnson and Cutler in northern New Zealand.
Evaporation rates were smaller than those found for other wetlands, ranging between 0.06-0.16 mm h−1 during the daytime, and the average latent heat flux accounted for only 23% of net radiation. Daily average evaporation was only 34% of the Penman potential open water rate, yet the soil was permanently close to saturation.
Bowen ratios in the range 3-5 indicate that available energy is primarily partitioned into sensible heat by the dense plant canopy. Bowen ratios in this range are normally associated with semi-arid zone climates rather than with a permanently moist raised peat bog.
According to the Penman-Monteith model, the conservative evaporation regime at this site is due to a very large canopy resistance, with daily averages in the range 150-608 s m−1 when the canopy is dry. This large canopy resistance is probably the result of plant responses to a nutrient-poor environment, combined with the effect of an extremely dense canopy preventing the diffusion of water vapour from the moist peat substrate. 
Variations in canopy resistance behaviour are caused by variable degrees of canopy wetness for several days following rain. This behaviour poses difficulties for modelling evaporation in water balance studies, hence a simple scheme utilising the Penman potential open water evaporation is favoured.

year: 1997-06-01

title: Repositioning within indigenous discourses of transformation and self-determination

authors: Berryman, Mere

subjects: research-whanau

abstract: This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. 
The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory.
The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.

text: Repositioning within indigenous discourses of transformation and self-determination This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. 
The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory.
The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.

year: 2008