title: An external heat pulse method for measurement of sap flow through fruit pedicels, leaf petioles and other small-diameter stems

authors: Clearwater, Michael J.

subjects: Actinidia chinensis

abstract: The external heat ratio method is described for measurement of low rates of sap flow in both directions through stems and other plant organs, including fruit pedicels, with diameters up to 5 mm and flows less than 2 g h⁻¹. Calibration was empirical, with heat pulse velocity (vh) compared to gravimetric measurements of sap flow. In the four stem types tested (Actinidia sp. fruit pedicels, Schefflera arboricola petioles, Pittosporum crassifolium stems and Fagus sylvatica stems), vh was linearly correlated with sap velocity (vs) up to a vs of approximately 0.007 cm s⁻¹, equivalent to a flow of 1.8 g h⁻¹ through a 3-mm-diameter stem. Minimum detectable vs was approximately 0.0001 cm s⁻¹, equivalent to 0.025 g h⁻¹ through a 3-mm-diameter stem. Sensitivity increased with bark removal. Girdling had no effect on short-term measurements of in vivo sap flow, suggesting that phloem flows were too low to be separated from xylem flows. Fluctuating ambient temperatures increased variability in outdoor sap flow measurements. However, a consistent diurnal time-course of fruit pedicel sap flow was obtained, with flows towards 75-day-old kiwifruit lagging behind evaporative demand and peaking at 0.3 g h⁻¹ in the late afternoon.

text: An external heat pulse method for measurement of sap flow through fruit pedicels, leaf petioles and other small-diameter stems The external heat ratio method is described for measurement of low rates of sap flow in both directions through stems and other plant organs, including fruit pedicels, with diameters up to 5 mm and flows less than 2 g h⁻¹. Calibration was empirical, with heat pulse velocity (vh) compared to gravimetric measurements of sap flow. In the four stem types tested (Actinidia sp. fruit pedicels, Schefflera arboricola petioles, Pittosporum crassifolium stems and Fagus sylvatica stems), vh was linearly correlated with sap velocity (vs) up to a vs of approximately 0.007 cm s⁻¹, equivalent to a flow of 1.8 g h⁻¹ through a 3-mm-diameter stem. Minimum detectable vs was approximately 0.0001 cm s⁻¹, equivalent to 0.025 g h⁻¹ through a 3-mm-diameter stem. Sensitivity increased with bark removal. Girdling had no effect on short-term measurements of in vivo sap flow, suggesting that phloem flows were too low to be separated from xylem flows. Fluctuating ambient temperatures increased variability in outdoor sap flow measurements. However, a consistent diurnal time-course of fruit pedicel sap flow was obtained, with flows towards 75-day-old kiwifruit lagging behind evaporative demand and peaking at 0.3 g h⁻¹ in the late afternoon.

year: 2009

title: Exploring Pacific picturebooks to support the language, culture and identity of Pasifika children. A summer scholar’s perspective

authors: Kelly-Ware, Janette Patricia

abstract: Populations of Pacific People in Aotearoa New Zealand are growing, and many education documents recognise the need to support the language, culture and identity of children from these communities in educational settings.
In this article we explore the potental of picturebooks to support principles from Te Whāriki and Tapasā. Specifically we report on the findings of a Summer Scholarship research project at The University of Waikato where a Summer Scholar (Cushla Foe) identified 90 picturebooks featuring Pacific Peoples published since 2013. We present content analysis of one picturebook in terms of how Samoan language and identity are reflected in the text and illustration, and how this links to principles and Turu competencies in Te Whāriki (MoE, 2017) and Tapasā (MoE, 2018).

text: Exploring Pacific picturebooks to support the language, culture and identity of Pasifika children. A summer scholar’s perspective Populations of Pacific People in Aotearoa New Zealand are growing, and many education documents recognise the need to support the language, culture and identity of children from these communities in educational settings.
In this article we explore the potental of picturebooks to support principles from Te Whāriki and Tapasā. Specifically we report on the findings of a Summer Scholarship research project at The University of Waikato where a Summer Scholar (Cushla Foe) identified 90 picturebooks featuring Pacific Peoples published since 2013. We present content analysis of one picturebook in terms of how Samoan language and identity are reflected in the text and illustration, and how this links to principles and Turu competencies in Te Whāriki (MoE, 2017) and Tapasā (MoE, 2018).

year: 2021

title: Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens

authors: Glasgow, Ali

abstract: An Indigenous cultural renaissance emerged in the 1980’s in Aotearoa New Zealand. Communities established early childhood programmes that reflected native spirituality, values, and Indigenous knowledge, with instruction in local, Indigenous languages (Hunkin-Tuiletufuga, 2001). Indigenous communities sought ownership over the education of their children, within a culturally driven framework that focussed on retention of knowledge, language, and cultural identity.
These strong early stages have lost traction, with increasing numbers of Māori and Pacific community services unable to meet the rigorous regulatory criteria, assurance auditing processes, funding restraints, and other considerations that have impacted the numbers of families using these services. Nowadays, a mere percentage of those once in operation remain, with the majority of Māori and Pacific children and their families enrolling in mainstream early childhood education services (Ministry of Education, 2013).
Central to the educational success for Māori and Pacific children is an understanding that they are culturally located and the acknowledgement that effective education must encompass their culture. A cultural discourse gaining prominence reveals the need for culturally sound pedagogical practice for Māori and Pacific communities (Rameka & Glasgow, 2016; Rau & Ritchie, 2011). This trend is gaining impetus in the wider Pacific region (Glasgow, 2012), thus driving a movement for reclaiming and reframing education for Pacific peoples (Sanga, 2012).

text: Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens An Indigenous cultural renaissance emerged in the 1980’s in Aotearoa New Zealand. Communities established early childhood programmes that reflected native spirituality, values, and Indigenous knowledge, with instruction in local, Indigenous languages (Hunkin-Tuiletufuga, 2001). Indigenous communities sought ownership over the education of their children, within a culturally driven framework that focussed on retention of knowledge, language, and cultural identity.
These strong early stages have lost traction, with increasing numbers of Māori and Pacific community services unable to meet the rigorous regulatory criteria, assurance auditing processes, funding restraints, and other considerations that have impacted the numbers of families using these services. Nowadays, a mere percentage of those once in operation remain, with the majority of Māori and Pacific children and their families enrolling in mainstream early childhood education services (Ministry of Education, 2013).
Central to the educational success for Māori and Pacific children is an understanding that they are culturally located and the acknowledgement that effective education must encompass their culture. A cultural discourse gaining prominence reveals the need for culturally sound pedagogical practice for Māori and Pacific communities (Rameka & Glasgow, 2016; Rau & Ritchie, 2011). This trend is gaining impetus in the wider Pacific region (Glasgow, 2012), thus driving a movement for reclaiming and reframing education for Pacific peoples (Sanga, 2012).

year: 2017