title: Toitū Te Whānau, Toitū Te Iwi: A Community Approach to English Transition

authors: Berryman, Mere

subjects: Maori

abstract: The research project presented in this thesis documents and describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration. The researcher became part of a whānau-of-interest (Bishop, 1996b) in 1998 and 1999 when she was invited by this community to help develop a suitable programme to assist highly competent Māori immersion students in their transition to a bi-lingual secondary school (the only option available in their community). The whānau wanted students to begin their secondary schooling with an improved competence in reading and writing in English but without compromising their competency in Maori language. Prior to this programme few of the students had received any formal instruction in the English language.
After a ten-week intervention implemented mainly outside the classroom, the researcher found that whānau tutors had effectively implemented the programmes and that all Year 8 students were able to read stories (in English) and talk about them (in English) at age appropriate reading levels. They also displayed improved rates of writing in English while maintaining their high fluency in reading and writing in Māori. The 10-week programme and results were replicated over a further three terms with the Year 7 and again with the Year 6 students. The study employed a multiple baseline across groups, design. A collaborative story gathered from participants at the end of the programme, together with these process and outcome data, strongly support the successful outcomes of this "participant driven" (Bishop, 1996b) programme.

text: Toitū Te Whānau, Toitū Te Iwi: A Community Approach to English Transition The research project presented in this thesis documents and describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration. The researcher became part of a whānau-of-interest (Bishop, 1996b) in 1998 and 1999 when she was invited by this community to help develop a suitable programme to assist highly competent Māori immersion students in their transition to a bi-lingual secondary school (the only option available in their community). The whānau wanted students to begin their secondary schooling with an improved competence in reading and writing in English but without compromising their competency in Maori language. Prior to this programme few of the students had received any formal instruction in the English language.
After a ten-week intervention implemented mainly outside the classroom, the researcher found that whānau tutors had effectively implemented the programmes and that all Year 8 students were able to read stories (in English) and talk about them (in English) at age appropriate reading levels. They also displayed improved rates of writing in English while maintaining their high fluency in reading and writing in Māori. The 10-week programme and results were replicated over a further three terms with the Year 7 and again with the Year 6 students. The study employed a multiple baseline across groups, design. A collaborative story gathered from participants at the end of the programme, together with these process and outcome data, strongly support the successful outcomes of this "participant driven" (Bishop, 1996b) programme.

year: 2001

title: Te Poutikanga

authors: Maxwell, Te Kahautu

abstract: Te Poutikanga was composed to pay homage to the newly appointed spiritual leader of Te Haahi Ringatū Mr Wirangi Pera who was appointed on the 1 January 2014. This composition was performed by ŌpōtikiMai Tawhiti at the Mātaatua Regional Kapa Haka Competition and placed first in the Whakawātea discipline.

text: Te Poutikanga Te Poutikanga was composed to pay homage to the newly appointed spiritual leader of Te Haahi Ringatū Mr Wirangi Pera who was appointed on the 1 January 2014. This composition was performed by ŌpōtikiMai Tawhiti at the Mātaatua Regional Kapa Haka Competition and placed first in the Whakawātea discipline.

year: 2014-01-25

title: The effect of irrigation on cadmium, uranium, and phosphorus contents in agricultural soils

authors: Salmanzadeh, Mahdiyeh

subjects: Cadmium

abstract: Cadmium (Cd) is a toxic metal which has accumulated in New Zealand agricultural soils due to phosphate fertilizer application. Understanding the contribution of plant uptake or leaching of Cd to observed Cd losses from soil is important. The concentration and distribution of Cd in irrigated and unirrigated soils with the same phosphate fertilizer history were investigated. Twenty-two pairs of soil samples from four depths (0–0.1, 0.1–0.2, 0.2–0.3 and 0.3–0.4 m) were taken from irrigated and unirrigated areas in the same field on dairy farms in three regions of New Zealand. The mean concentration of Cd at depths of 0–0.1 m and 0.1–0.2 m, as well as the cumulative masses of Cd (0–0.2, 0–0.3 and 0–0.4 m) in unirrigated soils were significantly higher (P < 0.05) than in irrigated soils. The concentration of phosphorus (P) at all depths (except for 0.2–0.3 m), as well as the cumulative mass of P in all depths of unirrigated soils, was also significantly higher (P < 0.05) than irrigated soils. However, no significant difference was detected in the concentrations of uranium (U) between irrigated and unirrigated soils. Irrigation induced a ∼7% Cd loss from topsoil (0–0.1 m), with the average rate of Cd loss from the top 0.1 m (due to irrigation) being 2.3 g ha⁻¹ yr⁻¹. This study therefore confirms that irrigation can enhance Cd mobilization, however Cd is mainly adsorbed to the surface soil.

text: The effect of irrigation on cadmium, uranium, and phosphorus contents in agricultural soils Cadmium (Cd) is a toxic metal which has accumulated in New Zealand agricultural soils due to phosphate fertilizer application. Understanding the contribution of plant uptake or leaching of Cd to observed Cd losses from soil is important. The concentration and distribution of Cd in irrigated and unirrigated soils with the same phosphate fertilizer history were investigated. Twenty-two pairs of soil samples from four depths (0–0.1, 0.1–0.2, 0.2–0.3 and 0.3–0.4 m) were taken from irrigated and unirrigated areas in the same field on dairy farms in three regions of New Zealand. The mean concentration of Cd at depths of 0–0.1 m and 0.1–0.2 m, as well as the cumulative masses of Cd (0–0.2, 0–0.3 and 0–0.4 m) in unirrigated soils were significantly higher (P < 0.05) than in irrigated soils. The concentration of phosphorus (P) at all depths (except for 0.2–0.3 m), as well as the cumulative mass of P in all depths of unirrigated soils, was also significantly higher (P < 0.05) than irrigated soils. However, no significant difference was detected in the concentrations of uranium (U) between irrigated and unirrigated soils. Irrigation induced a ∼7% Cd loss from topsoil (0–0.1 m), with the average rate of Cd loss from the top 0.1 m (due to irrigation) being 2.3 g ha⁻¹ yr⁻¹. This study therefore confirms that irrigation can enhance Cd mobilization, however Cd is mainly adsorbed to the surface soil.

year: 2017