title: A review of Leptospermum scoparium (Myrtaceae) in New Zealand

authors: Stephens, Jonathan McDonald Counsell

subjects: Myrtaceae

abstract: Information about Leptospermum scoparium (Myrtaceae), the most widespread and important New Zealand indigenous shrub species, is reviewed. L. scoparium is a variable species, requiring more study of the genetically based differences between New Zealand populations and the affinity of these populations to Australian populations and other closely allied Australian species. Improved understanding of the species’ variation will assist both its conservation roles and economic uses, and the need to sustain genetically distinct varieties is emphasised. Ecologically, the species has a dominant role in infertile and poorly drained environments, and a wider occurrence as a seral shrub species in successions to forest where it may be regarded as a woody weed of pasture or a useful species for erosion control, carbon sesquestration, and vegetation restoration. The main economic products derived from the species are ornamental shrubs, essential oils, and honey. The species’ development as an ornamental plant and further definition of the pharmacologically active components are recommended as priority areas for research.

text: A review of Leptospermum scoparium (Myrtaceae) in New Zealand Information about Leptospermum scoparium (Myrtaceae), the most widespread and important New Zealand indigenous shrub species, is reviewed. L. scoparium is a variable species, requiring more study of the genetically based differences between New Zealand populations and the affinity of these populations to Australian populations and other closely allied Australian species. Improved understanding of the species’ variation will assist both its conservation roles and economic uses, and the need to sustain genetically distinct varieties is emphasised. Ecologically, the species has a dominant role in infertile and poorly drained environments, and a wider occurrence as a seral shrub species in successions to forest where it may be regarded as a woody weed of pasture or a useful species for erosion control, carbon sesquestration, and vegetation restoration. The main economic products derived from the species are ornamental shrubs, essential oils, and honey. The species’ development as an ornamental plant and further definition of the pharmacologically active components are recommended as priority areas for research.

year: 2005

title: Digitally-supported collaboration: An exploration of teachers' and students' understandings and practice.

authors: Mangino, Leesa

abstract: Education is evolving over time. The use of digital technology in our schools continues to grow and develop at a rapid pace, supported by the introduction of ultra-fast broadband and the availability of mobile technology.  There is change occurring in the teaching and learning environments in our schools, walls are coming down between classrooms and teachers are increasingly being expected to work in co-teaching situations.  An expectation is being set that educators need to equip students with the 21st century skills necessary to be successful in today’s world, one of the key skills being the ability to collaborate with others.

This study draws together the key ideas introduced above - that is, developing knowledge of collaborative, digitally-supported innovative learning environments (ILEs).  A collective case study approach was used to investigate the understandings teachers and students in three primary schools have about collaboration, and how this was reflected in practice.  This interpretive study also explored the nature of digitally mediated interactions occurring in these learning environments including teacher-to-teacher, teacher-to-student, and student-to-student, to gain a better understanding of any role digital technology might play in collaborative teaching and learning within these spaces.

Data was collected through observations, interviews, and the collecting of artifacts.  These data were then analysed thematically.  The findings suggest that building trusting relationships is essential to collaboration but can take time to establish.  Teachers and students need to have a shared understanding of what collaboration is and their role within this. Clarity of purpose is fundamental to effective digitally-supported collaboration, teachers and students need to know why they are collaborating, how digital technology could support their collaborative needs, and how they can best make use of their physical environment.

text: Digitally-supported collaboration: An exploration of teachers' and students' understandings and practice. Education is evolving over time. The use of digital technology in our schools continues to grow and develop at a rapid pace, supported by the introduction of ultra-fast broadband and the availability of mobile technology.  There is change occurring in the teaching and learning environments in our schools, walls are coming down between classrooms and teachers are increasingly being expected to work in co-teaching situations.  An expectation is being set that educators need to equip students with the 21st century skills necessary to be successful in today’s world, one of the key skills being the ability to collaborate with others.

This study draws together the key ideas introduced above - that is, developing knowledge of collaborative, digitally-supported innovative learning environments (ILEs).  A collective case study approach was used to investigate the understandings teachers and students in three primary schools have about collaboration, and how this was reflected in practice.  This interpretive study also explored the nature of digitally mediated interactions occurring in these learning environments including teacher-to-teacher, teacher-to-student, and student-to-student, to gain a better understanding of any role digital technology might play in collaborative teaching and learning within these spaces.

Data was collected through observations, interviews, and the collecting of artifacts.  These data were then analysed thematically.  The findings suggest that building trusting relationships is essential to collaboration but can take time to establish.  Teachers and students need to have a shared understanding of what collaboration is and their role within this. Clarity of purpose is fundamental to effective digitally-supported collaboration, teachers and students need to know why they are collaborating, how digital technology could support their collaborative needs, and how they can best make use of their physical environment.

year: 2018

title: Te tuhirau kōrero

authors: Corbett, Mahaki

subjects: Reo Māori

abstract: Ko tō tātou reo, he reo tapu, he reo kōrero, he reo pohewa, he reo reiuru, he reo rauriki.  E rā, he piringa tē taea te whakangaro atu, nā te mea ko te reo Māori te manawatanga mai i a koe e tūhono ai koe ki ngā mea o mua, ki ngā mea o muri, ki ngā mea o nāianei (J. Peri, kōrero ā-waha, Hune 3, 2013). Heoi anō, i ngā rā nei, kua whānau hou mai te reo Māori pā tuhi-ā-waea ki te ao mārama me te aha kua whakarerekē a ia i te āhuatanga o tō tātou reo. Ko te kaupapa o tēnei tuhinga, he whakatakoto kupu mai i te ngākau aroha me te wete hoki i te taumata whakaaro e whakahākiri nei ki tēnei mangainga o te ao hangarau. Waihoki, kua nahanaha i ahau ngā wāhanga, ā, e whitu ēnei kua tuhia ki te kupu waiwaiā, kia whakapāho-ā-rorohiko atu rānei i te whia maruāpō mō te ātaahuatanga o te pā tuhi-ā-waea. Nō reira rā, koiā te taonga whakapiripiri e koroa nei e te ringa, purutia kia tata, whakamaua kia tina!

text: Te tuhirau kōrero Ko tō tātou reo, he reo tapu, he reo kōrero, he reo pohewa, he reo reiuru, he reo rauriki.  E rā, he piringa tē taea te whakangaro atu, nā te mea ko te reo Māori te manawatanga mai i a koe e tūhono ai koe ki ngā mea o mua, ki ngā mea o muri, ki ngā mea o nāianei (J. Peri, kōrero ā-waha, Hune 3, 2013). Heoi anō, i ngā rā nei, kua whānau hou mai te reo Māori pā tuhi-ā-waea ki te ao mārama me te aha kua whakarerekē a ia i te āhuatanga o tō tātou reo. Ko te kaupapa o tēnei tuhinga, he whakatakoto kupu mai i te ngākau aroha me te wete hoki i te taumata whakaaro e whakahākiri nei ki tēnei mangainga o te ao hangarau. Waihoki, kua nahanaha i ahau ngā wāhanga, ā, e whitu ēnei kua tuhia ki te kupu waiwaiā, kia whakapāho-ā-rorohiko atu rānei i te whia maruāpō mō te ātaahuatanga o te pā tuhi-ā-waea. Nō reira rā, koiā te taonga whakapiripiri e koroa nei e te ringa, purutia kia tata, whakamaua kia tina!

year: 2017