title: Te Kōtihitihi: Ngā Tuhinga Reo Māori, Putanga 1

authors: Ngāpō, Korohere

abstract: Koinei te katoa o te Putanga 1 o te puka hautaka, Te Kōtihitihi.

text: Te Kōtihitihi: Ngā Tuhinga Reo Māori, Putanga 1 Koinei te katoa o te Putanga 1 o te puka hautaka, Te Kōtihitihi.

year: 2011-04

title: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand.

authors: Cranston, Shirley Ann

subjects: Te Kotahitanga Phase 3

abstract: This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

text: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand. This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

year: 2018

title: Real Options Analysis of Carbon Forestry Under the New Zealand Emissions Trading Scheme

authors: Tee, James Seng Khien

subjects: climate change

abstract: In 2008, the New Zealand government passed climate change legislation called the New Zealand Emissions Trading Scheme (NZETS), designed to create a carbon price in the economy. Under the NZETS, new forests planted on and after 1st January 1990 (known as post-1989 forests) are eligible to earn carbon credits and sell them domestically and internationally, with a condition that the credits will have to be repaid back upon harvest of the forests. The amount of credits that have to be surrendered is proportionate to the extent that carbon stocks decrease in the forest land. This research explores the effects of the NZETS on new post-1989 forests. The NPV/LEV and the Real Options valuation methods are respectively employed to analyze fixed harvest and flexible harvest forest management decisions. This approach is applied to study the cases of timber-only forestry (i.e. no NZETS) and carbon forestry (i.e. with NZETS). The major advance of this research is the development of a double Random Variable Real Options methodology that incorporates both stochastic timber and stochastic carbon prices into the calculation of the bareland forestry investment opportunity under the NZETS. Through the work of this thesis, it is shown that the NZETS increases the valuation of bareland on which radiata pine is to be planted with a single rotation or a perpetual series of rotations, especially for the case of flexible harvest forest management. The NZETS will very likely lengthen the rotation age of forests and increase forest carbon sequestration, which contributes positively towards climate change mitigation in New Zealand. The Real Options valuation method can generate optimal harvest price thresholds that help forest owners to decide when to harvest. This thesis concludes with a scenario analysis of potential implications of lengthening the forest rotation age on carbon stock management in New Zealand.

text: Real Options Analysis of Carbon Forestry Under the New Zealand Emissions Trading Scheme In 2008, the New Zealand government passed climate change legislation called the New Zealand Emissions Trading Scheme (NZETS), designed to create a carbon price in the economy. Under the NZETS, new forests planted on and after 1st January 1990 (known as post-1989 forests) are eligible to earn carbon credits and sell them domestically and internationally, with a condition that the credits will have to be repaid back upon harvest of the forests. The amount of credits that have to be surrendered is proportionate to the extent that carbon stocks decrease in the forest land. This research explores the effects of the NZETS on new post-1989 forests. The NPV/LEV and the Real Options valuation methods are respectively employed to analyze fixed harvest and flexible harvest forest management decisions. This approach is applied to study the cases of timber-only forestry (i.e. no NZETS) and carbon forestry (i.e. with NZETS). The major advance of this research is the development of a double Random Variable Real Options methodology that incorporates both stochastic timber and stochastic carbon prices into the calculation of the bareland forestry investment opportunity under the NZETS. Through the work of this thesis, it is shown that the NZETS increases the valuation of bareland on which radiata pine is to be planted with a single rotation or a perpetual series of rotations, especially for the case of flexible harvest forest management. The NZETS will very likely lengthen the rotation age of forests and increase forest carbon sequestration, which contributes positively towards climate change mitigation in New Zealand. The Real Options valuation method can generate optimal harvest price thresholds that help forest owners to decide when to harvest. This thesis concludes with a scenario analysis of potential implications of lengthening the forest rotation age on carbon stock management in New Zealand.

year: 2011