title: A hydrological drought index for the Clutha catchment, New Zealand

authors: Taylor, Malcolm

subjects: Clutha

abstract: The Clutha River is New Zealand’s largest river, both in terms of discharge and catchment size. It has a large seasonal flow variability with large spring and summer flows and very low flows in winter. The river is important for its contribution to energy production from two large hydro dams, irrigation for agriculture and horticulture, and tourist activities. The Clutha River flows are modified by discretionary releases of water from the only storage lake in the catchment, at Hawea. The mountainous South Island topography to the west means that a large part of the catchment is in a rain shadow and is regularly subject to long periods without any significant precipitation, similar to many other rain shadow catchments globally.

text: A hydrological drought index for the Clutha catchment, New Zealand The Clutha River is New Zealand’s largest river, both in terms of discharge and catchment size. It has a large seasonal flow variability with large spring and summer flows and very low flows in winter. The river is important for its contribution to energy production from two large hydro dams, irrigation for agriculture and horticulture, and tourist activities. The Clutha River flows are modified by discretionary releases of water from the only storage lake in the catchment, at Hawea. The mountainous South Island topography to the west means that a large part of the catchment is in a rain shadow and is regularly subject to long periods without any significant precipitation, similar to many other rain shadow catchments globally.

year: 2019

title: Beginning primary teachers' induction and mentoring practices in Papua New Guinea

authors: Deruage, Joseph Kua

subjects: teacher education

abstract: Professional development of beginning teachers through induction and mentoring has been commonly viewed as important for teachers' success and continuation in the teaching profession. Induction and specifically mentoring programs focus attention on transitions from one stage of teacher development to another. The three phases of teacher development are initial teacher education, known as pre-service, the induction phase and the ongoing teacher in-service education. The move from student to teacher is the most demanding change in learning to teach. The beginning teacher in this change must adjust from thinking and acting as a student, absorbed with his or her own learning and performance, to thinking and acting as a teacher, accepting responsibility for the learning and performance of others. Beginning teachers are fully engaged in this essential development, and mentoring programs are purposely intended to support them through this period of change. 

This study has established that beginning teachers in Papua New Guinea (PNG) do experience challenges in the first few months of teaching but these issues lapse over time with the support and assistance of mentors/supervisors. Mentoring has great potential for group effort and transformational teacher learning within schools as professional learning communities. In order for mentors to perform their tasks well and draw benefits from mentoring, appropriate support and training for mentors is recommended. As well as support and training, other incentives for mentors such as salary increments and reduced teaching loads would be a welcome step to enhancing induction and mentoring programs in PNG primary schools.

text: Beginning primary teachers' induction and mentoring practices in Papua New Guinea Professional development of beginning teachers through induction and mentoring has been commonly viewed as important for teachers' success and continuation in the teaching profession. Induction and specifically mentoring programs focus attention on transitions from one stage of teacher development to another. The three phases of teacher development are initial teacher education, known as pre-service, the induction phase and the ongoing teacher in-service education. The move from student to teacher is the most demanding change in learning to teach. The beginning teacher in this change must adjust from thinking and acting as a student, absorbed with his or her own learning and performance, to thinking and acting as a teacher, accepting responsibility for the learning and performance of others. Beginning teachers are fully engaged in this essential development, and mentoring programs are purposely intended to support them through this period of change. 

This study has established that beginning teachers in Papua New Guinea (PNG) do experience challenges in the first few months of teaching but these issues lapse over time with the support and assistance of mentors/supervisors. Mentoring has great potential for group effort and transformational teacher learning within schools as professional learning communities. In order for mentors to perform their tasks well and draw benefits from mentoring, appropriate support and training for mentors is recommended. As well as support and training, other incentives for mentors such as salary increments and reduced teaching loads would be a welcome step to enhancing induction and mentoring programs in PNG primary schools.

year: 2007

title: The southern initiative: How indigenous values inspire social innovation and impact

authors: Niu, Xiaoliang

abstract: Indigenous values are increasingly recognised in helping organisations contribute to wellbeing within and beyond the workplace. Adopting the theoretical lens of Māori economies of wellbeing, this case study examines how The Southern Initiative (TSI), a unit within Auckland Council, incorporates Māori values to co-create place-based solutions and foster whānau (family) wellbeing. Through kōrero (conversations) with three people, a wānanga (collaborative discussion) with TSI members, and analysis of organisational literature, we identified how TSI's organising approach synthesises social innovation and bureaucracy. We found that indigeneity-embedded intrapreneurship, distributed leadership, and whānau-centred design support TSI's innovations. Mana (prestige) emerged as a primary organising principle, sustaining TSI's approach to achieving systemic change. By bridging Indigenous paradigms and conventional managerial practice, this case study demonstrates how Māori values can transform public sector management, elevate social justice, and encourage community resilience. These findings highlight culturally grounded frameworks for delivering social impact and shaping equitable outcomes.

text: The southern initiative: How indigenous values inspire social innovation and impact Indigenous values are increasingly recognised in helping organisations contribute to wellbeing within and beyond the workplace. Adopting the theoretical lens of Māori economies of wellbeing, this case study examines how The Southern Initiative (TSI), a unit within Auckland Council, incorporates Māori values to co-create place-based solutions and foster whānau (family) wellbeing. Through kōrero (conversations) with three people, a wānanga (collaborative discussion) with TSI members, and analysis of organisational literature, we identified how TSI's organising approach synthesises social innovation and bureaucracy. We found that indigeneity-embedded intrapreneurship, distributed leadership, and whānau-centred design support TSI's innovations. Mana (prestige) emerged as a primary organising principle, sustaining TSI's approach to achieving systemic change. By bridging Indigenous paradigms and conventional managerial practice, this case study demonstrates how Māori values can transform public sector management, elevate social justice, and encourage community resilience. These findings highlight culturally grounded frameworks for delivering social impact and shaping equitable outcomes.

year: 2025