title: The Law of Ecosystem Restoration for Community Conservation Groups

authors: Ewing, Kellie Joy

subjects: Ecosystem restoration

abstract: Across New Zealand communities have identified the need to restore and rehabilitate damaged ecosystems in their locality. However, community conservation groups (CCGs) often face significant obstacles when undertaking activities to restore and rehabilitate ecosystems. Activities carried out by CCGs require the people managing them to have an understanding of a plethora of different regulatory and legislative instruments, such as regional and district plans, corporate law, health and safety legislation, and employment law. The land use regulation that applies to a particular restoration site also has the potential to significantly affect how effective a CCG can be by either restraining the impacts on the land by neighbouring land use practices that impact negatively on the site, or by creating a legal environment that facilitates legal protection for significant conservation areas and prevents development. All of these factors, and a large number of others, require CCG to have an understanding of the law. 

Many of the issues that CCGs face have not been dealt with adequately in legal writing in the past and are not well understood. Therefore further research and writing is necessary is this area to help CCGs undertake their work with minimal legal obstacles. To help address this gap this research paper will evaluate some of the main legal issues faced by CCGs and determine how these issues can be resolved by answering the question:
What are the main legal barriers faced by Community Conservation Groups (CCGs) when undertaking ecosystem restoration projects and how can these barriers be removed effectively?
To answer this question the two main methods of research that have been used are literature analysis and review, and semi-structured interviews with a range of CCGs and other organisations involved in ecosystem restoration. There are two main topics covered in this paper. Firstly, corporate issues for CCGs and secondly, land management issues for CCGs.

text: The Law of Ecosystem Restoration for Community Conservation Groups Across New Zealand communities have identified the need to restore and rehabilitate damaged ecosystems in their locality. However, community conservation groups (CCGs) often face significant obstacles when undertaking activities to restore and rehabilitate ecosystems. Activities carried out by CCGs require the people managing them to have an understanding of a plethora of different regulatory and legislative instruments, such as regional and district plans, corporate law, health and safety legislation, and employment law. The land use regulation that applies to a particular restoration site also has the potential to significantly affect how effective a CCG can be by either restraining the impacts on the land by neighbouring land use practices that impact negatively on the site, or by creating a legal environment that facilitates legal protection for significant conservation areas and prevents development. All of these factors, and a large number of others, require CCG to have an understanding of the law. 

Many of the issues that CCGs face have not been dealt with adequately in legal writing in the past and are not well understood. Therefore further research and writing is necessary is this area to help CCGs undertake their work with minimal legal obstacles. To help address this gap this research paper will evaluate some of the main legal issues faced by CCGs and determine how these issues can be resolved by answering the question:
What are the main legal barriers faced by Community Conservation Groups (CCGs) when undertaking ecosystem restoration projects and how can these barriers be removed effectively?
To answer this question the two main methods of research that have been used are literature analysis and review, and semi-structured interviews with a range of CCGs and other organisations involved in ecosystem restoration. There are two main topics covered in this paper. Firstly, corporate issues for CCGs and secondly, land management issues for CCGs.

year: 2008

title: Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry

authors: Yap, Jia Rong

abstract: Digital technologies have fast become integral withinliteracy learning and teaching across contexts as stu-dents engage with a variety of digital and multimodaltexts. While teachers in New Zealand schools have ahigh degree of autonomy in the design and planningof literacy programs, little is currently known abouthow they understand and enact multiliteracies peda-gogy (MLP). Using data gathered via interviews andclassroom observations in an intermediate school inNew Zealand, this article adopts a narrative inquiryapproach to explore one teacher’s approaches to usingdigital technologies and texts within literacy instruc-tion. We explore in particular the ways in which MLPmay be enactedimplicitlyrather than explicitly, withinthe complex matrix of teachers’personal beliefs andlearning experiences, the perceived learning needs ofstudents, and the school curriculum. We conclude witha call for the conscious and purposeful teaching ofMLP, focusing on synaesthesia and the semiotic func-tions of texts.

text: Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry Digital technologies have fast become integral withinliteracy learning and teaching across contexts as stu-dents engage with a variety of digital and multimodaltexts. While teachers in New Zealand schools have ahigh degree of autonomy in the design and planningof literacy programs, little is currently known abouthow they understand and enact multiliteracies peda-gogy (MLP). Using data gathered via interviews andclassroom observations in an intermediate school inNew Zealand, this article adopts a narrative inquiryapproach to explore one teacher’s approaches to usingdigital technologies and texts within literacy instruc-tion. We explore in particular the ways in which MLPmay be enactedimplicitlyrather than explicitly, withinthe complex matrix of teachers’personal beliefs andlearning experiences, the perceived learning needs ofstudents, and the school curriculum. We conclude witha call for the conscious and purposeful teaching ofMLP, focusing on synaesthesia and the semiotic func-tions of texts.

year: 2023-05-12

title: Is there a lack of science resources and specialists for kaiako at Kura reo o Waikato?

authors: Hopkins, Aareka

subjects: Kura kaupapa

abstract: The New Zealand debates on culture and science education for Maaori are grounded in the concern for the under-achievement of tauira in science. In 1995, a lack of subject experts, specialists and resources to implement the Ministry of Education’s science curriculum was identified. I investigated the concept of a mobile science laboratory to provide subject experts, specialists and resources to Kura Reo o Tainui as a way of improving and enhancing tauira literacy and engagement in puutaiao. This study used a semi-structured survey to elicit the whakaaro and perceptions of kaiako puutaiao from four Wharekura, three Kura Kaupapa Maaori, and three Rumaki Total Immersion classes in Waikato-Tainui, using registered participants in the inaugural Kura Reo o Tainui Waananga in 2008 to select survey participants.

text: Is there a lack of science resources and specialists for kaiako at Kura reo o Waikato? The New Zealand debates on culture and science education for Maaori are grounded in the concern for the under-achievement of tauira in science. In 1995, a lack of subject experts, specialists and resources to implement the Ministry of Education’s science curriculum was identified. I investigated the concept of a mobile science laboratory to provide subject experts, specialists and resources to Kura Reo o Tainui as a way of improving and enhancing tauira literacy and engagement in puutaiao. This study used a semi-structured survey to elicit the whakaaro and perceptions of kaiako puutaiao from four Wharekura, three Kura Kaupapa Maaori, and three Rumaki Total Immersion classes in Waikato-Tainui, using registered participants in the inaugural Kura Reo o Tainui Waananga in 2008 to select survey participants.

year: 2010-08