title: The use of chronosequences in studies of ecological succession and soil development

authors: Walker, Lawrence R.

subjects: chronosequences

abstract: 1. Chronosequences and associated space-for-time substitutions are an important and often necessary tool for studying temporal dynamics of plant communities and soil development across multiple time-scales. However, they are often used inappropriately, leading to false conclusions about ecological patterns and processes, which has prompted recent strong criticism of the approach. Here, we evaluate when chronosequences may or may not be appropriate for studying community and ecosystem development.
2. Chronosequences are appropriate to study plant succession at decadal to millennial time-scales when there is evidence that sites of different ages are following the same trajectory. They can also be reliably used to study aspects of soil development that occur between temporally linked sites over time-scales of centuries to millennia, sometimes independently of their application to shorter-term plant and soil biological communities.
3. Some characteristics of changing plant and soil biological communities (e.g. species richness, plant cover, vegetation structure, soil organic matter accumulation) are more likely to be related in a predictable and temporally linear manner than are other characteristics (e.g. species composition and abundance) and are therefore more reliably studied using a chronosequence approach.
4. Chronosequences are most appropriate for studying communities that are following convergent successional trajectories and have low biodiversity, rapid species turnover and low frequency and severity of disturbance. Chronosequences are least suitable for studying successional trajectories that are divergent, species-rich, highly disturbed or arrested in time because then there are often major difficulties in determining temporal linkages between stages.
5. Synthesis. We conclude that, when successional trajectories exceed the life span of investigators and the experimental and observational studies that they perform, temporal change can be successfully explored through the judicious use of chronosequences.

text: The use of chronosequences in studies of ecological succession and soil development 1. Chronosequences and associated space-for-time substitutions are an important and often necessary tool for studying temporal dynamics of plant communities and soil development across multiple time-scales. However, they are often used inappropriately, leading to false conclusions about ecological patterns and processes, which has prompted recent strong criticism of the approach. Here, we evaluate when chronosequences may or may not be appropriate for studying community and ecosystem development.
2. Chronosequences are appropriate to study plant succession at decadal to millennial time-scales when there is evidence that sites of different ages are following the same trajectory. They can also be reliably used to study aspects of soil development that occur between temporally linked sites over time-scales of centuries to millennia, sometimes independently of their application to shorter-term plant and soil biological communities.
3. Some characteristics of changing plant and soil biological communities (e.g. species richness, plant cover, vegetation structure, soil organic matter accumulation) are more likely to be related in a predictable and temporally linear manner than are other characteristics (e.g. species composition and abundance) and are therefore more reliably studied using a chronosequence approach.
4. Chronosequences are most appropriate for studying communities that are following convergent successional trajectories and have low biodiversity, rapid species turnover and low frequency and severity of disturbance. Chronosequences are least suitable for studying successional trajectories that are divergent, species-rich, highly disturbed or arrested in time because then there are often major difficulties in determining temporal linkages between stages.
5. Synthesis. We conclude that, when successional trajectories exceed the life span of investigators and the experimental and observational studies that they perform, temporal change can be successfully explored through the judicious use of chronosequences.

year: 2010

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: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness

authors: Honey, Sandra Elizabeth

subjects: tertiary teachers

abstract: In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

text: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

year: 2014