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2023 MembershipLeaflet
flora and fauna. Today, the garden encompasses 360 hectares, holding nearly 300 taxa from the genus Rhododendron, and with more than 21 kilometres of walkways through New Zealand’s native rainforest. Although the Taranaki Regional Council now manages the garden day-to-day, we still hold true to our original purpose, maintaining a close partnership with the TRC and contributing practically and financially to conserve and grow Pukeiti’s unique plant collection. We also actively provide
Total Mobility
by participating regional councils who approve qualifying transport operators. Please note, not all transport operators are approved scheme providers. Find a list of Taranaki Total Mobility providers here. You can use your magnetic-strip TM ID card in most regions throughout NZ. In the very few regions where vouchers are still being used, you will need ‘out of region’ vouchers. Contact the Total Mobility team on 0800 868 662 at least 10 working days in advance to discuss your requirements. Trips
Schedule 5B - Sites of significance to Māori and associated values
page 156 CO AS TAL P L AN F O R TARANAK I S chedu le 5 – H i s t o r i c he r i t age Schedule 5B – Sites of significance to Māori and associated values This schedule identifies known sites with special cultural, spiritual, historical and traditional associations located within the CMA. The Taranaki Regional Council is committed to working with iwi o Taranaki to identify all culturally significant sites that are located within the CMA. Site locations are
Schedule 5B - Sites of significance to Māori and associated values (Taranaki Iwi)
settlements on the Taranaki coast. It was here that the German reformed missionary, Johann Riemenschneider lived amongst Ngāti Moeahu and established a mission station a little further inland. Warea was also the kāinga of Te Whiti during the time of Riemenschneider’s occupation. In 1858 a census of Māori villages along the Taranaki coast recorded 126 people living at Warea. In 1860 however, the HMS Niger opened fire with guns and 24 pounder rockets in the village. People appeared in great
Annual Report 2013/2014 - full document
of a regulatory nature. These provide the essential standards and certainty for the community. Others focus more on voluntary measures with appropriate and ongoing support. All the Council’s activities are aimed at working to ensure the standards and goals we have set as a community are achieved so that we all enjoy a sustainable and prosperous future. With these comments in mind, the following report highlights some of the achievements of the Council during the year. HEALTHY
Regional Pest Management Plan (RPMP) for Taranaki
Application form Part B Use of existing structure (renewal of consented structure)
Resource Management Act 1991. Failure to do so may result in your application not being accepted and/or returned. To request a pre-application meeting or for help on who to involve in your application please contact consents@trc.govt.nz. Additional information may also be found on our website. The continued use of instream structures is subject to rules in the Regional Fresh Water Plan for Taranaki. This document is available at this link: Link to Regional Fresh Water Plan for
2017 Environmental Award winners
… page 2017 page David MacLeod, Taranaki Regional Council Chairman David MacLeod, Taranaki Regional Council Chairman Regional Council Taranaki Regional Council Taranaki All our award winners, and many others like them, show the commitment and determination that explains why Taranaki is at the forefront in environmental achievement, as in so many other aspects of national life. The Council's extensive monitoring tells a consistent story: Taranaki enjoys a
The Sleeper Awakes teaching notes
encourages and involves: −−−− reading for meaning, pleasure and information −−−− silent, independent reading −−−− development of comprehension before, during and after reading −−−− conferences at set places which provide opportunities for discussion, problem solving, questioning and goal setting −−−− support from the group, teacher or reading buddy −−−− students to make personal responses to the text −−−− links to the class reading programme using other resources