title: Managing the Unwanted Organism Sabella spallanzanii (Gmelin, 1791): investigating how desiccation, fragmentation and acetic acid can be used to manage this pest on aquaculture facilities.

authors: King, Staci Louise

subjects: Marine Biosecurity

abstract: Human activities have enabled non-indigenous marine species (NIMS) to cross geographic barriers outside their natural dispersal range. As a novel habitat, marine aquaculture facilities often grow NIMS, or are fouled by NIMS and facilities with poor quarantine practice during harvest and through domestic transfers of equipment and product may inadvertently act to vector NIMS. Furthermore, biofouling NIMS can cause significant economic loss to industry by reducing the quality of the farmed product and increasing production costs.
The objective of this study was to aid the aquaculture industry with how they manage the marine polychaete pest species Sabella spallanzanii. Specifically, in order to determine the possibility of S. spallanzanii being spread after harvesting, the survivorship of S. spallanzanii to typical mussel farming operations was examined in two experimental procedures: desiccation and fragmentation. An additional experimental procedure examined acetic acid as a potential treatment option that would effectively eliminate S. spallanzanii while having minimal effect on the cultured product.
Sabella spallanzanii is highly resilient to the typical re-seeding and harvest operations that occur in mussel aquaculture. Specimens survived upwards of 24 hours air exposure in desiccation treatments:  a longer time frame than what would occur during re-seeding or the harvest process and subsequent landing of stock and transport to processing facilities. Long term survival and regeneration of body parts within 28 days was evident following fragmentation: a simulation of the potential disturbance caused by the harvest process. Immersion in a 5% solution of acetic acid for 1 minute killed 75% of S. spallanzanii with no effect on mussel survivorship. This is a promising control method that could contain S. spallanzanii and have minimal impact on harvest production time. 
The results of these experiments will enable biosecurity and marine farm managers to make informed decisions about the management, containment and treatment of Sabella spallanzanii and prevent its secondary spread to new geographic areas. However, effective mitigation relies on a rapid response and a strong commitment between stakeholders to achieve a common goal.

text: Managing the Unwanted Organism Sabella spallanzanii (Gmelin, 1791): investigating how desiccation, fragmentation and acetic acid can be used to manage this pest on aquaculture facilities. Human activities have enabled non-indigenous marine species (NIMS) to cross geographic barriers outside their natural dispersal range. As a novel habitat, marine aquaculture facilities often grow NIMS, or are fouled by NIMS and facilities with poor quarantine practice during harvest and through domestic transfers of equipment and product may inadvertently act to vector NIMS. Furthermore, biofouling NIMS can cause significant economic loss to industry by reducing the quality of the farmed product and increasing production costs.
The objective of this study was to aid the aquaculture industry with how they manage the marine polychaete pest species Sabella spallanzanii. Specifically, in order to determine the possibility of S. spallanzanii being spread after harvesting, the survivorship of S. spallanzanii to typical mussel farming operations was examined in two experimental procedures: desiccation and fragmentation. An additional experimental procedure examined acetic acid as a potential treatment option that would effectively eliminate S. spallanzanii while having minimal effect on the cultured product.
Sabella spallanzanii is highly resilient to the typical re-seeding and harvest operations that occur in mussel aquaculture. Specimens survived upwards of 24 hours air exposure in desiccation treatments:  a longer time frame than what would occur during re-seeding or the harvest process and subsequent landing of stock and transport to processing facilities. Long term survival and regeneration of body parts within 28 days was evident following fragmentation: a simulation of the potential disturbance caused by the harvest process. Immersion in a 5% solution of acetic acid for 1 minute killed 75% of S. spallanzanii with no effect on mussel survivorship. This is a promising control method that could contain S. spallanzanii and have minimal impact on harvest production time. 
The results of these experiments will enable biosecurity and marine farm managers to make informed decisions about the management, containment and treatment of Sabella spallanzanii and prevent its secondary spread to new geographic areas. However, effective mitigation relies on a rapid response and a strong commitment between stakeholders to achieve a common goal.

year: 2017

title: From opinion lexicons to sentiment classification of tweets and vice versa: a transfer learning approach

authors: Bravo-Marquez, Felipe

subjects: computer science

abstract: Message-level and word-level polarity classification are two popular tasks in Twitter sentiment analysis. They have been commonly addressed by training supervised models from labelled data. The main limitation of these models is the high cost of data annotation. Transferring existing labels from a related problem domain is one possible solution for this problem. In this paper, we propose a simple model for transferring sentiment labels from words to tweets and vice versa by representing both tweets and words using feature vectors residing in the same feature space. Tweets are represented by standard NLP features such as unigrams and part-of-speech tags. Words are represented by averaging the vectors of the tweets in which they occur. We evaluate our approach in two transfer learning problems: 1) training a tweet-level polarity classifier from a polarity lexicon, and 2) inducing a polarity lexicon from a collection of polarity-annotated tweets. Our results show that the proposed approach can successfully classify words and tweets after transfer.

text: From opinion lexicons to sentiment classification of tweets and vice versa: a transfer learning approach Message-level and word-level polarity classification are two popular tasks in Twitter sentiment analysis. They have been commonly addressed by training supervised models from labelled data. The main limitation of these models is the high cost of data annotation. Transferring existing labels from a related problem domain is one possible solution for this problem. In this paper, we propose a simple model for transferring sentiment labels from words to tweets and vice versa by representing both tweets and words using feature vectors residing in the same feature space. Tweets are represented by standard NLP features such as unigrams and part-of-speech tags. Words are represented by averaging the vectors of the tweets in which they occur. We evaluate our approach in two transfer learning problems: 1) training a tweet-level polarity classifier from a polarity lexicon, and 2) inducing a polarity lexicon from a collection of polarity-annotated tweets. Our results show that the proposed approach can successfully classify words and tweets after transfer.

year: 2016

title: Relational Responsive Pedagogy, Teachers and Māori students Listening and Learning from each other

authors: Joyce, Chrisandra Itirana

subjects: Relational Pedagogy

abstract: This thesis examines the culturally responsive and relational pedagogical practices of a group of teachers in one Phase four Te Kotahitanga school. It then considers the influences of these pedagogies on four Māori students.
The thesis begins by seeking to understand the two different worldviews in Aotearoa/New Zealand (a Western worldview and a Māori worldview) and some of the discourses that have emerged in the shared Māori and colonial history of this country. It examines kaupapa Māori as both a movement of resistance to the dominant Western worldview that came with colonisation; and a movement of revitalisation to Māori ways of knowing and understanding the world that began to be lost at the same time. It focuses on Te Kotahitanga as a kaupapa Māori response in secondary schools.
The collaborative storying of teachers and Māori students in a Te Kotahitanga school alongside their data of practice and achievement are discussed and examined. Shifts across three levels of the school are identified and understood alongside the Te Kotahitanga professional development cycle. These understandings are discussed in relation to Māori metaphors.  The overall implications of Māori metaphors in relation to the research questions are then considered.
This thesis concludes with considerations and implications for others in addressing the on-going educational disparities of Māori students in mainstream educational settings in New Zealand.

text: Relational Responsive Pedagogy, Teachers and Māori students Listening and Learning from each other This thesis examines the culturally responsive and relational pedagogical practices of a group of teachers in one Phase four Te Kotahitanga school. It then considers the influences of these pedagogies on four Māori students.
The thesis begins by seeking to understand the two different worldviews in Aotearoa/New Zealand (a Western worldview and a Māori worldview) and some of the discourses that have emerged in the shared Māori and colonial history of this country. It examines kaupapa Māori as both a movement of resistance to the dominant Western worldview that came with colonisation; and a movement of revitalisation to Māori ways of knowing and understanding the world that began to be lost at the same time. It focuses on Te Kotahitanga as a kaupapa Māori response in secondary schools.
The collaborative storying of teachers and Māori students in a Te Kotahitanga school alongside their data of practice and achievement are discussed and examined. Shifts across three levels of the school are identified and understood alongside the Te Kotahitanga professional development cycle. These understandings are discussed in relation to Māori metaphors.  The overall implications of Māori metaphors in relation to the research questions are then considered.
This thesis concludes with considerations and implications for others in addressing the on-going educational disparities of Māori students in mainstream educational settings in New Zealand.

year: 2012