title: Locating whitebait (Galaxias argenteus) eggs via canine scent detection

authors: Cooper, Ashlee Jane

subjects: Dog

abstract: The New Zealand whitebait fishery consists of five species of Galaxiidae fish and constitutes a culturally important commercial and recreational resource for New Zealand. Despite efforts by the Department of Conservation and regional councils, there has been a significant decline in whitebait over the past several decades, with three of the five whitebait species (īnanga, giant kōkopu, kōaro) now classified as 'declining’ and one (shortjaw kōkopu) considered ‘threatened’. Adult fish spawn on riparian vegetation near river mouths during spring tides, the eggs then develop aerially until the following spring tide when they hatch, and the larvae disperse into coastal estuaries. Anthropogenic activities such as flood management, vegetation removal and reduced water quality have led to widespread loss of suitable spawning habitat. Identification of spawning habitat is a key aspect to conserving whitebait species. However, visual surveys for spawning sites are time consuming and spawning areas difficult to predict, as most species do not return to the same spawning site each year. Scent-detection dogs may provide an efficient and effective way of locating whitebait nests, allowing increased protection of spawning areas against disturbance. Four dogs were trained to reliably detect and discriminate giant kōkopu (Galaxias argenteus) eggs from garden snail (Cantareus aspersus) eggs, grass, and blank (no scent) samples within a laboratory-based line-up with a high level of accuracy (≥90% hit rate and ≤10% false alarm rate). Progressing from this, one dog worked on scent line-ups outdoors and demonstrated the ability to reliably detect giant kōkopu eggs (≥90% hit rate and ≤10% false alarm rate), with increasing environmental complexity, as a progression towards application of these dogs for whitebait egg detection in the field. This research provides an opportunity to further explore the use of dogs to detect whitebait spawning sites in the field, potentially providing a new tool for whitebait conservation in New Zealand.

text: Locating whitebait (Galaxias argenteus) eggs via canine scent detection The New Zealand whitebait fishery consists of five species of Galaxiidae fish and constitutes a culturally important commercial and recreational resource for New Zealand. Despite efforts by the Department of Conservation and regional councils, there has been a significant decline in whitebait over the past several decades, with three of the five whitebait species (īnanga, giant kōkopu, kōaro) now classified as 'declining’ and one (shortjaw kōkopu) considered ‘threatened’. Adult fish spawn on riparian vegetation near river mouths during spring tides, the eggs then develop aerially until the following spring tide when they hatch, and the larvae disperse into coastal estuaries. Anthropogenic activities such as flood management, vegetation removal and reduced water quality have led to widespread loss of suitable spawning habitat. Identification of spawning habitat is a key aspect to conserving whitebait species. However, visual surveys for spawning sites are time consuming and spawning areas difficult to predict, as most species do not return to the same spawning site each year. Scent-detection dogs may provide an efficient and effective way of locating whitebait nests, allowing increased protection of spawning areas against disturbance. Four dogs were trained to reliably detect and discriminate giant kōkopu (Galaxias argenteus) eggs from garden snail (Cantareus aspersus) eggs, grass, and blank (no scent) samples within a laboratory-based line-up with a high level of accuracy (≥90% hit rate and ≤10% false alarm rate). Progressing from this, one dog worked on scent line-ups outdoors and demonstrated the ability to reliably detect giant kōkopu eggs (≥90% hit rate and ≤10% false alarm rate), with increasing environmental complexity, as a progression towards application of these dogs for whitebait egg detection in the field. This research provides an opportunity to further explore the use of dogs to detect whitebait spawning sites in the field, potentially providing a new tool for whitebait conservation in New Zealand.

year: 2021

title: Boat electrofishing survey of common smelt and common bullies in the Ohau Channel

authors: Brijs, Jeroen

subjects: New Zealand

abstract: We conducted a boat electrofishing survey of the Ohau Channel, which flows from Lake Rotorua to Lake Rotoiti, on 13 December 2007. The purpose of the survey was to investigate the longitudinal pattern in densities of common smelt (Retropinna retropinna) and common bullies (Gobiomorphus cotidianus) along the Ohau Channel. We caught 1,267 fish comprising three native fish species and two introduced fish species in 1.58 km of fished distance at a total of 10 sites. Native species caught were the common smelt, common bully and longfinned eel (Anguilla dieffenbachii) and introduced species were rainbow trout (Oncorhynchus mykiss) and goldfish (Carassius auratus). Assuming that the bow-mounted anodes effectively fished a 4 m swath then the total area fished was 6,328 m2 (0.632 ha). 
Common smelt densities varied among the 10 different sites in the Ohau Channel ranging from 0 to 10.6 fish 100 m-2. Smelt density was higher at the upstream end of the channel near the weir at the Lake Rotorua outlet, decreasing with increasing distance from the weir. Smelt were found in the littoral zones but were not caught in mid-channel habitats. In the upstream reaches of the Ohau Channel, directly below the weir, a high number of juveniles (4.4 fish 100 m-2) were captured compared to the amount of juveniles captured at the other sites (0 – 1.2 fish 100 m-2).
Common bully densities varied among the 10 different sites in the Ohau Channel ranging from 0.2 to 58.3 fish 100 m-2. No longitudinal pattern in the distribution of common bullies was evident along the channel. The highest densities were found halfway along the Ohau Channel where there was an abundance of dense macrophyte beds. Common bully densities were found to be much higher in the edge habitats with macrophyte beds compared to the mid-channel habitats and the willow edge habitat where there were relatively low densities. Size frequency data shows that there is generally a higher proportion of small bullies than larger ones suggesting that recruitment is occurring.
Both adult and juvenile rainbow trout were observed in the Ohau Channel. Most of these individuals were found in the upstream section of the channel below the weir and ranged from a 75 mm juvenile to a fully grown adult about 500 mm long. Large longfinned eels were also captured and were only found in the downstream section of the Ohau Channel in willow-dominated edges. In the bottom third section of the channel, near the possible artificial embayment, goldfish were present.

text: Boat electrofishing survey of common smelt and common bullies in the Ohau Channel We conducted a boat electrofishing survey of the Ohau Channel, which flows from Lake Rotorua to Lake Rotoiti, on 13 December 2007. The purpose of the survey was to investigate the longitudinal pattern in densities of common smelt (Retropinna retropinna) and common bullies (Gobiomorphus cotidianus) along the Ohau Channel. We caught 1,267 fish comprising three native fish species and two introduced fish species in 1.58 km of fished distance at a total of 10 sites. Native species caught were the common smelt, common bully and longfinned eel (Anguilla dieffenbachii) and introduced species were rainbow trout (Oncorhynchus mykiss) and goldfish (Carassius auratus). Assuming that the bow-mounted anodes effectively fished a 4 m swath then the total area fished was 6,328 m2 (0.632 ha). 
Common smelt densities varied among the 10 different sites in the Ohau Channel ranging from 0 to 10.6 fish 100 m-2. Smelt density was higher at the upstream end of the channel near the weir at the Lake Rotorua outlet, decreasing with increasing distance from the weir. Smelt were found in the littoral zones but were not caught in mid-channel habitats. In the upstream reaches of the Ohau Channel, directly below the weir, a high number of juveniles (4.4 fish 100 m-2) were captured compared to the amount of juveniles captured at the other sites (0 – 1.2 fish 100 m-2).
Common bully densities varied among the 10 different sites in the Ohau Channel ranging from 0.2 to 58.3 fish 100 m-2. No longitudinal pattern in the distribution of common bullies was evident along the channel. The highest densities were found halfway along the Ohau Channel where there was an abundance of dense macrophyte beds. Common bully densities were found to be much higher in the edge habitats with macrophyte beds compared to the mid-channel habitats and the willow edge habitat where there were relatively low densities. Size frequency data shows that there is generally a higher proportion of small bullies than larger ones suggesting that recruitment is occurring.
Both adult and juvenile rainbow trout were observed in the Ohau Channel. Most of these individuals were found in the upstream section of the channel below the weir and ranged from a 75 mm juvenile to a fully grown adult about 500 mm long. Large longfinned eels were also captured and were only found in the downstream section of the Ohau Channel in willow-dominated edges. In the bottom third section of the channel, near the possible artificial embayment, goldfish were present.

year: 2008

title: Looking for the Tikanga in technology education

authors: Knoef, Bernard John

subjects: Maori

abstract: This dissertation is dedicated to understanding how it would feel to be disconnected from their own past and devalued as a race by colonialism; that is, how would it feel to be Māori in my class?
This dissertation aims to support New Zealand teachers of Technology to better understand how they can create a curriculum for Technology that is more connected to aspects of Māori culture and in doing so improve learning outcomes for Māori. At the same time it explores how Pākehā students could gain a better understanding of the tikanga that guides the essence of what it means to be Māori and what it means to be an honourable Treaty partner with Māori. The 1840 Treaty of Waitangi laid the foundation for a formal respectful relationship between Māori and the British and for the introduction of British rule of law. Despite the intentions of the Treaty being one of equal partnerships between the British and Māori, the Treaty did not eventuate to be the equal nor mutually beneficial agreement that was anticipated by Māori.
Today visible disparities, that exist for Māori across society, are evident in Māori learning outcomes in Aotearoa New Zealand secondary schools. This research explores my own praxis in secondary technology education in collaborating with Māori to incorporate tikanga Māori (Māori customary values and practices) into the classroom. A focus on tikanga and Technology provides opportunities to develop improved understandings of more inclusive learning contexts. This dissertation histories the identity evolution of me, the researcher. The process I utilised is a method of self-examination and identity construction for other technology teachers who want to improve their practices in teaching students who are Māori. This study describes a repositioning process of how I took ownership for self-improvement. To enable an emphasis for this, there is a particular focus on the Nature of Technology strand of the New Zealand Curriculum (Ministry of Education, 2007, 2017). Pacey (2001) discusses the possibilities of a more people-centred technology with a participatory, ethical experience of technology that values people as well as their environment. In Aotearoa New Zealand, a teacher is encouraged to take personal responsibility for their engagement with an official curriculum (MOE, 2007).
My students and I have embarked on a number of projects that are localised both within our community and in wider society. These projects required us to have an understanding of tikanga. Mead (2016) requires that for educators and leaders to be more effective in what they do, they need to know the protocols that are drawn from the basket of knowledge called tikanga. My research explores ways to aid teachers develop understandings of Te Ao Māori (The Māori world) and the cultural world of Māori learners, with a view to promoting teaching that engages respectfully with, the knowledge of tikanga Māori in New Zealand Technology classrooms.
I have completed many years of teaching, much of which has been in the curriculum area of Technology. I have managed this with only a limited amount of supporting knowledge and understanding of how tikanga Māori could be appropriately and meaningfully, woven into my practice and the practice of my fellow Technology teachers as a result of my leadership. I am non-Māori and have practised as a teacher in New Zealand secondary schools for 29 years. Together with my students, we recently completed a number of Technology projects that involved learning about significant aspects of Māori culture including tikanga Māori. One whole school technology project was to build Te Whare Iti o Te Ako (The Small House of Learning) for our local early childhood centre. Because of this project and other related experiences, I have had the chance to reflect at a very personal level. I have had the opportunity to identify the gaps in my understanding of indigenous knowledge, but also through students participating in these projects, I have witnessed a tremendous engagement of curiosity for learning from both Māori and non- Māori about tikanga Māori. Accordingly, this research study seeks to answer the following questions and supports my intention to become more effective in what I do and how I practise as a non-Māori teacher with both Māori and non-Māori learners.
● As a non-Māori teacher, what did I learn about and from, including tikanga Māori into my pedagogical praxis as a teacher of technology?
o Who did I learn this from and how did I learn this?
o In what ways did these experiences contribute to my understandings of Te Ao Māori?
o How might my experiences support other teachers of technology?
I use Autoethnography to undertake this research which allows me to produce meaningful, accessible and evocative research that is grounded in personal experience (Ellis, Adams & Bochner 2011).

text: Looking for the Tikanga in technology education This dissertation is dedicated to understanding how it would feel to be disconnected from their own past and devalued as a race by colonialism; that is, how would it feel to be Māori in my class?
This dissertation aims to support New Zealand teachers of Technology to better understand how they can create a curriculum for Technology that is more connected to aspects of Māori culture and in doing so improve learning outcomes for Māori. At the same time it explores how Pākehā students could gain a better understanding of the tikanga that guides the essence of what it means to be Māori and what it means to be an honourable Treaty partner with Māori. The 1840 Treaty of Waitangi laid the foundation for a formal respectful relationship between Māori and the British and for the introduction of British rule of law. Despite the intentions of the Treaty being one of equal partnerships between the British and Māori, the Treaty did not eventuate to be the equal nor mutually beneficial agreement that was anticipated by Māori.
Today visible disparities, that exist for Māori across society, are evident in Māori learning outcomes in Aotearoa New Zealand secondary schools. This research explores my own praxis in secondary technology education in collaborating with Māori to incorporate tikanga Māori (Māori customary values and practices) into the classroom. A focus on tikanga and Technology provides opportunities to develop improved understandings of more inclusive learning contexts. This dissertation histories the identity evolution of me, the researcher. The process I utilised is a method of self-examination and identity construction for other technology teachers who want to improve their practices in teaching students who are Māori. This study describes a repositioning process of how I took ownership for self-improvement. To enable an emphasis for this, there is a particular focus on the Nature of Technology strand of the New Zealand Curriculum (Ministry of Education, 2007, 2017). Pacey (2001) discusses the possibilities of a more people-centred technology with a participatory, ethical experience of technology that values people as well as their environment. In Aotearoa New Zealand, a teacher is encouraged to take personal responsibility for their engagement with an official curriculum (MOE, 2007).
My students and I have embarked on a number of projects that are localised both within our community and in wider society. These projects required us to have an understanding of tikanga. Mead (2016) requires that for educators and leaders to be more effective in what they do, they need to know the protocols that are drawn from the basket of knowledge called tikanga. My research explores ways to aid teachers develop understandings of Te Ao Māori (The Māori world) and the cultural world of Māori learners, with a view to promoting teaching that engages respectfully with, the knowledge of tikanga Māori in New Zealand Technology classrooms.
I have completed many years of teaching, much of which has been in the curriculum area of Technology. I have managed this with only a limited amount of supporting knowledge and understanding of how tikanga Māori could be appropriately and meaningfully, woven into my practice and the practice of my fellow Technology teachers as a result of my leadership. I am non-Māori and have practised as a teacher in New Zealand secondary schools for 29 years. Together with my students, we recently completed a number of Technology projects that involved learning about significant aspects of Māori culture including tikanga Māori. One whole school technology project was to build Te Whare Iti o Te Ako (The Small House of Learning) for our local early childhood centre. Because of this project and other related experiences, I have had the chance to reflect at a very personal level. I have had the opportunity to identify the gaps in my understanding of indigenous knowledge, but also through students participating in these projects, I have witnessed a tremendous engagement of curiosity for learning from both Māori and non- Māori about tikanga Māori. Accordingly, this research study seeks to answer the following questions and supports my intention to become more effective in what I do and how I practise as a non-Māori teacher with both Māori and non-Māori learners.
● As a non-Māori teacher, what did I learn about and from, including tikanga Māori into my pedagogical praxis as a teacher of technology?
o Who did I learn this from and how did I learn this?
o In what ways did these experiences contribute to my understandings of Te Ao Māori?
o How might my experiences support other teachers of technology?
I use Autoethnography to undertake this research which allows me to produce meaningful, accessible and evocative research that is grounded in personal experience (Ellis, Adams & Bochner 2011).

year: 2019