title: Comparison of injuries to New Zealand rock lobsters (Jasus edwardsii) caused by hand versus snare collection

authors: Powrie, Warrick

subjects: autotomy

abstract: Following the prohibition in New Zealand of lobster snares in late 2005, we undertook research to compare the frequency and extent of injuries to rock lobsters (Jasus edwardsii) (Hutton) caused by recreational SCUBA divers using lobster snares compared with hand collection. Rock lobsters were sampled between January 2006 and October 2006 from multiple dive sites around the North Island of New Zealand. Of the 124 rock lobsters caught, 20.9% were in a soft shell state. Female rock lobsters constituted 43.5% of the catch, but only one was carrying eggs. Female mean tail width was 72.2 mm; male mean tail width was 71.9 mm. We found that hand collection caused significantly more injuries than snare collection, to both soft shell and hard shell animals. Hand collection also resulted in more major injuries, with 18% of hard shell animals and 31% of soft shell animals losing two or more limbs. We recommend that the prohibition on the use of rock lobster snares be lifted, as their use appears to significantly reduce injury and stress to rock lobsters in recreational dive areas, and increase the survival of undersized individuals released after capture.

text: Comparison of injuries to New Zealand rock lobsters (Jasus edwardsii) caused by hand versus snare collection Following the prohibition in New Zealand of lobster snares in late 2005, we undertook research to compare the frequency and extent of injuries to rock lobsters (Jasus edwardsii) (Hutton) caused by recreational SCUBA divers using lobster snares compared with hand collection. Rock lobsters were sampled between January 2006 and October 2006 from multiple dive sites around the North Island of New Zealand. Of the 124 rock lobsters caught, 20.9% were in a soft shell state. Female rock lobsters constituted 43.5% of the catch, but only one was carrying eggs. Female mean tail width was 72.2 mm; male mean tail width was 71.9 mm. We found that hand collection caused significantly more injuries than snare collection, to both soft shell and hard shell animals. Hand collection also resulted in more major injuries, with 18% of hard shell animals and 31% of soft shell animals losing two or more limbs. We recommend that the prohibition on the use of rock lobster snares be lifted, as their use appears to significantly reduce injury and stress to rock lobsters in recreational dive areas, and increase the survival of undersized individuals released after capture.

year: 2009

title: Enhancing practicing primary school teachers' pedagogical content knowledge in technology

authors: Jones, Alister

abstract: This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

text: Enhancing practicing primary school teachers' pedagogical content knowledge in technology This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.

year: 2001

title: Patricia Grace's Tu: Reading the novel of indigenous insight

authors: Mahuika, Joel Rupert

subjects: Patricia

abstract: This thesis centres on Patricia Grace’s novel Tu, which is a fictional story based on historical facts, namely 1940s New Zealand and Italy, the 28th Māori Battalion and World War Two. The title of the thesis research is Patricia Grace’s Tu: Reading the novel for indigenous insight. Therefore, the major research question is what are the indigenous insights portrayed in Patricia Grace’s novel Tu?
Analysis of Grace’s Tu seeks to flesh out indigenous insights of, for example, the novel’s characters, a sense of place like land and identity, inner conflict in the form of psychological and emotional issues, trauma and many other aspects that portray Māori (the indigenous people of Aotearoa New Zealand) perspectives.

Grace’s novel Tu was produced with, among other resources, the aid of a memoir manuscript written by a 28th Māori Battalion captain, called Aku Korero. Together with Grace’s most recent and biographical book Ned and Katina: A True Love Story, are the two primary sources. Ned and Katina: A True Love Story is the journal account of a 28th Māori Battalion soldier’s experience on the island of Crete during World War Two.

Selected renowned Native American authors of fiction and non-fiction will have their stories compared with Grace’s novel to check for similarities or differences of aboriginal nations’ perspectives with those of Māori. One aspect of this thesis is to research what impacts indigenous insight may have on Māori and autochthonous American peoples’ identities and culture in countries colonised by hegemonic European settlers.

Major themes conveyed in Grace’s Tu and Ned and Katina: A True Love Story will include whānau (family) and whenua (land). Their importance to indigenous insight will be revealed in this thesis.

An interview with author, Patricia Grace, will determine what Māori perceptions she portrayed in her fictional novel. A conclusion will be formed based on evidence the data shows about indigenous insight in Grace’s Tu.

text: Patricia Grace's Tu: Reading the novel of indigenous insight This thesis centres on Patricia Grace’s novel Tu, which is a fictional story based on historical facts, namely 1940s New Zealand and Italy, the 28th Māori Battalion and World War Two. The title of the thesis research is Patricia Grace’s Tu: Reading the novel for indigenous insight. Therefore, the major research question is what are the indigenous insights portrayed in Patricia Grace’s novel Tu?
Analysis of Grace’s Tu seeks to flesh out indigenous insights of, for example, the novel’s characters, a sense of place like land and identity, inner conflict in the form of psychological and emotional issues, trauma and many other aspects that portray Māori (the indigenous people of Aotearoa New Zealand) perspectives.

Grace’s novel Tu was produced with, among other resources, the aid of a memoir manuscript written by a 28th Māori Battalion captain, called Aku Korero. Together with Grace’s most recent and biographical book Ned and Katina: A True Love Story, are the two primary sources. Ned and Katina: A True Love Story is the journal account of a 28th Māori Battalion soldier’s experience on the island of Crete during World War Two.

Selected renowned Native American authors of fiction and non-fiction will have their stories compared with Grace’s novel to check for similarities or differences of aboriginal nations’ perspectives with those of Māori. One aspect of this thesis is to research what impacts indigenous insight may have on Māori and autochthonous American peoples’ identities and culture in countries colonised by hegemonic European settlers.

Major themes conveyed in Grace’s Tu and Ned and Katina: A True Love Story will include whānau (family) and whenua (land). Their importance to indigenous insight will be revealed in this thesis.

An interview with author, Patricia Grace, will determine what Māori perceptions she portrayed in her fictional novel. A conclusion will be formed based on evidence the data shows about indigenous insight in Grace’s Tu.

year: 2015