title: Mitochondrial DNA (COI) analyses reveal that amphipod diversity is associated with environmental heterogeneity in deep-sea habitats

authors: Knox, Matthew Andrew

subjects: Biodiversity

abstract: The relationship between species diversity and environmental parameters is poorly understood for the mobile macrofauna of deep-sea habitats due to under-sampling and subsequent lack of accurate taxonomic information. To redress this, cytochrome oxidase c subunit I (COI) DNA sequences were used to estimate species diversity and to compare phoxocephalid amphipod assemblages among 20 stations encompassing a range of environmental conditions. Two regions, east (Chatham Rise) and west (Challenger Plateau) of New Zealand were sampled to depths of 200–1200 m with an epibenthic sled. Using a comparison among identified morphospecies, we found a clear gap in sequence divergences between 6% and 13% and used a 6% threshold to designate molecular operational taxonomic units (MOTUs), as a surrogate to putative species. DNA sequences (n = 297) revealed high total diversity (n = 49 MOTUs), as well as high beta diversity (28 MOTUs found at single location only). Novel phoxocephalid MOTUs were found at most stations, especially on Challenger Plateau and the flanks of Chatham Rise. Analyses of interstation assemblages revealed a major split between regions, indicating minimal overlap in taxon distributions. A cluster of highly similar stations was identified, broadly distributed over the crest of Chatham Rise, in association with elevated food availability, probably resulting from higher surface productivity and relatively shallow depth. Accordingly, multivariate analysis revealed a strong correlation between phoxocephalid assemblages and food supply. This study highlights the value of molecular approaches, in particular COI sequences, for quantifying and comparing diversity in under-sampled and/or under-studied taxa.

text: Mitochondrial DNA (COI) analyses reveal that amphipod diversity is associated with environmental heterogeneity in deep-sea habitats The relationship between species diversity and environmental parameters is poorly understood for the mobile macrofauna of deep-sea habitats due to under-sampling and subsequent lack of accurate taxonomic information. To redress this, cytochrome oxidase c subunit I (COI) DNA sequences were used to estimate species diversity and to compare phoxocephalid amphipod assemblages among 20 stations encompassing a range of environmental conditions. Two regions, east (Chatham Rise) and west (Challenger Plateau) of New Zealand were sampled to depths of 200–1200 m with an epibenthic sled. Using a comparison among identified morphospecies, we found a clear gap in sequence divergences between 6% and 13% and used a 6% threshold to designate molecular operational taxonomic units (MOTUs), as a surrogate to putative species. DNA sequences (n = 297) revealed high total diversity (n = 49 MOTUs), as well as high beta diversity (28 MOTUs found at single location only). Novel phoxocephalid MOTUs were found at most stations, especially on Challenger Plateau and the flanks of Chatham Rise. Analyses of interstation assemblages revealed a major split between regions, indicating minimal overlap in taxon distributions. A cluster of highly similar stations was identified, broadly distributed over the crest of Chatham Rise, in association with elevated food availability, probably resulting from higher surface productivity and relatively shallow depth. Accordingly, multivariate analysis revealed a strong correlation between phoxocephalid assemblages and food supply. This study highlights the value of molecular approaches, in particular COI sequences, for quantifying and comparing diversity in under-sampled and/or under-studied taxa.

year: 2012

title: Mediational engagement in E-learning: An Activity Theory analysis

authors: Pahala Gedera, Dilani Sampath

subjects: Learner engagement

abstract: The emergence of educational technologies offers flexible learning opportunities to students. However, the nature of the online learning environment can lead to disengagement and subsequent minimal participation, which present challenges and concerns in relation to students’ learning. Therefore, in order for learners to have positive learning experiences, it is vital to identify factors that affect students’ engagement in online learning environments.

Although the use of learning management systems (LMS) as an asynchronous e-learning platform can influence learner engagement, there is little research on these influences and the ways in which an LMS affects engagement. In addition, studies on students’ perceptions of learning and engagement with synchronous and asynchronous technologies are under-explored. In response to these concerns, this research sets out to gain a better understanding of students’ engagement in e-learning activities. In particular, the study examines mediating factors that affect students’ engagement in e-learning activities in a range of e-learning contexts at the University of Waikato. The study also aims to explore the affordances and constraints of some e-learning tools and their influence on students’ engagement in this context.

The research was carried out in the form of three case studies and students and lecturers of the three courses in three different university departments participated in this study. Qualitative data collection methods used in the research were interviews, observations and document analysis. The data were collected throughout the duration of the courses.

In exploring the factors that affect students’ engagement in e-learning activities and how the various elements operate together, Engstrom’s (1987) Activity Theory was used as the research framework. Activity theory helps describe learning activities, mediating tools, relationships between elements of activity systems and goals and objectives of activities. The constituents of an activity system include subject, object, tools, rules, community and division of labour. An activity system framework allowed this research to examine the relationships between these elements and also the way elements affect each other.

Findings indicated that students’ active participation in the three cases was mediated by the educational technologies, the learning materials, the design of the course and the English language.  The analysis also showed that the lecturers’ technological pedagogical knowledge (TPK) was reflected through the design of the courses and consequently influenced students’ learning. The development of an online learning community also benefitted students’ learning. Some deliberate strategies like creating spaces for communication both in general and in specific modules provided students with opportunities to work collaboratively, share ideas and useful information, and learn from each other. These interactions also facilitated close connections among students. The guidelines that specified information about the format of written or oral presentations, duration or length, level of formality, assessment criteria/marking guidelines and referencing guidelines also acted as a mediator and influenced the way students participated in activities in all three case studies. The analysis also indicated the importance of participants’ responsibilities in their courses. In particular, as a result of lecturers not defining both their roles and those of their students, some misunderstandings, confusions and frustrations occurred. These mediated students’ engagement.

Insights gained from this study related to affordances and constrains of some e-learning tools and their influence on students’ engagement may be of benefit to tertiary educators. The pedagogical strategies that are suggested at the end of this thesis can also be of use to teachers and instructional designers when designing online courses. Overall, the findings confirm the importance of providing appropriate conditions for learner engagement in online learning contexts, and significance of lecturers’ technological pedagogical knowledge on learner engagement and positive learning experiences.

text: Mediational engagement in E-learning: An Activity Theory analysis The emergence of educational technologies offers flexible learning opportunities to students. However, the nature of the online learning environment can lead to disengagement and subsequent minimal participation, which present challenges and concerns in relation to students’ learning. Therefore, in order for learners to have positive learning experiences, it is vital to identify factors that affect students’ engagement in online learning environments.

Although the use of learning management systems (LMS) as an asynchronous e-learning platform can influence learner engagement, there is little research on these influences and the ways in which an LMS affects engagement. In addition, studies on students’ perceptions of learning and engagement with synchronous and asynchronous technologies are under-explored. In response to these concerns, this research sets out to gain a better understanding of students’ engagement in e-learning activities. In particular, the study examines mediating factors that affect students’ engagement in e-learning activities in a range of e-learning contexts at the University of Waikato. The study also aims to explore the affordances and constraints of some e-learning tools and their influence on students’ engagement in this context.

The research was carried out in the form of three case studies and students and lecturers of the three courses in three different university departments participated in this study. Qualitative data collection methods used in the research were interviews, observations and document analysis. The data were collected throughout the duration of the courses.

In exploring the factors that affect students’ engagement in e-learning activities and how the various elements operate together, Engstrom’s (1987) Activity Theory was used as the research framework. Activity theory helps describe learning activities, mediating tools, relationships between elements of activity systems and goals and objectives of activities. The constituents of an activity system include subject, object, tools, rules, community and division of labour. An activity system framework allowed this research to examine the relationships between these elements and also the way elements affect each other.

Findings indicated that students’ active participation in the three cases was mediated by the educational technologies, the learning materials, the design of the course and the English language.  The analysis also showed that the lecturers’ technological pedagogical knowledge (TPK) was reflected through the design of the courses and consequently influenced students’ learning. The development of an online learning community also benefitted students’ learning. Some deliberate strategies like creating spaces for communication both in general and in specific modules provided students with opportunities to work collaboratively, share ideas and useful information, and learn from each other. These interactions also facilitated close connections among students. The guidelines that specified information about the format of written or oral presentations, duration or length, level of formality, assessment criteria/marking guidelines and referencing guidelines also acted as a mediator and influenced the way students participated in activities in all three case studies. The analysis also indicated the importance of participants’ responsibilities in their courses. In particular, as a result of lecturers not defining both their roles and those of their students, some misunderstandings, confusions and frustrations occurred. These mediated students’ engagement.

Insights gained from this study related to affordances and constrains of some e-learning tools and their influence on students’ engagement may be of benefit to tertiary educators. The pedagogical strategies that are suggested at the end of this thesis can also be of use to teachers and instructional designers when designing online courses. Overall, the findings confirm the importance of providing appropriate conditions for learner engagement in online learning contexts, and significance of lecturers’ technological pedagogical knowledge on learner engagement and positive learning experiences.

year: 2014

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