title: Influence of land-derived stressors and environmental variability on compositional turnover and diversity of estuarine benthic communities

authors: Clark, Dana

subjects: macroinvertebrate

abstract: It can be challenging to differentiate community changes caused by human activities from the influence of natural background variability. Using gradient forest analysis, we explored the relative importance of environmental factors, operating across multiple spatio-temporal scales, in influencing patterns of compositional turnover in estuarine benthic macroinvertebrate communities across New Zealand. Both land-derived stressors (represented by sediment mud content and total sediment nitrogen and phosphorus content) and natural environmental variables (represented by sea surface temperature, Southern Oscillation Index, and wind-wave exposure) were important predictors of compositional turnover, reflecting a matrix of processes interacting across space and time. Generalized linear models were used to determine whether measures of benthic macroinvertebrate diversity, which are commonly used as indicators of ecological health on a local scale, changed in a way that was consistent with the compositional turnover along the environmental gradient. As expected, compositional turnover along land-derived stressor gradients was negatively associated with diversity indices, suggesting a decline in ecological health as land-derived stressors increase. This study moves towards an ecosystem-based management approach that focusses on cumulative effects rather than single stressors by considering how multiple land-derived stressors influence indicators of estuarine health, against a background of natural variability across several spatio-temporal scales.

text: Influence of land-derived stressors and environmental variability on compositional turnover and diversity of estuarine benthic communities It can be challenging to differentiate community changes caused by human activities from the influence of natural background variability. Using gradient forest analysis, we explored the relative importance of environmental factors, operating across multiple spatio-temporal scales, in influencing patterns of compositional turnover in estuarine benthic macroinvertebrate communities across New Zealand. Both land-derived stressors (represented by sediment mud content and total sediment nitrogen and phosphorus content) and natural environmental variables (represented by sea surface temperature, Southern Oscillation Index, and wind-wave exposure) were important predictors of compositional turnover, reflecting a matrix of processes interacting across space and time. Generalized linear models were used to determine whether measures of benthic macroinvertebrate diversity, which are commonly used as indicators of ecological health on a local scale, changed in a way that was consistent with the compositional turnover along the environmental gradient. As expected, compositional turnover along land-derived stressor gradients was negatively associated with diversity indices, suggesting a decline in ecological health as land-derived stressors increase. This study moves towards an ecosystem-based management approach that focusses on cumulative effects rather than single stressors by considering how multiple land-derived stressors influence indicators of estuarine health, against a background of natural variability across several spatio-temporal scales.

year: 2021

title: Statutory responsibilities and barriers to action

authors: Salmon, Guy

abstract: Looking at the context of current policies and institutions, this presentation will explore possibilities for enhancing the effectiveness of control actions for lake weed and wallabies.

text: Statutory responsibilities and barriers to action Looking at the context of current policies and institutions, this presentation will explore possibilities for enhancing the effectiveness of control actions for lake weed and wallabies.

year: 2015

title: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement

authors: Richards, Stephanie Moana

subjects: Culturally Responsive Pedagogy

abstract: The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

text: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

year: 2017