title: The real ethical problem with metaverses

authors: Munn, Nicholas

abstract: Many philosophers hold that the human risks associated with the development and use of metaverses arise primarily from their status—they are unreal in ways that make the experiences within them meaningless and thereby less prudentially valuable. This purported unreality is not merely a result of the virtual or intangible nature of metaverses. Rather, it arises from the idea that, regardless of the experiences, interactions, and affordances of metaverses, what we do in these spaces is somehow different and impoverished compared to what we do in the physical world. Those who think this believe that our behavior and interactions within metaverses are inferior to our behaviors and interactions in the physical world in a way that confers less value on the lives of those engaging regularly within metaverses. Some commentators worry that repeated exposure to these impoverished virtual experiences will somehow dehumanize us or make us worse at offline interactions, and certainly reduce the amount of time we have for more meaningful real-world pursuits. If true, this would be a serious concern for metaverse-evangelists and users. However, in this article we will argue that it is not so— in fact, metaverses are morally relevantly similar to the physical world, and capable of providing most of the experiences and interactions we find in the physical world – whether positive or negative. However, metaverses are not without risks. We claim that the real ethical problem with metaverses arises, in their current instantiation, from the risks involved in their development as commercial enterprises, locking users into particular infrastructures and placing power over the continuation or termination of the metaverse in the hands of a corporate entity that has goals and motivations independent of those of the users of the metaverse.

text: The real ethical problem with metaverses Many philosophers hold that the human risks associated with the development and use of metaverses arise primarily from their status—they are unreal in ways that make the experiences within them meaningless and thereby less prudentially valuable. This purported unreality is not merely a result of the virtual or intangible nature of metaverses. Rather, it arises from the idea that, regardless of the experiences, interactions, and affordances of metaverses, what we do in these spaces is somehow different and impoverished compared to what we do in the physical world. Those who think this believe that our behavior and interactions within metaverses are inferior to our behaviors and interactions in the physical world in a way that confers less value on the lives of those engaging regularly within metaverses. Some commentators worry that repeated exposure to these impoverished virtual experiences will somehow dehumanize us or make us worse at offline interactions, and certainly reduce the amount of time we have for more meaningful real-world pursuits. If true, this would be a serious concern for metaverse-evangelists and users. However, in this article we will argue that it is not so— in fact, metaverses are morally relevantly similar to the physical world, and capable of providing most of the experiences and interactions we find in the physical world – whether positive or negative. However, metaverses are not without risks. We claim that the real ethical problem with metaverses arises, in their current instantiation, from the risks involved in their development as commercial enterprises, locking users into particular infrastructures and placing power over the continuation or termination of the metaverse in the hands of a corporate entity that has goals and motivations independent of those of the users of the metaverse.

year: 2023

title: Restoring giant kokopu (Galaxias argenteus) populations in Hamilton's urban streams

authors: Aldridge, Brenda Michelle Te Aroha

subjects: Giant kokopu

abstract: In this study, options for restoring fish populations in Hamilton City (37.47'S, 175.19'E) were explored.  Habitat and fish populations in Hamilton urban streams were manipulated using a two-fold experimental design.  Firstly, habitat was enhanced in ten urban streams with three continuous treatments in a 60-m reach at each site (20 m with 10 ponga logs, 20 m with 20 hollow clay pipes, and 20 m with no added structure).  Secondly, juvenile farm-reared giant kokopu (Galaxias argenteus), were stocked into five of the enhanced stream sections.  Giant kokopu are threatened and occur naturally in Hamilton urban streams in sparse populations.  The abundance of wild fish was monitored before and after enhancement and fish release from November 2006 to November 2007.  Stocked fish were monitored for eight months, from April to November 2007.  Over this time electric fishing was conducted three times, trap nets (Gee minnow and fyke nets) were set monthly and spotlighting was conducted monthly at three release sites where water clarity allowed. 

Anticipated outcomes of this research were; to determine whether giant kokopu abundance in Hamilton urban streams is limited by recruitment or by habitat, and to assist with the development of methods to restore fish populations in Hamilton City urban streams.  

Logs used as enhancement structures in Hamilton urban streams provided more stable habitat for fish and created more suitable microhabitat than pipe structures.  Pipes moved considerably during high flows, and their instability made them less effective at providing habitat.  Within the study sites there appeared to be complex interactions with turbidity, stream width and depth, which complicated the effect of the habitat structures.  The limited replication and variability among sites contributed to statistically insignificant results using analysis of variance. 


Retention and recapture rates of stocked juvenile giant kokopu were greatest at Site M11, where the stream was narrow, shallow, clear and had lower numbers and biomass of shortfin eels, compared to other survey sites.  Marked and released giant kokopu were retained in the release reaches at four of the five sites, for a minimum of four months, and exhibited substantial growth.  Daily growth of juvenile giant kokopu ranged from 0.19 to 0.33 mm day-1 and from 0.03 to 0.11 g day-1, exhibiting substantial growth over winter.  Giant kokopu appeared to have a slight bias to the log section of enhanced habitat, but habitat selection appeared to be overwhelmingly controlled by initial habitat selection.  

The stocking of farm-reared fish into urban streams was largely successful, but the success of the habitat enhancement was variable and further work is required to determine better techniques for habitat enhancement in these urban environments.  It is concluded that releasing farm-reared giant kokopu can be used to restore populations especially where recruitment limitations control fish abundance and diversity.

text: Restoring giant kokopu (Galaxias argenteus) populations in Hamilton's urban streams In this study, options for restoring fish populations in Hamilton City (37.47'S, 175.19'E) were explored.  Habitat and fish populations in Hamilton urban streams were manipulated using a two-fold experimental design.  Firstly, habitat was enhanced in ten urban streams with three continuous treatments in a 60-m reach at each site (20 m with 10 ponga logs, 20 m with 20 hollow clay pipes, and 20 m with no added structure).  Secondly, juvenile farm-reared giant kokopu (Galaxias argenteus), were stocked into five of the enhanced stream sections.  Giant kokopu are threatened and occur naturally in Hamilton urban streams in sparse populations.  The abundance of wild fish was monitored before and after enhancement and fish release from November 2006 to November 2007.  Stocked fish were monitored for eight months, from April to November 2007.  Over this time electric fishing was conducted three times, trap nets (Gee minnow and fyke nets) were set monthly and spotlighting was conducted monthly at three release sites where water clarity allowed. 

Anticipated outcomes of this research were; to determine whether giant kokopu abundance in Hamilton urban streams is limited by recruitment or by habitat, and to assist with the development of methods to restore fish populations in Hamilton City urban streams.  

Logs used as enhancement structures in Hamilton urban streams provided more stable habitat for fish and created more suitable microhabitat than pipe structures.  Pipes moved considerably during high flows, and their instability made them less effective at providing habitat.  Within the study sites there appeared to be complex interactions with turbidity, stream width and depth, which complicated the effect of the habitat structures.  The limited replication and variability among sites contributed to statistically insignificant results using analysis of variance. 


Retention and recapture rates of stocked juvenile giant kokopu were greatest at Site M11, where the stream was narrow, shallow, clear and had lower numbers and biomass of shortfin eels, compared to other survey sites.  Marked and released giant kokopu were retained in the release reaches at four of the five sites, for a minimum of four months, and exhibited substantial growth.  Daily growth of juvenile giant kokopu ranged from 0.19 to 0.33 mm day-1 and from 0.03 to 0.11 g day-1, exhibiting substantial growth over winter.  Giant kokopu appeared to have a slight bias to the log section of enhanced habitat, but habitat selection appeared to be overwhelmingly controlled by initial habitat selection.  

The stocking of farm-reared fish into urban streams was largely successful, but the success of the habitat enhancement was variable and further work is required to determine better techniques for habitat enhancement in these urban environments.  It is concluded that releasing farm-reared giant kokopu can be used to restore populations especially where recruitment limitations control fish abundance and diversity.

year: 2008

title: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools

authors: Coffin, Rachel Marie

subjects: Māori  teachers

abstract: The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

text: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

year: 2013