title: Integrated sediment habitat mapping for aquaculture zoning

authors: Longdill, Peter C.

subjects: GIS

abstract: The benthic environment of the nearshore to inner-shelf within the Bay of Plenty, New Zealand, was sampled and surveyed to classify sedimentary environments and benthic habitats. Reef and soft sediment habitats are characterised, delineated, and the potential impacts of suspended bivalve aquaculture considered. An integrated approach is used, utilizing a GIS database to combine remote sensing techniques such as multi-beam sonar and underwater video capture, with physical sampling of the soft sediments using sediment grab samples and infaunal organism identification. Soft sediment habitats, comprised of fine silty and muddy sediments with low organic contents, are determined to be the most suitable benthic environments above which to site suspended bivalve aquaculture. Transfer of knowledge from the study is maximised through the creation of a CD-ROM complete with hyper-linked analysed data and video files, thematic data layers and a freely available, query-able GIS viewer package.

text: Integrated sediment habitat mapping for aquaculture zoning The benthic environment of the nearshore to inner-shelf within the Bay of Plenty, New Zealand, was sampled and surveyed to classify sedimentary environments and benthic habitats. Reef and soft sediment habitats are characterised, delineated, and the potential impacts of suspended bivalve aquaculture considered. An integrated approach is used, utilizing a GIS database to combine remote sensing techniques such as multi-beam sonar and underwater video capture, with physical sampling of the soft sediments using sediment grab samples and infaunal organism identification. Soft sediment habitats, comprised of fine silty and muddy sediments with low organic contents, are determined to be the most suitable benthic environments above which to site suspended bivalve aquaculture. Transfer of knowledge from the study is maximised through the creation of a CD-ROM complete with hyper-linked analysed data and video files, thematic data layers and a freely available, query-able GIS viewer package.

year: 2007

title: Mathematical Investigations: A Primary Teacher Educator's Narrative Journey of Professional Awareness

authors: Bailey, Judy

subjects: mathematical investigations

abstract: Over a period of twenty months a mathematics teacher educator uses narrative inquiry, a form of story-telling, to investigate her professional practice in working alongside pre-service primary teachers. Two main themes emerge in this research. 

The first of these centres around the use of mathematical investigations as a vehicle for supporting pre-service primary teachers to consider what the learning and teaching of mathematics may entail. As part of this process the author personally undertook several mathematical investigations. This resulted in significant learning about previously unrecognised personal beliefs about the nature and learning of mathematics. These beliefs were discovered to include ideas that  'real' mathematicians solve problems quickly, do so on their own and do not get stuck. Surprisingly, all of these subconscious assumptions were contrary to what the author espoused in the classroom. 

A consequence of this learning included some changed beliefs and teaching practices. One such change has been moving from a conception of mathematics as a separate body of 'correct' mathematical ideas, and where the emphasis when doing mathematics was on attaining the correct answer, to now viewing mathematics as a sense-making activity involving discovering, doing and communicating in situations involving numbers, patterns, shape and space. Thus, mathematics is now perceived to primarily be found in the 'doing' rather than existing as a predetermined body of knowledge. As such one's interpretations of a mathematical problem are important to consider.

Changes in teaching include using mathematical investigations as a teaching approach with the belief that students can effectively learn mathematical ideas using this approach; an acceptance that this may involve periods of being 'stuck' and that this does not mean that the teacher needs to immediately support the students in becoming 'unstuck'; more in-depth interactions, including questioning, to support this mathematical learning; and an acceptance that mathematics can be learned by people working in a collaborative manner.

The second theme encountered in this narrative inquiry involves the exploration of narrative as a powerful means with which to pursue professional development. Narrative inquiry, including a mention of differing forms of narrative writing, is described. Issues also considered include the place of reflection in narrative; the notion of multiple perspectives that are encountered in qualitative research such as this; issues of validity and authenticity; a consideration of what the products of narrative research might be and who may benefit from such research; a brief mention of collaboration; and the place of emotion in qualitative research. 

The concept of change occurring within a narrative inquiry is not seen to imply an initial deficit position. Rather the research process is regarded as the building of a narrative layer that supports and grows alongside the writer's life as it occurs (Brown  Jones, 2001). Thus there is not a seeking of perfection or an ideal, but a greater awareness of one's professional practice. The results of narrative research therefore, are not definitive statements or generalisations about an aspect of that which is being researched (e.g., Winkler, 2003). As such, a definitive statement about how to be a teacher of pre-service students learning mathematics is not offered. Rather, a story is shared that may connect with the stories of the reader.

text: Mathematical Investigations: A Primary Teacher Educator's Narrative Journey of Professional Awareness Over a period of twenty months a mathematics teacher educator uses narrative inquiry, a form of story-telling, to investigate her professional practice in working alongside pre-service primary teachers. Two main themes emerge in this research. 

The first of these centres around the use of mathematical investigations as a vehicle for supporting pre-service primary teachers to consider what the learning and teaching of mathematics may entail. As part of this process the author personally undertook several mathematical investigations. This resulted in significant learning about previously unrecognised personal beliefs about the nature and learning of mathematics. These beliefs were discovered to include ideas that  'real' mathematicians solve problems quickly, do so on their own and do not get stuck. Surprisingly, all of these subconscious assumptions were contrary to what the author espoused in the classroom. 

A consequence of this learning included some changed beliefs and teaching practices. One such change has been moving from a conception of mathematics as a separate body of 'correct' mathematical ideas, and where the emphasis when doing mathematics was on attaining the correct answer, to now viewing mathematics as a sense-making activity involving discovering, doing and communicating in situations involving numbers, patterns, shape and space. Thus, mathematics is now perceived to primarily be found in the 'doing' rather than existing as a predetermined body of knowledge. As such one's interpretations of a mathematical problem are important to consider.

Changes in teaching include using mathematical investigations as a teaching approach with the belief that students can effectively learn mathematical ideas using this approach; an acceptance that this may involve periods of being 'stuck' and that this does not mean that the teacher needs to immediately support the students in becoming 'unstuck'; more in-depth interactions, including questioning, to support this mathematical learning; and an acceptance that mathematics can be learned by people working in a collaborative manner.

The second theme encountered in this narrative inquiry involves the exploration of narrative as a powerful means with which to pursue professional development. Narrative inquiry, including a mention of differing forms of narrative writing, is described. Issues also considered include the place of reflection in narrative; the notion of multiple perspectives that are encountered in qualitative research such as this; issues of validity and authenticity; a consideration of what the products of narrative research might be and who may benefit from such research; a brief mention of collaboration; and the place of emotion in qualitative research. 

The concept of change occurring within a narrative inquiry is not seen to imply an initial deficit position. Rather the research process is regarded as the building of a narrative layer that supports and grows alongside the writer's life as it occurs (Brown  Jones, 2001). Thus there is not a seeking of perfection or an ideal, but a greater awareness of one's professional practice. The results of narrative research therefore, are not definitive statements or generalisations about an aspect of that which is being researched (e.g., Winkler, 2003). As such, a definitive statement about how to be a teacher of pre-service students learning mathematics is not offered. Rather, a story is shared that may connect with the stories of the reader.

year: 2004

title: A life-history analysis of achievement of Māori and Pacific Island students at the Church College of New Zealand

authors: Solomon, Tereapii Elinora

subjects: Church College

abstract: The Church College of New Zealand is a private co-educational secondary school located near Hamilton, New Zealand and is sponsored by the Church of Jesus Christ of Latter-day Saints.  Since its opening in 1958, it has hosted a large population of Polynesian students, in particular Māori.  The questions that this thesis addresses centre on the nature, history and reasons for what seems to be a disproportionately higher level of achievement amongst Māori and Pacific Island students at Church College than in New Zealand more broadly.  Through a life-history approach to research, this thesis provides an overview of the rich history behind the building of the Church College, and highlights the experiences of successful graduates over three particular timeframes - 1951-1969, 1970-1989 and the 1990s.  

A major contributing factor to the success of the students at Church College is an environment where both religious and cultural values of students are reaffirmed and considered normal.  For some students, Church College provided an environment that validated what students were being taught in their own homes.  For others, it provided a refuge from a conflicted home.  With the growing pressures of social problems within the wider community for many Māori and Pacific Island families, the school environment of  the Church College was a key factor in providing stability  and security for some students at the College.

On June 29 2006, an announcement was made by leaders of the Church of Jesus Christ of Latter-day Saints of the phased out closure of Church College beginning in the year 2007 and eventually closing at the end of the year 2009. With Māori and Pacific Island students so under-represented in achievement and participation in education settings in New Zealand, the announcement of the closure provided an opportunity to highlight some of the successes experienced at the Church College of New Zealand.

text: A life-history analysis of achievement of Māori and Pacific Island students at the Church College of New Zealand The Church College of New Zealand is a private co-educational secondary school located near Hamilton, New Zealand and is sponsored by the Church of Jesus Christ of Latter-day Saints.  Since its opening in 1958, it has hosted a large population of Polynesian students, in particular Māori.  The questions that this thesis addresses centre on the nature, history and reasons for what seems to be a disproportionately higher level of achievement amongst Māori and Pacific Island students at Church College than in New Zealand more broadly.  Through a life-history approach to research, this thesis provides an overview of the rich history behind the building of the Church College, and highlights the experiences of successful graduates over three particular timeframes - 1951-1969, 1970-1989 and the 1990s.  

A major contributing factor to the success of the students at Church College is an environment where both religious and cultural values of students are reaffirmed and considered normal.  For some students, Church College provided an environment that validated what students were being taught in their own homes.  For others, it provided a refuge from a conflicted home.  With the growing pressures of social problems within the wider community for many Māori and Pacific Island families, the school environment of  the Church College was a key factor in providing stability  and security for some students at the College.

On June 29 2006, an announcement was made by leaders of the Church of Jesus Christ of Latter-day Saints of the phased out closure of Church College beginning in the year 2007 and eventually closing at the end of the year 2009. With Māori and Pacific Island students so under-represented in achievement and participation in education settings in New Zealand, the announcement of the closure provided an opportunity to highlight some of the successes experienced at the Church College of New Zealand.

year: 2008