title: Boat electrofishing survey of fish abundance in the Ohau Channel, Rotorua, in 2016

authors: Hicks, Brendan J.

abstract: The aim of the survey was to provide on-going monitoring of the fish communities and abundance by boat electrofishing in the Ohau Channel, especially fish species that are taonga to Maori (tuna, or eels, morihana, or goldfish, and kōura, or freshwater crayfish). In the current study, we present the findings from the tenth year of sampling (2016) and a summary of previous surveys.

text: Boat electrofishing survey of fish abundance in the Ohau Channel, Rotorua, in 2016 The aim of the survey was to provide on-going monitoring of the fish communities and abundance by boat electrofishing in the Ohau Channel, especially fish species that are taonga to Maori (tuna, or eels, morihana, or goldfish, and kōura, or freshwater crayfish). In the current study, we present the findings from the tenth year of sampling (2016) and a summary of previous surveys.

year: 2017

title: “Seeing” Kāpō Māori: Making visible the experiences of Kāpō Māori during and after COVID-19

authors: Masters-Awatere, Bridgette

abstract: A scoping project focused on the intersection of Māori and the framing of vision impairments (disability) within the context of a pandemic response (in this instance COVID-19). Specifically, we were interested in the experiences of kāpō Māori during and post COVID-19 in order to centre the cultural and health needs of kāpō Māori in a culturally responsive manner. We highlight the aspirations that kāpō Māori have for themselves and their whānau, and to identify the facilitators and barriers that kāpō Māori and their whānau face in achieving these

text: “Seeing” Kāpō Māori: Making visible the experiences of Kāpō Māori during and after COVID-19 A scoping project focused on the intersection of Māori and the framing of vision impairments (disability) within the context of a pandemic response (in this instance COVID-19). Specifically, we were interested in the experiences of kāpō Māori during and post COVID-19 in order to centre the cultural and health needs of kāpō Māori in a culturally responsive manner. We highlight the aspirations that kāpō Māori have for themselves and their whānau, and to identify the facilitators and barriers that kāpō Māori and their whānau face in achieving these

year: 2021

title: Precision Teaching: Fast Practice or Merely More Practice Results in Better Learning?

authors: Kong, Xiuyan

subjects: precision teaching

abstract: Doughty, Chase and O'Shields (2004) reviewed the Precision Teaching literature which they point out claimed that Precision Teaching is superior in producing learning outcomes and they posed concerns about the lack of well designed research to support these claims. One issue of concern was in much of the research Precision Teaching involved more practice than the teaching method to which it was compared. This present research aimed to compare the effects of fast practice and slow practice on learning three sets of 20 statistics definitions by tertiary students using a within-subject design. Following Doughty et al.'s (2004) suggestions, the amount of practice of the three sets of definitions was matched. All three sets were learned to some degree of accuracy before practice started. One set was practiced fast and another set was practices slowly and accurately over the same time period and until the fast practice set met a rate aim of 30 correct per min, the third set was practiced slowly and accurately for the same number of trials after this.  There were non-timed tests of all sets of definitions prior to the start of any practice, after the rate aim was achieved, after the second slow practice finished and four weeks later. The amount of feedback for fast practice and the first slow and accurate practice was matched, but less feedback was provided for the second slow practice set.  Three of the initial eight participants completed all experimental conditions. Results showed that response latencies to complete a response became shorted with both types of practice over practice but were shorter for the fast practiced items than for the slowly practiced items during the practice periods. The tests showed that accuracy was high after the extended practice and after four weeks no practice, regardless the method of practiced. The types and amount of feedback did not appear to have any effect on the learning outcome. Limitations that prevented a firm conclusion were discussed.

text: Precision Teaching: Fast Practice or Merely More Practice Results in Better Learning? Doughty, Chase and O'Shields (2004) reviewed the Precision Teaching literature which they point out claimed that Precision Teaching is superior in producing learning outcomes and they posed concerns about the lack of well designed research to support these claims. One issue of concern was in much of the research Precision Teaching involved more practice than the teaching method to which it was compared. This present research aimed to compare the effects of fast practice and slow practice on learning three sets of 20 statistics definitions by tertiary students using a within-subject design. Following Doughty et al.'s (2004) suggestions, the amount of practice of the three sets of definitions was matched. All three sets were learned to some degree of accuracy before practice started. One set was practiced fast and another set was practices slowly and accurately over the same time period and until the fast practice set met a rate aim of 30 correct per min, the third set was practiced slowly and accurately for the same number of trials after this.  There were non-timed tests of all sets of definitions prior to the start of any practice, after the rate aim was achieved, after the second slow practice finished and four weeks later. The amount of feedback for fast practice and the first slow and accurate practice was matched, but less feedback was provided for the second slow practice set.  Three of the initial eight participants completed all experimental conditions. Results showed that response latencies to complete a response became shorted with both types of practice over practice but were shorter for the fast practiced items than for the slowly practiced items during the practice periods. The tests showed that accuracy was high after the extended practice and after four weeks no practice, regardless the method of practiced. The types and amount of feedback did not appear to have any effect on the learning outcome. Limitations that prevented a firm conclusion were discussed.

year: 2009