title: Utilizing soil indicators to explain historical vegetation changes of a peatland subjected to flood inundation

authors: Blyth, James Mitchell

subjects: Atmospheric ammonia

abstract: Flooding and land use changes can be a significant source of nutrients to wetlands and contribute to ecosystem changes at a community level. We studied changes in vegetation composition and peat properties in a New Zealand wetland incorporated into a flood control scheme. Lack of hydrological records pre-development of the flood control scheme allowed the opportunity to use nutrient and physical indicators developed for restiad vegetation groups, to identify if increased flooding was the primary cause for ecological succession. Vegetation changes along a 2.3-km transect were related to hydrological processes, peat characteristics and atmospheric ammonia inputs. Measurements for peat and vegetation composition were taken from 27 sites, whereas hydrological analysis incorporated seven automated water level sites and a historical investigation of 46years of river flood records. Ammonia deposition was higher on the farmland/wetland fringe (4.0kgNha-1year-1) but decreased to background levels (2-2.5kgNha-1year-1) 500m into the wetland. Classification and ordination of vegetation data with environmental variables identified six main groups along a gradient from low nutrients and stable water tables (farthest from the river) to high nutrients and a dynamic water table near the river. Invasion over 50years of the native scrub tree Leptospermum scoparium into restiad bog was linked to enhanced nutrient inputs and physical degradation from flooding, portrayed through levels higher than restiad indicator target ranges. This study shows that target ranges for vegetation indicators can be used as a tool to identify ecological succession and invasion.

text: Utilizing soil indicators to explain historical vegetation changes of a peatland subjected to flood inundation Flooding and land use changes can be a significant source of nutrients to wetlands and contribute to ecosystem changes at a community level. We studied changes in vegetation composition and peat properties in a New Zealand wetland incorporated into a flood control scheme. Lack of hydrological records pre-development of the flood control scheme allowed the opportunity to use nutrient and physical indicators developed for restiad vegetation groups, to identify if increased flooding was the primary cause for ecological succession. Vegetation changes along a 2.3-km transect were related to hydrological processes, peat characteristics and atmospheric ammonia inputs. Measurements for peat and vegetation composition were taken from 27 sites, whereas hydrological analysis incorporated seven automated water level sites and a historical investigation of 46years of river flood records. Ammonia deposition was higher on the farmland/wetland fringe (4.0kgNha-1year-1) but decreased to background levels (2-2.5kgNha-1year-1) 500m into the wetland. Classification and ordination of vegetation data with environmental variables identified six main groups along a gradient from low nutrients and stable water tables (farthest from the river) to high nutrients and a dynamic water table near the river. Invasion over 50years of the native scrub tree Leptospermum scoparium into restiad bog was linked to enhanced nutrient inputs and physical degradation from flooding, portrayed through levels higher than restiad indicator target ranges. This study shows that target ranges for vegetation indicators can be used as a tool to identify ecological succession and invasion.

year: 2013

title: Testing filter term performance in PsycINFO to identify evidence syntheses in crime reduction, using the relative recall method

authors: Tompson, Lisa

subjects: Social Sciences

abstract: Objectives
To test filter term performance against an original search strategy to identify evidence syntheses with a crime reduction outcome in the PsycINFO database, with a view to maximising efficiency and/or effectiveness in the search phase of a systematic review.

Methods
A search strategy was developed to identify evidence syntheses with crime reduction outcomes. A ‘quasi-gold standard’ set of 255 relevant studies that were indexed in the PsycINFO database was derived from this initial work and was used to test various filter terms available in the database using the relative recall method. Precision and sensitivity statistics were generated for each search strategy.

Results
Seven search strategies were tested using three clusters of index terms, on (1) method filter terms, (2) topic filter terms and (3) method and topic filter terms. These were applied as filters for the original search strategy and, to facilitate comparison, against all records in PsycINFO. The most sensitive filter scored 74.1%, the most precise scored 44.1% and the best compromise between sensitivity and precision scored 53.7% sensitivity and 16.3% precision.

Conclusions
Filter term performance in PsycINFO can be used to inform search strategies used within criminology and allied fields for systematic reviews. The variety of filter terms tested here, in the absence and presence of a keyword search, caters for researchers with different information requirements. Using an evidence-based approach to systematic searching can yield considerable resource savings in conducting a systematic review.

text: Testing filter term performance in PsycINFO to identify evidence syntheses in crime reduction, using the relative recall method Objectives
To test filter term performance against an original search strategy to identify evidence syntheses with a crime reduction outcome in the PsycINFO database, with a view to maximising efficiency and/or effectiveness in the search phase of a systematic review.

Methods
A search strategy was developed to identify evidence syntheses with crime reduction outcomes. A ‘quasi-gold standard’ set of 255 relevant studies that were indexed in the PsycINFO database was derived from this initial work and was used to test various filter terms available in the database using the relative recall method. Precision and sensitivity statistics were generated for each search strategy.

Results
Seven search strategies were tested using three clusters of index terms, on (1) method filter terms, (2) topic filter terms and (3) method and topic filter terms. These were applied as filters for the original search strategy and, to facilitate comparison, against all records in PsycINFO. The most sensitive filter scored 74.1%, the most precise scored 44.1% and the best compromise between sensitivity and precision scored 53.7% sensitivity and 16.3% precision.

Conclusions
Filter term performance in PsycINFO can be used to inform search strategies used within criminology and allied fields for systematic reviews. The variety of filter terms tested here, in the absence and presence of a keyword search, caters for researchers with different information requirements. Using an evidence-based approach to systematic searching can yield considerable resource savings in conducting a systematic review.

year: 2019

title: Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study

authors: Westerbeke, Lynley Ann

subjects: Belonging

abstract: Participation in high quality early childhood education [ECE] is recognised as having long ranging academic and social benefits for children, especially those from disadvantaged backgrounds (Mitchell, Wylie & Carr, 2008).   In 2010 the ECE Participation Programme was successfully introduced to increase enrolment in ECE for targeted groups, such as Māori, Pasifika, and low income families.  I argue that focusing on increased participation alone is limiting and participation requires being viewed alongside the notion of belonging.  With the majority of children participating in for-profit ECE centres in Aotearoa New Zealand (Ministry of Education, 2015) I suggest that what children are participating in merits greater investigation.    
In this thesis belonging is positioned as not simply obtaining membership, but utilising Rogoff’s (2003) understanding of participation, it is viewed as something which is highly influential, where core values are transmitted and transformed.
The research questions guiding this thesis are:
1.	What affordances and challenges to belonging are identified by stakeholders participating in a privately owned, for-profit, ECE centre?
2.	How is the ethical stewardship of Te Whāriki reflected in the leadership’s decision making?
This thesis used a critical ethnographic methodology, and was conducted over a nine month period in a for-profit ECE centre, with the researcher in the role of participant observer.  The centre is located in a lower socio-economic area of an inner city suburb and is accessed by families who at the time of the study had only 30% of its parents in paid employment.  The majority of children identified as Māori and lived in close proximity to the centre, and all teachers at the centre identified as Pākehā.  The stakeholders identified for this study were the children, their parents and the teachers.  Three teachers participated in the study and four children were selected for case study, aged between two and four and a half years.  Data was generated primarily through semi-structured interviews with the children, their parents and the teachers, and observation of the setting.  The data was viewed utilising Rogoff’s (2003) three foci of analysis, with three contributing factors to belonging identified by participants; values, relationships and leadership.
The thesis argues that belonging is complex and participation in for-profit ECE services is an ethical concern, not only for the children and their families but also for teachers.  To make sense of the aligned yet often contradicting perspectives of the stakeholders I propose a belonging framework, conceptualised to bring understanding to the construction of belonging within the centre.  It suggests that belonging to the centre can be viewed from three distinct viewpoints; it can be observed, lived, and framed.   The study evidenced that the day-to-day lived experiences of the children are not fully known by parents and, while also lived, belonging is primarily observed for this cohort.  Within the context of lived belonging the teachers’ and leadership’s philosophical and pedagogical approaches meet, and often collide.  The child is placed at the heart of the framework where belonging is lived and it is here that meaning for this group is primarily created, and cultural values are transmitted and transformed.  The third perspective is how belonging is framed, with the leaders’ operational decision making setting the parameters for the stakeholders’ participation.  It is in this space that the actual values guiding the setting are revealed.
My thesis aims to explain the impact on the stakeholders’ sense of belonging when a government funded centre is driven by agendas not fully aligned with the intentions of the democratic and bicultural curriculum, Te Whāriki.  This study adds to the literature on for-profit ECE services, participation in ECE in Aotearoa New Zealand, and leadership in ECE.

text: Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study Participation in high quality early childhood education [ECE] is recognised as having long ranging academic and social benefits for children, especially those from disadvantaged backgrounds (Mitchell, Wylie & Carr, 2008).   In 2010 the ECE Participation Programme was successfully introduced to increase enrolment in ECE for targeted groups, such as Māori, Pasifika, and low income families.  I argue that focusing on increased participation alone is limiting and participation requires being viewed alongside the notion of belonging.  With the majority of children participating in for-profit ECE centres in Aotearoa New Zealand (Ministry of Education, 2015) I suggest that what children are participating in merits greater investigation.    
In this thesis belonging is positioned as not simply obtaining membership, but utilising Rogoff’s (2003) understanding of participation, it is viewed as something which is highly influential, where core values are transmitted and transformed.
The research questions guiding this thesis are:
1.	What affordances and challenges to belonging are identified by stakeholders participating in a privately owned, for-profit, ECE centre?
2.	How is the ethical stewardship of Te Whāriki reflected in the leadership’s decision making?
This thesis used a critical ethnographic methodology, and was conducted over a nine month period in a for-profit ECE centre, with the researcher in the role of participant observer.  The centre is located in a lower socio-economic area of an inner city suburb and is accessed by families who at the time of the study had only 30% of its parents in paid employment.  The majority of children identified as Māori and lived in close proximity to the centre, and all teachers at the centre identified as Pākehā.  The stakeholders identified for this study were the children, their parents and the teachers.  Three teachers participated in the study and four children were selected for case study, aged between two and four and a half years.  Data was generated primarily through semi-structured interviews with the children, their parents and the teachers, and observation of the setting.  The data was viewed utilising Rogoff’s (2003) three foci of analysis, with three contributing factors to belonging identified by participants; values, relationships and leadership.
The thesis argues that belonging is complex and participation in for-profit ECE services is an ethical concern, not only for the children and their families but also for teachers.  To make sense of the aligned yet often contradicting perspectives of the stakeholders I propose a belonging framework, conceptualised to bring understanding to the construction of belonging within the centre.  It suggests that belonging to the centre can be viewed from three distinct viewpoints; it can be observed, lived, and framed.   The study evidenced that the day-to-day lived experiences of the children are not fully known by parents and, while also lived, belonging is primarily observed for this cohort.  Within the context of lived belonging the teachers’ and leadership’s philosophical and pedagogical approaches meet, and often collide.  The child is placed at the heart of the framework where belonging is lived and it is here that meaning for this group is primarily created, and cultural values are transmitted and transformed.  The third perspective is how belonging is framed, with the leaders’ operational decision making setting the parameters for the stakeholders’ participation.  It is in this space that the actual values guiding the setting are revealed.
My thesis aims to explain the impact on the stakeholders’ sense of belonging when a government funded centre is driven by agendas not fully aligned with the intentions of the democratic and bicultural curriculum, Te Whāriki.  This study adds to the literature on for-profit ECE services, participation in ECE in Aotearoa New Zealand, and leadership in ECE.

year: 2016