title: Boat electrofishing survey of common smelt and common bullies in the Ohau Channel

authors: Brijs, Jeroen

subjects: New Zealand

abstract: We conducted a boat electrofishing survey of the Ohau Channel, which flows from Lake Rotorua to Lake Rotoiti, on 13 December 2007. The purpose of the survey was to investigate the longitudinal pattern in densities of common smelt (Retropinna retropinna) and common bullies (Gobiomorphus cotidianus) along the Ohau Channel. We caught 1,267 fish comprising three native fish species and two introduced fish species in 1.58 km of fished distance at a total of 10 sites. Native species caught were the common smelt, common bully and longfinned eel (Anguilla dieffenbachii) and introduced species were rainbow trout (Oncorhynchus mykiss) and goldfish (Carassius auratus). Assuming that the bow-mounted anodes effectively fished a 4 m swath then the total area fished was 6,328 m2 (0.632 ha). 
Common smelt densities varied among the 10 different sites in the Ohau Channel ranging from 0 to 10.6 fish 100 m-2. Smelt density was higher at the upstream end of the channel near the weir at the Lake Rotorua outlet, decreasing with increasing distance from the weir. Smelt were found in the littoral zones but were not caught in mid-channel habitats. In the upstream reaches of the Ohau Channel, directly below the weir, a high number of juveniles (4.4 fish 100 m-2) were captured compared to the amount of juveniles captured at the other sites (0 – 1.2 fish 100 m-2).
Common bully densities varied among the 10 different sites in the Ohau Channel ranging from 0.2 to 58.3 fish 100 m-2. No longitudinal pattern in the distribution of common bullies was evident along the channel. The highest densities were found halfway along the Ohau Channel where there was an abundance of dense macrophyte beds. Common bully densities were found to be much higher in the edge habitats with macrophyte beds compared to the mid-channel habitats and the willow edge habitat where there were relatively low densities. Size frequency data shows that there is generally a higher proportion of small bullies than larger ones suggesting that recruitment is occurring.
Both adult and juvenile rainbow trout were observed in the Ohau Channel. Most of these individuals were found in the upstream section of the channel below the weir and ranged from a 75 mm juvenile to a fully grown adult about 500 mm long. Large longfinned eels were also captured and were only found in the downstream section of the Ohau Channel in willow-dominated edges. In the bottom third section of the channel, near the possible artificial embayment, goldfish were present.

text: Boat electrofishing survey of common smelt and common bullies in the Ohau Channel We conducted a boat electrofishing survey of the Ohau Channel, which flows from Lake Rotorua to Lake Rotoiti, on 13 December 2007. The purpose of the survey was to investigate the longitudinal pattern in densities of common smelt (Retropinna retropinna) and common bullies (Gobiomorphus cotidianus) along the Ohau Channel. We caught 1,267 fish comprising three native fish species and two introduced fish species in 1.58 km of fished distance at a total of 10 sites. Native species caught were the common smelt, common bully and longfinned eel (Anguilla dieffenbachii) and introduced species were rainbow trout (Oncorhynchus mykiss) and goldfish (Carassius auratus). Assuming that the bow-mounted anodes effectively fished a 4 m swath then the total area fished was 6,328 m2 (0.632 ha). 
Common smelt densities varied among the 10 different sites in the Ohau Channel ranging from 0 to 10.6 fish 100 m-2. Smelt density was higher at the upstream end of the channel near the weir at the Lake Rotorua outlet, decreasing with increasing distance from the weir. Smelt were found in the littoral zones but were not caught in mid-channel habitats. In the upstream reaches of the Ohau Channel, directly below the weir, a high number of juveniles (4.4 fish 100 m-2) were captured compared to the amount of juveniles captured at the other sites (0 – 1.2 fish 100 m-2).
Common bully densities varied among the 10 different sites in the Ohau Channel ranging from 0.2 to 58.3 fish 100 m-2. No longitudinal pattern in the distribution of common bullies was evident along the channel. The highest densities were found halfway along the Ohau Channel where there was an abundance of dense macrophyte beds. Common bully densities were found to be much higher in the edge habitats with macrophyte beds compared to the mid-channel habitats and the willow edge habitat where there were relatively low densities. Size frequency data shows that there is generally a higher proportion of small bullies than larger ones suggesting that recruitment is occurring.
Both adult and juvenile rainbow trout were observed in the Ohau Channel. Most of these individuals were found in the upstream section of the channel below the weir and ranged from a 75 mm juvenile to a fully grown adult about 500 mm long. Large longfinned eels were also captured and were only found in the downstream section of the Ohau Channel in willow-dominated edges. In the bottom third section of the channel, near the possible artificial embayment, goldfish were present.

year: 2008

title: Teachers’ perceptions of professional learning through social media in environmental education

authors: Mostafa, Fariba

subjects: Teacher professional learning

abstract: Increasingly rapid consumption of natural resources and the production of wastes and their impacts on ecosystems have become unsustainable practices due to the increase in population, technological development and economic growth. The role of environmental education (EE) has been highlighted for promoting more sustainable ways of living by improving knowledge, behaviour and action to address environmental challenges and help society to shift toward sustainability. 

Environmental education is positioned in New Zealand education as an interdisciplinary teaching and learning approach. The non-mandatory status of EE emphasises an holistic approach to meeting the aims of EE. However, teachers face some challenges integrating the complex and evolving content of EE into school curricula due to lack of support and professional learning opportunities. Collaboration for teachers could help them to share their experiences with challenges regarding teaching and learning in EE. Building connections between teachers could help them to increase their knowledge and enhance their teaching practice, which in turn could affect students’ learning.
Social media is used for collaborative learning in diverse disciplines for various purposes. It has the potential to be used for teacher professional learning (TPL) as communication and resources can be combined to create collaborative learning opportunities. However, there is little evidence to date of its use in TPL in EE. Considering the advantages and the possibility of social media for use in TPL in EE, the purpose of this study was to explore teachers’ perceptions of professional learning through social media in EE in New Zealand.
A mixed method study was designed and conducted in three phases using a phenomenographic approach. Findings from questionnaires and interviews in the first and second phases suggested that teachers see TPL through social media as potentially collaborative, convenient, and ubiquitous. They also believed building connections through social media can help EE teachers interact with peers and experts, as well as access support and resources to enhance their teaching practice. Despite these benefits, some teachers perceived this kind of TPL to be challenging. Time for engagement, the accuracy of shared information, privacy of participation, unfocused information and the conflict between online learning and EE as a practical subject were mentioned as the barriers of learning through social media. Specifically, the lack of educational support and lack of TPL were identified as challenges for secondary teachers who engaged with Achievement Standards related to education for sustainability (EfS). 

These findings were used to design and establish a learning community for secondary school teachers through Google+ in the third phase. The Google+ Community facilitated synchronous and asynchronous interactions between teachers and EE experts in different locations. Teachers, however, were not fully engaged in community activities. Findings from interviews and document analysis in the third phase suggested that some limitations associated with the community coupled with teachers’ priorities shaped participants’ involvement in the community. Participants claimed that they needed motivation and time to become actively engaged in the community. 
This research contributes to an understanding of teachers’ perceptions and experiences of professional learning through social media in EE. Insights gained from this study relate to both possibilities and challenges of learning through social media. It also highlights the vital role EE stakeholders play in TPL in EE and their influence on teachers’ motivation. A number of strategies that are suggested at the end of this thesis can be of use in designing TPL in general, TPL in EE, and TPL through social media in particular.

text: Teachers’ perceptions of professional learning through social media in environmental education Increasingly rapid consumption of natural resources and the production of wastes and their impacts on ecosystems have become unsustainable practices due to the increase in population, technological development and economic growth. The role of environmental education (EE) has been highlighted for promoting more sustainable ways of living by improving knowledge, behaviour and action to address environmental challenges and help society to shift toward sustainability. 

Environmental education is positioned in New Zealand education as an interdisciplinary teaching and learning approach. The non-mandatory status of EE emphasises an holistic approach to meeting the aims of EE. However, teachers face some challenges integrating the complex and evolving content of EE into school curricula due to lack of support and professional learning opportunities. Collaboration for teachers could help them to share their experiences with challenges regarding teaching and learning in EE. Building connections between teachers could help them to increase their knowledge and enhance their teaching practice, which in turn could affect students’ learning.
Social media is used for collaborative learning in diverse disciplines for various purposes. It has the potential to be used for teacher professional learning (TPL) as communication and resources can be combined to create collaborative learning opportunities. However, there is little evidence to date of its use in TPL in EE. Considering the advantages and the possibility of social media for use in TPL in EE, the purpose of this study was to explore teachers’ perceptions of professional learning through social media in EE in New Zealand.
A mixed method study was designed and conducted in three phases using a phenomenographic approach. Findings from questionnaires and interviews in the first and second phases suggested that teachers see TPL through social media as potentially collaborative, convenient, and ubiquitous. They also believed building connections through social media can help EE teachers interact with peers and experts, as well as access support and resources to enhance their teaching practice. Despite these benefits, some teachers perceived this kind of TPL to be challenging. Time for engagement, the accuracy of shared information, privacy of participation, unfocused information and the conflict between online learning and EE as a practical subject were mentioned as the barriers of learning through social media. Specifically, the lack of educational support and lack of TPL were identified as challenges for secondary teachers who engaged with Achievement Standards related to education for sustainability (EfS). 

These findings were used to design and establish a learning community for secondary school teachers through Google+ in the third phase. The Google+ Community facilitated synchronous and asynchronous interactions between teachers and EE experts in different locations. Teachers, however, were not fully engaged in community activities. Findings from interviews and document analysis in the third phase suggested that some limitations associated with the community coupled with teachers’ priorities shaped participants’ involvement in the community. Participants claimed that they needed motivation and time to become actively engaged in the community. 
This research contributes to an understanding of teachers’ perceptions and experiences of professional learning through social media in EE. Insights gained from this study relate to both possibilities and challenges of learning through social media. It also highlights the vital role EE stakeholders play in TPL in EE and their influence on teachers’ motivation. A number of strategies that are suggested at the end of this thesis can be of use in designing TPL in general, TPL in EE, and TPL through social media in particular.

year: 2020

title: Art, the aesthetics, and ethics of tattooing at Flax Roots Tattoo Studio

authors: Shaver, Mandy (Amanda)

subjects: aesthetic

abstract: Flax Roots Tattoo Studio, a tattoo business in Hamilton, Waikato, New Zealand, offers clients different styles of tattooing to choose from, i.e. Moko, Traditional European, Portrait, and Traditional American. Tattoo artists and their clients differ in ethnicity, nationality, religion, sex, occupation, age, hobbies, and so on.  Anthropological research and philosophical insight provided the framework texts for my case study.  My fieldwork consisted of semi-structured interviews and photographs of artists and clients.  By participating in tattooing, these individuals influence the art and the aesthetic tastes of their local culture.  Additionally, tattoo artists follow an ethical code that dictates how to run their business, preserve their art, and protect their clients.  By choosing Flax Roots Tattoo Studio as my fieldwork site, I was able to answer the questions: 1. How do tattoo artists and their clients engage with and shape tattoo art and its aesthetic at Flax Roots Tattoo Studio? ; and 2. How do these tattoo artists’ ethics influence their relationships with their clients and art?

text: Art, the aesthetics, and ethics of tattooing at Flax Roots Tattoo Studio Flax Roots Tattoo Studio, a tattoo business in Hamilton, Waikato, New Zealand, offers clients different styles of tattooing to choose from, i.e. Moko, Traditional European, Portrait, and Traditional American. Tattoo artists and their clients differ in ethnicity, nationality, religion, sex, occupation, age, hobbies, and so on.  Anthropological research and philosophical insight provided the framework texts for my case study.  My fieldwork consisted of semi-structured interviews and photographs of artists and clients.  By participating in tattooing, these individuals influence the art and the aesthetic tastes of their local culture.  Additionally, tattoo artists follow an ethical code that dictates how to run their business, preserve their art, and protect their clients.  By choosing Flax Roots Tattoo Studio as my fieldwork site, I was able to answer the questions: 1. How do tattoo artists and their clients engage with and shape tattoo art and its aesthetic at Flax Roots Tattoo Studio? ; and 2. How do these tattoo artists’ ethics influence their relationships with their clients and art?

year: 2018