title: Average score per metric: an alternative metric aggregation method for assessing wadeable stream health

authors: Collier, Kevin J.

subjects: macroinvertebrate

abstract: Integrating multiple metrics derived from stream macroinvertebrate communities into single scores that reflect ecological condition can bridge the needs of multiple groups using biomonitoring data. Macroinvertebrate metrics from 511 Waikato, New Zealand, stream samples were standardised by their maximum observed value. Metric redundancy and optimisation processes identified three standardised metrics from an initial set of 17 that provided greatest discrimination between reference sites and those influenced by urbanisation or high levels of pastoral development: the richness of Ephemeroptera, Plecoptera and Trichoptera excluding Hydroptilidae (EPT*), % EPT* and the macroinvertebrate community index (MCI). The mean of these standardised metrics was used to calculate the average score per metric (ASPM). Narrative condition bands were developed based on the lower SD of individual metrics for reference samples to distinguish “very high” values, and metric quartiles between this point and a hypothetical worst-case community were used to define “high”, “moderate”, “low”, and “very low” bands. When compared with its component metrics, the ASPM distinguished reference conditions and low–moderate levels of catchment modification and local habitat degradation more accurately than EPT* richness or MCI, and displayed lower temporal variability within reference sites than either EPT* metric. The ASPM was calculated for an independent test data set of urban and reference sites which, respectively, were allocated to low–very low and high–very high narrative condition bands. This analysis suggests that prudent application of the ASPM can provide a parsimonious and effective screening tool for assessing the condition of wadeable streams where more complex methods are not practical.

text: Average score per metric: an alternative metric aggregation method for assessing wadeable stream health Integrating multiple metrics derived from stream macroinvertebrate communities into single scores that reflect ecological condition can bridge the needs of multiple groups using biomonitoring data. Macroinvertebrate metrics from 511 Waikato, New Zealand, stream samples were standardised by their maximum observed value. Metric redundancy and optimisation processes identified three standardised metrics from an initial set of 17 that provided greatest discrimination between reference sites and those influenced by urbanisation or high levels of pastoral development: the richness of Ephemeroptera, Plecoptera and Trichoptera excluding Hydroptilidae (EPT*), % EPT* and the macroinvertebrate community index (MCI). The mean of these standardised metrics was used to calculate the average score per metric (ASPM). Narrative condition bands were developed based on the lower SD of individual metrics for reference samples to distinguish “very high” values, and metric quartiles between this point and a hypothetical worst-case community were used to define “high”, “moderate”, “low”, and “very low” bands. When compared with its component metrics, the ASPM distinguished reference conditions and low–moderate levels of catchment modification and local habitat degradation more accurately than EPT* richness or MCI, and displayed lower temporal variability within reference sites than either EPT* metric. The ASPM was calculated for an independent test data set of urban and reference sites which, respectively, were allocated to low–very low and high–very high narrative condition bands. This analysis suggests that prudent application of the ASPM can provide a parsimonious and effective screening tool for assessing the condition of wadeable streams where more complex methods are not practical.

year: 2008

title: Implications for COVID-19 vaccine uptake: A systematic review

authors: Adu, Peter

subjects: Vaccine uptake

abstract: Abstract
Background
Globally, increasing coronavirus disease (COVID-19) vaccination coverage remains a major public health concern in the face of high rates of COVID-19 hesitancy among the general population. We must understand the impact of the determinants of COVID-19 vaccine uptake when designing national vaccination programmes. We aimed to synthesise nationwide evidence regarding COVID-19 infodemics and the demographic, psychological, and social predictors of COVID-19 vaccination uptake.

Methods
We systematically searched seven databases between July 2021 and March 2022 to retrieve relevant articles published since COVID-19 was first reported on 31 December 2019 in Wuhan, China. Of the 12,502 peer-reviewed articles retrieved from the databases, 57 met the selection criteria and were included in this systematic review. We explored COVID-19 vaccine uptake determinants before and after the first COVID-19 vaccine roll-out by the Food and Drug Authority (FDA).

Results
Increased COVID-19 vaccine uptake rates were associated with decreased hesitancy. Concerns about COVID-19 vaccine safety, negative side effects, rapid development of the COVID-19 vaccine, and uncertainty about vaccine effectiveness were associated with reluctance to be vaccinated. After the US FDA approval of COVID-19 vaccines, phobia of medical procedures such as vaccine injection and inadequate information about vaccines were the main determinants of COVID-19 vaccine hesitancy.

Conclusion
Addressing effectiveness and safety concerns regarding COVID-19 vaccines, as well as providing adequate information about vaccines and the impacts of pandemics, should be considered before implementation of any vaccination programme. Reassuring people about the safety of medical vaccination and using alternative procedures such as needle-free vaccination may help further increase vaccination uptake.

text: Implications for COVID-19 vaccine uptake: A systematic review Abstract
Background
Globally, increasing coronavirus disease (COVID-19) vaccination coverage remains a major public health concern in the face of high rates of COVID-19 hesitancy among the general population. We must understand the impact of the determinants of COVID-19 vaccine uptake when designing national vaccination programmes. We aimed to synthesise nationwide evidence regarding COVID-19 infodemics and the demographic, psychological, and social predictors of COVID-19 vaccination uptake.

Methods
We systematically searched seven databases between July 2021 and March 2022 to retrieve relevant articles published since COVID-19 was first reported on 31 December 2019 in Wuhan, China. Of the 12,502 peer-reviewed articles retrieved from the databases, 57 met the selection criteria and were included in this systematic review. We explored COVID-19 vaccine uptake determinants before and after the first COVID-19 vaccine roll-out by the Food and Drug Authority (FDA).

Results
Increased COVID-19 vaccine uptake rates were associated with decreased hesitancy. Concerns about COVID-19 vaccine safety, negative side effects, rapid development of the COVID-19 vaccine, and uncertainty about vaccine effectiveness were associated with reluctance to be vaccinated. After the US FDA approval of COVID-19 vaccines, phobia of medical procedures such as vaccine injection and inadequate information about vaccines were the main determinants of COVID-19 vaccine hesitancy.

Conclusion
Addressing effectiveness and safety concerns regarding COVID-19 vaccines, as well as providing adequate information about vaccines and the impacts of pandemics, should be considered before implementation of any vaccination programme. Reassuring people about the safety of medical vaccination and using alternative procedures such as needle-free vaccination may help further increase vaccination uptake.

year: 2023-03

title: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment

authors: Shandley, Rosina Mary

subjects: Māori Medium Education

abstract: In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

text: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

year: 2013