title: Are media reports representative of host community support for mega-events? The case of Sydney world youth day 2008

authors: Locke, Mirrin

subjects: mega-event

abstract: World Youth Day 2008 (WYD08) held during July was the fourth mega-event to be held in Sydney in the past decade. All mega-events, such as WYD08, attract considerable media attention in the lead up to, during, and after the event. In the lead up to WYD08, media reports, particularly those in the Australian written press, were predominately negative. These reports gave the impression that there was little, if any, support for holding the event among the residents of Sydney. Data were collected through a combination of document analysis and host community interviews, in the lead up to, during, and immediately following the event. The document analysis included two local Sydney newspapers and one national newspaper. The findings show that printed media reports were not an accurate reflection of community support. Given that media is believed to be not only influenced by public opinion, but also capable of influencing public opinion, why was there such disparity between media reports and other sources of evidence regarding community support for this event? There is a call for more research investigating if what is reflected in the media is a fair approximation of community response to events.

text: Are media reports representative of host community support for mega-events? The case of Sydney world youth day 2008 World Youth Day 2008 (WYD08) held during July was the fourth mega-event to be held in Sydney in the past decade. All mega-events, such as WYD08, attract considerable media attention in the lead up to, during, and after the event. In the lead up to WYD08, media reports, particularly those in the Australian written press, were predominately negative. These reports gave the impression that there was little, if any, support for holding the event among the residents of Sydney. Data were collected through a combination of document analysis and host community interviews, in the lead up to, during, and immediately following the event. The document analysis included two local Sydney newspapers and one national newspaper. The findings show that printed media reports were not an accurate reflection of community support. Given that media is believed to be not only influenced by public opinion, but also capable of influencing public opinion, why was there such disparity between media reports and other sources of evidence regarding community support for this event? There is a call for more research investigating if what is reflected in the media is a fair approximation of community response to events.

year: 2011

title: Number sense in a secondary school context

authors: McChesney, Jane

abstract: Current mathematics education research in New Zealand is directed at primary school or senior secondary school, in the areas of numeracy, technology innovations, student achievement and teacher professional development. This study investigated junior secondary mathematics lessons as contexts for distributed mathematical activity. Two Year 9 classes and one Year 10 class from the same school constituted case studies; two case studies were lower band and one was middle band. All three teachers continued with their normal mathematics programmes. Using an interpretivist methodology, participant observation was the main method used to collect data of sequential mathematics lessons over five weeks. The data was organised around three domains of classroom activity: classroom social norms, mathematical tools, and interaction. The data analysis focussed on aspects of these domains that afforded and constrained the negotiation of mathematical meaning. 
In each classroom context, social norms associated with lesson events were found to afford student participation. Student participation was afforded by interactional spaces; that is, regular opportunities for students to volunteer mathematical contributions and to adopt different roles in joint activity. Interactional spaces provided students with greater access to more diverse mathematical resources. Students activated interactional spaces in different ways with questions, suggestions, explanations, errors and, in one classroom, a discourse of primary school mathematics. 
Using a sociocultural perspective, school mathematical artefacts were conceptualised as cognitive mathematical tools. Cognitive tools were identified as representations, thinking devices and analogous models. Tools that were both representations and thinking devices afforded further resources for students, such as mathematical information, cues and other signifiers. The only technological tool in the case study classrooms was the scientific calculator. The roles of the calculator were as a recording device, calculating machine and exploratory object. In these roles, the calculator afforded further resources for students. 
The findings in the interaction domain challenge the assumption that traditional classroom mathematics programmes have limited discursive opportunities. Students initiated more focussed negotiations in both whole class and localised situations. In each case study, students and the teacher actively contributed mathematical resources. For these lower and middle ability students, access to mathematical resources was a significant affordance for further mathematical activity. In each classroom context, activity was found to be distributed over social norms, tools and interaction. Number sense activity was distributed according to the adapted 'environment' metaphor (Greeno, 1991 ). Students negotiated mathematical meanings by activating and using cognitive tools and discursive resources in the number sense 'environment'.

text: Number sense in a secondary school context Current mathematics education research in New Zealand is directed at primary school or senior secondary school, in the areas of numeracy, technology innovations, student achievement and teacher professional development. This study investigated junior secondary mathematics lessons as contexts for distributed mathematical activity. Two Year 9 classes and one Year 10 class from the same school constituted case studies; two case studies were lower band and one was middle band. All three teachers continued with their normal mathematics programmes. Using an interpretivist methodology, participant observation was the main method used to collect data of sequential mathematics lessons over five weeks. The data was organised around three domains of classroom activity: classroom social norms, mathematical tools, and interaction. The data analysis focussed on aspects of these domains that afforded and constrained the negotiation of mathematical meaning. 
In each classroom context, social norms associated with lesson events were found to afford student participation. Student participation was afforded by interactional spaces; that is, regular opportunities for students to volunteer mathematical contributions and to adopt different roles in joint activity. Interactional spaces provided students with greater access to more diverse mathematical resources. Students activated interactional spaces in different ways with questions, suggestions, explanations, errors and, in one classroom, a discourse of primary school mathematics. 
Using a sociocultural perspective, school mathematical artefacts were conceptualised as cognitive mathematical tools. Cognitive tools were identified as representations, thinking devices and analogous models. Tools that were both representations and thinking devices afforded further resources for students, such as mathematical information, cues and other signifiers. The only technological tool in the case study classrooms was the scientific calculator. The roles of the calculator were as a recording device, calculating machine and exploratory object. In these roles, the calculator afforded further resources for students. 
The findings in the interaction domain challenge the assumption that traditional classroom mathematics programmes have limited discursive opportunities. Students initiated more focussed negotiations in both whole class and localised situations. In each case study, students and the teacher actively contributed mathematical resources. For these lower and middle ability students, access to mathematical resources was a significant affordance for further mathematical activity. In each classroom context, activity was found to be distributed over social norms, tools and interaction. Number sense activity was distributed according to the adapted 'environment' metaphor (Greeno, 1991 ). Students negotiated mathematical meanings by activating and using cognitive tools and discursive resources in the number sense 'environment'.

year: 2004

title: Microplastics in the marine environment: Sediment contaminant and bioaccumulation rates in bivalves within the Bay of Plenty

authors: Lewis, Anita

subjects: Microplastic

abstract: Microplastic pollution is recognised as a significant anthropogenic issue in coastal ecosystems around the world. The accumulation of microplastics in coastal environments causes both direct and indirect effects on these already vulnerable ecosystems. Limited information was available of the scale of microplastic pollution across New Zealand, including the Bay of Plenty. To enable a greater understanding of microplastic accumulation in sediment and bioaccumulation in bivalves sampling  within the Bay of Plenty area was conducted.
The presence of  microplastic particles was investigated from sediment and shellfish samples collected across the Bay of Plenty, from Waihī Beach in the West, to Ōpōtiki in the East. Three species of shellfish were collected that differed in their functional feeding modes (filter feeder vs deposit feeder): tuangi (cockle: Austrovenus stuchburyi), hanikura (wedge shell: Macomona liliana), and tuatua (surf clam: Paphies subtriangulata). Microplastic particles from sediment and bivalves were separated from the sediment and shellfish samples in the laboratory and identified using visual light stereomicroscopy. Microplastic particles were identified and quantified into three categories: fragments, fibres, and films. 
Significant numbers of fibres, as well as some fragments and films were found to be present in the sediment throughout all sampling locations. The highest density of microplastic particles in sediment (up to 11,087.9 per m²) were observed at sites that were closed to municipal sewage outfalls and populated areas, and the lowest densities were observed at Matakana Island (63 particles per m²). Sites in Ōhiwa Harbour showed an average of 504.6 particles per m² at the high tide zone and 477.6 particles per m² at the intertidal zone in the sediment. Ohiwa Harbour showed similar levels of microplastic accumulation in sediment compared to Tauranga Harbour. However, higher levels of microplastic particles were found in the sediment at open coast sites.
All shellfish sampled had at least one microplastic particle found in their tissues. The highest number of microplastics in shellfish were found in the wedge shell (23 particles), with the least from the cockles (1). Statistical analysis reveal that the deep burrowing deposit feeder (Macomona liliana) demonstrated an elevated amount of microplastic particles ingested relative to the shallow burrowing suspension feeding cockle (Austrovenus stutchburyi). A notable amount of microplastic particles were also found at all sampling locations for the culturally important tuatua (Paphies subtriangulata). However, comparing all three bivalve species, the deposit feeding M. liliana, ingested higher amounts than both the A. stutchburyi and P. subtriangulata, which could be related to their different functional feeding modes in the marine environment. This research provides baseline information to assess the extent of microplastic pollution in sediments and the potential for bioaccumulation in bivalve species with differentiated feeding modes and functional roles in the marine environment. 
The problem with microplastics is a global emerging contaminant. Preventing the problem of plastic wastes in New Zealand will require change across all aspects of society, along with policy regulations to mitigate the issue of microplastic pollution.

text: Microplastics in the marine environment: Sediment contaminant and bioaccumulation rates in bivalves within the Bay of Plenty Microplastic pollution is recognised as a significant anthropogenic issue in coastal ecosystems around the world. The accumulation of microplastics in coastal environments causes both direct and indirect effects on these already vulnerable ecosystems. Limited information was available of the scale of microplastic pollution across New Zealand, including the Bay of Plenty. To enable a greater understanding of microplastic accumulation in sediment and bioaccumulation in bivalves sampling  within the Bay of Plenty area was conducted.
The presence of  microplastic particles was investigated from sediment and shellfish samples collected across the Bay of Plenty, from Waihī Beach in the West, to Ōpōtiki in the East. Three species of shellfish were collected that differed in their functional feeding modes (filter feeder vs deposit feeder): tuangi (cockle: Austrovenus stuchburyi), hanikura (wedge shell: Macomona liliana), and tuatua (surf clam: Paphies subtriangulata). Microplastic particles from sediment and bivalves were separated from the sediment and shellfish samples in the laboratory and identified using visual light stereomicroscopy. Microplastic particles were identified and quantified into three categories: fragments, fibres, and films. 
Significant numbers of fibres, as well as some fragments and films were found to be present in the sediment throughout all sampling locations. The highest density of microplastic particles in sediment (up to 11,087.9 per m²) were observed at sites that were closed to municipal sewage outfalls and populated areas, and the lowest densities were observed at Matakana Island (63 particles per m²). Sites in Ōhiwa Harbour showed an average of 504.6 particles per m² at the high tide zone and 477.6 particles per m² at the intertidal zone in the sediment. Ohiwa Harbour showed similar levels of microplastic accumulation in sediment compared to Tauranga Harbour. However, higher levels of microplastic particles were found in the sediment at open coast sites.
All shellfish sampled had at least one microplastic particle found in their tissues. The highest number of microplastics in shellfish were found in the wedge shell (23 particles), with the least from the cockles (1). Statistical analysis reveal that the deep burrowing deposit feeder (Macomona liliana) demonstrated an elevated amount of microplastic particles ingested relative to the shallow burrowing suspension feeding cockle (Austrovenus stutchburyi). A notable amount of microplastic particles were also found at all sampling locations for the culturally important tuatua (Paphies subtriangulata). However, comparing all three bivalve species, the deposit feeding M. liliana, ingested higher amounts than both the A. stutchburyi and P. subtriangulata, which could be related to their different functional feeding modes in the marine environment. This research provides baseline information to assess the extent of microplastic pollution in sediments and the potential for bioaccumulation in bivalve species with differentiated feeding modes and functional roles in the marine environment. 
The problem with microplastics is a global emerging contaminant. Preventing the problem of plastic wastes in New Zealand will require change across all aspects of society, along with policy regulations to mitigate the issue of microplastic pollution.

year: 2021