title: Rock type and channel gradient structure salmonid populations in the Oregon coast range

authors: Hicks, Brendan J.

subjects: fish populations

abstract: The study objective was to investigate the response of salmonid populations to disturbance in Oregon Coast Range streams in two rock types, basalt and sandstone. Salmonid abundance was estimated in a total of 30 km of channel in 10 Oregon Coast Range streams with similar basin areas (14–20 km2). These basins had a range of disturbance caused by timber harvest, fire, and salvage logging. Mean channel gradient in sandstone was 0.012 m/m, and pools were the dominant habitat type. Mean channel gradient in basalt (0.025 m/m) was twice that in sandstone, and riffles were the dominant habitat type. Mean percentages by length of pools, glides, and riffles were 47, 33, and 20%, respectively, in sandstone, compared with 24, 27, and 50% in basalt. Channel gradient and channel morphology appeared to account for the observed differences in salmonid abundance, which reflected the known preference of juvenile coho salmon Oncorhynchus kisutch for pools. Coho salmon predominated in sandstone streams, whereas steelhead O. mykiss and cutthroat trout O. clarki predominated in basalt streams. In sandstone, juvenile coho salmon were four times more abundant than age-0 trout (steelhead and cutthroat trout combined). In basalt, age-0 trout were five times more abundant than juvenile coho salmon. Steelhead and cutthroat trout aged 1 or older were more abundant in basalt streams than in sandstone. However, mean densities of all salmonids combined were not different between rock types. We failed to find a clear fish response to disturbance, but our study shows the importance of geology in the design of studies investigating the response of salmonids to timber harvest and suggests that streams in basalt and sandstone have different potential capacities for salmonid communities.

text: Rock type and channel gradient structure salmonid populations in the Oregon coast range The study objective was to investigate the response of salmonid populations to disturbance in Oregon Coast Range streams in two rock types, basalt and sandstone. Salmonid abundance was estimated in a total of 30 km of channel in 10 Oregon Coast Range streams with similar basin areas (14–20 km2). These basins had a range of disturbance caused by timber harvest, fire, and salvage logging. Mean channel gradient in sandstone was 0.012 m/m, and pools were the dominant habitat type. Mean channel gradient in basalt (0.025 m/m) was twice that in sandstone, and riffles were the dominant habitat type. Mean percentages by length of pools, glides, and riffles were 47, 33, and 20%, respectively, in sandstone, compared with 24, 27, and 50% in basalt. Channel gradient and channel morphology appeared to account for the observed differences in salmonid abundance, which reflected the known preference of juvenile coho salmon Oncorhynchus kisutch for pools. Coho salmon predominated in sandstone streams, whereas steelhead O. mykiss and cutthroat trout O. clarki predominated in basalt streams. In sandstone, juvenile coho salmon were four times more abundant than age-0 trout (steelhead and cutthroat trout combined). In basalt, age-0 trout were five times more abundant than juvenile coho salmon. Steelhead and cutthroat trout aged 1 or older were more abundant in basalt streams than in sandstone. However, mean densities of all salmonids combined were not different between rock types. We failed to find a clear fish response to disturbance, but our study shows the importance of geology in the design of studies investigating the response of salmonids to timber harvest and suggests that streams in basalt and sandstone have different potential capacities for salmonid communities.

year: 2003-05

title: Semi-Structured Interviews and Focus Groups

authors: Longhurst, Robyn

abstract: A semi-structured interview is a verbal interchange where one person, the interviewer, attempts to elicit information from another person by asking questions. Although the interviewer prepares a list of predetermined questions, semi-structured interviews unfold in a conversational manner offering participants the chance to explore issues they feel are important. A focus group is a group of people, usually between 6 and 12, who meet in an informal setting to talk about a particular topic that has been set by the researcher. The facilitator keeps the group on topic but is otherwise non-directive, allowing the group to explore the subject from as many angles as they please. This chapter explains how to go about conducting both semi-structured interviews and focus groups whether they be in-person or online. These two methods share some characteristics in common but are distinct. They can be used separately or together. Our review traces some of the early work in contemporary geography that used these methods, especially from feminist perspectives, but also highlights recent scholarship to demonstrate the evolution and creative vibrancy of this work over time.

text: Semi-Structured Interviews and Focus Groups A semi-structured interview is a verbal interchange where one person, the interviewer, attempts to elicit information from another person by asking questions. Although the interviewer prepares a list of predetermined questions, semi-structured interviews unfold in a conversational manner offering participants the chance to explore issues they feel are important. A focus group is a group of people, usually between 6 and 12, who meet in an informal setting to talk about a particular topic that has been set by the researcher. The facilitator keeps the group on topic but is otherwise non-directive, allowing the group to explore the subject from as many angles as they please. This chapter explains how to go about conducting both semi-structured interviews and focus groups whether they be in-person or online. These two methods share some characteristics in common but are distinct. They can be used separately or together. Our review traces some of the early work in contemporary geography that used these methods, especially from feminist perspectives, but also highlights recent scholarship to demonstrate the evolution and creative vibrancy of this work over time.

year: 2023-05-13

title: A translation of Moodle into Te Reo Māori

authors: Manuirirangi, Hōri

abstract: This paper is an assessment of the Te Reo Māori translation of the Learning Management System ‘Moodle’, used by students and teaching staff of the University of Waikato. Moodle: [Modular Object-Oriented Dynamic Learning Environment] has been the university’s primary online learning environment since 2008. It has an open code-base that allows users the ability to modify its software. This particular feature makes the LMS appealing to both Māori and Pacifika users as it allows Moodle to be developed and customized to meet their unique cultural needs. This paper discusses the rationale for the translation of Moodle into Te Reo Māori, and gives insight into the processes implemented by translation staff of Te Ratonga Whakamāori and the university’s WCEL team. The primary focus of this paper is to outline the benefits of translating the online learning environment of Te Reo Māori second-language learners, whilst highlighting how the integration of this technology augments students’ learning inside and outside of the classroom.

text: A translation of Moodle into Te Reo Māori This paper is an assessment of the Te Reo Māori translation of the Learning Management System ‘Moodle’, used by students and teaching staff of the University of Waikato. Moodle: [Modular Object-Oriented Dynamic Learning Environment] has been the university’s primary online learning environment since 2008. It has an open code-base that allows users the ability to modify its software. This particular feature makes the LMS appealing to both Māori and Pacifika users as it allows Moodle to be developed and customized to meet their unique cultural needs. This paper discusses the rationale for the translation of Moodle into Te Reo Māori, and gives insight into the processes implemented by translation staff of Te Ratonga Whakamāori and the university’s WCEL team. The primary focus of this paper is to outline the benefits of translating the online learning environment of Te Reo Māori second-language learners, whilst highlighting how the integration of this technology augments students’ learning inside and outside of the classroom.

year: 2017