title: Biogeochemical feedbacks to ocean acidification in a cohesive photosynthetic sediment

authors: Vopel, Kay

subjects: Science & Technology

abstract: Ecosystem feedbacks in response to ocean acidification can amplify or diminish diel pH oscillations in productive coastal waters. Benthic microalgae generate such oscillations in sediment porewater and here we ask how CO₂ enrichment (acidification) of the overlying seawater alters these in the absence and presence of biogenic calcite. We placed a 1-mm layer of ground oyster shells, mimicking the arrival of dead calcifying biota (+Calcite), or sand (Control) onto intact silt sediment cores, and then gradually increased the pCO₂ in the seawater above half of +Calcite and Control cores from 472 to 1216 μatm (pH 8.0 to 7.6, CO₂:HCO₃⁻ from 4.8 to 9.6 × 10⁻⁴). Porewater [O₂] and [H⁺] microprofiles measured 16 d later showed that this enrichment had decreased the O₂ penetration depth (O₂-pd) in +Calcite and Control, indicating a metabolic response. In CO₂-enriched seawater: (1) sediment biogeochemical processes respectively added and removed more H+ to and from the sediment porewater in darkness and light, than in ambient seawater increasing the amplitude of the diel porewater [H⁺] oscillations, and (2) in darkness, calcite dissolution in +Calcite sediment decreased the porewater [H⁺] below that in overlying seawater, reversing the sediment–seawater H⁺ flux and decreasing the amplitude of diel [H⁺] oscillations. This dissolution did not, however, counter the negative effect of CO₂ enrichment on O₂-pd. We now hypothesise that feedback to CO₂ enrichment—an increase in the microbial reoxidation of reduced solutes with O₂—decreased the sediment O₂-pd and contributed to the enhanced porewater acidification.

text: Biogeochemical feedbacks to ocean acidification in a cohesive photosynthetic sediment Ecosystem feedbacks in response to ocean acidification can amplify or diminish diel pH oscillations in productive coastal waters. Benthic microalgae generate such oscillations in sediment porewater and here we ask how CO₂ enrichment (acidification) of the overlying seawater alters these in the absence and presence of biogenic calcite. We placed a 1-mm layer of ground oyster shells, mimicking the arrival of dead calcifying biota (+Calcite), or sand (Control) onto intact silt sediment cores, and then gradually increased the pCO₂ in the seawater above half of +Calcite and Control cores from 472 to 1216 μatm (pH 8.0 to 7.6, CO₂:HCO₃⁻ from 4.8 to 9.6 × 10⁻⁴). Porewater [O₂] and [H⁺] microprofiles measured 16 d later showed that this enrichment had decreased the O₂ penetration depth (O₂-pd) in +Calcite and Control, indicating a metabolic response. In CO₂-enriched seawater: (1) sediment biogeochemical processes respectively added and removed more H+ to and from the sediment porewater in darkness and light, than in ambient seawater increasing the amplitude of the diel porewater [H⁺] oscillations, and (2) in darkness, calcite dissolution in +Calcite sediment decreased the porewater [H⁺] below that in overlying seawater, reversing the sediment–seawater H⁺ flux and decreasing the amplitude of diel [H⁺] oscillations. This dissolution did not, however, counter the negative effect of CO₂ enrichment on O₂-pd. We now hypothesise that feedback to CO₂ enrichment—an increase in the microbial reoxidation of reduced solutes with O₂—decreased the sediment O₂-pd and contributed to the enhanced porewater acidification.

year: 2021

title: Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing

authors: Neumann, Melanie Jane

subjects: grammar

abstract: In recent times, and in fact over the past five decades, the importance of teachers’ knowledge of grammar and the teaching of grammar has encountered a resurgence of interest on the world stage as it has done within the research and educational communities of New Zealand (Hudson, 2004; Andrews, Torgerson, Beverton, Locke, Low, Robinson & Zhu 2004; Gordon, 2005; Locke, 2010; Myhill, Jones, Lines & Watson, 2012). 

Various contemporary studies into teachers’ understandings of grammar and the ways it is taught have utilised the knowledge and experiences of ESL (English as a Second Language) and pre-service teachers (Borg, 1999, 2001; Farrell, 1999; Burgess, Turvey & Quarshie, 2000; Nicholson, 2007; Harper & Rennie, 2008; Basturkmen, 2010). Some studies have emphasised linguistic elements related to the teaching of reading and spelling (Nicholson, 2007; Stainthorp, 2010; Cheesman, McGuire, Shankweiler & Coyne, 2009). However, there appears to be little research involving practising teacher participants, with a specific focus on grammar and its relationship to the teaching of writing. 

This study explores the broad grammatical knowledge and teaching practices within writing of in-service, generalist teachers of intermediate-aged (year 7 and 8) children. It addresses issues of importance regarding the grammatical understandings, beliefs and teaching practices of teachers within a specific New Zealand educational context. A mixed methods approach to gathering data was utilised in this study. A survey involving 26 year 7 and 8 intermediate school teachers was implemented, followed by a series of semi-structured interviews with a sub-group of six of these participants.

The findings of this case study strongly suggest that, although many of the participants were uncertain of how to define grammar and lacked confidence in teaching grammar, their understandings and teaching pedagogies were stronger than they had perceived them to be. A clear majority of participants considered grammatical instruction to be important in improving student writing outcomes, and most revealed that this was an element included within their teaching practices. Findings also indicate that teachers experience distinct limitations in developing their understandings around grammar and grammatical instruction and that their perception of these limitations affects their confidence in teaching grammar. 

This study also points to a lack of conformity or standard of learning around teacher professional development in grammar. Moving forward, it would be interesting to determine whether there is, in fact, any form of standardised training around the teaching of grammar within and/or across other New Zealand schools, and what this might look like.

Evidence from this study suggests that we need to understand more about what New Zealand teachers know about grammar and the teaching of grammar, specifically within school and classroom writing programmes. Future studies in this vein would benefit from including an element of observation as a methodological tool to help validate reported findings, particularly when investigating teachers’ approaches to teaching grammar.

text: Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing In recent times, and in fact over the past five decades, the importance of teachers’ knowledge of grammar and the teaching of grammar has encountered a resurgence of interest on the world stage as it has done within the research and educational communities of New Zealand (Hudson, 2004; Andrews, Torgerson, Beverton, Locke, Low, Robinson & Zhu 2004; Gordon, 2005; Locke, 2010; Myhill, Jones, Lines & Watson, 2012). 

Various contemporary studies into teachers’ understandings of grammar and the ways it is taught have utilised the knowledge and experiences of ESL (English as a Second Language) and pre-service teachers (Borg, 1999, 2001; Farrell, 1999; Burgess, Turvey & Quarshie, 2000; Nicholson, 2007; Harper & Rennie, 2008; Basturkmen, 2010). Some studies have emphasised linguistic elements related to the teaching of reading and spelling (Nicholson, 2007; Stainthorp, 2010; Cheesman, McGuire, Shankweiler & Coyne, 2009). However, there appears to be little research involving practising teacher participants, with a specific focus on grammar and its relationship to the teaching of writing. 

This study explores the broad grammatical knowledge and teaching practices within writing of in-service, generalist teachers of intermediate-aged (year 7 and 8) children. It addresses issues of importance regarding the grammatical understandings, beliefs and teaching practices of teachers within a specific New Zealand educational context. A mixed methods approach to gathering data was utilised in this study. A survey involving 26 year 7 and 8 intermediate school teachers was implemented, followed by a series of semi-structured interviews with a sub-group of six of these participants.

The findings of this case study strongly suggest that, although many of the participants were uncertain of how to define grammar and lacked confidence in teaching grammar, their understandings and teaching pedagogies were stronger than they had perceived them to be. A clear majority of participants considered grammatical instruction to be important in improving student writing outcomes, and most revealed that this was an element included within their teaching practices. Findings also indicate that teachers experience distinct limitations in developing their understandings around grammar and grammatical instruction and that their perception of these limitations affects their confidence in teaching grammar. 

This study also points to a lack of conformity or standard of learning around teacher professional development in grammar. Moving forward, it would be interesting to determine whether there is, in fact, any form of standardised training around the teaching of grammar within and/or across other New Zealand schools, and what this might look like.

Evidence from this study suggests that we need to understand more about what New Zealand teachers know about grammar and the teaching of grammar, specifically within school and classroom writing programmes. Future studies in this vein would benefit from including an element of observation as a methodological tool to help validate reported findings, particularly when investigating teachers’ approaches to teaching grammar.

year: 2016

title: Weaving the realities and responsibilities: Crossing culture and concepts of healing within co-existing mental health and addictive disorders.

authors: McLachlan, Andre David

subjects: Maori

abstract: Within ‘Mainstream’ western and Kaupapa Māori services, competing priorities often mean that cultural and clinical services are not implemented in unison. Without this ‘unison’, treatment of Māori with co-existing mental health and addictive disorders may be ineffective. This paper reflects the journey of a small social service agency ‘Pai Ake Solutions Limited’ (PASL) in integrating western clinical approaches within tikanga Māori values. 
Pai Ake Solutions Limited (PASL) provides a range of group and individual services to whānau who are affected by mental illness and co-existing substance use problems. The initial development of the service was based on the whakaaro of providing ‘pai ake’ (better) services for whānau in the greater Waikato. These services were initially founded on the strong values of founders Mihaka Hohua and the late Ritchie Re Cribb, which were influenced by the practices and experiences of Ngati Kahangungu, Ngati Haua, and Waikato-Maniopoto. From an initial non-clinical service provision contract, PASL began receiving referrals from individuals and whānau whose needs were not being met by mainstream service providers. Encouraging outcomes and an internal agency review of clientele utilising the service, identified that those accessing PASL services were experiencing socially and clinically significant mental and physical health, addiction and psychosocial problems.

text: Weaving the realities and responsibilities: Crossing culture and concepts of healing within co-existing mental health and addictive disorders. Within ‘Mainstream’ western and Kaupapa Māori services, competing priorities often mean that cultural and clinical services are not implemented in unison. Without this ‘unison’, treatment of Māori with co-existing mental health and addictive disorders may be ineffective. This paper reflects the journey of a small social service agency ‘Pai Ake Solutions Limited’ (PASL) in integrating western clinical approaches within tikanga Māori values. 
Pai Ake Solutions Limited (PASL) provides a range of group and individual services to whānau who are affected by mental illness and co-existing substance use problems. The initial development of the service was based on the whakaaro of providing ‘pai ake’ (better) services for whānau in the greater Waikato. These services were initially founded on the strong values of founders Mihaka Hohua and the late Ritchie Re Cribb, which were influenced by the practices and experiences of Ngati Kahangungu, Ngati Haua, and Waikato-Maniopoto. From an initial non-clinical service provision contract, PASL began receiving referrals from individuals and whānau whose needs were not being met by mainstream service providers. Encouraging outcomes and an internal agency review of clientele utilising the service, identified that those accessing PASL services were experiencing socially and clinically significant mental and physical health, addiction and psychosocial problems.

year: 2008