title: Effects of emergent structure on the abundance and size distribution of Trichoptera in Bay of Plenty hill country streams

authors: Cooper, James Aaron

subjects: Trichoptera, Hydrobiosidae, Emergent structure, macroinvertebrates

abstract: Restoration of streams is not limited to recreating structural habitat complexity, but also requires recolonisation of biota that had been excluded prior to restoration. Aquatic insects are a key component of a streams ecosystem, but often do not recolonise restored sites at expected rates. It is hypothesised that this is due to a lack of suitable habitat for the oviposition of certain groups, particularly the Trichopteran family Hydrobiosidae which is known to use emergent stones to access the stream bed for oviposition.
I investigated associations between Trichoptera groups with different oviposition strategies and emergent structure in the form of boulders in six Bay of Plenty stream sites. I compared abundances and size class distribution of Hydrobiosidae, Conoesucidae and Hydropsychidae at sites with and without emergent boulders. Results from that study suggest that the presence of oviposition structure was not linked to either the abundance or size distribution of Hydrobiosidae within the sites we examined where other factors such as degree of shade, water velocity and substrate size were key determinant of larval abundance. This first suggested that Hydrobiosidae may arrive in sites lacking emergent structure via alternative means.
Two potential pathways for the colonisation of Hydrobiosidae in reaches without emergent structure were subsequently identified and investigated: (i) access via the banks or emergent vegetation for oviposition; and/or (ii) Hydrobiosidae drift from upstream areas with suitable oviposition habitat.
A study on longitudinal patterns of Hydrobiosidae drift showed inconclusive results, with no significant changes in drift densities or larval size with distance downstream of emergent structure.
A study on the lateral distribution of Hydrobiosidae in a reach lacking emergent structure provided evidence that adults were utilising stream banks to access submerged oviposition habitat with higher numbers of smaller Hydrobiosidae found near the stream edges compared to within the channel. Findings from my study suggest that there should not be any constraints on the recolonisation of Hydrobiosidae within a restored reach as long as: (i) there is suitable oviposition habitat <2km upstream of a restored site; (ii) there is a source population of adults capable of reaching oviposition habitat within the targeted stream; (iii) the water quality is suitable for colonisation; and (iv) instream conditions such as shade, substrate size and water velocities are within the preferred ranges.

text: Effects of emergent structure on the abundance and size distribution of Trichoptera in Bay of Plenty hill country streams Restoration of streams is not limited to recreating structural habitat complexity, but also requires recolonisation of biota that had been excluded prior to restoration. Aquatic insects are a key component of a streams ecosystem, but often do not recolonise restored sites at expected rates. It is hypothesised that this is due to a lack of suitable habitat for the oviposition of certain groups, particularly the Trichopteran family Hydrobiosidae which is known to use emergent stones to access the stream bed for oviposition.
I investigated associations between Trichoptera groups with different oviposition strategies and emergent structure in the form of boulders in six Bay of Plenty stream sites. I compared abundances and size class distribution of Hydrobiosidae, Conoesucidae and Hydropsychidae at sites with and without emergent boulders. Results from that study suggest that the presence of oviposition structure was not linked to either the abundance or size distribution of Hydrobiosidae within the sites we examined where other factors such as degree of shade, water velocity and substrate size were key determinant of larval abundance. This first suggested that Hydrobiosidae may arrive in sites lacking emergent structure via alternative means.
Two potential pathways for the colonisation of Hydrobiosidae in reaches without emergent structure were subsequently identified and investigated: (i) access via the banks or emergent vegetation for oviposition; and/or (ii) Hydrobiosidae drift from upstream areas with suitable oviposition habitat.
A study on longitudinal patterns of Hydrobiosidae drift showed inconclusive results, with no significant changes in drift densities or larval size with distance downstream of emergent structure.
A study on the lateral distribution of Hydrobiosidae in a reach lacking emergent structure provided evidence that adults were utilising stream banks to access submerged oviposition habitat with higher numbers of smaller Hydrobiosidae found near the stream edges compared to within the channel. Findings from my study suggest that there should not be any constraints on the recolonisation of Hydrobiosidae within a restored reach as long as: (i) there is suitable oviposition habitat <2km upstream of a restored site; (ii) there is a source population of adults capable of reaching oviposition habitat within the targeted stream; (iii) the water quality is suitable for colonisation; and (iv) instream conditions such as shade, substrate size and water velocities are within the preferred ranges.

year: 2018

title: Using scratch to facilitate mathematical thinking

authors: Calder, Nigel Stuart

abstract: This article reports on a research project that examined the ways that 10-year-old students, who were using Scratch for coding, engaged with mathematical ideas. Interactive software is emerging that has cross-curricula implications and facilitates thinking in rich, problem-solving environments. Scratch, a free-to-use graphical programming environment provides opportunities for creative problem solving. When students process mathematics through digital technologies, the digital pedagogical media influences the learning process and students’ understanding emerges in distinctive ways. The children used Scratch to create mathematical digital learning objects, including games. An interpretive approach was undertaken, with the data collected over a two-week research period. The students wrote daily blogs articulating their progress and reflections. Students and the teacher were interviewed, and classroom observations (both written and photographic) were recorded. The findings suggest that mathematical thinking, including geometry and problem-solving processes, was facilitated through this process. Together, these findings indicate that teachers should not only use Scratch in primary school classroom programmes to develop coding skills but also be aware of its potential to facilitate thinking in other related areas.

text: Using scratch to facilitate mathematical thinking This article reports on a research project that examined the ways that 10-year-old students, who were using Scratch for coding, engaged with mathematical ideas. Interactive software is emerging that has cross-curricula implications and facilitates thinking in rich, problem-solving environments. Scratch, a free-to-use graphical programming environment provides opportunities for creative problem solving. When students process mathematics through digital technologies, the digital pedagogical media influences the learning process and students’ understanding emerges in distinctive ways. The children used Scratch to create mathematical digital learning objects, including games. An interpretive approach was undertaken, with the data collected over a two-week research period. The students wrote daily blogs articulating their progress and reflections. Students and the teacher were interviewed, and classroom observations (both written and photographic) were recorded. The findings suggest that mathematical thinking, including geometry and problem-solving processes, was facilitated through this process. Together, these findings indicate that teachers should not only use Scratch in primary school classroom programmes to develop coding skills but also be aware of its potential to facilitate thinking in other related areas.

year: 2018

title: Activating whanau (extended family) processes within a community and school literacy partnership

authors: Glynn, Ted

subjects: Maori Education

abstract: "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

text: Activating whanau (extended family) processes within a community and school literacy partnership "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

year: 2004