title: Spatio-temporal distribution and diversity of zooplankton in zoo ponds relative to water quality parameters

authors: Fowler, Elizabeth Collette

subjects: Zooplankton, NZ

abstract: Little is known of the distribution and abundance of zooplankton in New Zealand, and the environmental variables that affect their spatial and temporal dynamics. Furthermore, smaller pond habitats have often been overlooked in favour of larger lake systems. To redress this gap, I focused on a series of six shallow interconnected ponds at the Hamilton Zoo. Ponds were sampled twice monthly for twelve months and examined for spatial and temporal variability in water quality parameters ( e.g. chlorophyll a, suspended solids, nutrients and bacteria) relative to the distribution and seasonal dynamics of zooplankton. 

Taxon richness comprised thirty-eight rotifers, five cladocerans, three copepods and one ostracod taxa were identified from the pond system. Considerable spatial variability in zooplankton composition was found among the various ponds. In contrast, there was comparatively little temporal variation in any of the ponds. 

Physical and chemical parameters also showed considerable spatial as well as temporal variability among the ponds. Chlorophyll a was found to be the most important environmental variable determining zooplankton community composition in the ponds. Pond 1 had low chlorophyll a, and low zooplankton species abundance and richness. In contrast, Ponds 2 and 3 had high chlorophyll a levels and had the highest zooplankton species abundance and richness of all the ponds. pH and temperature were also important in determining community composition. 

This study demonstrates the conservation potential of small ponds from a biodiversity perspective. Specifically, the considerable spatial variability in zooplankton composition among ponds may be important for preserving a wide range of taxa on a relatively small spatial scale, particularly when compared to larger lake habitats.

text: Spatio-temporal distribution and diversity of zooplankton in zoo ponds relative to water quality parameters Little is known of the distribution and abundance of zooplankton in New Zealand, and the environmental variables that affect their spatial and temporal dynamics. Furthermore, smaller pond habitats have often been overlooked in favour of larger lake systems. To redress this gap, I focused on a series of six shallow interconnected ponds at the Hamilton Zoo. Ponds were sampled twice monthly for twelve months and examined for spatial and temporal variability in water quality parameters ( e.g. chlorophyll a, suspended solids, nutrients and bacteria) relative to the distribution and seasonal dynamics of zooplankton. 

Taxon richness comprised thirty-eight rotifers, five cladocerans, three copepods and one ostracod taxa were identified from the pond system. Considerable spatial variability in zooplankton composition was found among the various ponds. In contrast, there was comparatively little temporal variation in any of the ponds. 

Physical and chemical parameters also showed considerable spatial as well as temporal variability among the ponds. Chlorophyll a was found to be the most important environmental variable determining zooplankton community composition in the ponds. Pond 1 had low chlorophyll a, and low zooplankton species abundance and richness. In contrast, Ponds 2 and 3 had high chlorophyll a levels and had the highest zooplankton species abundance and richness of all the ponds. pH and temperature were also important in determining community composition. 

This study demonstrates the conservation potential of small ponds from a biodiversity perspective. Specifically, the considerable spatial variability in zooplankton composition among ponds may be important for preserving a wide range of taxa on a relatively small spatial scale, particularly when compared to larger lake habitats.

year: 2006

title: Storing RDF as a Graph

authors: Bönström, Valerie

subjects: computer science

abstract: RDF is the first W3C standard for enriching information resources of the Web with detailed meta data. The semantics of RDF data is defined using a RDF schema. The most expressive language for querying RDF is RQL, which enables querying of semantics. In order to support RQL, a RDF storage system has to map the RDF graph model onto its storage structure. Several storage systems for RDF data have been developed, which store the RDF data as triples in a relational database. To evaluate an RQL query on those triple structures, the graph model has to be rebuilt from the triples.
In this paper, we presented a new approach to store RDF data as a graph in a object-oriented database. Our approach avoids the costly rebuilding of the graph and efficiently queries the storage structure directly. The advantages of our approach have been shown by performance test on our prototype implementation OO-Store.

text: Storing RDF as a Graph RDF is the first W3C standard for enriching information resources of the Web with detailed meta data. The semantics of RDF data is defined using a RDF schema. The most expressive language for querying RDF is RQL, which enables querying of semantics. In order to support RQL, a RDF storage system has to map the RDF graph model onto its storage structure. Several storage systems for RDF data have been developed, which store the RDF data as triples in a relational database. To evaluate an RQL query on those triple structures, the graph model has to be rebuilt from the triples.
In this paper, we presented a new approach to store RDF data as a graph in a object-oriented database. Our approach avoids the costly rebuilding of the graph and efficiently queries the storage structure directly. The advantages of our approach have been shown by performance test on our prototype implementation OO-Store.

year: 2003

title: Repositioning within indigenous discourses of transformation and self-determination

authors: Berryman, Mere

subjects: research-whanau

abstract: This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. 
The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory.
The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.

text: Repositioning within indigenous discourses of transformation and self-determination This thesis reflectively and critically examines a series of research case studies initiated by a research-whānau. It explores the thinking, experiences and reflections of this research-whānau, as they worked to enhance the educational achievement of Māori students. Authorship of the thesis was undertaken by me (Mere Berryman). However, the methodology involved a collaborative, retrospective and critical reflection of research-whānau experiences and thinking, in the light of the research findings and experiences since the inception of this research-whānau in 1991. In the course of this work, the research-whānau have been able to explore what it has meant to put the principles of kaupapa Māori research into practice while working within a mainstream organisation (Specialist Education Services then the Ministry of Education). Our research work has involved repositioning ourselves from dependence on Western research methodologies to a better understanding and application of kaupapa Māori conceptualisations of research. 
The thesis begins by identifying mainstream and kaupapa Māori events that have historically and still continue to impact upon Māori students' educational experiences. These events provide the wider context for the work of this research-whānau at the interface of Te Ao Māori and Te Ao Pākehā, and for the 11 case studies that exemplify changes in our thinking and research practice over a period of 15 years. The thesis employs an indigenous (and specifically Māori) worldview as the framework for description, critical reflection, and theorising around these case studies. Common themes are collaboratively co-constructed then each theme is explained in relation to relevant Māori theory.
The thesis concludes with the shifts in theorising and practice made by the research-whānau during the course of our work as we sought to contribute in ways that were more transformative and self-determining. We argue that these shifts in theorising and practice are also required of others if we are to change the status quo and contribute constructively to improving Māori students' potential.

year: 2008