title: Reproductive biology and spawning substrate preferences of European Perch (Perca fluviatilis) from two New Zealand lakes

authors: Whitaker-White, Hannah

abstract: European perch (Perca fluviatilis) has dominated freshwater systems in New Zealand since its introduction in 1868. This introduced species has established itself by outcompeting native species and altering the physicochemical properties of habitats. Eradication and control efforts in New Zealand seldom focus on initiating management at spawning, with little attention to their reproductive biology and plasticity. Despite many studies across the world focusing on these aspects, most are in the context of population protection within their native territories or in fisheries. Lake Rototoa and the Hamilton Lake (also known as Lake Rotoroa) are two lakes within the North Island of New Zealand that vary considerably in size and quality, and host populations of European perch that have dominated both systems. 
Sampling from both lakes occurred over a 12-month period, where measurements of body size, gonad development, fecundity and condition were collected to provide insight into each population’s health and reproductive biology. An artificial spawning substrate experiment over six weeks consisted of three different substrates at five sites in both lakes and in laboratory tanks to investigate the potential for spawning substrate preferences.  
A total of 159 perch were caught and dissected from the Hamilton Lake, and 126 were caught and dissected from Lake Rototoa. Spawning appeared to be asynchronous at Lake Rototoa from condition and GSI results, and synchronous at the Hamilton Lake. Size and condition indices were higher at the Hamilton Lake and displayed some seasonal patterns. Fecundity at the Hamilton Lake ranged from 71,202 to 80,400.96 compared to 40,844 to 73,232.21 eggs per female at Lake Rototoa during the spawning season. Oocyte diameters were slightly larger at the Hamilton Lake, with a range of 0.836 mm and 2.019 mm compared to 0.839 mm and 1.886 mm at Lake Rototoa. Perch did not use any artificial spawning substrates at all three sites. 
Results suggested a more stunted population at Lake Rototoa, likely due to different water qualities and resource availability. These results provide a solid foundation for control methods targeting spawning strategies in European perch. However, improved techniques for artificial spawning substrates are necessary, particularly focusing on the location and timing of where and when they are deployed.

text: Reproductive biology and spawning substrate preferences of European Perch (Perca fluviatilis) from two New Zealand lakes European perch (Perca fluviatilis) has dominated freshwater systems in New Zealand since its introduction in 1868. This introduced species has established itself by outcompeting native species and altering the physicochemical properties of habitats. Eradication and control efforts in New Zealand seldom focus on initiating management at spawning, with little attention to their reproductive biology and plasticity. Despite many studies across the world focusing on these aspects, most are in the context of population protection within their native territories or in fisheries. Lake Rototoa and the Hamilton Lake (also known as Lake Rotoroa) are two lakes within the North Island of New Zealand that vary considerably in size and quality, and host populations of European perch that have dominated both systems. 
Sampling from both lakes occurred over a 12-month period, where measurements of body size, gonad development, fecundity and condition were collected to provide insight into each population’s health and reproductive biology. An artificial spawning substrate experiment over six weeks consisted of three different substrates at five sites in both lakes and in laboratory tanks to investigate the potential for spawning substrate preferences.  
A total of 159 perch were caught and dissected from the Hamilton Lake, and 126 were caught and dissected from Lake Rototoa. Spawning appeared to be asynchronous at Lake Rototoa from condition and GSI results, and synchronous at the Hamilton Lake. Size and condition indices were higher at the Hamilton Lake and displayed some seasonal patterns. Fecundity at the Hamilton Lake ranged from 71,202 to 80,400.96 compared to 40,844 to 73,232.21 eggs per female at Lake Rototoa during the spawning season. Oocyte diameters were slightly larger at the Hamilton Lake, with a range of 0.836 mm and 2.019 mm compared to 0.839 mm and 1.886 mm at Lake Rototoa. Perch did not use any artificial spawning substrates at all three sites. 
Results suggested a more stunted population at Lake Rototoa, likely due to different water qualities and resource availability. These results provide a solid foundation for control methods targeting spawning strategies in European perch. However, improved techniques for artificial spawning substrates are necessary, particularly focusing on the location and timing of where and when they are deployed.

year: 2025-11

title: Distributed education enables distributed economic impact: the economic contribution of the Northern Ontario School of Medicine to communities in Canada

authors: Hogenbirk, John C.

abstract: Background
Medical schools with distributed or regional programs encourage people to live, work, and learn in communities that may be economically challenged. Local spending by the program, staff, teachers, and students has a local economic impact. Although the economic impact of DME has been estimated for nations and sub-national regions, the community-specific impact is often unknown. Communities that contribute to the success of DME have an interest in knowing the local economic impact of this participation. To provide this information, we estimated the economic impact of the Northern Ontario School of Medicine (NOSM) on selected communities in the historically medically underserviced and economically disadvantaged Northern Ontario region.
Methods
Economic impact was estimated by a cash-flow local economic model. Detailed data on program and learner spending were obtained for Northern Ontario communities. We included spending on NOSM’s distributed education and research programs, medical residents’ salary program, the clinical teachers’ reimbursement program, and spending by learners. Economic impact was estimated from total spending in the community adjusted by an economic multiplier based on community population size, industry diversity, and propensity to spend locally. Community employment impact was also estimated.
Results
In 2019, direct program and learner spending in Northern Ontario totalled $64.6 M (million) Canadian Dollars. Approximately 76% ($49.1 M) was spent in the two largest population centres of 122,000 and 165,000 people, with 1–5% ($0.7 M – $3.1 M) spent in communities of 5000–78,000 people. In 2019, total economic impact in Northern Ontario was estimated to be $107 M, with an impact of $38 M and $36 M in the two largest population centres. The remaining $34 M (32%) of the economic impact occurred in smaller communities or within the region. Expressed alternatively as employment impact, the 404 full time equivalent (FTE) positions supported an additional 298 FTE positions in Northern Ontario. NOSM-trained physicians practising in the region added an economic impact of $88 M.
Conclusions
By establishing programs and bringing people to Northern Ontario communities, NOSM added local spending and knowledge-based economic activity to a predominantly resource-based economy. In an economically deprived region, distributed medical education enabled distributed economic impact.

text: Distributed education enables distributed economic impact: the economic contribution of the Northern Ontario School of Medicine to communities in Canada Background
Medical schools with distributed or regional programs encourage people to live, work, and learn in communities that may be economically challenged. Local spending by the program, staff, teachers, and students has a local economic impact. Although the economic impact of DME has been estimated for nations and sub-national regions, the community-specific impact is often unknown. Communities that contribute to the success of DME have an interest in knowing the local economic impact of this participation. To provide this information, we estimated the economic impact of the Northern Ontario School of Medicine (NOSM) on selected communities in the historically medically underserviced and economically disadvantaged Northern Ontario region.
Methods
Economic impact was estimated by a cash-flow local economic model. Detailed data on program and learner spending were obtained for Northern Ontario communities. We included spending on NOSM’s distributed education and research programs, medical residents’ salary program, the clinical teachers’ reimbursement program, and spending by learners. Economic impact was estimated from total spending in the community adjusted by an economic multiplier based on community population size, industry diversity, and propensity to spend locally. Community employment impact was also estimated.
Results
In 2019, direct program and learner spending in Northern Ontario totalled $64.6 M (million) Canadian Dollars. Approximately 76% ($49.1 M) was spent in the two largest population centres of 122,000 and 165,000 people, with 1–5% ($0.7 M – $3.1 M) spent in communities of 5000–78,000 people. In 2019, total economic impact in Northern Ontario was estimated to be $107 M, with an impact of $38 M and $36 M in the two largest population centres. The remaining $34 M (32%) of the economic impact occurred in smaller communities or within the region. Expressed alternatively as employment impact, the 404 full time equivalent (FTE) positions supported an additional 298 FTE positions in Northern Ontario. NOSM-trained physicians practising in the region added an economic impact of $88 M.
Conclusions
By establishing programs and bringing people to Northern Ontario communities, NOSM added local spending and knowledge-based economic activity to a predominantly resource-based economy. In an economically deprived region, distributed medical education enabled distributed economic impact.

year: 2021

title: Maori participation in higher education: Tainui graduates from the University of Waikato, 1992 to 1997

authors: Tiakiwai, Sarah-Jane

abstract: This thesis is an examination of what factors contribute to the success of Maori who participate in higher education. The thesis is informed by the experiences of nine Tainui tribal members who received scholarships from the Tainui Maori Trust Board and who graduated from the University of Waikato between 1992 and 1997. 

The thesis addresses two questions: what factors contributed to the success of Tainui graduates at the University of Waikato? What effect did programmes, policies and initiatives offered by the University of Waikato and the Tainui Maori Trust Board have on the academic success of Tainui graduates at the University of Waikato? 

There are three main components to the thesis: a brief history of the University of Waikato and an examination of three documents (University of Waikato Charter 1991; Paetawhiti, the strategic plan 1993; Academic Audit Unit report 1997) and how they pertain to Maori; a history of the Tainui Maori Trust Board and an examination of the Tainui Education Strategy (1986, 1991), its review (1993) and scholarship programmes; and a study and analysis of the experiences of nine Tainui graduates from the University of Waikato. 

Argued from an eclectic theoretical and methodological position, drawing from indigenous and western theories and research practices that emphasise a kaupapa Maori and tribal approach, the thesis identifies multiple factors that have contributed to the success of the Tainui graduates. These factors include family and parental support, mentoring, the role of finances, institutional support, and identity. 

The thesis finds through examination of the documents, that the policies, initiatives and programmes of the Tainui Maori Trust Board and the University of Waikato have ambiguous and at times conflicting aims and objectives in regard to Maori participation and graduation from higher education. The thesis also finds that the experiences of the graduates reveal that neither the Tainui Maori Trust Board nor policies relating to Maori at the University of Waikato played significant roles in the success of the Tainui graduates. Rather, the thesis finds that the success of the graduates is largely borne by their own efforts, which reflect western notions of success, but which also reinforce their identity as Maori, and as Tainui tribal members. 

The thesis suggests that both the Tainui Maori Trust Board and the University of Waikato review their relationships with their tribal and Maori members (respectively), and recommendations are made to help develop a greater awareness of the contribution that both organisations can make to the success of Maori university students.

text: Maori participation in higher education: Tainui graduates from the University of Waikato, 1992 to 1997 This thesis is an examination of what factors contribute to the success of Maori who participate in higher education. The thesis is informed by the experiences of nine Tainui tribal members who received scholarships from the Tainui Maori Trust Board and who graduated from the University of Waikato between 1992 and 1997. 

The thesis addresses two questions: what factors contributed to the success of Tainui graduates at the University of Waikato? What effect did programmes, policies and initiatives offered by the University of Waikato and the Tainui Maori Trust Board have on the academic success of Tainui graduates at the University of Waikato? 

There are three main components to the thesis: a brief history of the University of Waikato and an examination of three documents (University of Waikato Charter 1991; Paetawhiti, the strategic plan 1993; Academic Audit Unit report 1997) and how they pertain to Maori; a history of the Tainui Maori Trust Board and an examination of the Tainui Education Strategy (1986, 1991), its review (1993) and scholarship programmes; and a study and analysis of the experiences of nine Tainui graduates from the University of Waikato. 

Argued from an eclectic theoretical and methodological position, drawing from indigenous and western theories and research practices that emphasise a kaupapa Maori and tribal approach, the thesis identifies multiple factors that have contributed to the success of the Tainui graduates. These factors include family and parental support, mentoring, the role of finances, institutional support, and identity. 

The thesis finds through examination of the documents, that the policies, initiatives and programmes of the Tainui Maori Trust Board and the University of Waikato have ambiguous and at times conflicting aims and objectives in regard to Maori participation and graduation from higher education. The thesis also finds that the experiences of the graduates reveal that neither the Tainui Maori Trust Board nor policies relating to Maori at the University of Waikato played significant roles in the success of the Tainui graduates. Rather, the thesis finds that the success of the graduates is largely borne by their own efforts, which reflect western notions of success, but which also reinforce their identity as Maori, and as Tainui tribal members. 

The thesis suggests that both the Tainui Maori Trust Board and the University of Waikato review their relationships with their tribal and Maori members (respectively), and recommendations are made to help develop a greater awareness of the contribution that both organisations can make to the success of Maori university students.

year: 2001