title: Morphological evolution of creek networks in 10 restored coastal wetlands in the UK

authors: Chirol, Clementine

subjects: Science & Technology

abstract: Coastal wetlands provide crucial ecosystem services including flood protection and carbon storage, but are being lost rapidly worldwide to the combined effects of sea-level rise, erosion and coastal urbanisation. Managed Realignment (MR) aims to mitigate for these losses by restoring reclaimed land to tidal influence. Data of creek evolution is critical to assess the performance of design strategies and improve design and implementation practices. This data descriptor provides a dataset of the horizontal morphological evolution of creek systems from various initial conditions in 10 MR schemes across the UK. Using a semi-automated workflow, morphological creek parameters were extracted from 52 lidar datasets at 1 m horizontal resolution spanning 2 to 20 years post-breach. This constitutes the most comprehensive systematic monitoring of MR creek morphology to date. The dataset will assist future MR design and provide baseline morphological information for ecological and biogeochemical surveying.

text: Morphological evolution of creek networks in 10 restored coastal wetlands in the UK Coastal wetlands provide crucial ecosystem services including flood protection and carbon storage, but are being lost rapidly worldwide to the combined effects of sea-level rise, erosion and coastal urbanisation. Managed Realignment (MR) aims to mitigate for these losses by restoring reclaimed land to tidal influence. Data of creek evolution is critical to assess the performance of design strategies and improve design and implementation practices. This data descriptor provides a dataset of the horizontal morphological evolution of creek systems from various initial conditions in 10 MR schemes across the UK. Using a semi-automated workflow, morphological creek parameters were extracted from 52 lidar datasets at 1 m horizontal resolution spanning 2 to 20 years post-breach. This constitutes the most comprehensive systematic monitoring of MR creek morphology to date. The dataset will assist future MR design and provide baseline morphological information for ecological and biogeochemical surveying.

year: 2022

title: Perceptions of hard sell and soft sell vocal styles across countries: Lessons from France and New Zealand

authors: Desmarais, Fabrice

abstract: This study explores soft sell and hard sell vocal appeals across two different countries, France and New Zealand. We use quantitative and qualitative methods to analyze consumers’ familiarity with, and attitudes towards, hard sell (fast, loud, high to mid pitch, upbeat voice conveying energy and enthusiasm) and soft sell (slow, soft, low to mid pitch voice conveying warmth and allure) vocal advertising messages. Our results indicate that consumers’ vocal preference depend on their previous experiences and culture, thus global marketers should take into consideration cultural idiosyncrasies when designing advertising vocal strategies.

text: Perceptions of hard sell and soft sell vocal styles across countries: Lessons from France and New Zealand This study explores soft sell and hard sell vocal appeals across two different countries, France and New Zealand. We use quantitative and qualitative methods to analyze consumers’ familiarity with, and attitudes towards, hard sell (fast, loud, high to mid pitch, upbeat voice conveying energy and enthusiasm) and soft sell (slow, soft, low to mid pitch voice conveying warmth and allure) vocal advertising messages. Our results indicate that consumers’ vocal preference depend on their previous experiences and culture, thus global marketers should take into consideration cultural idiosyncrasies when designing advertising vocal strategies.

year: 2024

title: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context

authors: Te Arihi, Kylie

subjects: English Reading Skills

abstract: One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

text: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

year: 2014