title: Density and habitat dependent effects of crab burrows on sediment erodibility

authors: Needham, Hazel Rosemary

subjects: Annular flume

abstract: Despite biological interactions being highlighted as a key process in determining particle fluxes, relatively few studies have attempted to establish the links between burrow building bioturbators and sediment stability. The mud crab Austrohelice crassa, is a key burrowing species in New Zealand estuaries that has shown context-specific interactions with its environment. Here we use annular flumes to test if sediment stability and erodibility were altered as a function of A. crassa burrow density in two contrasting sediment types: a cohesive sandy-mud and a non-cohesive sand. Three burrow density treatments (n=3) reflecting the natural density range in each sediment type (sand; 0-100m-2, sandy-mud; 0-400m-2), were collected from the field and subjected to sequential increases in water flow velocity. Flow profiles were measured and bed shear stresses were calculated for each treatment. Increasing burrow density reduced the mass of sediment eroded at 0.35ms-1(ME-35, gm-2) in cohesive sandy-mud, while in non-cohesive sand a unimodal pattern was observed, whereby erosion rates were greatest at the lowest burrow density (19m-2). In the cohesive sediment, the linear decrease in erodibility with increasing burrow density was likely affected by the sluicing of fine particulates (silt-clay) from burrows when the tide was out creating both a smoothing and consolidating effect on the sediment surface. A reduction in flow velocity due to the increased presence of surficial pellets and greater trapping of bedload transported material was attributed to the reduction in the mass of sediment eroded in sand at high burrow densities. This study demonstrates that burrow builders influence sediment transport by more than just vertical particle mixing and highlights some of the complexities of small-scale sediment processes. Knowledge of different organism-sediment interactions among sediment types and spatial scales will enhance the accuracy of sediment transport models

text: Density and habitat dependent effects of crab burrows on sediment erodibility Despite biological interactions being highlighted as a key process in determining particle fluxes, relatively few studies have attempted to establish the links between burrow building bioturbators and sediment stability. The mud crab Austrohelice crassa, is a key burrowing species in New Zealand estuaries that has shown context-specific interactions with its environment. Here we use annular flumes to test if sediment stability and erodibility were altered as a function of A. crassa burrow density in two contrasting sediment types: a cohesive sandy-mud and a non-cohesive sand. Three burrow density treatments (n=3) reflecting the natural density range in each sediment type (sand; 0-100m-2, sandy-mud; 0-400m-2), were collected from the field and subjected to sequential increases in water flow velocity. Flow profiles were measured and bed shear stresses were calculated for each treatment. Increasing burrow density reduced the mass of sediment eroded at 0.35ms-1(ME-35, gm-2) in cohesive sandy-mud, while in non-cohesive sand a unimodal pattern was observed, whereby erosion rates were greatest at the lowest burrow density (19m-2). In the cohesive sediment, the linear decrease in erodibility with increasing burrow density was likely affected by the sluicing of fine particulates (silt-clay) from burrows when the tide was out creating both a smoothing and consolidating effect on the sediment surface. A reduction in flow velocity due to the increased presence of surficial pellets and greater trapping of bedload transported material was attributed to the reduction in the mass of sediment eroded in sand at high burrow densities. This study demonstrates that burrow builders influence sediment transport by more than just vertical particle mixing and highlights some of the complexities of small-scale sediment processes. Knowledge of different organism-sediment interactions among sediment types and spatial scales will enhance the accuracy of sediment transport models

year: 2013

title: Space invaders in surfing's white tribe: Exploring surfing, race and identity

authors: Wheaton, Belinda

abstract: As has been well documented, surfing has a long history as a Polynesian cultural form that, through colonization, was appropriated by white North Americans and Australians in the mid-twentieth century. As part of this process of appropriation, the activity was redefined and reorganized,drawing “nostalgically on an imagined cultural authenticity from Hawaii's Pre-colonial surfing past.” Since the 1950s, the quintessential image of the surfing body has been “phenotypically White,” specifically, a young, white, male subject, slim, toned, tanned—but not dark skinned—with a mop of sun-bleached hair. Fuelled by the Hollywood beach movies, and the surf music craze epitomized by the Beach Boys,in the United States the white, blonde surfer became so iconic he—and increasingly she—became the face of California. As Walker details in Waves of 2 Resistance this Colonial appropriation has not been without resistance in Hawai’i . Yet this particular image of surfing has subsequently been perpetuated more globally in both the surfing niche media and through wider mass media surfing discourses. Thus, although surfing’s imagery as a white, male, youthful, privileged activity and space is a relatively recent and contextually specific social construction, globally it has been, and remains the hegemonic one. 
My focus in this chapter is the experiences of surfers who do not fit this hegemonic ideal—specifically, those racialized as nonwhite. Surfing participants often claim—indeed believe—that surfing culture is inclusive of all,and that race and gender don’t matter. However, despite a desire for an inclusive and cosmopolitan citizenship, as I illustrate, surf culture and the surfing media continue to perpetuate what Chivers-Yochim terms an “imagined community” of whiteness. This chapter draws on a research project that explored the formative and contemporary experiences of minority ethnic surfers, predominantly African Americans, who lived and surfed around Los Angeles, California. I explore how these black surfers negotiate space and identity in the surfing culture, and their experiences of belonging and exclusion. 
First, I situate the case study within a broader understanding of sport, whiteness, and exclusion, highlighting research that reveals surfing in the United States and beyond as a gendered and racialized space. I also consider the central and problematic roles that surfing media and industry play in developing our sporting imagination. I then turn to the contradictory experiences of belonging of the black surfers in my case study, identifying some of the difficulties and barriers experienced by these surfers carving a space in a white-dominated cultural practice. While some aspects of their experiences and identities were shared with white and other ethnic-minority surfers, what was most revealing was the range of difficulties or constraints that many of these surfers had faced and which they saw as barriers to other African Americans becoming surfers.

text: Space invaders in surfing's white tribe: Exploring surfing, race and identity As has been well documented, surfing has a long history as a Polynesian cultural form that, through colonization, was appropriated by white North Americans and Australians in the mid-twentieth century. As part of this process of appropriation, the activity was redefined and reorganized,drawing “nostalgically on an imagined cultural authenticity from Hawaii's Pre-colonial surfing past.” Since the 1950s, the quintessential image of the surfing body has been “phenotypically White,” specifically, a young, white, male subject, slim, toned, tanned—but not dark skinned—with a mop of sun-bleached hair. Fuelled by the Hollywood beach movies, and the surf music craze epitomized by the Beach Boys,in the United States the white, blonde surfer became so iconic he—and increasingly she—became the face of California. As Walker details in Waves of 2 Resistance this Colonial appropriation has not been without resistance in Hawai’i . Yet this particular image of surfing has subsequently been perpetuated more globally in both the surfing niche media and through wider mass media surfing discourses. Thus, although surfing’s imagery as a white, male, youthful, privileged activity and space is a relatively recent and contextually specific social construction, globally it has been, and remains the hegemonic one. 
My focus in this chapter is the experiences of surfers who do not fit this hegemonic ideal—specifically, those racialized as nonwhite. Surfing participants often claim—indeed believe—that surfing culture is inclusive of all,and that race and gender don’t matter. However, despite a desire for an inclusive and cosmopolitan citizenship, as I illustrate, surf culture and the surfing media continue to perpetuate what Chivers-Yochim terms an “imagined community” of whiteness. This chapter draws on a research project that explored the formative and contemporary experiences of minority ethnic surfers, predominantly African Americans, who lived and surfed around Los Angeles, California. I explore how these black surfers negotiate space and identity in the surfing culture, and their experiences of belonging and exclusion. 
First, I situate the case study within a broader understanding of sport, whiteness, and exclusion, highlighting research that reveals surfing in the United States and beyond as a gendered and racialized space. I also consider the central and problematic roles that surfing media and industry play in developing our sporting imagination. I then turn to the contradictory experiences of belonging of the black surfers in my case study, identifying some of the difficulties and barriers experienced by these surfers carving a space in a white-dominated cultural practice. While some aspects of their experiences and identities were shared with white and other ethnic-minority surfers, what was most revealing was the range of difficulties or constraints that many of these surfers had faced and which they saw as barriers to other African Americans becoming surfers.

year: 2017

title: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school

authors: Evans, Mary

subjects: Ka Hikitia

abstract: In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

text: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

year: 2020