title: Application of wavelet transform for extracting and analysing evapotranspiration-induced diel fluctuations in streamflow records

authors: Sarwar, M Waqas

abstract: Diurnal fluctuations in groundwater and streamflow are produced due to evapotranspiration, indicating a strong connection between streamflow and the groundwater reservoir. Studying the patterns of diel fluctuations can provide valuable information on the hydrological processes in a catchment. Analysing these fluctuations makes it possible to estimate the evapotranspiration rate as well. In this paper, the signal analysis technique of the wavelet transform is applied to the streamflow time series to extract and analyse diel fluctuations. The performance of two main types of wavelet transform, continuous and discrete, is assessed against widely applied methods of trend extraction, such as moving average. The results show that wavelet transform can be used successfully to identify periodic and non-periodic features of the time series, such as seasonal and trend components, and to distinguish between signal and noise. The continuous wavelet transform demonstrates that the diurnal component of streamflow exhibits significant variation over different temporal scales, with the dominant periods ranging from 12 to 36 h. In conclusion, the findings suggest that wavelet transform can effectively capture evapotranspiration-induced diurnal streamflow fluctuations and provide insights into the hydrological processes at different temporal scales.

text: Application of wavelet transform for extracting and analysing evapotranspiration-induced diel fluctuations in streamflow records Diurnal fluctuations in groundwater and streamflow are produced due to evapotranspiration, indicating a strong connection between streamflow and the groundwater reservoir. Studying the patterns of diel fluctuations can provide valuable information on the hydrological processes in a catchment. Analysing these fluctuations makes it possible to estimate the evapotranspiration rate as well. In this paper, the signal analysis technique of the wavelet transform is applied to the streamflow time series to extract and analyse diel fluctuations. The performance of two main types of wavelet transform, continuous and discrete, is assessed against widely applied methods of trend extraction, such as moving average. The results show that wavelet transform can be used successfully to identify periodic and non-periodic features of the time series, such as seasonal and trend components, and to distinguish between signal and noise. The continuous wavelet transform demonstrates that the diurnal component of streamflow exhibits significant variation over different temporal scales, with the dominant periods ranging from 12 to 36 h. In conclusion, the findings suggest that wavelet transform can effectively capture evapotranspiration-induced diurnal streamflow fluctuations and provide insights into the hydrological processes at different temporal scales.

year: 2025

title: Object/picture recognition in hens

authors: Railton, R.

subjects: conditional discrimination

abstract: Two experiments examined whether hens, Gallus gallus domesticus, would respond to photographs in the same way they do to the real objects depicted in the photographs. Experiment 1 assessed whether hens transferred a discrimination of differently coloured three-dimensional objects to two-dimensional photographs of those objects, and vice versa. All hens learned to discriminate between the stimuli and showed transfer to the alternative stimuli when the colour cues were present. In Experiment 2 transfer with stimuli that differed in shape only was examined. It was found that only three of the six hens learned to discriminate the stimuli to any degree, and that these three hens did not transfer this discrimination to the alternative stimuli. It was also found that previously learning an object discrimination did not aid the hens in learning to discriminate between photographs of the objects. These data suggest that the hens did not respond to the objects depicted in pictures in the same way they did to the real objects. The authors argue it cannot be assumed that all animals respond to two-dimensional pictures of stimuli in the same way as they do to the real three-dimensional stimuli and this should be established before researchers use two-dimensional stimuli as representatives of real world stimuli.

text: Object/picture recognition in hens Two experiments examined whether hens, Gallus gallus domesticus, would respond to photographs in the same way they do to the real objects depicted in the photographs. Experiment 1 assessed whether hens transferred a discrimination of differently coloured three-dimensional objects to two-dimensional photographs of those objects, and vice versa. All hens learned to discriminate between the stimuli and showed transfer to the alternative stimuli when the colour cues were present. In Experiment 2 transfer with stimuli that differed in shape only was examined. It was found that only three of the six hens learned to discriminate the stimuli to any degree, and that these three hens did not transfer this discrimination to the alternative stimuli. It was also found that previously learning an object discrimination did not aid the hens in learning to discriminate between photographs of the objects. These data suggest that the hens did not respond to the objects depicted in pictures in the same way they did to the real objects. The authors argue it cannot be assumed that all animals respond to two-dimensional pictures of stimuli in the same way as they do to the real three-dimensional stimuli and this should be established before researchers use two-dimensional stimuli as representatives of real world stimuli.

year: 2014

title: Secular schools, spirituality and Maori values

authors: Fraser, Deborah

abstract: New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school.

text: Secular schools, spirituality and Maori values New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school.

year: 2004