title: The effects of wood on stream habitat and native fish assemblages in New Zealand

authors: Baillie, Brenda Robin

subjects: wood

abstract: Historic deforestation has deprived many river systems of their natural wood loadings. To study the effects of the loss of wood from waterways, a field trial was conducted in three small forested streams in New Zealand. The objectives were to (i) examine differences in fish assemblages among wooded pools (where wood provided cover), open pools and riffles and (ii) measure the effects of wood removal on channel morphology and fish assemblages. In the first part of the study, no significant differences were found in total fish density among the three habitats. However, total fish biomass was significantly higher in wooded pools (64% of total fish biomass) compared with open pools and riffles. Mean density and biomass of banded kokopu (Galaxias fasciatus) and mean biomass of longfin eel (Anguilla dieffenbachii) were highest in wooded pools, whereas the density and biomass of bluegill bully (Gobiomorphus hubbsi) and torrentfish (Cheimarrichthys fosteri) were highest in riffles. In the second part of the study, wood was removed from a 200-m section (treatment) in each stream, significantly reducing pool area and increasing the proportion of channel area and length in riffles. At the habitat scale, banded kokopu and large longfin eel were the two species mostly affected by wood removal. At the reach scale, banded kokopu biomass was significantly lower in the treatment sections. Although wooded pools were a small portion of total habitat, they provided important habitat for two of New Zealand's larger native fish taxa.

text: The effects of wood on stream habitat and native fish assemblages in New Zealand Historic deforestation has deprived many river systems of their natural wood loadings. To study the effects of the loss of wood from waterways, a field trial was conducted in three small forested streams in New Zealand. The objectives were to (i) examine differences in fish assemblages among wooded pools (where wood provided cover), open pools and riffles and (ii) measure the effects of wood removal on channel morphology and fish assemblages. In the first part of the study, no significant differences were found in total fish density among the three habitats. However, total fish biomass was significantly higher in wooded pools (64% of total fish biomass) compared with open pools and riffles. Mean density and biomass of banded kokopu (Galaxias fasciatus) and mean biomass of longfin eel (Anguilla dieffenbachii) were highest in wooded pools, whereas the density and biomass of bluegill bully (Gobiomorphus hubbsi) and torrentfish (Cheimarrichthys fosteri) were highest in riffles. In the second part of the study, wood was removed from a 200-m section (treatment) in each stream, significantly reducing pool area and increasing the proportion of channel area and length in riffles. At the habitat scale, banded kokopu and large longfin eel were the two species mostly affected by wood removal. At the reach scale, banded kokopu biomass was significantly lower in the treatment sections. Although wooded pools were a small portion of total habitat, they provided important habitat for two of New Zealand's larger native fish taxa.

year: 2013

title: Maldivian primary teachers activate and shape their Social Studies pedagogies through reflection

authors: Saeed, Sharuda

subjects: social studies

abstract: This study emerges from a deep-seated concern about the potential erosion of Maldivian cultural heritage and identity, reflected in the diminishing prominence of traditional cultural practices, language, beliefs, which are often threatened by tourism and foreign influences. The research investigates how Maldivian primary teachers perceive and teach social studies, a subject crucial for preserving cultural identity and for promoting sustainable development. As a Maldivian social studies educator, I view social studies education as an empowering force for fostering critical thinking, empathy, and global citizenship among future leaders.   

The research explores how primary teachers activate and shape their social studies pedagogy through reflection, with a focus on Key Stage 1 and 2 levels. Some findings indicate that teachers face challenges due to limited access to specialised professional learning, resulting pedagogical approaches that are often teacher-led and exam focused, rather than being inquiry-based and student-centred. This thesis sheds light on these dynamics and contributes to critical need for educational reform conversations in the Maldives on the quality of social studies education.   

Conducted during the COVID-19 pandemic, this largely qualitative study initially adopted a Participatory Action Research [PAR] methodology and later transitioned to Online Participatory Action Research [OPAR]. Data was collected from ten participants via a Qualtrics questionnaire and online workshops, with four teachers contributing reflective narrative texts and participating in online interviews. Thematic analysis and grounded theory guided the analysis, which uncovered key themes and generating theoretical insights drawn from the firsthand experiences of the participants within the realm of social studies education in the Maldives.  

The findings highlight the crucial role of reflective practice in shaping pedagogy and fostering professional growth. Analysis of teachers’ experiences suggested how reflective practice influences their social studies teaching, helping them adapt to the evolving educational landscape in the Maldives. The study also highlights strategies teachers employ to navigate challenges, and illustrated the practical impact of reflective practice on improving teaching, learning, and ongoing professional development for Maldivian social studies teachers.  

Four key implications arise from this study. First, the study highlights the importance of understanding teachers’ perceptions of social studies within the National Curriculum Framework, and the need for more targeted exploration of its significance. Second, it underscores the need to address challenges in professional learning, with recommending tailored interventions to enhance teachers’ social studies pedagogy being necessary. Third, the research emphasises the role of reflective practice in shaping teaching methods and urges educational institutions, including the Maldives National University, to integrate reflective strategies into teacher training. Finally, the findings advocate for policy initiatives and support structures to create an environment that fosters reflective practices, enhancing social studies education in primary schools.

text: Maldivian primary teachers activate and shape their Social Studies pedagogies through reflection This study emerges from a deep-seated concern about the potential erosion of Maldivian cultural heritage and identity, reflected in the diminishing prominence of traditional cultural practices, language, beliefs, which are often threatened by tourism and foreign influences. The research investigates how Maldivian primary teachers perceive and teach social studies, a subject crucial for preserving cultural identity and for promoting sustainable development. As a Maldivian social studies educator, I view social studies education as an empowering force for fostering critical thinking, empathy, and global citizenship among future leaders.   

The research explores how primary teachers activate and shape their social studies pedagogy through reflection, with a focus on Key Stage 1 and 2 levels. Some findings indicate that teachers face challenges due to limited access to specialised professional learning, resulting pedagogical approaches that are often teacher-led and exam focused, rather than being inquiry-based and student-centred. This thesis sheds light on these dynamics and contributes to critical need for educational reform conversations in the Maldives on the quality of social studies education.   

Conducted during the COVID-19 pandemic, this largely qualitative study initially adopted a Participatory Action Research [PAR] methodology and later transitioned to Online Participatory Action Research [OPAR]. Data was collected from ten participants via a Qualtrics questionnaire and online workshops, with four teachers contributing reflective narrative texts and participating in online interviews. Thematic analysis and grounded theory guided the analysis, which uncovered key themes and generating theoretical insights drawn from the firsthand experiences of the participants within the realm of social studies education in the Maldives.  

The findings highlight the crucial role of reflective practice in shaping pedagogy and fostering professional growth. Analysis of teachers’ experiences suggested how reflective practice influences their social studies teaching, helping them adapt to the evolving educational landscape in the Maldives. The study also highlights strategies teachers employ to navigate challenges, and illustrated the practical impact of reflective practice on improving teaching, learning, and ongoing professional development for Maldivian social studies teachers.  

Four key implications arise from this study. First, the study highlights the importance of understanding teachers’ perceptions of social studies within the National Curriculum Framework, and the need for more targeted exploration of its significance. Second, it underscores the need to address challenges in professional learning, with recommending tailored interventions to enhance teachers’ social studies pedagogy being necessary. Third, the research emphasises the role of reflective practice in shaping teaching methods and urges educational institutions, including the Maldives National University, to integrate reflective strategies into teacher training. Finally, the findings advocate for policy initiatives and support structures to create an environment that fosters reflective practices, enhancing social studies education in primary schools.

year: 2024

title: Worlded object and its presentation: A Māori philosophy of language

authors: Mika, Carl Te Hira

abstract: In an era concerned with the survival of Indigenous languages, language as a general phenomenon needs to be thought of as thoroughly connected to one’s worldview. In this article, I propose a different conception of language that sides more with what I call ‘the worlding of things’ than linguistics. To foreshadow my speculations on language, I consider the possibility that, within the representation of one entity in perception, there exist all other entities. An entity is hence ‘worlded’—a key aspect of the term ‘whakapapa’. I then turn to think about language as a general phenomenon for Mäori, and its complex ability to world an entity even as it adumbrates that thing’s backdrop. I consider the verb ‘to be’ in that light, arguing that Mäori identify language as a sort of gathering of entities rather than an instrument for singling out one thing as thoroughly and separably evident. This article is therefore as much about the full participation of the world as it is about language; it also aims to counter the belief that language is merely a conveyor of ideas.

text: Worlded object and its presentation: A Māori philosophy of language In an era concerned with the survival of Indigenous languages, language as a general phenomenon needs to be thought of as thoroughly connected to one’s worldview. In this article, I propose a different conception of language that sides more with what I call ‘the worlding of things’ than linguistics. To foreshadow my speculations on language, I consider the possibility that, within the representation of one entity in perception, there exist all other entities. An entity is hence ‘worlded’—a key aspect of the term ‘whakapapa’. I then turn to think about language as a general phenomenon for Mäori, and its complex ability to world an entity even as it adumbrates that thing’s backdrop. I consider the verb ‘to be’ in that light, arguing that Mäori identify language as a sort of gathering of entities rather than an instrument for singling out one thing as thoroughly and separably evident. This article is therefore as much about the full participation of the world as it is about language; it also aims to counter the belief that language is merely a conveyor of ideas.

year: 2016