title: Sensitivity of GIS-derived terrain variables at multiple scales for modelling stoat (Mustela erminea) activity

authors: Martin, R.D.

subjects: terrain

abstract: This research combines automated Geographical Information Systems (GIS) and iterative logistic regression scripting to data-mine for terrain variables that predict stoat (Mustela erminea) visitation to tracking-stations in a New Zealand indigenous forest and explore the impact of spatial analysis scale on modelling outcomes. Variables such as curvature and density of tracks are dependent on the scale of the analysis window used to compute the values. With automated GIS analysis it is possible to derive a large number of terrain parameters that vary in computational scale. It is common for analysts to make nominal choices regarding the size and type of analysis windows when calculating these derived variables, without testing the statistical validity of that choice. Stoats are a significant pest in New Zealand and threaten extinction for a number of vulnerable native species. Field data on stoat activity, based on footprint tracking tunnels, were used to develop an Akaike Information Criterion (AIC) optimised predictive model applying stepwise model selection. Once the optimal model was determined, the sensitivity of the model to different terrain parameters was tested by systematically substituting each variable and calculating the difference this made to the model equation. The most dominant terrain predictors influencing stoat visitation were proximity to tracks, altitude, northerly and easterly aspect, mean curvature, and topographical position and slope. Proximity to tracks and mean curvature were the most sensitive variables to analysis scale. This paper demonstrates the importance of considering scale in developing predictive models and the need to test many ecologically sensible analysis scales in order to find the best predictive variables. The paper concludes that GIS-based spatial data extraction, combined with automated statistical data mining methods, has an important role in developing accurate animal activity models.

text: Sensitivity of GIS-derived terrain variables at multiple scales for modelling stoat (Mustela erminea) activity This research combines automated Geographical Information Systems (GIS) and iterative logistic regression scripting to data-mine for terrain variables that predict stoat (Mustela erminea) visitation to tracking-stations in a New Zealand indigenous forest and explore the impact of spatial analysis scale on modelling outcomes. Variables such as curvature and density of tracks are dependent on the scale of the analysis window used to compute the values. With automated GIS analysis it is possible to derive a large number of terrain parameters that vary in computational scale. It is common for analysts to make nominal choices regarding the size and type of analysis windows when calculating these derived variables, without testing the statistical validity of that choice. Stoats are a significant pest in New Zealand and threaten extinction for a number of vulnerable native species. Field data on stoat activity, based on footprint tracking tunnels, were used to develop an Akaike Information Criterion (AIC) optimised predictive model applying stepwise model selection. Once the optimal model was determined, the sensitivity of the model to different terrain parameters was tested by systematically substituting each variable and calculating the difference this made to the model equation. The most dominant terrain predictors influencing stoat visitation were proximity to tracks, altitude, northerly and easterly aspect, mean curvature, and topographical position and slope. Proximity to tracks and mean curvature were the most sensitive variables to analysis scale. This paper demonstrates the importance of considering scale in developing predictive models and the need to test many ecologically sensible analysis scales in order to find the best predictive variables. The paper concludes that GIS-based spatial data extraction, combined with automated statistical data mining methods, has an important role in developing accurate animal activity models.

year: 2010

title: Looking in: Mapping representations of teachers' discursive writing practices

authors: Dix, Stephanie Margaret

subjects: teaching writing

abstract: Over the past four decades changes in political, social, and educational curriculum policies have created discursive shifts in writing theory and practice. While these policies have historically privileged a particular view of writing over others, very little is known about how New Zealand teachers engage with discourses of writing. Research in the field of literacy has traditionally favoured reading, creating variable opportunities for building knowledge of writing theory and practice, and often leaving teachers querying how to teach writing now.

Employing an interpretive methodology and a qualitative approach, this study sought to understand how a group of New Zealand primary school teachers taught writing in their classrooms at a particular time. The research was conducted in two phases. Phase One employed thematic analysis to identify how the teachers taught writing in their classrooms. The teachers’ self-reported practice described their beliefs about teaching writing, the ways they grouped students for writing, the practices they valued, planning decisions they made and assessment strategies they employed in their writing communities. It became evident that while there were strong commonalities, as a group the teachers demonstrated discursive practices.

The development of a conceptual tool enabled further analysis of the teachers’ talk. Three Writing Discourses, Writer, Text and Social, each representing different ideologies, beliefs, theories and practices, provided a framework to analyse why teachers subscribed to different Writing Discourses. The findings revealed that the teachers engaged in various ways, taking dominant, merging and often conflicting positions which created complex identities for them as teachers of writing. The study argues that when teachers confidently work from a dominant Writing Discourse they present a narrowed perspective that may exclude their students from opportunities to participate in other writing experiences. Enhancement of teachers’ pedagogical content knowledge, in particular an awareness of the available Writing Discourses, is required for self- reflection and a deepening understanding of “ways of working and being a teacher of writing”.

Phase Two of the investigation, a case study, closely observed one teacher’s enacted practice in her classroom. The case study focused on how this teacher apprenticed her Year 2 and 3 children (6-8 years old) to write a character description. A participatory scaffolding framework (PSFW) was developed for analysis. Key indicators signifying characteristics of scaffolding practice identified in the literature were adjusted to accommodate student responses from the data to interpret teacher-student learning interactions. An analysis of the teacher’s pedagogy demonstrated that dialogic conversations, student participation and negotiation of the task developed powerful learning. A further analytical framework was developed to investigate how the teacher systematically scaffolded learning writing over time. Five factors were identified as crucial for signifying a synergy of participatory scaffolding (SPSFW). The study revealed that the teacher wove layers of scaffolding at the macro, micro and close-up levels. These scaffolding interactions were flexible, complex but connected and responsive to the students’ participation. When students and teacher collaborated in the construction zone, a magical place where minds could meet, it became evident that learning was enhanced but for each of the participants learning was different.

text: Looking in: Mapping representations of teachers' discursive writing practices Over the past four decades changes in political, social, and educational curriculum policies have created discursive shifts in writing theory and practice. While these policies have historically privileged a particular view of writing over others, very little is known about how New Zealand teachers engage with discourses of writing. Research in the field of literacy has traditionally favoured reading, creating variable opportunities for building knowledge of writing theory and practice, and often leaving teachers querying how to teach writing now.

Employing an interpretive methodology and a qualitative approach, this study sought to understand how a group of New Zealand primary school teachers taught writing in their classrooms at a particular time. The research was conducted in two phases. Phase One employed thematic analysis to identify how the teachers taught writing in their classrooms. The teachers’ self-reported practice described their beliefs about teaching writing, the ways they grouped students for writing, the practices they valued, planning decisions they made and assessment strategies they employed in their writing communities. It became evident that while there were strong commonalities, as a group the teachers demonstrated discursive practices.

The development of a conceptual tool enabled further analysis of the teachers’ talk. Three Writing Discourses, Writer, Text and Social, each representing different ideologies, beliefs, theories and practices, provided a framework to analyse why teachers subscribed to different Writing Discourses. The findings revealed that the teachers engaged in various ways, taking dominant, merging and often conflicting positions which created complex identities for them as teachers of writing. The study argues that when teachers confidently work from a dominant Writing Discourse they present a narrowed perspective that may exclude their students from opportunities to participate in other writing experiences. Enhancement of teachers’ pedagogical content knowledge, in particular an awareness of the available Writing Discourses, is required for self- reflection and a deepening understanding of “ways of working and being a teacher of writing”.

Phase Two of the investigation, a case study, closely observed one teacher’s enacted practice in her classroom. The case study focused on how this teacher apprenticed her Year 2 and 3 children (6-8 years old) to write a character description. A participatory scaffolding framework (PSFW) was developed for analysis. Key indicators signifying characteristics of scaffolding practice identified in the literature were adjusted to accommodate student responses from the data to interpret teacher-student learning interactions. An analysis of the teacher’s pedagogy demonstrated that dialogic conversations, student participation and negotiation of the task developed powerful learning. A further analytical framework was developed to investigate how the teacher systematically scaffolded learning writing over time. Five factors were identified as crucial for signifying a synergy of participatory scaffolding (SPSFW). The study revealed that the teacher wove layers of scaffolding at the macro, micro and close-up levels. These scaffolding interactions were flexible, complex but connected and responsive to the students’ participation. When students and teacher collaborated in the construction zone, a magical place where minds could meet, it became evident that learning was enhanced but for each of the participants learning was different.

year: 2014

title: Boat electrofishing survey of fish populations in the Ohau Channel in December 2010

authors: Hicks, Brendan J.

abstract: The original purpose of this series of surveys was to apply an independent method to estimate the densities of common smelt and bullies in the Ohau Channel at fixed points along the bank which coincided with trap netting sites used by the National Institute of Water and Atmospheric Research (NIWA). Since the low number of smelt captured by a single day’s boat electrofishing became apparent compared to the numbers captured by seasonal trapping, the aim of the survey has been modified to provide on-going monitoring of the fish communities and abundance in the Ohau Channel, especially fish species that are taonga to Maori (eels, goldfish, and koura).

text: Boat electrofishing survey of fish populations in the Ohau Channel in December 2010 The original purpose of this series of surveys was to apply an independent method to estimate the densities of common smelt and bullies in the Ohau Channel at fixed points along the bank which coincided with trap netting sites used by the National Institute of Water and Atmospheric Research (NIWA). Since the low number of smelt captured by a single day’s boat electrofishing became apparent compared to the numbers captured by seasonal trapping, the aim of the survey has been modified to provide on-going monitoring of the fish communities and abundance in the Ohau Channel, especially fish species that are taonga to Maori (eels, goldfish, and koura).

year: 2011-11-15