title: Communicating the value of marine conservation using an ecosystem service matrix approach

authors: Geange, Shane

subjects: Science & Technology

abstract: Matrix approaches are useful for linking ecosystem services to habitats that underpin their delivery. Matrix applications in marine ecosystem services research have been primarily qualitative, focusing on 'habitat presence' without including other attributes that effect service potential. We developed an evidence-based matrix approach of Ecosystem Service Potential (ESP) for New Zealand benthic marine habitats, and used two marine reserves to demonstrate that integrating information on the spatial extent and quality of habitats improved ESP evaluation. The two case studies identified substantial spatio-temporal variability in ESP: within one reserve, specific ESP showed an approximately 1.5-fold increase in the 29 years following protection. A comparison of two reserves found that the spatial extent of habitats contributing to the medicinal resources and waste-water treatment were 5 and 53 times greater respectively in one relative to the other. Integrating habitat area and quality with the ESP matrix improves on previous marine matrix-based approaches, providing a better indication of service potential. The matrix approach helps to communicate the non-market value of supporting and regulating services and can be used by resource managers to identify and track the potential for benefits derived from benthic marine habitats within existing, or new, marine protected areas.

text: Communicating the value of marine conservation using an ecosystem service matrix approach Matrix approaches are useful for linking ecosystem services to habitats that underpin their delivery. Matrix applications in marine ecosystem services research have been primarily qualitative, focusing on 'habitat presence' without including other attributes that effect service potential. We developed an evidence-based matrix approach of Ecosystem Service Potential (ESP) for New Zealand benthic marine habitats, and used two marine reserves to demonstrate that integrating information on the spatial extent and quality of habitats improved ESP evaluation. The two case studies identified substantial spatio-temporal variability in ESP: within one reserve, specific ESP showed an approximately 1.5-fold increase in the 29 years following protection. A comparison of two reserves found that the spatial extent of habitats contributing to the medicinal resources and waste-water treatment were 5 and 53 times greater respectively in one relative to the other. Integrating habitat area and quality with the ESP matrix improves on previous marine matrix-based approaches, providing a better indication of service potential. The matrix approach helps to communicate the non-market value of supporting and regulating services and can be used by resource managers to identify and track the potential for benefits derived from benthic marine habitats within existing, or new, marine protected areas.

year: 2019

title: Cryptocurrency liquidity and volatility interrelationships during the COVID-19 pandemic

authors: Corbet, Shaen

subjects: Social Sciences

abstract: This chapter presents a new paradigm for sustainable data – driven language learning systems design in higher education that draws on qualitative reflections spanning a decade (2012–2022) with stakeholders from an ongoing global research study with the FLAX (Flexible Language Acquisition) and F-Lingo projects at the University of Waikato in Aotearoa New Zealand (Fitzgerald (2019) A new paradigm for open data-driven language learning systems design in higher education; König et al. (2022)SmartCALL). Design considerations are presented for remixing domain specific open access content into Open Educational Resources (OER) for academic English language provision across formal and non-formal higher education contexts. Primary stake holders in the research collaboration include the following three groups: (1) Knowledge organisations that provide open access to academic content—libraries and archives, including the British Library and the Oxford Text Archive, universities in collaboration with MOOC providers and the CORE (COnnecting REpositories) open access aggregation service at the UK Open University; (2) Researchers who mine and remix academic content into corpora and open data-driven language learning systems—converging from the fields of open education, computer science and applied corpus linguistics; (3) Knowledge users who re-use and remix academic content into OER—English for Academic Purposes (EAP) practitioners from university language centres. Automated content analysis was carried out on a corpus of interview and focus discussion data with the three stakeholder groups in this research. We discuss themes arising from the research data that reflect the different stakeholders’ experiences of remixing open access research content that has been produced within the academy for re-use as open educational content for teaching and learning features of academic language within open data-driven language learning systems. These open learning systems have been specifically designed to scale with OER expansion and traction in mind for their sustainable uptake both within and beyond the brick and mortar of the traditional university. The new paradigm presented in this chapter challenges, as the OER movement must, established business models and deeply embedded cultural or institutional norms that present obstacles to OERexpansion and traction and the sustainability of the movement. One persistent challenge concerns the lack of open education policy across the higher education sector for full open access (for use, modification, adaptation) via Creative Commons licensing to content produced within the academy. Thus, while this research has theoretical and practical implications in applied linguistics, computer science, language teaching and learning and open education, more generally, it also has significant cultural, business model and policy implications for higher education.

text: Cryptocurrency liquidity and volatility interrelationships during the COVID-19 pandemic This chapter presents a new paradigm for sustainable data – driven language learning systems design in higher education that draws on qualitative reflections spanning a decade (2012–2022) with stakeholders from an ongoing global research study with the FLAX (Flexible Language Acquisition) and F-Lingo projects at the University of Waikato in Aotearoa New Zealand (Fitzgerald (2019) A new paradigm for open data-driven language learning systems design in higher education; König et al. (2022)SmartCALL). Design considerations are presented for remixing domain specific open access content into Open Educational Resources (OER) for academic English language provision across formal and non-formal higher education contexts. Primary stake holders in the research collaboration include the following three groups: (1) Knowledge organisations that provide open access to academic content—libraries and archives, including the British Library and the Oxford Text Archive, universities in collaboration with MOOC providers and the CORE (COnnecting REpositories) open access aggregation service at the UK Open University; (2) Researchers who mine and remix academic content into corpora and open data-driven language learning systems—converging from the fields of open education, computer science and applied corpus linguistics; (3) Knowledge users who re-use and remix academic content into OER—English for Academic Purposes (EAP) practitioners from university language centres. Automated content analysis was carried out on a corpus of interview and focus discussion data with the three stakeholder groups in this research. We discuss themes arising from the research data that reflect the different stakeholders’ experiences of remixing open access research content that has been produced within the academy for re-use as open educational content for teaching and learning features of academic language within open data-driven language learning systems. These open learning systems have been specifically designed to scale with OER expansion and traction in mind for their sustainable uptake both within and beyond the brick and mortar of the traditional university. The new paradigm presented in this chapter challenges, as the OER movement must, established business models and deeply embedded cultural or institutional norms that present obstacles to OERexpansion and traction and the sustainability of the movement. One persistent challenge concerns the lack of open education policy across the higher education sector for full open access (for use, modification, adaptation) via Creative Commons licensing to content produced within the academy. Thus, while this research has theoretical and practical implications in applied linguistics, computer science, language teaching and learning and open education, more generally, it also has significant cultural, business model and policy implications for higher education.

year: 2022-03-01

title: Memento Mori : Memento Maori – moko and memory

authors: Te Awekotuku, Ngahuia

subjects: tangi

abstract: Moko patterns, mau moko, “wearing ink” is often explained as an act of remembrance, a symbol of honour or success, of grieving or loss. Memento mori, remembering the dead and remembrance of death, pervades the Maori world, and is profoundly expressed in customary practice – haehae, upoko tuhi, and ta moko. These embodied and visceral experiences are described in waiata tangi, in whai korero, in moteatea, in the traditional context, and graphically recorded on the living flesh in our contemporary world. Mau moko celebrates identity, so modern memorial ornamentation mourns and reflects on this in ‘memento mori’; and also reinforces and engages reality in the correspondent notion of ‘memento Maori’; an assertion that claims dominion and understanding across generations, across time, across space.

text: Memento Mori : Memento Maori – moko and memory Moko patterns, mau moko, “wearing ink” is often explained as an act of remembrance, a symbol of honour or success, of grieving or loss. Memento mori, remembering the dead and remembrance of death, pervades the Maori world, and is profoundly expressed in customary practice – haehae, upoko tuhi, and ta moko. These embodied and visceral experiences are described in waiata tangi, in whai korero, in moteatea, in the traditional context, and graphically recorded on the living flesh in our contemporary world. Mau moko celebrates identity, so modern memorial ornamentation mourns and reflects on this in ‘memento mori’; and also reinforces and engages reality in the correspondent notion of ‘memento Maori’; an assertion that claims dominion and understanding across generations, across time, across space.

year: 2009-11