title: Diet selectivity in a terrestrial forest invertebrate, the Auckland tree wētā, across three habitat zones.

authors: Brown, Matthew

subjects: feeding behaviour

abstract: Insects are important but overlooked components of forest ecosystems of New Zealand. For many invertebrate species, information on foraging patterns and trophic relationships is lacking. We examined diet composition and selectivity in a large bodied invertebrate, the Auckland tree wētā, in three habitat zones in a lowland New Zealand forest. We asked if Hemideina thoracica selectively forage from available plant food sources, and if these choices were lipid-rich compared to non-preferred available plants. We also identified the proportion of invertebrates in their frass as a proxy for omnivory. From reconnaissance plot sampling, together with faecal fragment analysis, we report that more than 93% of individual wētā had eaten other invertebrates before capture. Wētā in the highest elevation hillslope habitat consumed significantly fewer plants on average than wētā on either the low elevation terrace or mid-slope habitat. Hillslope wētā also had the highest average number of invertebrate fragments in their frass, significantly more than wētā in the low elevation terrace habitat. Wētā showed high variability in the consumption of fruit and seeds across all habitats. Generally, we did not observe diet differences between the sexes (although it appears that male wētā in the mid hillslope habitat ate fruits and seeds more voraciously than females), suggesting that the sexes have similar niche breadths and display similar degrees of omnivorous behaviour. Extraction of leaf lipids demonstrated a range of lipid content values in available plants, and Ivlev’s electivity index indicated that plant species which demonstrated high electivity, tended to have higher concentrations of lipids in their leaves. Our findings indicate that H. thoracica forage omnivorously and selectively, and hence play multiple roles in native ecosystems and food webs.

text: Diet selectivity in a terrestrial forest invertebrate, the Auckland tree wētā, across three habitat zones. Insects are important but overlooked components of forest ecosystems of New Zealand. For many invertebrate species, information on foraging patterns and trophic relationships is lacking. We examined diet composition and selectivity in a large bodied invertebrate, the Auckland tree wētā, in three habitat zones in a lowland New Zealand forest. We asked if Hemideina thoracica selectively forage from available plant food sources, and if these choices were lipid-rich compared to non-preferred available plants. We also identified the proportion of invertebrates in their frass as a proxy for omnivory. From reconnaissance plot sampling, together with faecal fragment analysis, we report that more than 93% of individual wētā had eaten other invertebrates before capture. Wētā in the highest elevation hillslope habitat consumed significantly fewer plants on average than wētā on either the low elevation terrace or mid-slope habitat. Hillslope wētā also had the highest average number of invertebrate fragments in their frass, significantly more than wētā in the low elevation terrace habitat. Wētā showed high variability in the consumption of fruit and seeds across all habitats. Generally, we did not observe diet differences between the sexes (although it appears that male wētā in the mid hillslope habitat ate fruits and seeds more voraciously than females), suggesting that the sexes have similar niche breadths and display similar degrees of omnivorous behaviour. Extraction of leaf lipids demonstrated a range of lipid content values in available plants, and Ivlev’s electivity index indicated that plant species which demonstrated high electivity, tended to have higher concentrations of lipids in their leaves. Our findings indicate that H. thoracica forage omnivorously and selectively, and hence play multiple roles in native ecosystems and food webs.

year: 2018

title: University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study

authors: Li, Jinrui

subjects: assessment feedback

abstract: Although teacher cognition has been explored widely, university tutor cognition of professional activities, such as evaluating and giving written feedback on students’ written work, has rarely been explored. Very few studies on teacher cognition of giving feedback have included data of real practice collected by think-aloud, observation, and stimulated recall. Traditional teacher cognition studies mainly focus on individual teachers’ beliefs and practices without in-depth study on how individual cognition evolves through and interacts with its social context in which individual teachers participate. 

It is the research space above that this thesis seeks to occupy, through an in-depth case study of the beliefs and practices of sixteen New Zealand university tutors who were employed in one of the university’s faculties to provide feedback on undergraduates’ assignments. In addition to exploring the beliefs and practices of this specific group of tutors, and the factors that influence these, the study aims to contribute to both the theoretical and methodological construction of teacher cognition studies by employing a holistic socio-cultural frame work based on Vygotsky’ s key notions of cognition, distributed cognition,  and an activity theory approach.

Data were collected chronologically across an academic year by five methods: preliminary survey for bio-data of participants and their general attitudes to giving feedback across the faculty, individual interviews for beliefs on giving feedback, think-aloud sessions on the actual practice of giving feedback, stimulated recall discussions as reflection in action, and focus group discussion as a means of collective reflection of various factors underlying their beliefs and practices.  Data were firstly transcribed, stored, and open coded by NVivo8 for preliminary analysis and then analysed manually for deeper understanding of themes. Constant comparisons were made through the whole process of data analysis between data from different participants and between different sources of data. 

The findings reveal that there were convergences and divergences among tutors between their beliefs and practices about providing assessment feedback to the written work by undergraduate students. The convergences and divergences were due to the contextual factors in the activity system and tutors' previous experiences. The convergences and divergences of tutors’ beliefs resulted in emotional reactions. Tutors’ emotion interacts with cognition and actions (ECA interaction). The ECA interaction is affected by contextual factors in the activity system. The contradictions of the activity system constrain tutors’ cognition, cause negative emotions, and are often barriers to tutors’ work, but also form the potential of cognitive development. Co-operative effort is needed in the wider context of the activity to facilitate tutors’ cognitive development, promote positive emotions, and achieve a better outcome for the activity. 

It is concluded that a holistic socio-cultural framework of teacher cognition contributes to the understanding of the complexity of teacher cognition. The study is significant for its practical implications for professional practice of assessing disciplinary writing and tutor development; its contribution to the development of teacher cognition and activity theory regarding the interaction between emotion, cognition, and action at both individual and distributed level; and a multi-method approach to teacher cognition studies.

text: University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study Although teacher cognition has been explored widely, university tutor cognition of professional activities, such as evaluating and giving written feedback on students’ written work, has rarely been explored. Very few studies on teacher cognition of giving feedback have included data of real practice collected by think-aloud, observation, and stimulated recall. Traditional teacher cognition studies mainly focus on individual teachers’ beliefs and practices without in-depth study on how individual cognition evolves through and interacts with its social context in which individual teachers participate. 

It is the research space above that this thesis seeks to occupy, through an in-depth case study of the beliefs and practices of sixteen New Zealand university tutors who were employed in one of the university’s faculties to provide feedback on undergraduates’ assignments. In addition to exploring the beliefs and practices of this specific group of tutors, and the factors that influence these, the study aims to contribute to both the theoretical and methodological construction of teacher cognition studies by employing a holistic socio-cultural frame work based on Vygotsky’ s key notions of cognition, distributed cognition,  and an activity theory approach.

Data were collected chronologically across an academic year by five methods: preliminary survey for bio-data of participants and their general attitudes to giving feedback across the faculty, individual interviews for beliefs on giving feedback, think-aloud sessions on the actual practice of giving feedback, stimulated recall discussions as reflection in action, and focus group discussion as a means of collective reflection of various factors underlying their beliefs and practices.  Data were firstly transcribed, stored, and open coded by NVivo8 for preliminary analysis and then analysed manually for deeper understanding of themes. Constant comparisons were made through the whole process of data analysis between data from different participants and between different sources of data. 

The findings reveal that there were convergences and divergences among tutors between their beliefs and practices about providing assessment feedback to the written work by undergraduate students. The convergences and divergences were due to the contextual factors in the activity system and tutors' previous experiences. The convergences and divergences of tutors’ beliefs resulted in emotional reactions. Tutors’ emotion interacts with cognition and actions (ECA interaction). The ECA interaction is affected by contextual factors in the activity system. The contradictions of the activity system constrain tutors’ cognition, cause negative emotions, and are often barriers to tutors’ work, but also form the potential of cognitive development. Co-operative effort is needed in the wider context of the activity to facilitate tutors’ cognitive development, promote positive emotions, and achieve a better outcome for the activity. 

It is concluded that a holistic socio-cultural framework of teacher cognition contributes to the understanding of the complexity of teacher cognition. The study is significant for its practical implications for professional practice of assessing disciplinary writing and tutor development; its contribution to the development of teacher cognition and activity theory regarding the interaction between emotion, cognition, and action at both individual and distributed level; and a multi-method approach to teacher cognition studies.

year: 2012

title: A Critical Tiriti Analysis of the Treaty Statement From a University in Aotearoa New Zealand

authors: Hamley, Logan

abstract: Universities in Aotearoa New Zealand have been placed under the spotlight for claims of systemic racism. Following the claims made in relation to the University of Waikato in 2020 and University of Otago in 2022, universities have the responsibility to create an inclusive environment where systemic racism is dismantled, to meaningfully partner with Māori to construct a model for decolonisation, and to enhance the academic experience of Māori staff and students by weaving in mātauranga Māori into existing teaching and research practices. The University of Waikato progresses ahead of other universities in its attempt to fulfil Te Tiriti o Waitangi commitment through the introduction of the Treaty Statement. In this paper, the Treaty Statement is used as a case study to identify how universities articulate bicultural commitments. To do so, our team (consisting of Māori and tauiwi scholars) performed a critical Tiriti analysis comprising five phases to investigate the degree of alignment of the statement with Te Tiriti. The desktop analysis showed poor engagement with most Te Tiriti elements. The analysis evaluation of “good” (more than satisfactory) was measured for the consideration of “Māori exercising equitable citizenship”. This article concludes with recommendations of how universities can strengthen their practices to live up to Te Tiriti aspirations.

text: A Critical Tiriti Analysis of the Treaty Statement From a University in Aotearoa New Zealand Universities in Aotearoa New Zealand have been placed under the spotlight for claims of systemic racism. Following the claims made in relation to the University of Waikato in 2020 and University of Otago in 2022, universities have the responsibility to create an inclusive environment where systemic racism is dismantled, to meaningfully partner with Māori to construct a model for decolonisation, and to enhance the academic experience of Māori staff and students by weaving in mātauranga Māori into existing teaching and research practices. The University of Waikato progresses ahead of other universities in its attempt to fulfil Te Tiriti o Waitangi commitment through the introduction of the Treaty Statement. In this paper, the Treaty Statement is used as a case study to identify how universities articulate bicultural commitments. To do so, our team (consisting of Māori and tauiwi scholars) performed a critical Tiriti analysis comprising five phases to investigate the degree of alignment of the statement with Te Tiriti. The desktop analysis showed poor engagement with most Te Tiriti elements. The analysis evaluation of “good” (more than satisfactory) was measured for the consideration of “Māori exercising equitable citizenship”. This article concludes with recommendations of how universities can strengthen their practices to live up to Te Tiriti aspirations.

year: 2024-02-21