title: Chronosequences of strontium in the otoliths of two New Zealand migratory freshwater fish, inanga (Galaxias maculatus) and koaro (G. brevipinnis)

authors: Hicks, Brendan J.

subjects: otolith microchemistry

abstract: Half of the freshwater fish fauna in New Zealand is diadromous (i.e., migrates between the sea and freshwater); unimpeded access to and from the sea is important for the conservation of diadromous fish. The genus Galaxias (Galaxiidae: Osmeriformes) contains five diadromous species that spawn in freshwater, migrate to sea as larvae, and then migrate back into freshwater as 50-55-mm juveniles. Microchemistry of the otolith, a calcified structure in the fish's head, allows an independent test of assumptions about these migrations. Concentric layers of CaCO3 with some Sr as SrCO3 comprise the otolith, creating a chronosequence that reflects a fish's migratory history. More Sr accumulates in the otolith when a fish is in seawater than when it is in freshwater. High-resolution nuclear microscopy was used to measure the molar ratios of Sr/Ca in two galaxiid species. Otoliths of inanga (G. maculatus) caught in freshwater all showed a central zone of 100-200 μm in radius with Sr/Ca of 0.008-0.012, indicating early rearing in the sea. Sr/Ca values decreased to 0.001-0.002 as the fish moved into freshwater. Of six adult koaro (G. brevipinnis) caught in a river with sea access and no lakes, five had migrated to sea but one had not, raising questions about the generalized assumptions of migration.

text: Chronosequences of strontium in the otoliths of two New Zealand migratory freshwater fish, inanga (Galaxias maculatus) and koaro (G. brevipinnis) Half of the freshwater fish fauna in New Zealand is diadromous (i.e., migrates between the sea and freshwater); unimpeded access to and from the sea is important for the conservation of diadromous fish. The genus Galaxias (Galaxiidae: Osmeriformes) contains five diadromous species that spawn in freshwater, migrate to sea as larvae, and then migrate back into freshwater as 50-55-mm juveniles. Microchemistry of the otolith, a calcified structure in the fish's head, allows an independent test of assumptions about these migrations. Concentric layers of CaCO3 with some Sr as SrCO3 comprise the otolith, creating a chronosequence that reflects a fish's migratory history. More Sr accumulates in the otolith when a fish is in seawater than when it is in freshwater. High-resolution nuclear microscopy was used to measure the molar ratios of Sr/Ca in two galaxiid species. Otoliths of inanga (G. maculatus) caught in freshwater all showed a central zone of 100-200 μm in radius with Sr/Ca of 0.008-0.012, indicating early rearing in the sea. Sr/Ca values decreased to 0.001-0.002 as the fish moved into freshwater. Of six adult koaro (G. brevipinnis) caught in a river with sea access and no lakes, five had migrated to sea but one had not, raising questions about the generalized assumptions of migration.

year: 2005

title: Collaborative processes in the development of the International Competences for Undergraduate Psychology (ICUP) Model

authors: Cranney, J

subjects: basic psychological needs

abstract: Across all nations, undergraduate psychology programmes aim to promote the acquisition of foundational psychology competences. Yet, until recently, a universally recognised model outlining essential competences did not exist. The International Collaboration on Undergraduate Psychology Outcomes (ICUPO) addressed this gap by developing the International Competences for Undergraduate Psychology (ICUP) Model. The aim of this article is to provide guidance about how other groups might successfully approach similar efforts to delineate discipline-specific key competences. We describe the processes that led to the development of the ICUP Model, framed by group development theory (Preparing, Forming, Storming, Norming, and Performing Stages), with additional consideration of individual ICUPO Committee member psychological needs for competence, relatedness, and autonomy. Each group development Stage section (a) describes project activities relevant to the characteristics of that Stage, and (b) lists key strategies employed and lessons learned, as well as commentary on psychological needs. To further enhance the value of this endeavour, the Discussion includes (a) commentary on the strengths and limitations of these theories for understanding and enhancing the effectiveness of such project processes, and (b) actionable insights for educational leaders undertaking similar projects.

text: Collaborative processes in the development of the International Competences for Undergraduate Psychology (ICUP) Model Across all nations, undergraduate psychology programmes aim to promote the acquisition of foundational psychology competences. Yet, until recently, a universally recognised model outlining essential competences did not exist. The International Collaboration on Undergraduate Psychology Outcomes (ICUPO) addressed this gap by developing the International Competences for Undergraduate Psychology (ICUP) Model. The aim of this article is to provide guidance about how other groups might successfully approach similar efforts to delineate discipline-specific key competences. We describe the processes that led to the development of the ICUP Model, framed by group development theory (Preparing, Forming, Storming, Norming, and Performing Stages), with additional consideration of individual ICUPO Committee member psychological needs for competence, relatedness, and autonomy. Each group development Stage section (a) describes project activities relevant to the characteristics of that Stage, and (b) lists key strategies employed and lessons learned, as well as commentary on psychological needs. To further enhance the value of this endeavour, the Discussion includes (a) commentary on the strengths and limitations of these theories for understanding and enhancing the effectiveness of such project processes, and (b) actionable insights for educational leaders undertaking similar projects.

year: 2025

title: 'Making its own history': New Zealand historical fiction for children,1862-2008

authors: Clark, Louise Henriette

subjects: children's literature

abstract: This thesis considers historical fiction for children and young people dealing with New Zealand history from the arrival of the first Polynesian settlers to the end of the nineteenth century.  It provides both a comprehensive survey of historical novels published between 1862 and the end of 2008, and an analysis of the way the same historical events and periods have been depicted in historical novels written at different times.  Individual chapters discuss books set during specific historical periods or dealing with particular events - the pre-European period, early contact, nineteenth century immigration, the New Zealand Wars, the gold rushes, and the colonial period - in chronological order of publication.  Since children's literature is particularly adept at reflecting and promoting the dominant ideas of the society in which it is produced, the chronological consideration of these texts reveals contemporary attitudes to such issues as race relations, gender roles, class, war and conflict, and concepts of national identity, as well as the way historical fiction has responded to societal changes since the 1860s.  

The predominant themes of historical fiction set prior to 1900 are: the arrival of settlers in New Zealand; encounters with the country's indigenous inhabitants; the taming of the often hostile landscape; the assertion of the settlers' claims to 'belong' in their new land; and the establishment of New Zealand as a nation with distinctive characteristics.  There are perceptible nuances and differences in the way these themes are discussed depending on the historical moment in which individual authors are writing.  Novels of the Victorian period and early twentieth century reflect the imperialistic and evangelistic ethos of the time, and present the British settlers' right to colonize the land and the ensuing dispossession of Māori as largely unproblematic.  Subsequent historical novels, particularly those written since the 1960s, offer a more inclusive version of New Zealand history, although the lack of historical fiction for children by Māori writers means that Eurocentric views of history continue to dominate, and that all representations of Māori and their history are mediated through Pakeha writers.

Shifts in social attitudes have resulted in changes in the treatment of Māori in historical novels for children, and similar changes have occurred in the portrayal of gender, class, and ethnicity.  The passage of time has seen increased agency and a wider variety of roles allocated to Māori, female and working class characters, as well as greater ethnic diversity.  Developments in New Zealand historiography are also reflected in fiction, although at times historical fiction prefigures written histories, or provides alternative views by depicting the experience of women, children and Māori, who often did not feature in conventional histories.  While many historical novels for children, especially the earlier texts, are adventure stories set in the past and are not necessarily concerned with historical verisimilitude, an increasing number attempt to present authentic recreations of historical periods, including accounts of actual people and events, based on extensive research, and reinforced with peritextual material in the form of historical notes, bibliographies, maps and photographs.  

The role of New Zealand historical fiction for children and young people has been not only to entertain young readers and inform them about their country's past, but to create and foster a sense of national identity.

text: 'Making its own history': New Zealand historical fiction for children,1862-2008 This thesis considers historical fiction for children and young people dealing with New Zealand history from the arrival of the first Polynesian settlers to the end of the nineteenth century.  It provides both a comprehensive survey of historical novels published between 1862 and the end of 2008, and an analysis of the way the same historical events and periods have been depicted in historical novels written at different times.  Individual chapters discuss books set during specific historical periods or dealing with particular events - the pre-European period, early contact, nineteenth century immigration, the New Zealand Wars, the gold rushes, and the colonial period - in chronological order of publication.  Since children's literature is particularly adept at reflecting and promoting the dominant ideas of the society in which it is produced, the chronological consideration of these texts reveals contemporary attitudes to such issues as race relations, gender roles, class, war and conflict, and concepts of national identity, as well as the way historical fiction has responded to societal changes since the 1860s.  

The predominant themes of historical fiction set prior to 1900 are: the arrival of settlers in New Zealand; encounters with the country's indigenous inhabitants; the taming of the often hostile landscape; the assertion of the settlers' claims to 'belong' in their new land; and the establishment of New Zealand as a nation with distinctive characteristics.  There are perceptible nuances and differences in the way these themes are discussed depending on the historical moment in which individual authors are writing.  Novels of the Victorian period and early twentieth century reflect the imperialistic and evangelistic ethos of the time, and present the British settlers' right to colonize the land and the ensuing dispossession of Māori as largely unproblematic.  Subsequent historical novels, particularly those written since the 1960s, offer a more inclusive version of New Zealand history, although the lack of historical fiction for children by Māori writers means that Eurocentric views of history continue to dominate, and that all representations of Māori and their history are mediated through Pakeha writers.

Shifts in social attitudes have resulted in changes in the treatment of Māori in historical novels for children, and similar changes have occurred in the portrayal of gender, class, and ethnicity.  The passage of time has seen increased agency and a wider variety of roles allocated to Māori, female and working class characters, as well as greater ethnic diversity.  Developments in New Zealand historiography are also reflected in fiction, although at times historical fiction prefigures written histories, or provides alternative views by depicting the experience of women, children and Māori, who often did not feature in conventional histories.  While many historical novels for children, especially the earlier texts, are adventure stories set in the past and are not necessarily concerned with historical verisimilitude, an increasing number attempt to present authentic recreations of historical periods, including accounts of actual people and events, based on extensive research, and reinforced with peritextual material in the form of historical notes, bibliographies, maps and photographs.  

The role of New Zealand historical fiction for children and young people has been not only to entertain young readers and inform them about their country's past, but to create and foster a sense of national identity.

year: 2010