title: A dialectic analysis of the whistleblowing phenomenon

authors: Bather, Andrea

subjects: whistleblowing

abstract: Although whistleblowers are often portrayed as courageous individuals deserving of respect, the act of whistleblowing can be viewed as a disloyal act which may bring much harm to the whistleblower's colleagues. We argue that although some whistleblowers have provided a great service to society, the world would be best served if the need for external whistleblowing were obviated by appropriate management practices.

text: A dialectic analysis of the whistleblowing phenomenon Although whistleblowers are often portrayed as courageous individuals deserving of respect, the act of whistleblowing can be viewed as a disloyal act which may bring much harm to the whistleblower's colleagues. We argue that although some whistleblowers have provided a great service to society, the world would be best served if the need for external whistleblowing were obviated by appropriate management practices.

year: 2006

title: Behavioural interactions between black mudfish (Neochanna diversus Stokell, 1949: Galaxiidae) and mosquitofish (Gambusia affinis Baird & Girard, 1854)

authors: Barrier, R.F.G.

subjects: mudfish

abstract: The behavior of black mudfish (Neochanna diversus Stokell, 1949: Galaxiidae) and mosquitofish (Gambusia affinis Baird & Girard, 1854: Poeciliidae) was investigated in laboratory tanks. Black mudfish are indigenous to northern New Zealand, and mosquitofish are introduced; both species are sympatric in wetlands in the Waikato region. By comparing position, feeding rates and aggressive behavior of both species, we found that black mudfish were increasingly able to compete with mosquitofish as they grew from fry to adults. Mosquitofish were more aggressive towards mudfish fry and juveniles than were these two life stages towards mosquitofish, but adult mudfish were aggressive towards mosquitofish. Both small (18–24 mm total length (TL)) and large mosquitofish (25–36 mm TL) showed high aggression towards mudfish fry (13–18 mm TL), and fry were eaten by large mosquitofish. However, 3 interspecific differences appear to allow coexistence of these two species. Firstly, mudfish reproduce in winter, whereas mosquitofish reproduce in summer, resulting in mudfish fry being present when mosquitofish are at their lowest abundance. Secondly, mudfish can survive in seasonally dry habitats by aestivation, while mosquitofish cannot. Thirdly, adult black mudfish are nocturnal, whereas mosquitofish are primarily diurnal.

text: Behavioural interactions between black mudfish (Neochanna diversus Stokell, 1949: Galaxiidae) and mosquitofish (Gambusia affinis Baird & Girard, 1854) The behavior of black mudfish (Neochanna diversus Stokell, 1949: Galaxiidae) and mosquitofish (Gambusia affinis Baird & Girard, 1854: Poeciliidae) was investigated in laboratory tanks. Black mudfish are indigenous to northern New Zealand, and mosquitofish are introduced; both species are sympatric in wetlands in the Waikato region. By comparing position, feeding rates and aggressive behavior of both species, we found that black mudfish were increasingly able to compete with mosquitofish as they grew from fry to adults. Mosquitofish were more aggressive towards mudfish fry and juveniles than were these two life stages towards mosquitofish, but adult mudfish were aggressive towards mosquitofish. Both small (18–24 mm total length (TL)) and large mosquitofish (25–36 mm TL) showed high aggression towards mudfish fry (13–18 mm TL), and fry were eaten by large mosquitofish. However, 3 interspecific differences appear to allow coexistence of these two species. Firstly, mudfish reproduce in winter, whereas mosquitofish reproduce in summer, resulting in mudfish fry being present when mosquitofish are at their lowest abundance. Secondly, mudfish can survive in seasonally dry habitats by aestivation, while mosquitofish cannot. Thirdly, adult black mudfish are nocturnal, whereas mosquitofish are primarily diurnal.

year: 1994

title: Rethinking English in Māori-medium education

authors: Hill, Richard Kenneth

subjects: Māori-medium

abstract: English language instruction in New Zealand's Māori-medium schools is controversial, with many schools either excluding it from their curriculum or adopting a tokenistic approach. Yet, how Māori-medium educators can best support their students' academic English language growth is still an under-researched and unresolved question. This paper reports on a project involving the English language transition programmes of three Māori-medium primary schools. Interviews and observations of key personnel within these schools revealed the components of their programmes, their perceptions of the need for English transition education and the issues they were facing in implementing English language instruction. The project found a direct relationship between levels of student language attainment and the quantity and quality of exposure to English instruction. Where an English programme occupied a significant place in a school's timetable and was staffed by teachers knowledgeable about the learning needs of bilingual students and how best to attend to these, the result was higher literacy scores and more satisfied students. This paper argues that planning English language outcomes for Māori-medium students is essential if becoming biliterate is an important aim. This planning must also be long-term, across all 13 years of the students' education.

text: Rethinking English in Māori-medium education English language instruction in New Zealand's Māori-medium schools is controversial, with many schools either excluding it from their curriculum or adopting a tokenistic approach. Yet, how Māori-medium educators can best support their students' academic English language growth is still an under-researched and unresolved question. This paper reports on a project involving the English language transition programmes of three Māori-medium primary schools. Interviews and observations of key personnel within these schools revealed the components of their programmes, their perceptions of the need for English transition education and the issues they were facing in implementing English language instruction. The project found a direct relationship between levels of student language attainment and the quantity and quality of exposure to English instruction. Where an English programme occupied a significant place in a school's timetable and was staffed by teachers knowledgeable about the learning needs of bilingual students and how best to attend to these, the result was higher literacy scores and more satisfied students. This paper argues that planning English language outcomes for Māori-medium students is essential if becoming biliterate is an important aim. This planning must also be long-term, across all 13 years of the students' education.

year: 2011