title: Prior residency improves the performance of a habitat specialist in a degrading environment

authors: Poulos, Davina E.

abstract: The effect of habitat loss on the decline of habitat specialists has been well documented in coral reef fishes, since they have a restricted habitat preference. However, the different competitive advantages of specialists and generalists can impact their performance within varying habitat conditions. The order in which species arrive into a community influences competitive outcomes; these ‘priority effects’ may modify communities within degrading resource scenarios as individuals migrate in search of higher quality resources. In this study, we investigated: how sequence and timing of arrival affects interactions between a habitat generalist and a specialist in healthy and degrading environments, and how prior residency interacts with habitat quality and species identity to affect propensity to migrate. We conducted manipulative field studies using the damselfishes Pomacentrus amboinensis, a habitat generalist, and Pomacentrus moluccensis, a live coral specialist, on live or dead coral habitats, with timing of arrival differing between early and late arrivers (residents and intruders, respectively) by 1, 3 or 24 h. Our results demonstrated that the strength of priority effects (i.e., aggression intensity) increased with increasing timing of arrival when the P. moluccensis arrived after P. amboinensis, suggesting that as the perceived value of the habitat patch increased (owing to increasing ownership duration and defence investment), the tendency to defend it increased. Propensity to migrate from dead to live coral was greater for P. moluccensis compared to P. amboinensis; however, arriving after P. amboinensis significantly reduced willingness to migrate to its preferred live coral habitat, indicating an inhibitory priority effect, directly affecting future persistence. The degree that ecological versatility and priority effects combine to modify competitive outcomes in coral reef fishes has important consequences for the persistence of specialist species in the face of environmental degradation, and has implications for predicting how our changing environment will affect fish communities.

text: Prior residency improves the performance of a habitat specialist in a degrading environment The effect of habitat loss on the decline of habitat specialists has been well documented in coral reef fishes, since they have a restricted habitat preference. However, the different competitive advantages of specialists and generalists can impact their performance within varying habitat conditions. The order in which species arrive into a community influences competitive outcomes; these ‘priority effects’ may modify communities within degrading resource scenarios as individuals migrate in search of higher quality resources. In this study, we investigated: how sequence and timing of arrival affects interactions between a habitat generalist and a specialist in healthy and degrading environments, and how prior residency interacts with habitat quality and species identity to affect propensity to migrate. We conducted manipulative field studies using the damselfishes Pomacentrus amboinensis, a habitat generalist, and Pomacentrus moluccensis, a live coral specialist, on live or dead coral habitats, with timing of arrival differing between early and late arrivers (residents and intruders, respectively) by 1, 3 or 24 h. Our results demonstrated that the strength of priority effects (i.e., aggression intensity) increased with increasing timing of arrival when the P. moluccensis arrived after P. amboinensis, suggesting that as the perceived value of the habitat patch increased (owing to increasing ownership duration and defence investment), the tendency to defend it increased. Propensity to migrate from dead to live coral was greater for P. moluccensis compared to P. amboinensis; however, arriving after P. amboinensis significantly reduced willingness to migrate to its preferred live coral habitat, indicating an inhibitory priority effect, directly affecting future persistence. The degree that ecological versatility and priority effects combine to modify competitive outcomes in coral reef fishes has important consequences for the persistence of specialist species in the face of environmental degradation, and has implications for predicting how our changing environment will affect fish communities.

year: 2022-04-01

title: Making masks for Maui: Keeping the macro task in mind

authors: Moreland, Judy

subjects: macro

abstract: New Zealand primary school children in technology lessons often design and create an artifact in response to a scenario that relates to their interests and experiences. Usually the task is undertaken over several days. In this paper we draw on data generated within the INSiTE study, a three-year study exploring the nature of effective student-teacher interactions around science and technology ideas. The teacher in this paper planned for her children to create a mask for their forthcoming school production: 'How Maui found the secret of fire'. As the children worked on the macro task, that of designing and making a mask, meso and micro tasks emerged. The teacher assisted the children to identity and resolve these, hearing in mind that the ultimate aim was their successful participation in the school production. When teachers assist children to maintain a focus on the overall or macro task goals their artifact fulfils the specifications of the scenario and children's technology understandings and skills are fostered.

text: Making masks for Maui: Keeping the macro task in mind New Zealand primary school children in technology lessons often design and create an artifact in response to a scenario that relates to their interests and experiences. Usually the task is undertaken over several days. In this paper we draw on data generated within the INSiTE study, a three-year study exploring the nature of effective student-teacher interactions around science and technology ideas. The teacher in this paper planned for her children to create a mask for their forthcoming school production: 'How Maui found the secret of fire'. As the children worked on the macro task, that of designing and making a mask, meso and micro tasks emerged. The teacher assisted the children to identity and resolve these, hearing in mind that the ultimate aim was their successful participation in the school production. When teachers assist children to maintain a focus on the overall or macro task goals their artifact fulfils the specifications of the scenario and children's technology understandings and skills are fostered.

year: 2007

title: Young Maori males experiences in a secondary school context as sporting, academic and cultural identities.

authors: Porteous, Erin

subjects: Male Maori

abstract: This research focused on the journey of male Māori through secondary school and the effect on their identities in terms of sport, culture and academia. The two key areas of focus were how the culture of the school, including cultural stereotypes, impacts on male Māori learner self-concept, and whether the effect of creating an all Māori boys form class has resulted in an increased sense of belonging and engagement. 
The research was conducted as a case study underpinned by an interpretive methodology, using a focus group interview. The group was made up of five boys, chosen from a newly formed all boys’ Year 11 Māori form class. The boys were selected in conjunction with their form teacher and the schools Kaitiaki, in order to reflect a range of sporting, academic and cultural levels. 
The research findings found that although the boys view of their experiences in school seemed positive overall, they described common incidences and reactions to racial discrimination. The exposure to embedded racial stereotypes and behaviours caused them to create their own solutions, often through threatening violence or aggressive reactions. It appears that when young male Māori are more closely connected to Māori culture, they are more likely they are to create these responses. 
Teachers remain integral to the engagement and belonging of a young male Māori in secondary school. In support of the findings from Kia Eke Panuku (2013), this study found that male Māori require positive relationships with their teachers to engage in the subject and school in a general sense. Relationships based on ako and manaakitanga are key to these students viewing their experiences in school as successful.
Another finding showed the importance of sport and physical activity to young male Māori, though success in this area has been a limiting factor in contributing to overall success in secondary school. The placing of male Māori as a ‘physical being’ (Hokowhitu, 2003a; Hokowhitu, 2003b; Hokowhitu, 2004) creates spaces where Māori can be successful, such as practical based subjects like physical education. This success is perceived as acceptable yet often isolates them away from success in other areas (Erueti & Palmer, 2014), feeding into the stereotype itself.
The success of the all boys’ Māori form class was scrutinised by this study, and found the intended outcomes had not necessarily been met. The overall impact was that the boys had been grouped with a Māori form teacher and the intentions of additional support had been overlooked due to time pressures and deficit thinking in terms of capabilities of the class members.  For the Māori boys in this study, the challenges of overcome historical cultural stereotypes added to the challenge of succeeding at secondary school. The expectation that they walk successfully between the realms of Māori and pākehā to achieve in the current education system coupled with the feeling they needed to act ‘pākehā’ in order to achieve is particularly disturbing. The inequity for them in denying part of their identity seems a hefty price to pay for educational success.
This study highlights the need for schools, communities and individual teachers to recognise these racial and systemic inequities and work tirelessly to develop strategies to eliminate them, in order to create to take a giant step towards equity for all New Zealanders within education.

text: Young Maori males experiences in a secondary school context as sporting, academic and cultural identities. This research focused on the journey of male Māori through secondary school and the effect on their identities in terms of sport, culture and academia. The two key areas of focus were how the culture of the school, including cultural stereotypes, impacts on male Māori learner self-concept, and whether the effect of creating an all Māori boys form class has resulted in an increased sense of belonging and engagement. 
The research was conducted as a case study underpinned by an interpretive methodology, using a focus group interview. The group was made up of five boys, chosen from a newly formed all boys’ Year 11 Māori form class. The boys were selected in conjunction with their form teacher and the schools Kaitiaki, in order to reflect a range of sporting, academic and cultural levels. 
The research findings found that although the boys view of their experiences in school seemed positive overall, they described common incidences and reactions to racial discrimination. The exposure to embedded racial stereotypes and behaviours caused them to create their own solutions, often through threatening violence or aggressive reactions. It appears that when young male Māori are more closely connected to Māori culture, they are more likely they are to create these responses. 
Teachers remain integral to the engagement and belonging of a young male Māori in secondary school. In support of the findings from Kia Eke Panuku (2013), this study found that male Māori require positive relationships with their teachers to engage in the subject and school in a general sense. Relationships based on ako and manaakitanga are key to these students viewing their experiences in school as successful.
Another finding showed the importance of sport and physical activity to young male Māori, though success in this area has been a limiting factor in contributing to overall success in secondary school. The placing of male Māori as a ‘physical being’ (Hokowhitu, 2003a; Hokowhitu, 2003b; Hokowhitu, 2004) creates spaces where Māori can be successful, such as practical based subjects like physical education. This success is perceived as acceptable yet often isolates them away from success in other areas (Erueti & Palmer, 2014), feeding into the stereotype itself.
The success of the all boys’ Māori form class was scrutinised by this study, and found the intended outcomes had not necessarily been met. The overall impact was that the boys had been grouped with a Māori form teacher and the intentions of additional support had been overlooked due to time pressures and deficit thinking in terms of capabilities of the class members.  For the Māori boys in this study, the challenges of overcome historical cultural stereotypes added to the challenge of succeeding at secondary school. The expectation that they walk successfully between the realms of Māori and pākehā to achieve in the current education system coupled with the feeling they needed to act ‘pākehā’ in order to achieve is particularly disturbing. The inequity for them in denying part of their identity seems a hefty price to pay for educational success.
This study highlights the need for schools, communities and individual teachers to recognise these racial and systemic inequities and work tirelessly to develop strategies to eliminate them, in order to create to take a giant step towards equity for all New Zealanders within education.

year: 2016