title: Invasive species' leaf traits and dissimilarity from natives shape their impact on nitrogen cycling: a meta-analysis

authors: Lee, Marissa R.

subjects: Science & Technology

abstract: • Many exotic species have little apparent impact on ecosystem processes, whereas others have dramatic consequences for human and ecosystem health. There is growing evidence that invasions foster eutrophication. We need to identify species that are harmful and systems that are vulnerable to anticipate these consequences. Species’ traits may provide the necessary insights.
• We conducted a global meta-analysis to determine whether plant leaf and litter functional traits, and particularly leaf and litter nitrogen (N) content and carbon: nitrogen (C : N) ratio, explain variation in invasive species’ impacts on soil N cycling.
• Dissimilarity in leaf and litter traits among invaded and noninvaded plant communities control the magnitude and direction of invasion impacts on N cycling. Invasions that caused the greatest increases in soil inorganic N and mineralization rates had a much greater litter N content and lower litter C : N in the invaded than the reference community. Trait dissimilarities were better predictors than the trait values of invasive species alone.
• Quantifying baseline community tissue traits, in addition to those of the invasive species, is critical to understanding the impacts of invasion on soil N cycling.

text: Invasive species' leaf traits and dissimilarity from natives shape their impact on nitrogen cycling: a meta-analysis • Many exotic species have little apparent impact on ecosystem processes, whereas others have dramatic consequences for human and ecosystem health. There is growing evidence that invasions foster eutrophication. We need to identify species that are harmful and systems that are vulnerable to anticipate these consequences. Species’ traits may provide the necessary insights.
• We conducted a global meta-analysis to determine whether plant leaf and litter functional traits, and particularly leaf and litter nitrogen (N) content and carbon: nitrogen (C : N) ratio, explain variation in invasive species’ impacts on soil N cycling.
• Dissimilarity in leaf and litter traits among invaded and noninvaded plant communities control the magnitude and direction of invasion impacts on N cycling. Invasions that caused the greatest increases in soil inorganic N and mineralization rates had a much greater litter N content and lower litter C : N in the invaded than the reference community. Trait dissimilarities were better predictors than the trait values of invasive species alone.
• Quantifying baseline community tissue traits, in addition to those of the invasive species, is critical to understanding the impacts of invasion on soil N cycling.

year: 2017

title: Systematic evidence map of disparities in police outcomes: final report

authors: Tompson, Lisa

subjects: police

abstract: To support the New Zealand Police Understanding Policing Delivery (UPD) project, we were tasked with completing an academic literature review on bias in policing. However, the vastness and complexity of the relevant research, and the short timeframe for completion meant that it was not possible to complete a single literature review that accurately reflected the evidence base; indeed, it would be difficult to do justice to this literature in a single review under any circumstances. Thus, rather than attempting a traditional literature review, we developed an evidence and gap map of the international research on bias in policing. In this report, we present the rationale, methods used, and key features of the studies on the evidence and gap map (referred to as the ‘evidence map’). This evidence map serves several purposes. Its overarching purpose is to be a resource for more targeted work on specific areas of apparent disparity in policing, including areas prioritised by New Zealand Police as part of the UPD project: decisions about stops, charges, and the use of force. Researchers will be able to use the map to easily identify a) the extent of research in the area of interest, and b) the key features of the research that has been conducted in that area, as a basis. The map will guide rapid evidence reviews and future primary research, both of which can be used to design police practice-based interventions to reduce police-generated disparities in New Zealand.

text: Systematic evidence map of disparities in police outcomes: final report To support the New Zealand Police Understanding Policing Delivery (UPD) project, we were tasked with completing an academic literature review on bias in policing. However, the vastness and complexity of the relevant research, and the short timeframe for completion meant that it was not possible to complete a single literature review that accurately reflected the evidence base; indeed, it would be difficult to do justice to this literature in a single review under any circumstances. Thus, rather than attempting a traditional literature review, we developed an evidence and gap map of the international research on bias in policing. In this report, we present the rationale, methods used, and key features of the studies on the evidence and gap map (referred to as the ‘evidence map’). This evidence map serves several purposes. Its overarching purpose is to be a resource for more targeted work on specific areas of apparent disparity in policing, including areas prioritised by New Zealand Police as part of the UPD project: decisions about stops, charges, and the use of force. Researchers will be able to use the map to easily identify a) the extent of research in the area of interest, and b) the key features of the research that has been conducted in that area, as a basis. The map will guide rapid evidence reviews and future primary research, both of which can be used to design police practice-based interventions to reduce police-generated disparities in New Zealand.

year: 2021

title: Mates at the school gates:Investigating peer relationships among rangatahi Māori

authors: Knowles, Anthea Heather

subjects: school attendance

abstract: As a teacher, I have found that while some rangatahi feel connected to school, many others do not. In an attempt to reduce the gap between Māori and non-Māori educational achievement, there have been significant nationwide initiatives implemented into schools across New Zealand. These programmes have been centred mostly around improving school engagement. Despite these efforts, school attendance rates among Māori continue to decline. This thesis explores the role of peer relationships among rangatahi Māori, including how these relationships may influence various domains of engagement at school, such as participation, belonging and orientation to learning. 

This research involves focus group interviews with six rangatahi Māori aged 17-18, and in Years 12 and 13 in a small-town New Zealand High School. The wāhine Māori who contributed to the study, had been identified by the school as successfully engaged through regular attendance and participation of school activites. The findings from this study identify some critical aspects to building strong peer relationships, including: having a social space to gather, practicing manaakitanga, recognising equity, maintaining connection with each other, and welcoming humour. The rangatahi in this study value their peers and social relationships and they freely access these resources as needed. In doing so they are able to collectively critique experiences of marginalisation and acquire a collective source of resilience. The participants in this study then draw on this collective resilience during challenging situations.

text: Mates at the school gates:Investigating peer relationships among rangatahi Māori As a teacher, I have found that while some rangatahi feel connected to school, many others do not. In an attempt to reduce the gap between Māori and non-Māori educational achievement, there have been significant nationwide initiatives implemented into schools across New Zealand. These programmes have been centred mostly around improving school engagement. Despite these efforts, school attendance rates among Māori continue to decline. This thesis explores the role of peer relationships among rangatahi Māori, including how these relationships may influence various domains of engagement at school, such as participation, belonging and orientation to learning. 

This research involves focus group interviews with six rangatahi Māori aged 17-18, and in Years 12 and 13 in a small-town New Zealand High School. The wāhine Māori who contributed to the study, had been identified by the school as successfully engaged through regular attendance and participation of school activites. The findings from this study identify some critical aspects to building strong peer relationships, including: having a social space to gather, practicing manaakitanga, recognising equity, maintaining connection with each other, and welcoming humour. The rangatahi in this study value their peers and social relationships and they freely access these resources as needed. In doing so they are able to collectively critique experiences of marginalisation and acquire a collective source of resilience. The participants in this study then draw on this collective resilience during challenging situations.

year: 2019