title: Toxic cascades: multiple anthropogenic stressors have complex and unanticipated interactive effects on temperate reefs

authors: Shears, Nick T.

subjects: behaviourally mediated indirect interactions

abstract: In a changing environment multiple anthropogenic stressors can have novel and non-additive effects on interacting species. We investigated the interactive effects of fishing and harmful algal blooms on the predator-sea urchin-macroalgae trophic cascade. Fishing of urchin predators had indirect negative effects on macroalgae, whereas blooms of epi-benthic dinoflagellates (Ostreopsis siamensis) were found to have strong negative effects on urchins and indirect positive effects on macroalgae. Based on these opposing effects, blooms were expected to counteract the cascading effects of fishing. However, a large bloom of Ostreopsis led to greater divergence in macroalgae abundance between reserve and fished sites, as urchins declined at reserve sites but remained stable at fished sites. This resulted from enhanced predation rates on bloom-affected urchins at reserve sites rather than direct lethal effects of Ostreopsis on urchins. We argue that interacting stressors can facilitate or attenuate trophic cascades depending on stressor intensity and complex non-lethal interactions.

text: Toxic cascades: multiple anthropogenic stressors have complex and unanticipated interactive effects on temperate reefs In a changing environment multiple anthropogenic stressors can have novel and non-additive effects on interacting species. We investigated the interactive effects of fishing and harmful algal blooms on the predator-sea urchin-macroalgae trophic cascade. Fishing of urchin predators had indirect negative effects on macroalgae, whereas blooms of epi-benthic dinoflagellates (Ostreopsis siamensis) were found to have strong negative effects on urchins and indirect positive effects on macroalgae. Based on these opposing effects, blooms were expected to counteract the cascading effects of fishing. However, a large bloom of Ostreopsis led to greater divergence in macroalgae abundance between reserve and fished sites, as urchins declined at reserve sites but remained stable at fished sites. This resulted from enhanced predation rates on bloom-affected urchins at reserve sites rather than direct lethal effects of Ostreopsis on urchins. We argue that interacting stressors can facilitate or attenuate trophic cascades depending on stressor intensity and complex non-lethal interactions.

year: 2010

title: "The pain, the pain": Modelling music information behavior and the songs we hate

authors: Cunningham, Sally Jo

subjects: user study

abstract: The paper presents a grounded theory analysis of 395 user responses to the survey question, "What is the worst song ever?" Important factors uncovered include: lyric quality, the "earworm" effect, voice quality, the influence of associated music videos, over-exposure, perceptions of pretentiousness, and associations with unpleasant personal experiences.

text: "The pain, the pain": Modelling music information behavior and the songs we hate The paper presents a grounded theory analysis of 395 user responses to the survey question, "What is the worst song ever?" Important factors uncovered include: lyric quality, the "earworm" effect, voice quality, the influence of associated music videos, over-exposure, perceptions of pretentiousness, and associations with unpleasant personal experiences.

year: 2005-09-01

title: Teaching te reo Māori as a second language in primary schools: two case studies.

authors: Hill, Richard Kenneth

subjects: second languages

abstract: The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

text: Teaching te reo Māori as a second language in primary schools: two case studies. The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

year: 2010