title: The effect of climate and environmental change on the megafaunal moa of New Zealand in the absence of humans

authors: Rawlence, Nicolas J.

subjects: ancient DNA

abstract: New Zealand offers a unique opportunity to investigate the response of extinct megafaunal ecosystems to major changes in climate and habitat prior to human settlement. Prior to this point (late 13th Century AD) New Zealand contained a diverse avian megafauna dominated by nine species of large flightless ratite moa (Dinornithiformes). We used ancient DNA approaches to generate mitochondrial DNA sequence data from 39 crested moa (Pachyornis australis) and 145 heavy-footed moa (Pachyornis elephantopus) specimens. In combination with radiocarbon dating and dietary isotope analysis we examined the effects of Late Pleistocene and Holocene climate and environmental change on the phylogeography, palaeodemographics, and eventual extinction of Pachyornis. We show that Pachyornis changed altitudinal, longitudinal and latitudinal ranges through the Late Quaternary in response to alterations in the distribution of suitable habitat. However, we found no evidence for large-scale change in population sizes during the past 40,000 radiocarbon years BP (approximately 44,000 calendar years BP), or significant changes in δ ¹³C and δ ¹⁵N isotope signatures over this time period. The results suggest that crested moa tracked habitat through time with little consequence to population size. For the more broadly distributed heavy-footed moa, changes in climate and habitat distribution may have promoted phylogeographic structuring. Overall this study suggests that the likelihood of megafaunal extinction in New Zealand was greatly reduced in the absence of humans.

text: The effect of climate and environmental change on the megafaunal moa of New Zealand in the absence of humans New Zealand offers a unique opportunity to investigate the response of extinct megafaunal ecosystems to major changes in climate and habitat prior to human settlement. Prior to this point (late 13th Century AD) New Zealand contained a diverse avian megafauna dominated by nine species of large flightless ratite moa (Dinornithiformes). We used ancient DNA approaches to generate mitochondrial DNA sequence data from 39 crested moa (Pachyornis australis) and 145 heavy-footed moa (Pachyornis elephantopus) specimens. In combination with radiocarbon dating and dietary isotope analysis we examined the effects of Late Pleistocene and Holocene climate and environmental change on the phylogeography, palaeodemographics, and eventual extinction of Pachyornis. We show that Pachyornis changed altitudinal, longitudinal and latitudinal ranges through the Late Quaternary in response to alterations in the distribution of suitable habitat. However, we found no evidence for large-scale change in population sizes during the past 40,000 radiocarbon years BP (approximately 44,000 calendar years BP), or significant changes in δ ¹³C and δ ¹⁵N isotope signatures over this time period. The results suggest that crested moa tracked habitat through time with little consequence to population size. For the more broadly distributed heavy-footed moa, changes in climate and habitat distribution may have promoted phylogeographic structuring. Overall this study suggests that the likelihood of megafaunal extinction in New Zealand was greatly reduced in the absence of humans.

year: 2012

title: The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands

authors: Giano, Ellison

subjects: practical science activities

abstract: Internationally many science educators have argued that science teachers should ensure that their students have opportunities to engage with and take part in practical work, in order to better understand natural phenomena and learn how science tries to understand and explain these. However, there is ongoing debate about the specific purpose of carrying out practical science activities. Some research suggests that if practical investigations are not prepared well enough, they may not have much impact on improving students’ learning about science. This research study involved two secondary science teachers teaching Form 2 science in urban secondary schools and two from rural. The overarching aim was to explore the science teachers’ perceptions about the purpose of doing practical science activities in secondary schools. The study was conducted in two phases. First, based on the interpretive paradigm qualitative data was generated using semi-structured interview of each teacher. In the second phase the teachers involved in a photo elicitation process where each teacher took photographs of examples of practical science activities they organized for their students. This was followed by a second round of interviews where the teachers told the stories about the photographs they have taken. The data was then analyzed using the grounded theory method. The findings suggest that these teachers saw the purposes of doing practical science activities was to apply theoretical knowledge they learned about in class, develop thinking and process skills, motivate students and raise their interest in science. However, the teachers were not able to articulate the rationale behind doing practical science activities and did not identify it as an important aspect of science. The findings also noted the science syllabus and assessment, impact of access to science resources, training, time and class size as enablers and constraints which science teachers encounter in planning and organizing practical science activities. The findings also showed that there were differences between science teachers in urban and rural secondary schools on how they plan and organize practical science activities. The differences in how schools and science departments were equipped meant that teachers were resourceful and made use of their immediate environment when materials were scarce however they felt that ‘lab’ is best.

text: The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands Internationally many science educators have argued that science teachers should ensure that their students have opportunities to engage with and take part in practical work, in order to better understand natural phenomena and learn how science tries to understand and explain these. However, there is ongoing debate about the specific purpose of carrying out practical science activities. Some research suggests that if practical investigations are not prepared well enough, they may not have much impact on improving students’ learning about science. This research study involved two secondary science teachers teaching Form 2 science in urban secondary schools and two from rural. The overarching aim was to explore the science teachers’ perceptions about the purpose of doing practical science activities in secondary schools. The study was conducted in two phases. First, based on the interpretive paradigm qualitative data was generated using semi-structured interview of each teacher. In the second phase the teachers involved in a photo elicitation process where each teacher took photographs of examples of practical science activities they organized for their students. This was followed by a second round of interviews where the teachers told the stories about the photographs they have taken. The data was then analyzed using the grounded theory method. The findings suggest that these teachers saw the purposes of doing practical science activities was to apply theoretical knowledge they learned about in class, develop thinking and process skills, motivate students and raise their interest in science. However, the teachers were not able to articulate the rationale behind doing practical science activities and did not identify it as an important aspect of science. The findings also noted the science syllabus and assessment, impact of access to science resources, training, time and class size as enablers and constraints which science teachers encounter in planning and organizing practical science activities. The findings also showed that there were differences between science teachers in urban and rural secondary schools on how they plan and organize practical science activities. The differences in how schools and science departments were equipped meant that teachers were resourceful and made use of their immediate environment when materials were scarce however they felt that ‘lab’ is best.

year: 2011

title: The coastal habitats of Tairawhiti: A review of the scientific, local, and customary knowledge

authors: Ross, Philip M.

abstract: In Aotearoa/New Zealand, regional councils and unitary authorities have a range of responsibilities for decision making in the coastal and marine area (CMA). The New Zealand Coastal Policy Statement (2010), in policy 11, sets out requirements for avoiding significant adverse effects on species, habitats and ecosystems, and section 67 of the Resource Management Act (1991) indicates that regional plans must give effect to the New Zealand Coastal Policy Statement. For regional councils to be able to successfully manage indigenous marine biodiversity (composed of species, habitats and ecosystems) they must have some understanding of the types of biodiversity present within a region’s CMA, and knowledge of the spatial distribution of that biodiversity. For regions such as Auckland and Northland biodiversity in the CMA has been relatively well described. For example, the Department of Conservation has compiled a marine habitat map for the Northland section of the Northeast Marine Bioregion, which covers an area of 1.34 million hectares of coastal habitat from Ahipara to Mangawhai (https://www.nrc.govt.nz/resource-library-summary/research-and-reports/coastal/).
This knowledge makes it much easier for councils to develop coastal plans that provide appropriate protections and management outcomes. In other regions, less information is available which can make it difficult to put in place appropriate environmental management.
The Gisborne Region (Tairawhiti) is a region for which there is comparatively little information available regarding marine biodiversity and the distribution of coastal habitats. The region has been under-represented in coastal research to date, which is largely a consequence of its remoteness to institutions conducting research in the CMA (Universities, CRIs and other research providers). Consequently the Gisborne District Council (GDC), the unitary authority responsible for Tairawhiti, does not have readily available and robust information about the marine and coastal environments of the region. This lack of knowledge spans the range of coastal habitats which GDC has the task of managing under the Resource Management Act (1991).
As a first step towards gathering the information required to better manage the Tairawhiti CMA, this report collates and summarises the available scientific, local and customary knowledge on the extent, location and state of marine and estuarine habitats within the Tairawhiti region. In addition to the collation of this information, additional objectives for this report include: identifying gaps in the information base; recording information that might explain how pressures and activities within the region may have altered coastal habitats; providing advice on priorities for additional work required to fill knowledge gaps; and where possible, include mātauranga Māori in accordance with tikanga. With this knowledge, GDC will be in a better position to facilitate the development of a Regional Plan for Tairāwhiti to set the strategic direction for growth, development and resource management over the next 30 years.

text: The coastal habitats of Tairawhiti: A review of the scientific, local, and customary knowledge In Aotearoa/New Zealand, regional councils and unitary authorities have a range of responsibilities for decision making in the coastal and marine area (CMA). The New Zealand Coastal Policy Statement (2010), in policy 11, sets out requirements for avoiding significant adverse effects on species, habitats and ecosystems, and section 67 of the Resource Management Act (1991) indicates that regional plans must give effect to the New Zealand Coastal Policy Statement. For regional councils to be able to successfully manage indigenous marine biodiversity (composed of species, habitats and ecosystems) they must have some understanding of the types of biodiversity present within a region’s CMA, and knowledge of the spatial distribution of that biodiversity. For regions such as Auckland and Northland biodiversity in the CMA has been relatively well described. For example, the Department of Conservation has compiled a marine habitat map for the Northland section of the Northeast Marine Bioregion, which covers an area of 1.34 million hectares of coastal habitat from Ahipara to Mangawhai (https://www.nrc.govt.nz/resource-library-summary/research-and-reports/coastal/).
This knowledge makes it much easier for councils to develop coastal plans that provide appropriate protections and management outcomes. In other regions, less information is available which can make it difficult to put in place appropriate environmental management.
The Gisborne Region (Tairawhiti) is a region for which there is comparatively little information available regarding marine biodiversity and the distribution of coastal habitats. The region has been under-represented in coastal research to date, which is largely a consequence of its remoteness to institutions conducting research in the CMA (Universities, CRIs and other research providers). Consequently the Gisborne District Council (GDC), the unitary authority responsible for Tairawhiti, does not have readily available and robust information about the marine and coastal environments of the region. This lack of knowledge spans the range of coastal habitats which GDC has the task of managing under the Resource Management Act (1991).
As a first step towards gathering the information required to better manage the Tairawhiti CMA, this report collates and summarises the available scientific, local and customary knowledge on the extent, location and state of marine and estuarine habitats within the Tairawhiti region. In addition to the collation of this information, additional objectives for this report include: identifying gaps in the information base; recording information that might explain how pressures and activities within the region may have altered coastal habitats; providing advice on priorities for additional work required to fill knowledge gaps; and where possible, include mātauranga Māori in accordance with tikanga. With this knowledge, GDC will be in a better position to facilitate the development of a Regional Plan for Tairāwhiti to set the strategic direction for growth, development and resource management over the next 30 years.

year: 2021