title: Native bird abundance after Australian magpie (Gymnorhina tibicen) removal from localised areas of high resource availability

authors: Morgan, Dai K.J.

subjects: bird monitoring

abstract: Many reports exist of Australian magpies (Gymnorhina tibicen) attacking and sometimes killing other birds. One study concluded that magpies had little impact on the abundance of other birds at landscape scales, but another found that birds (mainly exotic species) avoided flying or landing close to them. We assessed whether continuously removing magpies for 6 weeks from localised areas of high resource availability (e.g. bush remnants or private gardens with fruit- or nectar-producing trees) in rural areas increased visitations by native birds compared with similar sites where magpies were not removed. Three count methods were used to estimate bird abundance: five-minute bird counts and ‘slow-walk’ transects in bush remnants, and five-minute bird counts and ‘snapshot’ counts in gardens. Generally, the abundance of native birds did not increase in treatment areas after magpie removal. In bush remnants, transect counts were typically better at detecting the presence of most species compared with five-minute bird counts. In gardens, snapshot counts were better at detecting tui (Prosthemadera novaeseelandiae) while five-minute bird counts were better at detecting magpies. Despite these differences, the different bird counting methods were generally in agreement and revealed that magpies had little impact on native birds at the scale we examined.

text: Native bird abundance after Australian magpie (Gymnorhina tibicen) removal from localised areas of high resource availability Many reports exist of Australian magpies (Gymnorhina tibicen) attacking and sometimes killing other birds. One study concluded that magpies had little impact on the abundance of other birds at landscape scales, but another found that birds (mainly exotic species) avoided flying or landing close to them. We assessed whether continuously removing magpies for 6 weeks from localised areas of high resource availability (e.g. bush remnants or private gardens with fruit- or nectar-producing trees) in rural areas increased visitations by native birds compared with similar sites where magpies were not removed. Three count methods were used to estimate bird abundance: five-minute bird counts and ‘slow-walk’ transects in bush remnants, and five-minute bird counts and ‘snapshot’ counts in gardens. Generally, the abundance of native birds did not increase in treatment areas after magpie removal. In bush remnants, transect counts were typically better at detecting the presence of most species compared with five-minute bird counts. In gardens, snapshot counts were better at detecting tui (Prosthemadera novaeseelandiae) while five-minute bird counts were better at detecting magpies. Despite these differences, the different bird counting methods were generally in agreement and revealed that magpies had little impact on native birds at the scale we examined.

year: 2012

title: Senior high school student biology learning in interactive teaching

authors: Lu, Tan-Ni

subjects: a social constructivist view of learning

abstract: This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.

text: Senior high school student biology learning in interactive teaching This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.

year: 2010

title: Māori Cultural Identity and Education

authors: Hawaikirangi-Pere, Charmaine

subjects: Identity

abstract: Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

text: Māori Cultural Identity and Education Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

year: 2013