title: An unusual growth form of Cladonia furcata: The trampling-resistant primary thallus colonizing a paved pathway

authors: Lange, Otto L.

abstract: Lichens are well known to be susceptible to damage by trampling. Fruticose species, with their
highly branched structure, are particularly sensitive and Bayfield et al. (1981)
described substantial damage to Cladonia uncialis, C. arbuscula, C. rangiferina,
and C. impexa on paths in lichen-rich heath communities in north-east
Scotland. Less visible communities, biotic soil crusts in arid and semi-arid
areas with their cover of crustose lichens, are also easily disturbed by walking,
car driving, or grazing and recovery can take decades.
We report here an interesting situation where a lichen (Cladonia furcata) is apparently being
maintained and even spread in a habitat because trampling prevents it from
completing its monocarpic life cycle.

text: An unusual growth form of Cladonia furcata: The trampling-resistant primary thallus colonizing a paved pathway Lichens are well known to be susceptible to damage by trampling. Fruticose species, with their
highly branched structure, are particularly sensitive and Bayfield et al. (1981)
described substantial damage to Cladonia uncialis, C. arbuscula, C. rangiferina,
and C. impexa on paths in lichen-rich heath communities in north-east
Scotland. Less visible communities, biotic soil crusts in arid and semi-arid
areas with their cover of crustose lichens, are also easily disturbed by walking,
car driving, or grazing and recovery can take decades.
We report here an interesting situation where a lichen (Cladonia furcata) is apparently being
maintained and even spread in a habitat because trampling prevents it from
completing its monocarpic life cycle.

year: 1998

title: Effects of face masks and tele-neuropsychological assessment on memory performance for commonly used neuropsychological tests in New Zealand

authors: Benge, Olivia

subjects: Neuropsychological Assessment

abstract: Research has shown that using face masks within a neuropsychological assessment can negatively affect an individual's recall and recognition performance (Rodriguez, 2022; Smerdon, 2022; Truong & Weber, 2021). Similarly, previous literature states that administering neuropsychological assessment through videoconferencing software has also been found to negatively affect an individual's test performance during neuropsychological assessment (Zendel et al., 2021). These effects are thought to be explained by face masks and online assessments increasing cognitive load and, therefore, affecting working memory (Byyny, 2016; Lee et al., 2022). This study aims to extend previous literature by examining whether face masks and online home-based neuropsychological assessment affect memory test performance for cognitively healthy adults in New Zealand. The tests examined in this study are Logical Memory (WMS-IV), The Rey Auditory Verbal Learning (RAVLT), Digit Span and Letter Number Sequencing (WAIS-IV). Sixty-three participants were recruited through the University of Waikato, posters/flyers, Facebook, and researcher networks. All participants were screened for eligibility; inclusion criteria to participate were English being their primary language, no current illnesses, impairments, or medical conditions that may affect cognitive functioning (Mahon et al., 2021). Participants were placed into two groups (online or in-person). Each participant completed two test sessions in a counterbalanced order; one session was completed with the examiner wearing a face mask and one unmasked. A series of two-way repeated measures ANOVAs were conducted to investigate test performance differences between mask and location conditions. Results found no evidence to support that the use of face masks and online home-based assessment significantly affected examinee memory test performance. These findings support the feasibility of using face masks and online assessments to meet pandemic mandates.

text: Effects of face masks and tele-neuropsychological assessment on memory performance for commonly used neuropsychological tests in New Zealand Research has shown that using face masks within a neuropsychological assessment can negatively affect an individual's recall and recognition performance (Rodriguez, 2022; Smerdon, 2022; Truong & Weber, 2021). Similarly, previous literature states that administering neuropsychological assessment through videoconferencing software has also been found to negatively affect an individual's test performance during neuropsychological assessment (Zendel et al., 2021). These effects are thought to be explained by face masks and online assessments increasing cognitive load and, therefore, affecting working memory (Byyny, 2016; Lee et al., 2022). This study aims to extend previous literature by examining whether face masks and online home-based neuropsychological assessment affect memory test performance for cognitively healthy adults in New Zealand. The tests examined in this study are Logical Memory (WMS-IV), The Rey Auditory Verbal Learning (RAVLT), Digit Span and Letter Number Sequencing (WAIS-IV). Sixty-three participants were recruited through the University of Waikato, posters/flyers, Facebook, and researcher networks. All participants were screened for eligibility; inclusion criteria to participate were English being their primary language, no current illnesses, impairments, or medical conditions that may affect cognitive functioning (Mahon et al., 2021). Participants were placed into two groups (online or in-person). Each participant completed two test sessions in a counterbalanced order; one session was completed with the examiner wearing a face mask and one unmasked. A series of two-way repeated measures ANOVAs were conducted to investigate test performance differences between mask and location conditions. Results found no evidence to support that the use of face masks and online home-based assessment significantly affected examinee memory test performance. These findings support the feasibility of using face masks and online assessments to meet pandemic mandates.

year: 2023

title: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness

authors: Honey, Sandra Elizabeth

subjects: tertiary teachers

abstract: In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

text: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

year: 2014