title: Triumph displays inform eavesdropping little blue penguins of new dominance asymmetries

authors: Mouterde, Solveig C.

subjects: agonistic interaction

abstract: Agonistic signals used during contests over important resources have been extensively studied; postconflict signals have received comparatively little attention. While ‘triumph displays’, performed by winners following fights, have been described for many species, no experiment has yet assessed one of the main hypotheses explaining their existence: advertising victory to social eavesdroppers. Our experiments evaluated the impact of triumph calls on the behaviour and stress responses of surrounding penguins. We found that territorial male little blue penguins, Eudyptula minor, having previously been exposed to playback of a vocal exchange between conspecifics followed by the sounds of a fight, had higher heart rates in response to the winner’s call than that of the loser; females had high rates in response to both winners and losers. Males were also less likely to threaten winners than losers vocally during a simulated approach of their burrow, while females remained silent in both contexts. Our findings support the hypothesis that triumph calls facilitate an association of winners’ distinctive vocalizations with stress generated by nearby overt aggression. By advertising their victories, males may establish a ‘reputation’ for winning fights within the social group, potentially reducing the likelihood of being challenged by eavesdroppers in future contests.

text: Triumph displays inform eavesdropping little blue penguins of new dominance asymmetries Agonistic signals used during contests over important resources have been extensively studied; postconflict signals have received comparatively little attention. While ‘triumph displays’, performed by winners following fights, have been described for many species, no experiment has yet assessed one of the main hypotheses explaining their existence: advertising victory to social eavesdroppers. Our experiments evaluated the impact of triumph calls on the behaviour and stress responses of surrounding penguins. We found that territorial male little blue penguins, Eudyptula minor, having previously been exposed to playback of a vocal exchange between conspecifics followed by the sounds of a fight, had higher heart rates in response to the winner’s call than that of the loser; females had high rates in response to both winners and losers. Males were also less likely to threaten winners than losers vocally during a simulated approach of their burrow, while females remained silent in both contexts. Our findings support the hypothesis that triumph calls facilitate an association of winners’ distinctive vocalizations with stress generated by nearby overt aggression. By advertising their victories, males may establish a ‘reputation’ for winning fights within the social group, potentially reducing the likelihood of being challenged by eavesdroppers in future contests.

year: 2012

title: Occupational stress: A study of the New Zealand Reserve Bank

authors: Kelley, Karen

subjects: New Zealand

abstract: Employees in many countries increasingly complain about high and rising levels of stress at work. As stress levels have increased, employers have faced rising medical bills, more accident insurance claims, increased absenteeism, and declining morale. Most corporate efforts to handle the problem have focused on the symptoms of stress, with, for example, therapy, counselling, gym memberships, and in-house exercise facilities. Professor Robert Karasecc recommends a different approach based on work re-design for greater job enrichment. He argues that stress is caused by heavy work demands in the job itself, which the unskilled employees with little control over how the work is done cannot adapt to or modify. Our study tests Karaseck’s theory using a sample of employees from the Reserve Bank of New Zealand. In general, we find that some stress symptoms decline as skill discretion and decision authority increase, even if work demands are light. We also find that some stress symptoms decline as work demands decrease, even if authority and skill levels are high. As a result, we argue that managers could reduce stress in the workplace by enriching jobs, as Karasek advises, but also by reducing work demands.

text: Occupational stress: A study of the New Zealand Reserve Bank Employees in many countries increasingly complain about high and rising levels of stress at work. As stress levels have increased, employers have faced rising medical bills, more accident insurance claims, increased absenteeism, and declining morale. Most corporate efforts to handle the problem have focused on the symptoms of stress, with, for example, therapy, counselling, gym memberships, and in-house exercise facilities. Professor Robert Karasecc recommends a different approach based on work re-design for greater job enrichment. He argues that stress is caused by heavy work demands in the job itself, which the unskilled employees with little control over how the work is done cannot adapt to or modify. Our study tests Karaseck’s theory using a sample of employees from the Reserve Bank of New Zealand. In general, we find that some stress symptoms decline as skill discretion and decision authority increase, even if work demands are light. We also find that some stress symptoms decline as work demands decrease, even if authority and skill levels are high. As a result, we argue that managers could reduce stress in the workplace by enriching jobs, as Karasek advises, but also by reducing work demands.

year: 2001

title: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana

authors: Woller, Paul Robert

subjects: Ngāi Tamarāwaho

abstract: Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

text: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

year: 2016