title: Faultlines, fairness, and fighting: A justice perspective on conflict in diverse groups

authors: Spell, Chester S.

subjects: conflict

abstract: Most people can recall instances at work where thankless tasks get in the way of tasks that lead to big rewards. This typically leads people in a group to a struggle with others over how to approach their work and set priorities. Inspired by such conversations with many employees, we develop a theory to understand how task conflict can be linked to distributive injustice. Using a survey from 42 workgroups, we found that the effect of distributive injustice on task conflict was mediated via role conflict. Group faultlines moderated this mediated relationship such as it was weaker when faultlines were stronger.

text: Faultlines, fairness, and fighting: A justice perspective on conflict in diverse groups Most people can recall instances at work where thankless tasks get in the way of tasks that lead to big rewards. This typically leads people in a group to a struggle with others over how to approach their work and set priorities. Inspired by such conversations with many employees, we develop a theory to understand how task conflict can be linked to distributive injustice. Using a survey from 42 workgroups, we found that the effect of distributive injustice on task conflict was mediated via role conflict. Group faultlines moderated this mediated relationship such as it was weaker when faultlines were stronger.

year: 2011

title: Red Sea fish market assessments indicate high species diversity and potential overexploitation

authors: Shellem, Claire T.

subjects: artisanal fishery

abstract: In many parts of the world, particularly remote and underdeveloped regions, reports of fisheries catch, effort, and landing data are limited. In order to implement effective fishing regulations to protect natural stocks, understanding fishing pressure, key target species, catch composition, and value of each species is vital. In regions where published data is limited, and the sampling of numerous small boats and landing sites is not feasible, fish market surveys represent an opportunity to obtain key fisheries data. This study therefore aims to obtain species-specific prices and market composition for fish landed in the central Red Sea by surveying local fish markets. We conducted 11 surveys at two major Red Sea fish markets to ascertain key fisheries metrics using market data as a proxy for catch data. Results indicate that a high proportion of the market composition is generated by 46 species from six family-level groups, Serranidae, Labridae, scarine labrids, Carangidae, Lethrinidae, and Lutjanidae, contributing to 87 % of the total market biomass. Species-specific values ranged from 4.50 USD/kg to 26.44 USD/kg, with market surveys highlighting the economic value of three local serranid species: Plectropomus pessuliferus marisrubri, Plectropomus areolatus and Variola louti, all valued at more than 25 USD/kg, and a labrid: Cheilinus undulatus, valued at 26.44 USD/kg. The Serranidae family represents 47 % of the total biomass and 55 % of the potential revenue in the market, while also indicating potentially overfished reefs due to the high occurrence of smaller species and undersized individuals of higher priced serranid species. Many of the high-valued serranids were below the size at sexual maturity. Target species exhibited small body size and decreasing abundance, potentially indicating a “shrinking baseline” scenario occurring in the Saudi Arabian artisanal coral reef fishery. These results indicate that introducing effective fisheries legislation and management is necessary for the longevity and sustainability of the reef-based fishery in the Saudi Arabian Red Sea. Implementing catch quotas, size limits, and seasonal restrictions are potential mechanisms that could be used to facilitate positive change within this vulnerable fishery.

text: Red Sea fish market assessments indicate high species diversity and potential overexploitation In many parts of the world, particularly remote and underdeveloped regions, reports of fisheries catch, effort, and landing data are limited. In order to implement effective fishing regulations to protect natural stocks, understanding fishing pressure, key target species, catch composition, and value of each species is vital. In regions where published data is limited, and the sampling of numerous small boats and landing sites is not feasible, fish market surveys represent an opportunity to obtain key fisheries data. This study therefore aims to obtain species-specific prices and market composition for fish landed in the central Red Sea by surveying local fish markets. We conducted 11 surveys at two major Red Sea fish markets to ascertain key fisheries metrics using market data as a proxy for catch data. Results indicate that a high proportion of the market composition is generated by 46 species from six family-level groups, Serranidae, Labridae, scarine labrids, Carangidae, Lethrinidae, and Lutjanidae, contributing to 87 % of the total market biomass. Species-specific values ranged from 4.50 USD/kg to 26.44 USD/kg, with market surveys highlighting the economic value of three local serranid species: Plectropomus pessuliferus marisrubri, Plectropomus areolatus and Variola louti, all valued at more than 25 USD/kg, and a labrid: Cheilinus undulatus, valued at 26.44 USD/kg. The Serranidae family represents 47 % of the total biomass and 55 % of the potential revenue in the market, while also indicating potentially overfished reefs due to the high occurrence of smaller species and undersized individuals of higher priced serranid species. Many of the high-valued serranids were below the size at sexual maturity. Target species exhibited small body size and decreasing abundance, potentially indicating a “shrinking baseline” scenario occurring in the Saudi Arabian artisanal coral reef fishery. These results indicate that introducing effective fisheries legislation and management is necessary for the longevity and sustainability of the reef-based fishery in the Saudi Arabian Red Sea. Implementing catch quotas, size limits, and seasonal restrictions are potential mechanisms that could be used to facilitate positive change within this vulnerable fishery.

year: 2021

title: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools

authors: Coffin, Rachel Marie

subjects: Māori  teachers

abstract: The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

text: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

year: 2013