title: Do heterospecific size and demeanour influence visitation behaviour of birds at urban foraging patches?

authors: Borowske, Alyssa

subjects: Australian magpie (Cracticus tibicen)

abstract: We compared the feeding behaviour of garden birds in the presence of four heterospecific decoy species at suburban feeding stations to assess the relative importance of body size (large vs. small) and demeanour (high vs. low potential for inter-specific aggression) as cues for threat recognition. We conducted separate trials with live, caged Australian magpie, Cracticus tibicen, and common myna, Acridotheres tristis, large and small species known to chase and harass heterospecifics, and comparably sized species not known for inter-species aggression (i.e. rock dove, Columba livia, and ringneck dove, Streptopelia risoria). Birds of all species arrived at feeding stations sooner and displayed higher-risk activities in the presence of small decoys. The two most common species that visited the feeding stations, silvereye, Zosterops lateralis, and house sparrow, Passer domesticus, were most likely to perform high-risk behaviours (i.e. landing on the stimulus cage and feeding from the station) in the presence of common mynas. The activities were performed least frequently in the presence of Australian magpies. As garden birds likely had the most experience interacting with common mynas, the results suggest that a two-step decision rule, with size and familiarity as important cues, may be used to recognize potential threats.

text: Do heterospecific size and demeanour influence visitation behaviour of birds at urban foraging patches? We compared the feeding behaviour of garden birds in the presence of four heterospecific decoy species at suburban feeding stations to assess the relative importance of body size (large vs. small) and demeanour (high vs. low potential for inter-specific aggression) as cues for threat recognition. We conducted separate trials with live, caged Australian magpie, Cracticus tibicen, and common myna, Acridotheres tristis, large and small species known to chase and harass heterospecifics, and comparably sized species not known for inter-species aggression (i.e. rock dove, Columba livia, and ringneck dove, Streptopelia risoria). Birds of all species arrived at feeding stations sooner and displayed higher-risk activities in the presence of small decoys. The two most common species that visited the feeding stations, silvereye, Zosterops lateralis, and house sparrow, Passer domesticus, were most likely to perform high-risk behaviours (i.e. landing on the stimulus cage and feeding from the station) in the presence of common mynas. The activities were performed least frequently in the presence of Australian magpies. As garden birds likely had the most experience interacting with common mynas, the results suggest that a two-step decision rule, with size and familiarity as important cues, may be used to recognize potential threats.

year: 2011

title: Tree-climbing capabilities of Norway and ship rats

authors: Foster, Stacey Patricia

subjects: invasive rats

abstract: Norway and ship rats (Rattus norvegicus and Rattus rattus) have invaded many habitats of conservation value worldwide, but Norway rats are widely assumed to be less of a threat to tree-nesting biota than are ship rats because they are less adept at climbing. We tested this assumption by measuring the capabilities of wild-caught captive rats of both species in reaching food rewards above ground, placed at fixed sites of increasingly difficult access. We confirmed that Norway rats were much slower and less agile than ship rats, but could in fact, given enough time, reach the same height above ground, run across the same thin ropes fixed at both ends and climb a real tree. However, they were more easily defeated by obstacles, more dependent on the availability of footholds, more vulnerable to falls, and those of >200 g body weight were significantly less likely to reach food rewards at the unsupported ends of small branches. We conclude that Norway rats seldom forage above ground, not because they cannot climb but because arboreal foraging is more risky and less likely to be rewarding for them.

text: Tree-climbing capabilities of Norway and ship rats Norway and ship rats (Rattus norvegicus and Rattus rattus) have invaded many habitats of conservation value worldwide, but Norway rats are widely assumed to be less of a threat to tree-nesting biota than are ship rats because they are less adept at climbing. We tested this assumption by measuring the capabilities of wild-caught captive rats of both species in reaching food rewards above ground, placed at fixed sites of increasingly difficult access. We confirmed that Norway rats were much slower and less agile than ship rats, but could in fact, given enough time, reach the same height above ground, run across the same thin ropes fixed at both ends and climb a real tree. However, they were more easily defeated by obstacles, more dependent on the availability of footholds, more vulnerable to falls, and those of >200 g body weight were significantly less likely to reach food rewards at the unsupported ends of small branches. We conclude that Norway rats seldom forage above ground, not because they cannot climb but because arboreal foraging is more risky and less likely to be rewarding for them.

year: 2011

title: Educational leadership and Māori communities’ involvement in their children’s schooling

authors: McMillan, Hoana

subjects: Educational leadership

abstract: The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

text: Educational leadership and Māori communities’ involvement in their children’s schooling The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

year: 2012