title: What's driving Parfit's surgery cases?

authors: Weijers, Dan M.

abstract: Presented at AXΦIV: 4th Annual Australasian Experimental Philosophy Conference  held at University of Waikato, Hamilton, New Zealand on 06 Dec 2019.

text: What's driving Parfit's surgery cases? Presented at AXΦIV: 4th Annual Australasian Experimental Philosophy Conference  held at University of Waikato, Hamilton, New Zealand on 06 Dec 2019.

year: 2019-12-07

title: Does ‘acoustic anchoring’ reduce post-translocation dispersal of North Island robins?

authors: Bradley, David William

subjects: acoustic anchoring

abstract: Context: Animal translocations are an important conservation tool; however, post-release dispersal can hinder successful population establishment. Playback of conspecific song attracts dispersing individuals in some species, although its application following animal translocation has yet to be rigorously investigated.

Aims: To determine whether conspecific song can be used as an ‘acoustic anchor’, we adopted an experimental approach during the translocation of 60 North Island robins (Petroica longipes).
Methods: At one of two release locations, we broadcast song at natural rates from four speakers (4 h per morning), for 9 days following release; we set the second release location as a control where identical conditions were established but no playback occurred. To assess the impact of playback, we monitored speaker and control locations, surveyed tracks around the release areas, and radio-tracked robins over nine playback days and an additional 9 days.
Key results: Most robins left both immediate release areas; however, our results showed that (1) more robins (6 birds on 14 of the 18 days), in particular females (3 birds), approached the playback location than the ‘flagged’ control location (3 male birds on 5 of the 18 days), (2) individual robins returned to the playback location repeatedly, unlike those at the control site, and (3) robins also visited the playback location longer after playback than they did silent control locations. In contrast, radio-telemetry data from five robins suggested that general dispersal was not influenced by playback. Two radio-tracked females moved over long distances (some to >3 km from their release location), whereas two radio-tracked males remained relatively close to the release sites.
Conclusions: We demonstrated a short-term attraction effect of playback over a period of several weeks for some birds, particularly females. In contrast, we detected fewer birds over a shorter period at the silent control release site, where no females were detected. However, long-term monitoring at both sites suggested that the effect of playback on reducing post-release dispersal was transitory.
Implications: The lack of a clear and lasting effect of acoustic anchoring on dispersal in the present study has provided information on the limited utility of song playback as a conservation management tool for this species. Consideration of the species’ ecology and suitability for ‘acoustic anchoring’ must be made before playback is employed as a conservation measure to reduce excess post-translocation dispersal.

text: Does ‘acoustic anchoring’ reduce post-translocation dispersal of North Island robins? Context: Animal translocations are an important conservation tool; however, post-release dispersal can hinder successful population establishment. Playback of conspecific song attracts dispersing individuals in some species, although its application following animal translocation has yet to be rigorously investigated.

Aims: To determine whether conspecific song can be used as an ‘acoustic anchor’, we adopted an experimental approach during the translocation of 60 North Island robins (Petroica longipes).
Methods: At one of two release locations, we broadcast song at natural rates from four speakers (4 h per morning), for 9 days following release; we set the second release location as a control where identical conditions were established but no playback occurred. To assess the impact of playback, we monitored speaker and control locations, surveyed tracks around the release areas, and radio-tracked robins over nine playback days and an additional 9 days.
Key results: Most robins left both immediate release areas; however, our results showed that (1) more robins (6 birds on 14 of the 18 days), in particular females (3 birds), approached the playback location than the ‘flagged’ control location (3 male birds on 5 of the 18 days), (2) individual robins returned to the playback location repeatedly, unlike those at the control site, and (3) robins also visited the playback location longer after playback than they did silent control locations. In contrast, radio-telemetry data from five robins suggested that general dispersal was not influenced by playback. Two radio-tracked females moved over long distances (some to >3 km from their release location), whereas two radio-tracked males remained relatively close to the release sites.
Conclusions: We demonstrated a short-term attraction effect of playback over a period of several weeks for some birds, particularly females. In contrast, we detected fewer birds over a shorter period at the silent control release site, where no females were detected. However, long-term monitoring at both sites suggested that the effect of playback on reducing post-release dispersal was transitory.
Implications: The lack of a clear and lasting effect of acoustic anchoring on dispersal in the present study has provided information on the limited utility of song playback as a conservation management tool for this species. Consideration of the species’ ecology and suitability for ‘acoustic anchoring’ must be made before playback is employed as a conservation measure to reduce excess post-translocation dispersal.

year: 2011

title: Can te ao Māori worldviews exist within a western institute’s online teaching and learning environment?

authors: Hudson, Petera Whaiao

subjects: whakawhanaungatanga

abstract: Tertiary institutions in Aotearoa (New Zealand) offer students online teaching and learning papers across a variety of disciplines. The purpose of this research was to examine whether online teaching and learning environments in a tertiary institute provide opportunities to create conditions that promote te ao Māori (a Māori world view) aspirations for Māori scholars. Following a critical review of selected literature on how technologies and its pedagogical implications can realise cultural, educational, political and social aspirations in an online environment (see Chapter 2), the ethical practices according to Kaupapa Māori theory methodology, whakawhanaungatanga and spiral discourse is outlined (see Chapter 3). These practices together with spiral discourse and conversation analysis, were used to analyse the factors that facilitated or hindered optimal conditions that promoted teacher and student aspirations in the online environment (see Chapter 4). That analysis, conducted in relation to a number of focus points, revealed that when Māori practices of tikanga and ako pedagogy were applied in this realm, Māori scholars experienced the fulfilment of personal aspirations. Participants also experienced positive outcomes when whanaungatanga, the creation of interrelationships relationships between Māori students and teachers, whānau, friends, colleagues, was a focus together with good support facilities and services, and quality resources. This research supports the conclusion that online teaching and learning environments in a tertiary institute can provide opportunities to create conditions that promote te ao Māori aspirations for Māori scholars. Further investigations are needed to unravel the types and nature of the interrelationships between ako Māori pedagogies and the student and teacher, and whanaungatanga between students and other students that facilitate conditions that promoted Māori aspirations in an online environment.

text: Can te ao Māori worldviews exist within a western institute’s online teaching and learning environment? Tertiary institutions in Aotearoa (New Zealand) offer students online teaching and learning papers across a variety of disciplines. The purpose of this research was to examine whether online teaching and learning environments in a tertiary institute provide opportunities to create conditions that promote te ao Māori (a Māori world view) aspirations for Māori scholars. Following a critical review of selected literature on how technologies and its pedagogical implications can realise cultural, educational, political and social aspirations in an online environment (see Chapter 2), the ethical practices according to Kaupapa Māori theory methodology, whakawhanaungatanga and spiral discourse is outlined (see Chapter 3). These practices together with spiral discourse and conversation analysis, were used to analyse the factors that facilitated or hindered optimal conditions that promoted teacher and student aspirations in the online environment (see Chapter 4). That analysis, conducted in relation to a number of focus points, revealed that when Māori practices of tikanga and ako pedagogy were applied in this realm, Māori scholars experienced the fulfilment of personal aspirations. Participants also experienced positive outcomes when whanaungatanga, the creation of interrelationships relationships between Māori students and teachers, whānau, friends, colleagues, was a focus together with good support facilities and services, and quality resources. This research supports the conclusion that online teaching and learning environments in a tertiary institute can provide opportunities to create conditions that promote te ao Māori aspirations for Māori scholars. Further investigations are needed to unravel the types and nature of the interrelationships between ako Māori pedagogies and the student and teacher, and whanaungatanga between students and other students that facilitate conditions that promoted Māori aspirations in an online environment.

year: 2020