title: Thermal state of permafrost and active-layer monitoring in the antarctic: Advances during the international polar year 2007-2009

authors: Vieira, Goncalo

subjects: permafrost temperature

abstract: Results obtained during the International Polar Year (IPY) on the thermal state of permafrost and the active layer in the Antarctic are presented, forming part of ANTPAS ( Antarctic Permafrost and Soils ), which was one of the key projects developed by the International Permafrost Association and the Scientific Committee for Antarctic Research for the IPY. The number of boreholes for permafrost and active-layer monitoring was increased from 21 to 73 during the IPY, while CALM-S sites to monitor the active layer were increased from 18 to 28. Permafrost temperatures during the IPY were slightly below 0°C in the South Shetlands near sea-level, showing that this area is near the climatic boundary of permafrost and has the highest sensitivity to climate change in the region. Permafrost temperatures were much lower in continental Antarctica: from the coast to the interior and with increasing elevation they ranged between -13.3°C and -18.6°C in Northern Victoria Land, from -17.4°C to -22.5°C in the McMurdo Dry Valleys, and down to -23.6°C at high elevation on Mount Fleming (Ross Island). Other monitored regions in continental Antarctica also showed cold permafrost: Queen Maud Land exhibited values down to -17.8°C on nunataks, while in Novolazarevskaya (Schirmacher Oasis) at 80 m a.s.l. the permafrost temperature was -8.3°C. The coastal stations of Molodeznaya at Enderby Land showed permafrost temperatures of -9.8°C, Larsemann Hills - Progress Station in the Vestfold Hills region - recorded -8.5°C, and Russkaya in Marie Byrd Land, -10.4°C. This snapshot obtained during the IPY shows that the range of ground temperatures in the Antarctic is greater than in the Arctic.

text: Thermal state of permafrost and active-layer monitoring in the antarctic: Advances during the international polar year 2007-2009 Results obtained during the International Polar Year (IPY) on the thermal state of permafrost and the active layer in the Antarctic are presented, forming part of ANTPAS ( Antarctic Permafrost and Soils ), which was one of the key projects developed by the International Permafrost Association and the Scientific Committee for Antarctic Research for the IPY. The number of boreholes for permafrost and active-layer monitoring was increased from 21 to 73 during the IPY, while CALM-S sites to monitor the active layer were increased from 18 to 28. Permafrost temperatures during the IPY were slightly below 0°C in the South Shetlands near sea-level, showing that this area is near the climatic boundary of permafrost and has the highest sensitivity to climate change in the region. Permafrost temperatures were much lower in continental Antarctica: from the coast to the interior and with increasing elevation they ranged between -13.3°C and -18.6°C in Northern Victoria Land, from -17.4°C to -22.5°C in the McMurdo Dry Valleys, and down to -23.6°C at high elevation on Mount Fleming (Ross Island). Other monitored regions in continental Antarctica also showed cold permafrost: Queen Maud Land exhibited values down to -17.8°C on nunataks, while in Novolazarevskaya (Schirmacher Oasis) at 80 m a.s.l. the permafrost temperature was -8.3°C. The coastal stations of Molodeznaya at Enderby Land showed permafrost temperatures of -9.8°C, Larsemann Hills - Progress Station in the Vestfold Hills region - recorded -8.5°C, and Russkaya in Marie Byrd Land, -10.4°C. This snapshot obtained during the IPY shows that the range of ground temperatures in the Antarctic is greater than in the Arctic.

year: 2010

title: Teachers as researchers

authors: Mills, Judith Patricia

abstract: Research in educational settings has often been undertaken by a third-person (a term used by Ball, 2000), who sits  on  the  edge  of  the  classroom,  maybe  moves  among  the  students  from  time  to  time,  and  looks  ‘at’  the teaching taking place. The assumption was that an outside observer may see and hear things taking place that the  teacher  takes  for  granted,and  may  notice  things  occurring  that  might  not have been  planned  for  by  the teacher. This approach harks back to research objectivity and a value-free research agenda (Denzin & Lincoln, 2005).  However, while an outsider seeks to understand what goes on in the lessons, he/she does not necessarily appreciate  or  understand  some  of  the  relational,  historical  and  affective  factors  beyond  that  gaze,and  that combine  in  the  interactions,  classroom  climate  and  situation  ofthat  moment.  The first-person approach  to research  in  educational  settings  means  the  teacher  is  in  a  position  to  probe  beneath  the  observed  actions associated  with  their  practice  and  focus  on  issues  arising  through  the  questioning,  evidence  gathering  and analysing  of  their  actions  alongside  their  students’  learning.  First-person  research  by  teachers  brings  to scholarly research and writing,a perspective direct from the classroom practitioner. Practitioner research, or the first-person approach to research, is referred to as ‘working in the inside’(Ball, 2000). Ball advocated that this form of research provides a valuable contribution to the improvement of teaching as teachers examine in depth some of the puzzles associated with classroom practice.

text: Teachers as researchers Research in educational settings has often been undertaken by a third-person (a term used by Ball, 2000), who sits  on  the  edge  of  the  classroom,  maybe  moves  among  the  students  from  time  to  time,  and  looks  ‘at’  the teaching taking place. The assumption was that an outside observer may see and hear things taking place that the  teacher  takes  for  granted,and  may  notice  things  occurring  that  might  not have been  planned  for  by  the teacher. This approach harks back to research objectivity and a value-free research agenda (Denzin & Lincoln, 2005).  However, while an outsider seeks to understand what goes on in the lessons, he/she does not necessarily appreciate  or  understand  some  of  the  relational,  historical  and  affective  factors  beyond  that  gaze,and  that combine  in  the  interactions,  classroom  climate  and  situation  ofthat  moment.  The first-person approach  to research  in  educational  settings  means  the  teacher  is  in  a  position  to  probe  beneath  the  observed  actions associated  with  their  practice  and  focus  on  issues  arising  through  the  questioning,  evidence  gathering  and analysing  of  their  actions  alongside  their  students’  learning.  First-person  research  by  teachers  brings  to scholarly research and writing,a perspective direct from the classroom practitioner. Practitioner research, or the first-person approach to research, is referred to as ‘working in the inside’(Ball, 2000). Ball advocated that this form of research provides a valuable contribution to the improvement of teaching as teachers examine in depth some of the puzzles associated with classroom practice.

year: 2019

title: Mai ngā reo pou tangata

authors: Nathan, Lisa Kiriwai

subjects: Maori

abstract: Globally the prevalence rate of dementia is estimated to be 50 million.  In 2016, Aotearoa New Zealand prevalence projections reported 62,287 people were affected by dementia.  Māori represented 5.1 per cent, which is expected to rise to 8 per cent by 2038.  Māori people prefer to care for ill kaumātua (older people) at home and are experiencing greater stress and increased caregiver burden due to the cultural expectations of caring for kaumātua at home.  The two aims of this study were first, to explore the perspectives of Māori whānau carers caring for kaumātua with dementia, and the second aim was to explore the perspectives of staff who work for dementia service providers, addressing areas such as staff’s experiences with Māori whānau carers and cultural competency in service delivery.
	Semi-structured interviews were conducted with eight whānau (11 whānau carers) within the Waikato region of New Zealand and seven service provider staff participants. Whānau carers were interviewed first.  They were asked to share information about their kaumātua.  The topics explored the diagnosis process; the behavioural changes of the kaumātua living with dementia and the whānau caring experience.  Thematic analysis was conducted on the resulting transcripts to identify themes and to identify potential service providers to approach for interviews.  Five service provider organisations were selected, of which four service providers were able to commit to an interview.  One service provider could not commit to an interview due to thesis time constraints. Seven staff participants across the four service providers were recruited and invited to share their perspectives of working with Māori whānau.  Again, thematic analysis was conducted on the verbatim transcripts to identify salient themes.
	Two major findings amidst the perspectives of whānau carers was identified.  First, the systemic lack of support across three dimensions, and second the negative impact of caregiver burden. The first deficiency was the lack of support from whānau members, second, the lack of support from community services and third, the lack of support from the government.  Whānau experienced poor health as a result of caregiver burden. Staff participants findings were firstly staff believed they were culturally inclusive and responsive, second they reported going beyond their roles and the system to support Māori and third staff identified barriers which exist for Māori in terms of accessing services.
	Whānau carers are struggling to find support from other whānau members.  Some whānau members are critical of caring methods, while others place additional burden on the carers.  Whānau are often described as an interconnected unit, however findings show that Māori whānau carers are feeling isolated and alone, and as a result are experiencing poor health. 
	Whānau carers perceive a services in their community as not being culturally inclusive or appropriate.  Staff participants said that they incorporate respect and compassion into their service delivery.  Staff recognise that the numbers of Māori represented at services are low, compared to non-Māori clients.  Services need to be integrate cultural training on a regular basis to ensure Māori are comfortable with being Māori in service settings.

text: Mai ngā reo pou tangata Globally the prevalence rate of dementia is estimated to be 50 million.  In 2016, Aotearoa New Zealand prevalence projections reported 62,287 people were affected by dementia.  Māori represented 5.1 per cent, which is expected to rise to 8 per cent by 2038.  Māori people prefer to care for ill kaumātua (older people) at home and are experiencing greater stress and increased caregiver burden due to the cultural expectations of caring for kaumātua at home.  The two aims of this study were first, to explore the perspectives of Māori whānau carers caring for kaumātua with dementia, and the second aim was to explore the perspectives of staff who work for dementia service providers, addressing areas such as staff’s experiences with Māori whānau carers and cultural competency in service delivery.
	Semi-structured interviews were conducted with eight whānau (11 whānau carers) within the Waikato region of New Zealand and seven service provider staff participants. Whānau carers were interviewed first.  They were asked to share information about their kaumātua.  The topics explored the diagnosis process; the behavioural changes of the kaumātua living with dementia and the whānau caring experience.  Thematic analysis was conducted on the resulting transcripts to identify themes and to identify potential service providers to approach for interviews.  Five service provider organisations were selected, of which four service providers were able to commit to an interview.  One service provider could not commit to an interview due to thesis time constraints. Seven staff participants across the four service providers were recruited and invited to share their perspectives of working with Māori whānau.  Again, thematic analysis was conducted on the verbatim transcripts to identify salient themes.
	Two major findings amidst the perspectives of whānau carers was identified.  First, the systemic lack of support across three dimensions, and second the negative impact of caregiver burden. The first deficiency was the lack of support from whānau members, second, the lack of support from community services and third, the lack of support from the government.  Whānau experienced poor health as a result of caregiver burden. Staff participants findings were firstly staff believed they were culturally inclusive and responsive, second they reported going beyond their roles and the system to support Māori and third staff identified barriers which exist for Māori in terms of accessing services.
	Whānau carers are struggling to find support from other whānau members.  Some whānau members are critical of caring methods, while others place additional burden on the carers.  Whānau are often described as an interconnected unit, however findings show that Māori whānau carers are feeling isolated and alone, and as a result are experiencing poor health. 
	Whānau carers perceive a services in their community as not being culturally inclusive or appropriate.  Staff participants said that they incorporate respect and compassion into their service delivery.  Staff recognise that the numbers of Māori represented at services are low, compared to non-Māori clients.  Services need to be integrate cultural training on a regular basis to ensure Māori are comfortable with being Māori in service settings.

year: 2019