title: COP26 local panel: Setting the scene - what's to come!

authors: Morrison, Sandra L.

abstract: Our local experts kick-off the 2 weeks of action with a scene setting discussion on what is to follow at COP26. Hear from Hon. Nanaia Mahuta, Minister for Foreign Affairs, former CHEC President Professor Ian Douglas and others ahead of COP26

text: COP26 local panel: Setting the scene - what's to come! Our local experts kick-off the 2 weeks of action with a scene setting discussion on what is to follow at COP26. Hear from Hon. Nanaia Mahuta, Minister for Foreign Affairs, former CHEC President Professor Ian Douglas and others ahead of COP26

year: 2021-11

title: Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako

authors: Horne, Sharon Karey

subjects: Addressing

abstract: This research involved interviewing five Māori whānau, with children attending four of six schools across a  Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori.
A review of the literature highlighted precolonial ways of teaching and learning where whānau were highly involved in the education of their children and where teaching and learning was reciprocal and where the mana of children, whānau and hapū were important.
Applying culturally responsive methodologies and using group focussed, semi-structured interviews to collect whānau perspectives it was revealed that many Māori children were neither enjoying education nor achieving success as Māori. Māori whānau spoke sincerely about their own experiences and those of their children.  Critical and consistent messages from Māori whānau identified what must be addressed if Māori children are to reach their full potential and enjoy and achieve education success with their Māori cultural identity secure. 
This thesis identifies that it is crucial for school leaders and teachers to listen to what whānau are saying if educators are to take greater responsibility for the performance of Māori students’ learning and cultural identity by delivering their teaching performance against the cultural competencies stated in Tātaiako.  Addressing, reducing and removing the ongoing challenges and disparities Māori children and whānau face in education is essential. However, unless school leaders and teachers believe they have to change, then Māori will continue to get from schooling what they have always got. That is not good enough for Māori whānau and nor is it good enough for anyone’s whānau. This thesis discusses how together we can make this happen.

text: Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako This research involved interviewing five Māori whānau, with children attending four of six schools across a  Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori.
A review of the literature highlighted precolonial ways of teaching and learning where whānau were highly involved in the education of their children and where teaching and learning was reciprocal and where the mana of children, whānau and hapū were important.
Applying culturally responsive methodologies and using group focussed, semi-structured interviews to collect whānau perspectives it was revealed that many Māori children were neither enjoying education nor achieving success as Māori. Māori whānau spoke sincerely about their own experiences and those of their children.  Critical and consistent messages from Māori whānau identified what must be addressed if Māori children are to reach their full potential and enjoy and achieve education success with their Māori cultural identity secure. 
This thesis identifies that it is crucial for school leaders and teachers to listen to what whānau are saying if educators are to take greater responsibility for the performance of Māori students’ learning and cultural identity by delivering their teaching performance against the cultural competencies stated in Tātaiako.  Addressing, reducing and removing the ongoing challenges and disparities Māori children and whānau face in education is essential. However, unless school leaders and teachers believe they have to change, then Māori will continue to get from schooling what they have always got. That is not good enough for Māori whānau and nor is it good enough for anyone’s whānau. This thesis discusses how together we can make this happen.

year: 2020

title: Acigöl rhyolite field, Central Anatolia (part 1): high-resolution dating of eruption episodes and zircon growth rates

authors: Schmitt, Axel K.

subjects: Zircon

abstract: Protracted pre-eruptive zircon residence is frequently detected in continental rhyolites and can conflict with thermal models, indicating briefer magma cooling durations if scaled to erupted volumes. Here, we present combined U-Th and (U-Th)/He zircon ages from the Acigöl rhyolite field (Central Anatolia, Turkey), which is part of a Quaternary bimodal volcanic complex. Unlike other geochronometers, this approach dates crystallization and eruption on the same crystals, allowing for internal consistency testing. Despite the overall longevity of Acigöl rhyolite volcanism and systematic trends of progressive depletion in compatible trace elements and decreasing zircon saturation temperatures, we find that zircon crystallized in two brief pulses corresponding to eruptions in the eastern and western part of the field during Middle and Late Pleistocene times, respectively. For Late Pleistocene zircon, resolvable differences exist between interior (average: 30.7 ± 0.9 ka; 1σ error) and rim (21.9 ± 1.3 ka) crystallization ages. These translate into radial crystal growth rates of ∼10⁻¹³ to 10⁻¹⁴ cm/s, broadly consistent with those constrained by diffusion experiments. Rim crystallization and (U-Th)/He eruption ages (24.2 ± 0.4 ka) overlap within uncertainty. Evidence for brief zircon residence at Acigöl contrasts with many other rhyolite fields, suggesting that protracted zircon crystallization in, or recycling from, long-lived crystal mushes is not ubiquitous in continental silicic magma systems. Instead, the span of pre-eruptive zircon ages is consistent with autochthonous crystallization in individual small-volume magma batches that originated from basaltic precursors.

text: Acigöl rhyolite field, Central Anatolia (part 1): high-resolution dating of eruption episodes and zircon growth rates Protracted pre-eruptive zircon residence is frequently detected in continental rhyolites and can conflict with thermal models, indicating briefer magma cooling durations if scaled to erupted volumes. Here, we present combined U-Th and (U-Th)/He zircon ages from the Acigöl rhyolite field (Central Anatolia, Turkey), which is part of a Quaternary bimodal volcanic complex. Unlike other geochronometers, this approach dates crystallization and eruption on the same crystals, allowing for internal consistency testing. Despite the overall longevity of Acigöl rhyolite volcanism and systematic trends of progressive depletion in compatible trace elements and decreasing zircon saturation temperatures, we find that zircon crystallized in two brief pulses corresponding to eruptions in the eastern and western part of the field during Middle and Late Pleistocene times, respectively. For Late Pleistocene zircon, resolvable differences exist between interior (average: 30.7 ± 0.9 ka; 1σ error) and rim (21.9 ± 1.3 ka) crystallization ages. These translate into radial crystal growth rates of ∼10⁻¹³ to 10⁻¹⁴ cm/s, broadly consistent with those constrained by diffusion experiments. Rim crystallization and (U-Th)/He eruption ages (24.2 ± 0.4 ka) overlap within uncertainty. Evidence for brief zircon residence at Acigöl contrasts with many other rhyolite fields, suggesting that protracted zircon crystallization in, or recycling from, long-lived crystal mushes is not ubiquitous in continental silicic magma systems. Instead, the span of pre-eruptive zircon ages is consistent with autochthonous crystallization in individual small-volume magma batches that originated from basaltic precursors.

year: 2011