title: Fossil fuel mineral wealth and climate change law: expectations of coal mine development in a time of decarbonisation

authors: Barton, Barry

subjects: climate change

abstract: International climate change law embodied in the United Nations Framework Convention on Climate Change and the Paris Agreement entails commitments to reduce the emission of greenhouse gases, mainly from the use of fossil fuels. The development of fossil fuel mineral resources, especially coal, is becoming less attractive. Although it can be argued that countries, especially developing countries, should have a right to develop their coal resources, there is no general exception to the international agreements to that effect. The agreements address emissions and do not directly prevent fossil fuel extraction at the present. Emission reduction measures are not the only factors causing uncertainty in international coal markets. No tenable argument can be made for exceptions to the climate change agreements on the basis of the right to development, sustainable development or permanent sovereignty over natural resources; and pressure to reduce the use of fossil fuels, at the corporate level or in international affairs, is legitimate and to be expected. A low-carbon future means changes for mining, and coal mining in particular does not have a legal claim to business as usual operation immune from international efforts to reduce harm to the climate.

text: Fossil fuel mineral wealth and climate change law: expectations of coal mine development in a time of decarbonisation International climate change law embodied in the United Nations Framework Convention on Climate Change and the Paris Agreement entails commitments to reduce the emission of greenhouse gases, mainly from the use of fossil fuels. The development of fossil fuel mineral resources, especially coal, is becoming less attractive. Although it can be argued that countries, especially developing countries, should have a right to develop their coal resources, there is no general exception to the international agreements to that effect. The agreements address emissions and do not directly prevent fossil fuel extraction at the present. Emission reduction measures are not the only factors causing uncertainty in international coal markets. No tenable argument can be made for exceptions to the climate change agreements on the basis of the right to development, sustainable development or permanent sovereignty over natural resources; and pressure to reduce the use of fossil fuels, at the corporate level or in international affairs, is legitimate and to be expected. A low-carbon future means changes for mining, and coal mining in particular does not have a legal claim to business as usual operation immune from international efforts to reduce harm to the climate.

year: 2021

title: Editors’ introduction: A collaborative exploration of reflexivity as a pedagogic bridge towards publication for international postgraduate students

authors: Cobb, Donella J.

abstract: Research conducted by postgraduate students is a significant source of new knowledge in universities. While it is increasingly available in digital databases, it is not frequently published, and thus accessible, in the form of academic journal articles (Kamler, 2008; Kwan, 2010; Lassig, Dillon, & Diezmann, 2013). In this article we explore the notion of an academic writing group as a pedagogical arrangement to scaffold international postgraduate students into writing for publication. We draw from our experiences of facilitating collaborative writing workshops with five international postgraduate students from The University of Waikato. These workshops provided a pedagogic space for international students and academic mentors to collectively bridge the often obscured path between thesis writing and writing for academic publication. We explain how a focus on reflexivity offered a way of foregrounding the ‘backstories’ of each student’s research experiences and established a platform from which scholars could discuss and write. We also give consideration to the linguistic and discoursal resources that supported emerging writers to foreground reflexivity in their published text. Each of the articles in this special section celebrate the outcome of this academic writing group by showcasing the published articles that have been written by the international postgraduate students involved in this collaborative writing project. We conclude this article by offering our experiences of a collaborative writing group as one way to facilitate a pedagogic bridge between thesis writing and writing for publication.

text: Editors’ introduction: A collaborative exploration of reflexivity as a pedagogic bridge towards publication for international postgraduate students Research conducted by postgraduate students is a significant source of new knowledge in universities. While it is increasingly available in digital databases, it is not frequently published, and thus accessible, in the form of academic journal articles (Kamler, 2008; Kwan, 2010; Lassig, Dillon, & Diezmann, 2013). In this article we explore the notion of an academic writing group as a pedagogical arrangement to scaffold international postgraduate students into writing for publication. We draw from our experiences of facilitating collaborative writing workshops with five international postgraduate students from The University of Waikato. These workshops provided a pedagogic space for international students and academic mentors to collectively bridge the often obscured path between thesis writing and writing for academic publication. We explain how a focus on reflexivity offered a way of foregrounding the ‘backstories’ of each student’s research experiences and established a platform from which scholars could discuss and write. We also give consideration to the linguistic and discoursal resources that supported emerging writers to foreground reflexivity in their published text. Each of the articles in this special section celebrate the outcome of this academic writing group by showcasing the published articles that have been written by the international postgraduate students involved in this collaborative writing project. We conclude this article by offering our experiences of a collaborative writing group as one way to facilitate a pedagogic bridge between thesis writing and writing for publication.

year: 2017

title: Hangaia te mātāpuna o te mōhio: learning foundations for Māori adults

authors: May, Stephen

subjects: Māori

abstract: Hangaia te mātāpuna o te mōhio can mean to build the precious gift of knowledge or to build the well-spring of learning. It symbolises the experience of Māori adults as they re-enter education to develop their literacy, language and numeracy. 
This report summarises three research projects that explore how success for Māori adults in the learning foundations of literacy, language and numeracy can be built on the foundations of Māori culture and identity.

text: Hangaia te mātāpuna o te mōhio: learning foundations for Māori adults Hangaia te mātāpuna o te mōhio can mean to build the precious gift of knowledge or to build the well-spring of learning. It symbolises the experience of Māori adults as they re-enter education to develop their literacy, language and numeracy. 
This report summarises three research projects that explore how success for Māori adults in the learning foundations of literacy, language and numeracy can be built on the foundations of Māori culture and identity.

year: 2009-08