title: Erosional history of the Karkonosze Granite Massif – constraints from adjacent sedimentary basins and thermochronology

authors: Migoń, Piotr

subjects: Erosional history

abstract: The long-term erosional history of the Karkonosze Granite Massif is revised and reconstructed using different sources of information, including the sedimentary record of adjacent basins, previously published low-temperature thermochronological data and geomorphic features. Although the evidence is still incomplete, this work has identified a number of intervals, of unequal duration, characterized by different denudation regimes and rates. Several major phases of rapid exhumation are inferred - in the Permian and the Early Triassic as seen in the sedimentary record, and in the Late Cretaceous as shown by both the thermochronological and sedimentary records. Neotectonic uplift of the Karkonosze Mts. in the late Cenozoic is not recorded in the thermochronological record and there is no evidence of any accelerated denudation close to the massif. Apatite fission track data show that >~3.6 km of rock must have been eroded since the Turonian, while the results of zircon (U-Th)/He analysis suggest that in places erosion of >~6 km of rock must have taken place. This picture differs from previous estimates of denudation which suggested that only 2-2.5 km has been eroded from the axial part of the Karkonosze dome since the exposure of granite batholith in the Permian.

text: Erosional history of the Karkonosze Granite Massif – constraints from adjacent sedimentary basins and thermochronology The long-term erosional history of the Karkonosze Granite Massif is revised and reconstructed using different sources of information, including the sedimentary record of adjacent basins, previously published low-temperature thermochronological data and geomorphic features. Although the evidence is still incomplete, this work has identified a number of intervals, of unequal duration, characterized by different denudation regimes and rates. Several major phases of rapid exhumation are inferred - in the Permian and the Early Triassic as seen in the sedimentary record, and in the Late Cretaceous as shown by both the thermochronological and sedimentary records. Neotectonic uplift of the Karkonosze Mts. in the late Cenozoic is not recorded in the thermochronological record and there is no evidence of any accelerated denudation close to the massif. Apatite fission track data show that >~3.6 km of rock must have been eroded since the Turonian, while the results of zircon (U-Th)/He analysis suggest that in places erosion of >~6 km of rock must have taken place. This picture differs from previous estimates of denudation which suggested that only 2-2.5 km has been eroded from the axial part of the Karkonosze dome since the exposure of granite batholith in the Permian.

year: 2012

title: Surrogacy and the law: three perspectives

authors: Walker, Ruth

abstract: In this article we argue that, from the perspective of the surrogacy triad, the legal process in New Zealand does not work well. We conducted semi-structured interviews with surrogates and intended parents about their experience of the New Zealand system and found several common themes, which we report here. Most legal professionals lack experience with surrogacy adoptions and do not always provide accurate advice, which leads to additional cost and stress for the intended parents in particular. A large part of the problem is that the legislation itself is not fit for purpose and forces the triad into a Family Court procedure that is antithetical to the intentions of all members. ECART plays a valuable role in facilitating domestic surrogacies and we argue for it to be expanded to include all traditional surrogacies and to be the only port of call for the triad to establish the intended parents as the legal parents of the baby from birth.

text: Surrogacy and the law: three perspectives In this article we argue that, from the perspective of the surrogacy triad, the legal process in New Zealand does not work well. We conducted semi-structured interviews with surrogates and intended parents about their experience of the New Zealand system and found several common themes, which we report here. Most legal professionals lack experience with surrogacy adoptions and do not always provide accurate advice, which leads to additional cost and stress for the intended parents in particular. A large part of the problem is that the legislation itself is not fit for purpose and forces the triad into a Family Court procedure that is antithetical to the intentions of all members. ECART plays a valuable role in facilitating domestic surrogacies and we argue for it to be expanded to include all traditional surrogacies and to be the only port of call for the triad to establish the intended parents as the legal parents of the baby from birth.

year: 2020

title: The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand

authors: Tihema, Ngaire L. A.

subjects: tertiary educational institutions

abstract: Additional language teaching and learning is fraught with problems the world over and Aotearoa/New Zealand is not immune to these issues.  This doctoral research investigates current practices of teaching and learning te reo Māori (the Māori language) as an additional language in tertiary educational institutions and explores the appropriacy of measuring the language proficiency of speakers and learners of te reo Māori by using a variation of the C-test principle.  The first chapter (Chapter One) sets the context by providing an overview of post-colonial historical events in Aotearoa/New Zealand that led to a language shift which would result in many Māori learning te reo Māori as a second language.  The literature review (Chapter Two) provides an historical overview of additional language teaching methods and approaches since the 18th century and critiques some language teaching methods/approaches – found to be outdated, teacher-centred and/or too limited in scope – that are currently used to teach the Māori language in tertiary institutions.  The next two chapters report on responses from a questionnaire-based survey (Chapter Three) and semi-structured interviews (Chapter Four) with tertiary teachers of te reo Māori, which found that most teachers are largely untrained and unqualified in the area of additional language teaching and learning.  The chapter that follows (Chapter Five) provides an analysis of a textbook series – reported to be the most widely used Māori language resources in tertiary institutions – which was found to be largely influenced by an eclectic approach to textbook design that includes grammar translation and audiolingual methods.  For the next chapter (Chapter Six), the development of a particular type of Māori language proficiency test (variant C-test) is discussed, along with the findings and results of its trial, which was done, firstly, with a sample of highly proficient speakers of te reo and, secondly, with a small sample of second language learners of te reo, prior to a pilot of the test which was conducted with a second sample of tertiary learners of te reo Māori.  While analyses of test scores reveal that satisfactory reliability coefficients were obtained, more research is required, not only to investigate the validity of this particular C-test variant, but also to further explore the appropriacy of applying the (variant) C-test principle to measuring general Māori language proficiency.  This chapter (Chapter Six) concludes with a discussion of the questionnaire responses about the educational backgrounds, language backgrounds, motivations and attitudes of the samples of learners, approximately half of whom are additional language learners and the other half of whom have been raised with te reo Māori as (one of) their main language.  An overview of the research findings and its limitations is provided in the final chapter (Chapter Seven), along with potential contributions of the research and further recommendations for future research.  The challenge that each issue raised in this thesis places on teachers, students and the revitalisation movement of te reo Māori in tertiary institutions, is one which needs to be further explored and addressed.

text: The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand Additional language teaching and learning is fraught with problems the world over and Aotearoa/New Zealand is not immune to these issues.  This doctoral research investigates current practices of teaching and learning te reo Māori (the Māori language) as an additional language in tertiary educational institutions and explores the appropriacy of measuring the language proficiency of speakers and learners of te reo Māori by using a variation of the C-test principle.  The first chapter (Chapter One) sets the context by providing an overview of post-colonial historical events in Aotearoa/New Zealand that led to a language shift which would result in many Māori learning te reo Māori as a second language.  The literature review (Chapter Two) provides an historical overview of additional language teaching methods and approaches since the 18th century and critiques some language teaching methods/approaches – found to be outdated, teacher-centred and/or too limited in scope – that are currently used to teach the Māori language in tertiary institutions.  The next two chapters report on responses from a questionnaire-based survey (Chapter Three) and semi-structured interviews (Chapter Four) with tertiary teachers of te reo Māori, which found that most teachers are largely untrained and unqualified in the area of additional language teaching and learning.  The chapter that follows (Chapter Five) provides an analysis of a textbook series – reported to be the most widely used Māori language resources in tertiary institutions – which was found to be largely influenced by an eclectic approach to textbook design that includes grammar translation and audiolingual methods.  For the next chapter (Chapter Six), the development of a particular type of Māori language proficiency test (variant C-test) is discussed, along with the findings and results of its trial, which was done, firstly, with a sample of highly proficient speakers of te reo and, secondly, with a small sample of second language learners of te reo, prior to a pilot of the test which was conducted with a second sample of tertiary learners of te reo Māori.  While analyses of test scores reveal that satisfactory reliability coefficients were obtained, more research is required, not only to investigate the validity of this particular C-test variant, but also to further explore the appropriacy of applying the (variant) C-test principle to measuring general Māori language proficiency.  This chapter (Chapter Six) concludes with a discussion of the questionnaire responses about the educational backgrounds, language backgrounds, motivations and attitudes of the samples of learners, approximately half of whom are additional language learners and the other half of whom have been raised with te reo Māori as (one of) their main language.  An overview of the research findings and its limitations is provided in the final chapter (Chapter Seven), along with potential contributions of the research and further recommendations for future research.  The challenge that each issue raised in this thesis places on teachers, students and the revitalisation movement of te reo Māori in tertiary institutions, is one which needs to be further explored and addressed.

year: 2018