title: Patterns of Late Cenozoic exhumation deduced from apatite and zircon U-He ages from Fiordland, New Zealand

authors: House, Martha A.

subjects: exhumation

abstract: New apatite and zircon (U-Th)/He ages from the Fiordland region of New Zealand's South Island expand on earlier results and provide new constraints on patterns of Late Cenozoic exhumation and cooling across this region. Zircon (U-Th)/He cooling ages, in combination with increased density of apatite ages, show that in addition to a gradual northward decrease in cooling ages that was seen during an earlier phase of this study, there is also a trend toward younger cooling ages to the east. Distinct breaks in cooling age patterns on southwestern Fiordland appear to be correlated to the location of previously mapped faults. The northward decrease in ages may reflect asynchronous cooling related to migration in the locus of exhumation driven by subduction initiation, or it may reflect synchronous regional exhumation that exposed different structural levels across Fiordland, or some combination of these effects. In either case, differential exhumation accommodated by major and minor faults that dissect Fiordland basement rocks apparently played an important role in producing the resulting age patterns.

text: Patterns of Late Cenozoic exhumation deduced from apatite and zircon U-He ages from Fiordland, New Zealand New apatite and zircon (U-Th)/He ages from the Fiordland region of New Zealand's South Island expand on earlier results and provide new constraints on patterns of Late Cenozoic exhumation and cooling across this region. Zircon (U-Th)/He cooling ages, in combination with increased density of apatite ages, show that in addition to a gradual northward decrease in cooling ages that was seen during an earlier phase of this study, there is also a trend toward younger cooling ages to the east. Distinct breaks in cooling age patterns on southwestern Fiordland appear to be correlated to the location of previously mapped faults. The northward decrease in ages may reflect asynchronous cooling related to migration in the locus of exhumation driven by subduction initiation, or it may reflect synchronous regional exhumation that exposed different structural levels across Fiordland, or some combination of these effects. In either case, differential exhumation accommodated by major and minor faults that dissect Fiordland basement rocks apparently played an important role in producing the resulting age patterns.

year: 2005

title: Representations and Manifestations of Madness in Victorian Fiction

authors: Bennett, Susanna

subjects: Victorian

abstract: This thesis explores the complex ways in which mental illness was portrayed in Victorian fiction. It situates the literature within historical contexts, but primarily focuses on fictional representations of madness. At times the fiction studied replicates the dominant attitudes towards mental illness in the period. On other occasions the literature forms a dialogue with the historical record, challenging Victorian attitudes and assumptions. 
These texts form the core of my discussion: Jane Eyre, Far From the Madding Crowd, The Strange Case of Dr Jekyll and Mr Hyde and He Knew He Was Right. Some of these are best described as sensation and Gothic fiction, the authors dawn to the sensational and dramatic narrative opportunities provided by madness. Other authors depict madness in a more understated way in keeping with their social realist mode. Thus a range of perspectives on and attitudes towards madness are discussed.
The analysis focuses on three distinct, but at times interconnected, themes. In the first chapter issues of gender and madness in Victorian literature are addressed, the analysis highlighting the particular association between women and madness but also considering depictions of male madness. Next, the thesis turns to questions of race and class, exploring the relationship between racial and socio-economic identity and madness. Here, the multiple fictional examples of professional, middle and upper-class men who are afflicted with madness forms a counter narrative to the historical coupling of madness with racial and class otherness. Finally, the thesis turns to the behaviour of fictional characters described as being mad. Madness frequently manifests in violent and destructive ways in Victorian fiction and thus the connection between madness and criminality is a necessary avenue of analysis.

text: Representations and Manifestations of Madness in Victorian Fiction This thesis explores the complex ways in which mental illness was portrayed in Victorian fiction. It situates the literature within historical contexts, but primarily focuses on fictional representations of madness. At times the fiction studied replicates the dominant attitudes towards mental illness in the period. On other occasions the literature forms a dialogue with the historical record, challenging Victorian attitudes and assumptions. 
These texts form the core of my discussion: Jane Eyre, Far From the Madding Crowd, The Strange Case of Dr Jekyll and Mr Hyde and He Knew He Was Right. Some of these are best described as sensation and Gothic fiction, the authors dawn to the sensational and dramatic narrative opportunities provided by madness. Other authors depict madness in a more understated way in keeping with their social realist mode. Thus a range of perspectives on and attitudes towards madness are discussed.
The analysis focuses on three distinct, but at times interconnected, themes. In the first chapter issues of gender and madness in Victorian literature are addressed, the analysis highlighting the particular association between women and madness but also considering depictions of male madness. Next, the thesis turns to questions of race and class, exploring the relationship between racial and socio-economic identity and madness. Here, the multiple fictional examples of professional, middle and upper-class men who are afflicted with madness forms a counter narrative to the historical coupling of madness with racial and class otherness. Finally, the thesis turns to the behaviour of fictional characters described as being mad. Madness frequently manifests in violent and destructive ways in Victorian fiction and thus the connection between madness and criminality is a necessary avenue of analysis.

year: 2015

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