title: Book review: Scribal Culture and the Making of the Hebrew Bible – By Karell van der Toorn

authors: Simms, Norman

subjects: book review

abstract: This article reviews the book: “Scribal Culture and the Making of the Hebrew Bible”, by Karell van der Toorn.

text: Book review: Scribal Culture and the Making of the Hebrew Bible – By Karell van der Toorn This article reviews the book: “Scribal Culture and the Making of the Hebrew Bible”, by Karell van der Toorn.

year: 2011

title: Evolving marine biosecurity in the Galapagos Islands

authors: Campbell, Marnie L.

abstract: Some of my co-authors and I have just returned from one of the paradises on earth and a natural history mecca – The Galapagos Islands, Ecuador. We participated in (MLC, CLH) or hosted (IK, TD, KC) the 1st Tropical Island Marine Bioinvasions Workshop convened at the Charles Darwin Research Station. From a terrestrial standpoint, the Ecuadorian government’s biosecurity for the most part is intelligent (but see Gardener et al. 2010), well organised and seems to be effective, with a number of publications detailing introduced terrestrial plant (e.g., Buddenhagen 2006; Jager and Kowarik 2010) and animal (e.g., Cruz et al. 2005; Carrion et al. 2011) eradications and impacts (e.g., Schofield 1989; Itow 2003; Renteria et al. 2012; Kueffer et al. 2010), invasion risks (e.g., Gottdenker et al. 2005), and ecosystem restoration, management and conservation (e.g., Gibbs et al. 1999; Causton et al. 2006). Yet, as with so many other systems, marine biosecurity lags behind (a quick review of the literature shows no marine introduction publications) and is consequently less well managed, but not for a lack of effort.

text: Evolving marine biosecurity in the Galapagos Islands Some of my co-authors and I have just returned from one of the paradises on earth and a natural history mecca – The Galapagos Islands, Ecuador. We participated in (MLC, CLH) or hosted (IK, TD, KC) the 1st Tropical Island Marine Bioinvasions Workshop convened at the Charles Darwin Research Station. From a terrestrial standpoint, the Ecuadorian government’s biosecurity for the most part is intelligent (but see Gardener et al. 2010), well organised and seems to be effective, with a number of publications detailing introduced terrestrial plant (e.g., Buddenhagen 2006; Jager and Kowarik 2010) and animal (e.g., Cruz et al. 2005; Carrion et al. 2011) eradications and impacts (e.g., Schofield 1989; Itow 2003; Renteria et al. 2012; Kueffer et al. 2010), invasion risks (e.g., Gottdenker et al. 2005), and ecosystem restoration, management and conservation (e.g., Gibbs et al. 1999; Causton et al. 2006). Yet, as with so many other systems, marine biosecurity lags behind (a quick review of the literature shows no marine introduction publications) and is consequently less well managed, but not for a lack of effort.

year: 2015-09

title: Kaupapa Māori and a new curriculum in Aotearoa/New Zealand

authors: Chalmers, Lex

subjects: curriculum review

abstract: While geographical education is our focus in this paper, the broader colonial history of education is the backdrop against which we first view the principles of Māori geographies in education. The essay underscores the importance of ‘authenticity’, the participation of local communities and local studies connected to local environments and histories. We use an educational program of the Raglan Area School on Whaingaroa Harbour as an illustrative example. The geographies of Whaingaroa Harbour provide an exemplary context for programs in geographical education and we suggest that the new curriculum in both English and Te Reo Māori (Māori language) can enhance the movement towards bi-cultural education in Aotearoa/New Zealand. Our argument is that the 2007 curriculum creates the opportunity; the impediments lie in providing appropriate resources and developing community support for the delivery of the bicultural educational approaches. is an important issue in debates about educational policy and implementing a new curriculum in Aotearoa/New Zealand. This paper explores how the development of the 2007 curriculum in Aotearoa/New Zealand attempted to address curriculum, teaching and learning options for Māori. Māori are a significant national community with needs and aspirations in education. Māori have tangata whenua status in Aotearoa/New Zealand, where this term acknowledges the arrival and settlement of migrant people of the Pacific centuries prior to significant European colonization in the 19th Century. While progress has been made in Māori education since the significant Treaty of Waitangi Act in 1975, we wish to explore the potential of Kaupapa Māori (Māori practice) in the development of a new curriculum, Te Marautanga o Aotearoa.

text: Kaupapa Māori and a new curriculum in Aotearoa/New Zealand While geographical education is our focus in this paper, the broader colonial history of education is the backdrop against which we first view the principles of Māori geographies in education. The essay underscores the importance of ‘authenticity’, the participation of local communities and local studies connected to local environments and histories. We use an educational program of the Raglan Area School on Whaingaroa Harbour as an illustrative example. The geographies of Whaingaroa Harbour provide an exemplary context for programs in geographical education and we suggest that the new curriculum in both English and Te Reo Māori (Māori language) can enhance the movement towards bi-cultural education in Aotearoa/New Zealand. Our argument is that the 2007 curriculum creates the opportunity; the impediments lie in providing appropriate resources and developing community support for the delivery of the bicultural educational approaches. is an important issue in debates about educational policy and implementing a new curriculum in Aotearoa/New Zealand. This paper explores how the development of the 2007 curriculum in Aotearoa/New Zealand attempted to address curriculum, teaching and learning options for Māori. Māori are a significant national community with needs and aspirations in education. Māori have tangata whenua status in Aotearoa/New Zealand, where this term acknowledges the arrival and settlement of migrant people of the Pacific centuries prior to significant European colonization in the 19th Century. While progress has been made in Māori education since the significant Treaty of Waitangi Act in 1975, we wish to explore the potential of Kaupapa Māori (Māori practice) in the development of a new curriculum, Te Marautanga o Aotearoa.

year: 2010