title: Climate swings and roundabouts – paleoclimatic fluctuations across Zealandia. Publication date 01 Nov 2015]

authors: Lowe, David J.

abstract: Zealandia’s sedimentary deposits, rocks and their fossil record provide an outstanding archive of mid-latitude climate change for the past 66 million years, including details of the c. 50 major, worldwide, glacial–interglacial cycles that occurred during Quaternary time (the past 2.6 million years).

text: Climate swings and roundabouts – paleoclimatic fluctuations across Zealandia. Publication date 01 Nov 2015] Zealandia’s sedimentary deposits, rocks and their fossil record provide an outstanding archive of mid-latitude climate change for the past 66 million years, including details of the c. 50 major, worldwide, glacial–interglacial cycles that occurred during Quaternary time (the past 2.6 million years).

year: 2015

title: Dataset for: Southern Hemisphere bog persists as a strong carbon sink during droughts

authors: Goodrich, Jordan Paul

abstract: Dataset for: Southern Hemisphere bog persists as a strong carbon sink during droughts

text: Dataset for: Southern Hemisphere bog persists as a strong carbon sink during droughts Dataset for: Southern Hemisphere bog persists as a strong carbon sink during droughts

year: 2017

title: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda.

authors: Bishop, Russell

subjects: educational outcomes

abstract: Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

text: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda. Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

year: 2000