title: Inspiring national indigenous legal education for Aotearoa New Zealand's Bachelor of Laws Degree: Phase One

authors: Ruru, Jacinta

subjects: tikanga Maori, LLB law degree, legal education in New Zealand, bilculturalism, bilinguaiism, bijuralism

abstract: This Issues Paper is the result of the first stage of a multi-year, three-phase national project. In it we review the literature and consider some of the preliminary opportunities relevant for the teaching
of Māori law as a foundation source of the Aotearoa New Zealand Bachelor of Laws (LLB) degree for the benefit of the legal profession and Aotearoa New Zealand society. We present ten key messages
as integral to this Issues Paper.

text: Inspiring national indigenous legal education for Aotearoa New Zealand's Bachelor of Laws Degree: Phase One This Issues Paper is the result of the first stage of a multi-year, three-phase national project. In it we review the literature and consider some of the preliminary opportunities relevant for the teaching
of Māori law as a foundation source of the Aotearoa New Zealand Bachelor of Laws (LLB) degree for the benefit of the legal profession and Aotearoa New Zealand society. We present ten key messages
as integral to this Issues Paper.

year: 2020-09-01

title: Raising Māori Student Achievement - Journeys of Success

authors: Kaumoana, Cadence

abstract: Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

text: Raising Māori Student Achievement - Journeys of Success Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

year: 2013

title: Identifying the volcanic eruption depicted in a Neolithic Painting at Çatalhöyük, Central Anatolia, Turkey

authors: Schmitt, Axel K.

abstract: A mural excavated at the Neolithic Çatalhöyük site (Central Anatolia, Turkey) has been interpreted as the oldest known map. Dating to ~6600 BCE, it putatively depicts an explosive summit eruption of the Hasan Dağı twin-peaks volcano located ~130 km northeast of Çatalhöyük, and a birds-eye view of a town plan in the foreground. This interpretation, however, has remained controversial not least because independent evidence for a contemporaneous explosive volcanic eruption of Hasan Dağı has been lacking. Here, we document the presence of andesitic pumice veneer on the summit of Hasan Dağı, which we dated using (U-Th)/He zircon geochronology. The (U-Th)/He zircon eruption age of 8.97±0.64 ka (or 6960±640 BCE; uncertainties 2σ) overlaps closely with ¹⁴C ages for cultural strata at Çatalhöyük, including level VII containing the “map” mural. A second pumice sample from a surficial deposit near the base of Hasan Dağı records an older explosive eruption at 28.9±1.5 ka. U-Th zircon crystallization ages in both samples range from near-eruption to secular equilibrium (>380 ka). Collectively, our results reveal protracted intrusive activity at Hasan Dağı punctuated by explosive venting, and provide the first radiometric ages for a Holocene explosive eruption which was most likely witnessed by humans in the area. Geologic and geochronologic lines of evidence thus support previous interpretations that residents of Çatalhöyük artistically represented an explosive eruption of Hasan Dağı volcano. The magmatic longevity recorded by quasi-continuous zircon crystallization coupled with new evidence for late-Pleistocene and Holocene explosive eruptions implicates Hasan Dağı as a potential volcanic hazard.

text: Identifying the volcanic eruption depicted in a Neolithic Painting at Çatalhöyük, Central Anatolia, Turkey A mural excavated at the Neolithic Çatalhöyük site (Central Anatolia, Turkey) has been interpreted as the oldest known map. Dating to ~6600 BCE, it putatively depicts an explosive summit eruption of the Hasan Dağı twin-peaks volcano located ~130 km northeast of Çatalhöyük, and a birds-eye view of a town plan in the foreground. This interpretation, however, has remained controversial not least because independent evidence for a contemporaneous explosive volcanic eruption of Hasan Dağı has been lacking. Here, we document the presence of andesitic pumice veneer on the summit of Hasan Dağı, which we dated using (U-Th)/He zircon geochronology. The (U-Th)/He zircon eruption age of 8.97±0.64 ka (or 6960±640 BCE; uncertainties 2σ) overlaps closely with ¹⁴C ages for cultural strata at Çatalhöyük, including level VII containing the “map” mural. A second pumice sample from a surficial deposit near the base of Hasan Dağı records an older explosive eruption at 28.9±1.5 ka. U-Th zircon crystallization ages in both samples range from near-eruption to secular equilibrium (>380 ka). Collectively, our results reveal protracted intrusive activity at Hasan Dağı punctuated by explosive venting, and provide the first radiometric ages for a Holocene explosive eruption which was most likely witnessed by humans in the area. Geologic and geochronologic lines of evidence thus support previous interpretations that residents of Çatalhöyük artistically represented an explosive eruption of Hasan Dağı volcano. The magmatic longevity recorded by quasi-continuous zircon crystallization coupled with new evidence for late-Pleistocene and Holocene explosive eruptions implicates Hasan Dağı as a potential volcanic hazard.

year: 2014