title: The offence of terrorist financing; why does it go wrong?

authors: Tofangsaz, Hamed

subjects: Terrorist financing

abstract: The international convention on terrorist financing and Western-backed international organizations have found the financing of terrorism serious enough to criminalize it as an independent offence. While the offence has a preparatory nature, its criminalization as an independent offence expands the boundary of criminal liability beyond existing notions of criminalization. This paper aims at examining the justifiability of the terrorist financing offence with regard to the principles and values on which liberal criminal law is based. Liberal criminal law has been chosen because the idea of the criminalization of terrorist financing was issued and developed mainly by Western liberal states. The paper narrowly discusses the issue in the context of Anglo-American criminal law.

text: The offence of terrorist financing; why does it go wrong? The international convention on terrorist financing and Western-backed international organizations have found the financing of terrorism serious enough to criminalize it as an independent offence. While the offence has a preparatory nature, its criminalization as an independent offence expands the boundary of criminal liability beyond existing notions of criminalization. This paper aims at examining the justifiability of the terrorist financing offence with regard to the principles and values on which liberal criminal law is based. Liberal criminal law has been chosen because the idea of the criminalization of terrorist financing was issued and developed mainly by Western liberal states. The paper narrowly discusses the issue in the context of Anglo-American criminal law.

year: 2018

title: Puarenga Stream alum dosing – effects on Lake Rotorua/Sulphur Bay biota 2016

authors: Ling, Nicholas

abstract: Continuous alum dosing of the Puarenga Stream commenced in early 2010 to reduce inflows of dissolved reactive phosphorus to Lake Rotorua. Analyses of bioaccumulation in the tissues of macrobiota were undertaken in February 2016 for comparison to comparable samples obtained prior to and since the commencement of alum dosing to satisfy annual resource consent conditions 8.7 and 8.8 of resource consent 65559.

No significant effects of alum dosing could be distinguished. Bioavailable aluminium in the vicinity of Sulphur Bay appears to be primarily influenced by the major geothermal activity of this region. Lake water chemistry in the vicinity of Sulphur Bay is heavily influenced by the direction of geothermal flows emanating from the Bay. No significant differences in aluminium bioaccumulation were observed in any species compared to samples obtained prior to the commencement of alum dosing. Continuous alum dosing of the Puarenga Stream since 2010 apparently does not result in adverse effects to Lake Rotorua shoreline biota nor cause any apparent increase in aluminium bioaccumulation in lake biota in the vicinity of Sulphur Bay.

text: Puarenga Stream alum dosing – effects on Lake Rotorua/Sulphur Bay biota 2016 Continuous alum dosing of the Puarenga Stream commenced in early 2010 to reduce inflows of dissolved reactive phosphorus to Lake Rotorua. Analyses of bioaccumulation in the tissues of macrobiota were undertaken in February 2016 for comparison to comparable samples obtained prior to and since the commencement of alum dosing to satisfy annual resource consent conditions 8.7 and 8.8 of resource consent 65559.

No significant effects of alum dosing could be distinguished. Bioavailable aluminium in the vicinity of Sulphur Bay appears to be primarily influenced by the major geothermal activity of this region. Lake water chemistry in the vicinity of Sulphur Bay is heavily influenced by the direction of geothermal flows emanating from the Bay. No significant differences in aluminium bioaccumulation were observed in any species compared to samples obtained prior to the commencement of alum dosing. Continuous alum dosing of the Puarenga Stream since 2010 apparently does not result in adverse effects to Lake Rotorua shoreline biota nor cause any apparent increase in aluminium bioaccumulation in lake biota in the vicinity of Sulphur Bay.

year: 2017

title: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori

authors: Gilgen, Renée

subjects: Professional Learning and Development for teachers

abstract: Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

text: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

year: 2016