title: Intra-conference Tour Day 1: Hamilton–Raglan–Hamilton

authors: Briggs, Roger M.

abstract: Today's trip to the Raglan district, western North Island, is primarily an introduction to (1) the Alexandra Volcanics, a group of chiefly basaltic deposits of Plio-Pleistocene age, and (2) the Kauroa and Hamilton Ash formations, two groups of weathered, predominantly rhyolitic, tephra beds of Plio-Pleistocene age that, in places, are intercalated with Alexandra Volcanics. Buried paleosols are associated with both the Alexandra and Kauroa/Hamilton deposits. We plan on spending around half the day at one site - Stop 5 - on the Karioi edifice on the west coast, just south of Raglan (Figs. 1.1, 1.5). Here we will examine, in a relaxed and informal manner, outcrops in and near Te Toto amphitheatre and gorge, a critical locality for understanding the stratigraphic succession and petrologic evolution of Karioi (see Fig. 1.9 below).

text: Intra-conference Tour Day 1: Hamilton–Raglan–Hamilton Today's trip to the Raglan district, western North Island, is primarily an introduction to (1) the Alexandra Volcanics, a group of chiefly basaltic deposits of Plio-Pleistocene age, and (2) the Kauroa and Hamilton Ash formations, two groups of weathered, predominantly rhyolitic, tephra beds of Plio-Pleistocene age that, in places, are intercalated with Alexandra Volcanics. Buried paleosols are associated with both the Alexandra and Kauroa/Hamilton deposits. We plan on spending around half the day at one site - Stop 5 - on the Karioi edifice on the west coast, just south of Raglan (Figs. 1.1, 1.5). Here we will examine, in a relaxed and informal manner, outcrops in and near Te Toto amphitheatre and gorge, a critical locality for understanding the stratigraphic succession and petrologic evolution of Karioi (see Fig. 1.9 below).

year: 1994

title: Technological practice in early childhood as a dispositional milieu

authors: Carr, Margaret

subjects: early childhood education

abstract: This study investigated the learning of a group of four-year-olds as they worked in the construction area of a sessional early childhood setting. The researcher participated and observed as the children constructed with cardboard, rolled painted marbles around in a box to make Jackson Pollock style paintings, added collage and paint to pictures and constructions, and screen-printed cut-out figures and shapes of various kinds. These were described as technological practices, and five of them were compared as contexts for learning dispositions.
Although the literature had provided discussion and definition of dispositions in early childhood, the connection between the psychological notion of disposition and an historically or socioculturally framed dispositional milieu had not been researched. The study investigated empirical evidence for a transactional model of the interface between learning disposition and dispositional milieu, and learning dispositions were located in discourse, narrative and technological practice. The affordance of the technology and the tools played an important part in the transaction between individual and environment, in particular the technology's transparency, challenge, and accessibility. The five technological practices were analysed as complex sociocultural worlds in which multiple discourses jostled for privileged positions, children made decisions about whether discourse membership was for display or for exploration, they tackled difficulty with enthusiasm or avoided it in imaginative ways, and they engaged with others from a range of positions of power and responsibility. These sequences of events were described as learning narratives: historically and socioculturally co­constructed event structures about goals, challenge, and agency. A learning narrative was defined, identified, and investigated. 
Learning dispositions have been defined but not specified for early childhood. This study suggests that dispositions can be interpreted as parts of a learning narrative, and for this study key dispositional domains were identified as privileged discourses, preferred responses to difficulty, and favoured patterns of responsibility. Four learning dispositions emerged from these domains: courage, mindfulness, perseverance, and responsibility. These learning dispositions find a parallel in the strands of the early childhood curriculum document for Aotearoa New Zealand, Te Whāriki. The researcher followed up the observations by interviewing the children for their viewpoint on preferred responses to difficulty using an interview that reflected their experiences back to them as a picture book. 
Although much of the learning appeared to be attached to the context, and the privileged meaning and intent for that context was a key element, the transactional nature of the learning revealed individual learning dispositions and narratives that were developing in the early years and that may be robust and enduring.

text: Technological practice in early childhood as a dispositional milieu This study investigated the learning of a group of four-year-olds as they worked in the construction area of a sessional early childhood setting. The researcher participated and observed as the children constructed with cardboard, rolled painted marbles around in a box to make Jackson Pollock style paintings, added collage and paint to pictures and constructions, and screen-printed cut-out figures and shapes of various kinds. These were described as technological practices, and five of them were compared as contexts for learning dispositions.
Although the literature had provided discussion and definition of dispositions in early childhood, the connection between the psychological notion of disposition and an historically or socioculturally framed dispositional milieu had not been researched. The study investigated empirical evidence for a transactional model of the interface between learning disposition and dispositional milieu, and learning dispositions were located in discourse, narrative and technological practice. The affordance of the technology and the tools played an important part in the transaction between individual and environment, in particular the technology's transparency, challenge, and accessibility. The five technological practices were analysed as complex sociocultural worlds in which multiple discourses jostled for privileged positions, children made decisions about whether discourse membership was for display or for exploration, they tackled difficulty with enthusiasm or avoided it in imaginative ways, and they engaged with others from a range of positions of power and responsibility. These sequences of events were described as learning narratives: historically and socioculturally co­constructed event structures about goals, challenge, and agency. A learning narrative was defined, identified, and investigated. 
Learning dispositions have been defined but not specified for early childhood. This study suggests that dispositions can be interpreted as parts of a learning narrative, and for this study key dispositional domains were identified as privileged discourses, preferred responses to difficulty, and favoured patterns of responsibility. Four learning dispositions emerged from these domains: courage, mindfulness, perseverance, and responsibility. These learning dispositions find a parallel in the strands of the early childhood curriculum document for Aotearoa New Zealand, Te Whāriki. The researcher followed up the observations by interviewing the children for their viewpoint on preferred responses to difficulty using an interview that reflected their experiences back to them as a picture book. 
Although much of the learning appeared to be attached to the context, and the privileged meaning and intent for that context was a key element, the transactional nature of the learning revealed individual learning dispositions and narratives that were developing in the early years and that may be robust and enduring.

year: 1997

title: Legal responses to mental health: Is therapeutic jurisprudence the answer – the experience in New Zealand

authors: Toki, Valmaine

abstract: The orthodox understanding of ‘ethics’ encompasses a system of moral principles that define good and bad behavior. When applied to mental health, various jurisdictions, including New Zealand, have codified these principles together with the obligations on health service providers to meet these codified principles and standards. Underpinning this relationship is one of mutual trust where the physician has a responsibility, for example, to secure informed consent prior to any treatment. The existence of this therapeutic relationship can be applied when an offender who presents with a mental illness is subject to the criminal justice system.

text: Legal responses to mental health: Is therapeutic jurisprudence the answer – the experience in New Zealand The orthodox understanding of ‘ethics’ encompasses a system of moral principles that define good and bad behavior. When applied to mental health, various jurisdictions, including New Zealand, have codified these principles together with the obligations on health service providers to meet these codified principles and standards. Underpinning this relationship is one of mutual trust where the physician has a responsibility, for example, to secure informed consent prior to any treatment. The existence of this therapeutic relationship can be applied when an offender who presents with a mental illness is subject to the criminal justice system.

year: 2017