title: Palynology, vegetation and climate of the Waikato lowlands, North Island, New Zealand, since c. 18,000 years ago

authors: Newnham, Rewi M.

subjects: Waikato

abstract: The vegetational and climatic history of the Waikato lowlands during the last c. 18,000 years is inferred from the palynology of sediment cores from Lakes Rotomanuka, Rotokauri, and Okoroire. Intra- and inter-lake correlations were aided by multiple tephra layers interbedded with the lake sediments. The detailed chronological resolution given by these tephra sequences shows that late glacial-post glacial vegetational and climatic changes were nearly simultaneous throughout the Waikato lowlands.

text: Palynology, vegetation and climate of the Waikato lowlands, North Island, New Zealand, since c. 18,000 years ago The vegetational and climatic history of the Waikato lowlands during the last c. 18,000 years is inferred from the palynology of sediment cores from Lakes Rotomanuka, Rotokauri, and Okoroire. Intra- and inter-lake correlations were aided by multiple tephra layers interbedded with the lake sediments. The detailed chronological resolution given by these tephra sequences shows that late glacial-post glacial vegetational and climatic changes were nearly simultaneous throughout the Waikato lowlands.

year: 1989

title: The Chinese philosophical/ rhetorical tradition: Debunking some myths

authors: Wu, Huang

subjects: Chinese people

abstract: The article is about a research conducted by the authors reviewing texts in English and Chinese by rhetorical theory and discourse analysis. As stated, many Chinese texts seemed to be misunderstood or misinterpreted, hence a deviation in information from Chinese tradition was found in the texts. Article summarizes some ways in which the texts were misinterpreted and then discussed some potential dangers associated with it.

text: The Chinese philosophical/ rhetorical tradition: Debunking some myths The article is about a research conducted by the authors reviewing texts in English and Chinese by rhetorical theory and discourse analysis. As stated, many Chinese texts seemed to be misunderstood or misinterpreted, hence a deviation in information from Chinese tradition was found in the texts. Article summarizes some ways in which the texts were misinterpreted and then discussed some potential dangers associated with it.

year: 2010-09

title: Culture, Courage and Change: The experiences of a Te Kotahitanga facilitation team

authors: Lamont, Robyn Elizabeth

subjects: culturally responsive pedagogy of relations

abstract: This thesis explores the experiences of the Te Kotahitanga facilitation team in one of the 12 Phase 3 Te Kotahitanga schools between 2003 and 2006. The collaborative story through which those experiences are shared includes the voices of the Lead facilitator, the two co-principals, and an RTLB/facilitator. This thesis begins by seeking to understand the historical impact of culturally located discourses of colonisation on the lives of the indigenous Māori people in New Zealand. From within a platform of Māori theorising it also considers Kaupapa Māori research methodologies and explores Māori people’s aspirations for self determination (tino rangatiratanga). It then considers the principles and practices of engaging as a bicultural partnership to improve educational outcomes for Māori students. Through a discussion of the facilitation team's experiences of learning about a culturally responsive pedagogy of relations through the development and support of culturally responsive contexts for learning, three important themes emerge: culture, courage and change. The impact of deficit theorising and pathologising practices on the culture of Maori students and their teachers is examined. The courage required of the Te Kotahitanga principals and facilitators to challenge and disrupt the assumptions that underpinned the historical status quo in this school and the importance of remaining steadfast in response to the dissonance and resistance that these change processes created is then discussed. Finally, this thesis highlights both the interdependent nature of the change required and the power of the collective in creating change; change within ourselves, within our classrooms and within our schools and communities for the benefit of Māori students, and of all students.

text: Culture, Courage and Change: The experiences of a Te Kotahitanga facilitation team This thesis explores the experiences of the Te Kotahitanga facilitation team in one of the 12 Phase 3 Te Kotahitanga schools between 2003 and 2006. The collaborative story through which those experiences are shared includes the voices of the Lead facilitator, the two co-principals, and an RTLB/facilitator. This thesis begins by seeking to understand the historical impact of culturally located discourses of colonisation on the lives of the indigenous Māori people in New Zealand. From within a platform of Māori theorising it also considers Kaupapa Māori research methodologies and explores Māori people’s aspirations for self determination (tino rangatiratanga). It then considers the principles and practices of engaging as a bicultural partnership to improve educational outcomes for Māori students. Through a discussion of the facilitation team's experiences of learning about a culturally responsive pedagogy of relations through the development and support of culturally responsive contexts for learning, three important themes emerge: culture, courage and change. The impact of deficit theorising and pathologising practices on the culture of Maori students and their teachers is examined. The courage required of the Te Kotahitanga principals and facilitators to challenge and disrupt the assumptions that underpinned the historical status quo in this school and the importance of remaining steadfast in response to the dissonance and resistance that these change processes created is then discussed. Finally, this thesis highlights both the interdependent nature of the change required and the power of the collective in creating change; change within ourselves, within our classrooms and within our schools and communities for the benefit of Māori students, and of all students.

year: 2011