title: News from INTAV 2018

authors: Lowe, David J.

abstract: INTAV ran a workshop entitled “Best practices in tephra collection, analysis, and reporting – leading toward better tephra databases”, on Saturday 19 August, 2017, in Portland, Oregon, USA. The oneday workshop followed the IAVCEI conference “Fostering Integrative Studies of Volcanism” in Portland the preceding week.

text: News from INTAV 2018 INTAV ran a workshop entitled “Best practices in tephra collection, analysis, and reporting – leading toward better tephra databases”, on Saturday 19 August, 2017, in Portland, Oregon, USA. The oneday workshop followed the IAVCEI conference “Fostering Integrative Studies of Volcanism” in Portland the preceding week.

year: 2018

title: Supporting students with impairments in higher education: social inclusion or cold comfort?

authors: Claiborne, Lise Bird

subjects: inclusive education

abstract: This paper uses a discursive analysis to examine the experience of ‘inclusion’ from several stakeholder groups in one university. The research team included disability support staff at the institution, external disability consultants and academic researchers. A critical focus group investigation centred on four groups: students who were identified as having an impairment (SWIs), academic staff (teachers), administrators and students who did not identify as having an impairment (non‐SWIs). Interviews had facilitators with both research and disability expertise. Groups recounted different experiences of inclusion. SWIs, drawing on a rights discourse, emphasised a lack of resourcing and barriers created by the teaching staff. In contrast, teachers, administrators and (to a lesser extent) non‐SWIs emphasised the importance of social inclusion, reflecting discourses around needs and humanist notions of care and support, which largely seemed to miss the core of SWI concerns about recognition of their technical competence. For all groups, questions around disclosure of disability were of greater concern than tensions between needs and rights or the recent publication of a Code of Practice for the higher education sector. The findings challenged some of the researchers’ own assumptions, with unexpected implications for practice.

text: Supporting students with impairments in higher education: social inclusion or cold comfort? This paper uses a discursive analysis to examine the experience of ‘inclusion’ from several stakeholder groups in one university. The research team included disability support staff at the institution, external disability consultants and academic researchers. A critical focus group investigation centred on four groups: students who were identified as having an impairment (SWIs), academic staff (teachers), administrators and students who did not identify as having an impairment (non‐SWIs). Interviews had facilitators with both research and disability expertise. Groups recounted different experiences of inclusion. SWIs, drawing on a rights discourse, emphasised a lack of resourcing and barriers created by the teaching staff. In contrast, teachers, administrators and (to a lesser extent) non‐SWIs emphasised the importance of social inclusion, reflecting discourses around needs and humanist notions of care and support, which largely seemed to miss the core of SWI concerns about recognition of their technical competence. For all groups, questions around disclosure of disability were of greater concern than tensions between needs and rights or the recent publication of a Code of Practice for the higher education sector. The findings challenged some of the researchers’ own assumptions, with unexpected implications for practice.

year: 2011

title: Rewi Mokena: youngest son of Mokena Hou

authors: Hart, Philip

abstract: The youngest child of Mokena Hou, Rewi Mokena moved from place to place when young, finally settling permanently at Te Aroha. Having received some education, he was fluent in English. Like the typical rangatira of the time, he acquired interests in several blocks of land, obtained income from these in the short term, but because of financial difficulties was brought before the court several times. 
His involvement in gold mining started in a small way in 1875. Five years later, he would assist Hone Werahiko to prospect Te Aroha – and to fend off inquisitive Pakeha. He invested in claims in all of the three areas where gold was found.
By the twentieth century, Rewi was the most important rangatira at Te Aroha, and had wider influence, assisting the King Movement to seek redress for lost land. From a young age he participated in Pakeha society, notably as a rugby player, and became a prominent Mormon. His complicated private life, including bigamy and a wife’s attempted suicide because of his adultery, did not lower his high standing in Maori society nor damage his popularity with Pakeha.

text: Rewi Mokena: youngest son of Mokena Hou The youngest child of Mokena Hou, Rewi Mokena moved from place to place when young, finally settling permanently at Te Aroha. Having received some education, he was fluent in English. Like the typical rangatira of the time, he acquired interests in several blocks of land, obtained income from these in the short term, but because of financial difficulties was brought before the court several times. 
His involvement in gold mining started in a small way in 1875. Five years later, he would assist Hone Werahiko to prospect Te Aroha – and to fend off inquisitive Pakeha. He invested in claims in all of the three areas where gold was found.
By the twentieth century, Rewi was the most important rangatira at Te Aroha, and had wider influence, assisting the King Movement to seek redress for lost land. From a young age he participated in Pakeha society, notably as a rugby player, and became a prominent Mormon. His complicated private life, including bigamy and a wife’s attempted suicide because of his adultery, did not lower his high standing in Maori society nor damage his popularity with Pakeha.

year: 2016