title: Educating for conscious awareness

authors: Palovich, Kathryn

subjects: consciousness

abstract: Conscious awareness implies a connection with all of life. Being conscious means acting with more intention, having greater self-regulating behaviour, and demonstrating a deeper awareness of the causes and consequences of actions. This paper describes a course design for the development of consciousness awareness in management education. The purpose of the course, Managing with Spirit, is to encourage students to be more aware of their relationships with themselves, their community, and the planet as integrated wisdom. The three sections of the course (inner leadership, spirit at work, and the science of interconnection) all contribute to developing practices of reflection, mindfulness, and presencing for deeper awareness. From this, students can bring significant skills into the organizational context that include improved interpersonal skills, creativity, adaptability, problem-solving, leadership skills, compassion, and ecological awareness. These skills enable our future managers to be better equipped to deal with the increasingly complex issues that are facing organizations as they understand and appreciate the sacredness of our interconnection with each other and our planet.

text: Educating for conscious awareness Conscious awareness implies a connection with all of life. Being conscious means acting with more intention, having greater self-regulating behaviour, and demonstrating a deeper awareness of the causes and consequences of actions. This paper describes a course design for the development of consciousness awareness in management education. The purpose of the course, Managing with Spirit, is to encourage students to be more aware of their relationships with themselves, their community, and the planet as integrated wisdom. The three sections of the course (inner leadership, spirit at work, and the science of interconnection) all contribute to developing practices of reflection, mindfulness, and presencing for deeper awareness. From this, students can bring significant skills into the organizational context that include improved interpersonal skills, creativity, adaptability, problem-solving, leadership skills, compassion, and ecological awareness. These skills enable our future managers to be better equipped to deal with the increasingly complex issues that are facing organizations as they understand and appreciate the sacredness of our interconnection with each other and our planet.

year: 2010

title: Antarctic ecosystems in transition - life between stresses and opportunities

authors: Gutt, Julian

subjects: Science & Technology

abstract: Important findings from the second decade of the 21st century on the impact of environmental change on biological processes in the Antarctic were synthesised by 26 international experts. Ten key messages emerged that have stakeholder-relevance and/or a high impact for the scientific community. They address (i) altered biogeochemical cycles, (ii) ocean acidification, (iii) climate change hotspots, (iv) unexpected dynamism in seabed-dwelling populations, (v) spatial range shifts, (vi) adaptation and thermal resilience, (vii) sea ice related biological fluctuations, (viii) pollution, (ix) endangered terrestrial endemism and (x) the discovery of unknown habitats. Most Antarctic biotas are exposed to multiple stresses and considered vulnerable to environmental change due to narrow tolerance ranges, rapid change, projected circumpolar impacts, low potential for timely genetic adaptation, and migration barriers. Important ecosystem functions, such as primary production and energy transfer between trophic levels, have already changed, and biodiversity patterns have shifted. A confidence assessment of the degree of ‘scientific understanding’ revealed an intermediate level for most of the more detailed sub-messages, indicating that process-oriented research has been successful in the past decade. Additional efforts are necessary, however, to achieve the level of robustness in scientific knowledge that is required to inform protection measures of the unique Antarctic terrestrial and marine ecosystems, and their contributions to global biodiversity and ecosystem services.

text: Antarctic ecosystems in transition - life between stresses and opportunities Important findings from the second decade of the 21st century on the impact of environmental change on biological processes in the Antarctic were synthesised by 26 international experts. Ten key messages emerged that have stakeholder-relevance and/or a high impact for the scientific community. They address (i) altered biogeochemical cycles, (ii) ocean acidification, (iii) climate change hotspots, (iv) unexpected dynamism in seabed-dwelling populations, (v) spatial range shifts, (vi) adaptation and thermal resilience, (vii) sea ice related biological fluctuations, (viii) pollution, (ix) endangered terrestrial endemism and (x) the discovery of unknown habitats. Most Antarctic biotas are exposed to multiple stresses and considered vulnerable to environmental change due to narrow tolerance ranges, rapid change, projected circumpolar impacts, low potential for timely genetic adaptation, and migration barriers. Important ecosystem functions, such as primary production and energy transfer between trophic levels, have already changed, and biodiversity patterns have shifted. A confidence assessment of the degree of ‘scientific understanding’ revealed an intermediate level for most of the more detailed sub-messages, indicating that process-oriented research has been successful in the past decade. Additional efforts are necessary, however, to achieve the level of robustness in scientific knowledge that is required to inform protection measures of the unique Antarctic terrestrial and marine ecosystems, and their contributions to global biodiversity and ecosystem services.

year: 2020

title: Mā Muri Ko Mua: An introduction to the issues associated with the translation of the Pene Haare manuscript

authors: Tipene, Jillian

subjects: translation

abstract: Keywords: translation; translation theory; translation practice; Ngakuru Pene Haare; Te Rarawa; manuscript; Māori-English translation; ethically grounded translation.

In September 2007, a copy of a typewritten transcript of a manuscript dated 1923 and written by Ngakuru Pene Hare was given to a member of staff of the University of Waikato by Stephen Burke and Bella Wade, descendants of the author, who requested that the University provide a scholarly treatment and translation into English of the text. Also provided later were copies of letters written by the author and a copy of the original handwritten manuscript. The original manuscript, written in the Te Rarawa ki Hokianga dialect of te reo Māori of the author's time, consists of 239 leaves and contains accounts of at least 62 Ngāpuhi battles, most of which took place between 1820 and 1840. 

The research reported here seeks to identify issues and problems that must be addressed if a competent and ethically-grounded translation is to be produced.  Among the issues and problems identified are a number of critical ones. These include the paucity of information that is publicly available about the author, the context in which he lived and worked and the events about which he wrote. Also identified as being problematic are aspects of the text itself. Thus, for example, many of the conventions associated with contemporary writing in Māori (such as paragraphing and the signalling of word and sentence boundaries) are applied only sporadically. Some of the words and expressions used are archaic and/or esoteric, and symbolism that is deeply culturally-embedded characterises much of the text. Also of significance is the impact of writing on conventions associated with the oral transmission of information. The author's intention in producing the text is also identified as being of fundamental importance in relation to the process and product of translation, as are issues associated with the putative readership of that translation. Of paramount importance is the sacred and sensitive nature of the text itself and much of its content. 

In addressing these issues, a wide range of sources are drawn upon. These include the text itself and the transcription of the text, letters and other material written by, or directly influenced by the author, photographs that reveal important information about him, and a wide range of sources of information and opinion (written and oral) about the author and/ or the times and places in which he lived and the events about which he wrote. Also drawn upon is literature in the areas of linguistics and discourse analysis and the theory and practice of translation, including literature written by the growing number of Māori scholars who have focused on issues associated with translation involving Māori and English.

Among the recommendations made are that the translation, a gloss translation that includes explanatory notes, be undertaken, with tikanga Māori as guiding principles, under the mentorship of knowledgeable elders and in consultation with those to whom the manuscript belongs.

text: Mā Muri Ko Mua: An introduction to the issues associated with the translation of the Pene Haare manuscript Keywords: translation; translation theory; translation practice; Ngakuru Pene Haare; Te Rarawa; manuscript; Māori-English translation; ethically grounded translation.

In September 2007, a copy of a typewritten transcript of a manuscript dated 1923 and written by Ngakuru Pene Hare was given to a member of staff of the University of Waikato by Stephen Burke and Bella Wade, descendants of the author, who requested that the University provide a scholarly treatment and translation into English of the text. Also provided later were copies of letters written by the author and a copy of the original handwritten manuscript. The original manuscript, written in the Te Rarawa ki Hokianga dialect of te reo Māori of the author's time, consists of 239 leaves and contains accounts of at least 62 Ngāpuhi battles, most of which took place between 1820 and 1840. 

The research reported here seeks to identify issues and problems that must be addressed if a competent and ethically-grounded translation is to be produced.  Among the issues and problems identified are a number of critical ones. These include the paucity of information that is publicly available about the author, the context in which he lived and worked and the events about which he wrote. Also identified as being problematic are aspects of the text itself. Thus, for example, many of the conventions associated with contemporary writing in Māori (such as paragraphing and the signalling of word and sentence boundaries) are applied only sporadically. Some of the words and expressions used are archaic and/or esoteric, and symbolism that is deeply culturally-embedded characterises much of the text. Also of significance is the impact of writing on conventions associated with the oral transmission of information. The author's intention in producing the text is also identified as being of fundamental importance in relation to the process and product of translation, as are issues associated with the putative readership of that translation. Of paramount importance is the sacred and sensitive nature of the text itself and much of its content. 

In addressing these issues, a wide range of sources are drawn upon. These include the text itself and the transcription of the text, letters and other material written by, or directly influenced by the author, photographs that reveal important information about him, and a wide range of sources of information and opinion (written and oral) about the author and/ or the times and places in which he lived and the events about which he wrote. Also drawn upon is literature in the areas of linguistics and discourse analysis and the theory and practice of translation, including literature written by the growing number of Māori scholars who have focused on issues associated with translation involving Māori and English.

Among the recommendations made are that the translation, a gloss translation that includes explanatory notes, be undertaken, with tikanga Māori as guiding principles, under the mentorship of knowledgeable elders and in consultation with those to whom the manuscript belongs.

year: 2009