title: Soil and permafrost in the Ross Sea Region of Antarctica: Stable or dynamic?

authors: Balks, Megan R.

subjects: cryosol

abstract: Soils in the Ross Sea Region of Antarctica generally comprise a surface desert pavement and a seasonally thawed active layer over permafrost. Most soils are formed on regolith such as glacial till or colluvium. Mean annual air temperatures range from -18°C to -24°C with low precipitation. The active layer ranges in depth from minimal in higher altitude, colder sites, to near 1 m deep at warmer coastal sites in the northern part of the region. Underlying permafrost may be ice-cemented, or dry with no ice cement. In some areas ice-cored moraine occurs where there is a large body of ice within the subsoil permafrost. Two examples of active gully/fan -forming events, one at Cape Evans and one at Lake Vanda are described. At the Cape Evans event water from a small lake thawed and came into contact with the ice in the underlying patterned ground ice-wedge causing the ice-wedge to melt and extensive gully erosion to occur. A fan-building event near Lake Vanda in the Wright Valley resulted in erosive and depositional features covering a horizontal distance of about 3 km and an altitudinal range of about 1400 m. Such occasional events, can be attributed to warmer than average summers, and were first described in the Ross Sea Region in the 1970s. The Cape Evans and Lake Vanda events are examples of active, rapid, landscape processes and show that landscapes are not as static as is often assumed.

text: Soil and permafrost in the Ross Sea Region of Antarctica: Stable or dynamic? Soils in the Ross Sea Region of Antarctica generally comprise a surface desert pavement and a seasonally thawed active layer over permafrost. Most soils are formed on regolith such as glacial till or colluvium. Mean annual air temperatures range from -18°C to -24°C with low precipitation. The active layer ranges in depth from minimal in higher altitude, colder sites, to near 1 m deep at warmer coastal sites in the northern part of the region. Underlying permafrost may be ice-cemented, or dry with no ice cement. In some areas ice-cored moraine occurs where there is a large body of ice within the subsoil permafrost. Two examples of active gully/fan -forming events, one at Cape Evans and one at Lake Vanda are described. At the Cape Evans event water from a small lake thawed and came into contact with the ice in the underlying patterned ground ice-wedge causing the ice-wedge to melt and extensive gully erosion to occur. A fan-building event near Lake Vanda in the Wright Valley resulted in erosive and depositional features covering a horizontal distance of about 3 km and an altitudinal range of about 1400 m. Such occasional events, can be attributed to warmer than average summers, and were first described in the Ross Sea Region in the 1970s. The Cape Evans and Lake Vanda events are examples of active, rapid, landscape processes and show that landscapes are not as static as is often assumed.

year: 2016

title: An evaluation of functional assessment of the behaviour of students with adhd in a mainstream classroom

authors: Brierly, Emerald Stevie

subjects: functional assessment

abstract: The overall aim of this study was to replicate and extend Hoff, Ervin, and Friman (2005) and to investigate whether a functional assessment, including the intervention, could be implemented within a mainstream New Zealand classroom, with students diagnosed with Attention Deficit Hyperactivity Disorder, and with the teachers implementing the interventions. Experiment 1 included 2 participants, Joel diagnosed as Attention Deficit Hyperactivity Disorder, and Brad who met study inclusion criteria. Descriptive assessments (based on interviews and observations) of the functions of the target behaviours were conducted to produce hypotheses.  Two interventions for each student, based on these hypotheses, were selected in collaboration with the class teachers. The interventions were implemented, first singularly and then in combination, using a multiple-baseline design with alternating treatments after the baseline period. They all decreased target behaviours to some degree. One intervention, the token economy, was the most effective with both students. Social acceptability questionnaires showed all procedures were acceptable but of the interventions the token economy was the least favoured by teachers and most favoured by students. Both participants in Experiment 2 were diagnosed with Attention Deficit Hyperactivity Disorder. Experiment 2 replicated Experiment 1 and also compared hypotheses about the function of behaviour resulting from the Motivation Assessment Scale to those from the descriptive assessment as used in Experiment 1. The Motivation Assessment Scale provided a different hypothesis for one student and it is suggested that this scale is not useful with these students. The two interventions were selected for each student based on the hypotheses. These were designed to be easier to implement and to have more student involvement in their implementation than in Experiment 1. A multiple-baseline design with alternating treatments after the baseline was used and each treatment was evaluated alone. Three of the four interventions decreased target behaviour, the exception was self-management. The social acceptability scores for these interventions were high for both the teachers and students. The overall findings replicated Hoff et al.'s (2005) findings and showed that functional assessment of behaviour could be successfully used with students with Attention Deficit Hyperactivity Disorder in a mainstream classroom. They also showed that the teachers could successfully implement the interventions derived from the hypotheses to decrease target behaviours and that decreasing the difficulty of implementation of the interventions increased the acceptability of the interventions by the teachers.

text: An evaluation of functional assessment of the behaviour of students with adhd in a mainstream classroom The overall aim of this study was to replicate and extend Hoff, Ervin, and Friman (2005) and to investigate whether a functional assessment, including the intervention, could be implemented within a mainstream New Zealand classroom, with students diagnosed with Attention Deficit Hyperactivity Disorder, and with the teachers implementing the interventions. Experiment 1 included 2 participants, Joel diagnosed as Attention Deficit Hyperactivity Disorder, and Brad who met study inclusion criteria. Descriptive assessments (based on interviews and observations) of the functions of the target behaviours were conducted to produce hypotheses.  Two interventions for each student, based on these hypotheses, were selected in collaboration with the class teachers. The interventions were implemented, first singularly and then in combination, using a multiple-baseline design with alternating treatments after the baseline period. They all decreased target behaviours to some degree. One intervention, the token economy, was the most effective with both students. Social acceptability questionnaires showed all procedures were acceptable but of the interventions the token economy was the least favoured by teachers and most favoured by students. Both participants in Experiment 2 were diagnosed with Attention Deficit Hyperactivity Disorder. Experiment 2 replicated Experiment 1 and also compared hypotheses about the function of behaviour resulting from the Motivation Assessment Scale to those from the descriptive assessment as used in Experiment 1. The Motivation Assessment Scale provided a different hypothesis for one student and it is suggested that this scale is not useful with these students. The two interventions were selected for each student based on the hypotheses. These were designed to be easier to implement and to have more student involvement in their implementation than in Experiment 1. A multiple-baseline design with alternating treatments after the baseline was used and each treatment was evaluated alone. Three of the four interventions decreased target behaviour, the exception was self-management. The social acceptability scores for these interventions were high for both the teachers and students. The overall findings replicated Hoff et al.'s (2005) findings and showed that functional assessment of behaviour could be successfully used with students with Attention Deficit Hyperactivity Disorder in a mainstream classroom. They also showed that the teachers could successfully implement the interventions derived from the hypotheses to decrease target behaviours and that decreasing the difficulty of implementation of the interventions increased the acceptability of the interventions by the teachers.

year: 2007

title: Ora Kainga Rua: Experiences of Kura Kaupapa Māori Graduates

authors: Waller, Arianna Leigh Mana

subjects: indigenous auto ethnography

abstract: There is a wealth of indigenous scholarship examining the impacts of imperialist policies and ideologies on the learning identities of indigenous students. However, within the New Zealand context, there is a lack of literature which focuses solely on the experiences and aspirations of total immersion students to tertiary education settings. 
Using Kaupapa Māori and auto ethnography this thesis privileges the student voice by investigating the transitional experiences of four female kura Kaupapa Māori graduates into mainstream settings particularly their transition to the University of Waikato. 
The thesis argues that there are two main spaces of synergy between an indigenous research paradigm and auto ethnography. The first is the criticality of the “self” in the work, without a sharp separation between the researcher and the subject (dual meaning intended). The second is the shared modality and intentional use of storytelling as a method. By combining insights from in-depth interviews with the researcher’s life story, the thesis identified the coping mechanisms the participants employed and the services The University of Waikato provides that were utilised to help them transition into a new educational setting. 
The participants’ experiences demonstrate that the unique cultural educational experiences of kura Kaupapa Māori differ significantly from the educational and environmental experiences offered at University. The participants’ narratives demonstrated that the clear sense of identity gained from the kura Kaupapa Māori context gave them the inner strength to cope with these differences. In addition to their strong sense of Māori identity, the main coping mechanisms that the students drew on, was the wealth of institutional knowledge that family members and role models provided of the university context as past students and current staff members. The benefits that these students experienced can be strengthened by building stronger relationships between Māori total immersion schools, the wider Māori community and universities ensuring that Māori total immersion students are able to access the academic and institutional knowledge they need to succeed. 
Furthermore, the thesis argues that the kura Kaupapa Māori movement can deliver more for their students if they do not shut out the Pākehā world but rather teach their students to walk between and within the two worlds. In order to better understand this balancing act, the lived experiences of immersion students requires more research, particularly as more and more kura graduates transition into Aotearoa New Zealand tertiary settings.

text: Ora Kainga Rua: Experiences of Kura Kaupapa Māori Graduates There is a wealth of indigenous scholarship examining the impacts of imperialist policies and ideologies on the learning identities of indigenous students. However, within the New Zealand context, there is a lack of literature which focuses solely on the experiences and aspirations of total immersion students to tertiary education settings. 
Using Kaupapa Māori and auto ethnography this thesis privileges the student voice by investigating the transitional experiences of four female kura Kaupapa Māori graduates into mainstream settings particularly their transition to the University of Waikato. 
The thesis argues that there are two main spaces of synergy between an indigenous research paradigm and auto ethnography. The first is the criticality of the “self” in the work, without a sharp separation between the researcher and the subject (dual meaning intended). The second is the shared modality and intentional use of storytelling as a method. By combining insights from in-depth interviews with the researcher’s life story, the thesis identified the coping mechanisms the participants employed and the services The University of Waikato provides that were utilised to help them transition into a new educational setting. 
The participants’ experiences demonstrate that the unique cultural educational experiences of kura Kaupapa Māori differ significantly from the educational and environmental experiences offered at University. The participants’ narratives demonstrated that the clear sense of identity gained from the kura Kaupapa Māori context gave them the inner strength to cope with these differences. In addition to their strong sense of Māori identity, the main coping mechanisms that the students drew on, was the wealth of institutional knowledge that family members and role models provided of the university context as past students and current staff members. The benefits that these students experienced can be strengthened by building stronger relationships between Māori total immersion schools, the wider Māori community and universities ensuring that Māori total immersion students are able to access the academic and institutional knowledge they need to succeed. 
Furthermore, the thesis argues that the kura Kaupapa Māori movement can deliver more for their students if they do not shut out the Pākehā world but rather teach their students to walk between and within the two worlds. In order to better understand this balancing act, the lived experiences of immersion students requires more research, particularly as more and more kura graduates transition into Aotearoa New Zealand tertiary settings.

year: 2016