title: Response of Siliceous Marine Organisms to the Permian-Triassic Climate Crisis Based on New Findings From Central Spitsbergen, Svalbard

authors: Foster, WJ

abstract: Siliceous marine ecosystems play a critical role in shaping the Earth's climate system by influencing rates of organic carbon burial and marine authigenic clay formation (i.e., reverse weathering). The ecological demise of silicifying organisms associated with the Permian-Triassic mass extinction is postulated to have elevated marine authigenic clay formation rates, resulting in a prolonged greenhouse climate during the Early Triassic. Yet, our understanding of the response of siliceous marine organisms during this critical interval is poor. Whilst radiolarians experienced the strongest diversity loss in their evolutionary history and perhaps also the greatest population decline of silica-secreting organisms during this event, only a small number of Griesbachian (post-extinction) localities that record siliceous organisms are known. Here, we report newly discovered latest Changhsingian to early Griesbachian (Clarkina meishanensis - Hindeodus parvus Zone) radiolarians and siliceous sponge spicules from Svalbard. This fauna documents the survival of a low-diversity radiolarian assemblage alongside stem-group hexactinellid sponges making this the first described account of post-extinction silica-secreting organisms from the Permian/Triassic boundary in a shallow marine shelf environment and a mid-northern paleolatitudinal setting. Our findings indicate that latitudinal diversity gradients for silica-secreting organisms following the mass extinction were significantly altered, and that silica productivity was restricted to high latitude and deep water thermal refugia. This result has potential to further shape our understanding of changes in marine dissolved silica levels and in turn rates of reverse weathering, with implications for our understanding of carbon cycle dynamics during this interval.

text: Response of Siliceous Marine Organisms to the Permian-Triassic Climate Crisis Based on New Findings From Central Spitsbergen, Svalbard Siliceous marine ecosystems play a critical role in shaping the Earth's climate system by influencing rates of organic carbon burial and marine authigenic clay formation (i.e., reverse weathering). The ecological demise of silicifying organisms associated with the Permian-Triassic mass extinction is postulated to have elevated marine authigenic clay formation rates, resulting in a prolonged greenhouse climate during the Early Triassic. Yet, our understanding of the response of siliceous marine organisms during this critical interval is poor. Whilst radiolarians experienced the strongest diversity loss in their evolutionary history and perhaps also the greatest population decline of silica-secreting organisms during this event, only a small number of Griesbachian (post-extinction) localities that record siliceous organisms are known. Here, we report newly discovered latest Changhsingian to early Griesbachian (Clarkina meishanensis - Hindeodus parvus Zone) radiolarians and siliceous sponge spicules from Svalbard. This fauna documents the survival of a low-diversity radiolarian assemblage alongside stem-group hexactinellid sponges making this the first described account of post-extinction silica-secreting organisms from the Permian/Triassic boundary in a shallow marine shelf environment and a mid-northern paleolatitudinal setting. Our findings indicate that latitudinal diversity gradients for silica-secreting organisms following the mass extinction were significantly altered, and that silica productivity was restricted to high latitude and deep water thermal refugia. This result has potential to further shape our understanding of changes in marine dissolved silica levels and in turn rates of reverse weathering, with implications for our understanding of carbon cycle dynamics during this interval.

year: 2023-12-01

title: A mentoring approach to learner centred education in Tanzania : a case from the grass roots

authors: Collin, Anney

subjects: Mentoring

abstract: Over the past twenty years there has been an attempt to reform classroom pedagogy in Tanzania by implementing a learner-centred model of education. Even though government policy and curriculum design provide the policy conditions for implementing Learner Centred Education, research suggests that many teachers continue to implement teacher-centred approaches. This study reports on the findings of an instrumental case study that aimed to identify the strategies used by six mentor teachers to support teachers to effectively implement learner-centred education. The findings of this study revealed five strategies that mentors used to support the implementation of pedagogical change. These include; 1) supporting the development of teacher identity, 2) modelling flatter power relationships, 3) developing reflective practice, 4) modelling a learner centred environment and 5) engaging teachers in continuing professional development. The research also identified some of the challenges that mentors experienced, such as large class sizes, lack of resources and incongruent assessment and inspectorate policies.
These findings suggest that if learner-centred pedagogies are to be successfully implemented in Tanzania, an ongoing continuing professional development program based on a mentoring model provides an effective strategy for enabling the implementation of LCE.

text: A mentoring approach to learner centred education in Tanzania : a case from the grass roots Over the past twenty years there has been an attempt to reform classroom pedagogy in Tanzania by implementing a learner-centred model of education. Even though government policy and curriculum design provide the policy conditions for implementing Learner Centred Education, research suggests that many teachers continue to implement teacher-centred approaches. This study reports on the findings of an instrumental case study that aimed to identify the strategies used by six mentor teachers to support teachers to effectively implement learner-centred education. The findings of this study revealed five strategies that mentors used to support the implementation of pedagogical change. These include; 1) supporting the development of teacher identity, 2) modelling flatter power relationships, 3) developing reflective practice, 4) modelling a learner centred environment and 5) engaging teachers in continuing professional development. The research also identified some of the challenges that mentors experienced, such as large class sizes, lack of resources and incongruent assessment and inspectorate policies.
These findings suggest that if learner-centred pedagogies are to be successfully implemented in Tanzania, an ongoing continuing professional development program based on a mentoring model provides an effective strategy for enabling the implementation of LCE.

year: 2019

title: Te taiao: Te titiro a te Māori

authors: Kirby, Dean Robert

subjects: Cosmology

abstract: Ko te kaupapa o tēnei tuhinga ko te titiro a te Māori ki te taiao. He mea tuhi i runga i te aroha, i te whakapono ki ngēnei mea, ki te ātaahua o te taiao me ngā kōrero mōna. E whakatangatatia ana ngā āhuatanga o te taiao, ngā rākau, ngā manu, ngā ika, te kohu, ngā kapua, ngā maunga, otirā ngā mea katoa. Ara noa atu ngā kōrero, he whakapapa ō rātou, he huānga tētehi mea ki tētehi, he mauri tō tēnā mea tō tēnā mea. E ora ana ngā mea katoa o te ao, ka whai tamariki, he mātua he tūpuna anō, te katoa tae atu hoki ki te tangata, he wāhanga ia nō te taiao.
Hei aha tēnei tuhinga? Ko tāna mahi he whakaatu i ngēnei āhuatanga. Ā he whakamātau hoki ki te whakautu i te pātai he aha i whērā ai te titiro a ngā tūpuna ki tō rātou taiao. He kohikohingā tēnei nō ngā kōrero maha e takoto mai naka i roto i ngā pukapuka kua tāia kētia. Ehake i te mea ka kōrerotia ngā mea katoa, otiia ka tirohia noatia ngētehi āhuatanga o tēnei hanga te taiao. Kāhore i tuhia i runga i ngā kōrero ā waha a ngētehi kaikōrero, whēnā i ngētehi atu tuhinga roa. He mahi nui tērā mā tētehi atu hei whai, heoi anō tēnei he huihuinga nō ngētehi kōrero kua tuhia i mua atu.
Ka whakarārangitia ngā kōrero neki i muri ake nei. Ko tōna timatanga kei te Ōrokohanga, ko te timatanga tērā o te taiao. Ko te whenua ka whai mai me ngā kōrero mōna. Muri iho ko te wai me ngōna āhuatanga katoa. Ko te rangi, ngā mea katoa o te rangi ka whai mai i muri i tēnā. Muri iho anō ko ngā manu, ko ngā ngārara me ngā ngāngara, ngā rākau me ngā ika. Ka mutu atu i ngā tupua, i ngā taniwha me ngā patupaiarehe, i ngā kōrero mō ngērā. E iwa wāhanga nui te katoa o tēnei tuhinga. Kei te timatanga tētehi wāhanga hei whakamārama i te tuhinga ā kei te mutunga tētehi atu wāhanga hei whakatōpū, hei whakarāpopoto i ngā kōrero o roto i te puku o te tuhinga nei.
Kei ngā wāhanga o te pukapuka nei he kōrero mō tēnā mea, mō tēnā mea i raro i tōna ūpoko anō, me ngā whakaāhua e rite ana mōna. Ko te tūmanako ka kite te kaipānui i te pūrotutanga o te taiao o te Māori.

text: Te taiao: Te titiro a te Māori Ko te kaupapa o tēnei tuhinga ko te titiro a te Māori ki te taiao. He mea tuhi i runga i te aroha, i te whakapono ki ngēnei mea, ki te ātaahua o te taiao me ngā kōrero mōna. E whakatangatatia ana ngā āhuatanga o te taiao, ngā rākau, ngā manu, ngā ika, te kohu, ngā kapua, ngā maunga, otirā ngā mea katoa. Ara noa atu ngā kōrero, he whakapapa ō rātou, he huānga tētehi mea ki tētehi, he mauri tō tēnā mea tō tēnā mea. E ora ana ngā mea katoa o te ao, ka whai tamariki, he mātua he tūpuna anō, te katoa tae atu hoki ki te tangata, he wāhanga ia nō te taiao.
Hei aha tēnei tuhinga? Ko tāna mahi he whakaatu i ngēnei āhuatanga. Ā he whakamātau hoki ki te whakautu i te pātai he aha i whērā ai te titiro a ngā tūpuna ki tō rātou taiao. He kohikohingā tēnei nō ngā kōrero maha e takoto mai naka i roto i ngā pukapuka kua tāia kētia. Ehake i te mea ka kōrerotia ngā mea katoa, otiia ka tirohia noatia ngētehi āhuatanga o tēnei hanga te taiao. Kāhore i tuhia i runga i ngā kōrero ā waha a ngētehi kaikōrero, whēnā i ngētehi atu tuhinga roa. He mahi nui tērā mā tētehi atu hei whai, heoi anō tēnei he huihuinga nō ngētehi kōrero kua tuhia i mua atu.
Ka whakarārangitia ngā kōrero neki i muri ake nei. Ko tōna timatanga kei te Ōrokohanga, ko te timatanga tērā o te taiao. Ko te whenua ka whai mai me ngā kōrero mōna. Muri iho ko te wai me ngōna āhuatanga katoa. Ko te rangi, ngā mea katoa o te rangi ka whai mai i muri i tēnā. Muri iho anō ko ngā manu, ko ngā ngārara me ngā ngāngara, ngā rākau me ngā ika. Ka mutu atu i ngā tupua, i ngā taniwha me ngā patupaiarehe, i ngā kōrero mō ngērā. E iwa wāhanga nui te katoa o tēnei tuhinga. Kei te timatanga tētehi wāhanga hei whakamārama i te tuhinga ā kei te mutunga tētehi atu wāhanga hei whakatōpū, hei whakarāpopoto i ngā kōrero o roto i te puku o te tuhinga nei.
Kei ngā wāhanga o te pukapuka nei he kōrero mō tēnā mea, mō tēnā mea i raro i tōna ūpoko anō, me ngā whakaāhua e rite ana mōna. Ko te tūmanako ka kite te kaipānui i te pūrotutanga o te taiao o te Māori.

year: 1992