title: Capacity-building activities related to climate change vulnerability and adaptation assessment and economic valuation for Fiji

authors: Kenny, Gavin J.

subjects: FIJICLIM model

abstract: The Terms of Reference for this work specified three objectives to the Fiji component: Objective 1a: to provide a prototype FIJICLIM model (covered under PICCAP funding)
Objective 1b: to provide training and transfer of FIJICLIM
Objective 1c: to present and evaluate World Bank study findings and to identify future directions for development and use of FIJICLIM (2-day workshop)
Proceedings of the training course and workshop were prepared by the Fiji Department of Environment. The summaries from these proceedings reflect a very high degree of success with the contracted activities.

text: Capacity-building activities related to climate change vulnerability and adaptation assessment and economic valuation for Fiji The Terms of Reference for this work specified three objectives to the Fiji component: Objective 1a: to provide a prototype FIJICLIM model (covered under PICCAP funding)
Objective 1b: to provide training and transfer of FIJICLIM
Objective 1c: to present and evaluate World Bank study findings and to identify future directions for development and use of FIJICLIM (2-day workshop)
Proceedings of the training course and workshop were prepared by the Fiji Department of Environment. The summaries from these proceedings reflect a very high degree of success with the contracted activities.

year: 2000-11-02

title: Cenozoic temperate and sub-tropical carbonate sedimentation on an oceanic volcano – Chatham Islands, New Zealand

authors: James, Noel P.

subjects: Bryozoans

abstract: The Chatham Islands, at the eastern end of the Chatham Rise in the South-west Pacific, are the emergent part of a Late Cretaceous to Cenozoic stratovolcano complex that is variably covered with limestones and fossiliferous tuffs. Most of these deposits accumulated in relatively shallow, high-energy, tide-influenced palaeoenvironments with deposition punctuated by periods of deeper-water pelagic accumulation. Carbonate components in these neritic deposits are biogenic and dominated by molluscs and bryozoans – a heterozoan assemblage. The widespread Middle to Late Eocene Matanginui Limestone contains local photozoan elements such as large benthonic foraminifera (especially Asterocyclina) and calcareous green algae, reflecting the general Palaeogene sub-tropical oceanographic setting. More localized Late Eocene to Oligocene deposits (Te One Limestone) as well as Pliocene carbonates (Onoua Limestone) are, however, wholly heterozoan and confirm a generally cooler-water oceanographic setting, similar to today. Early sea floor diagenesis is interpreted to have removed most aragonite components (infaunal bivalves and epifaunal gastropods). Lack of aragonite resulted in the absence of intergranular calcite cementation during subaerial exposure, such that most carbonates are friable or unlithified. Cementation is, however, present at nodular hardground–firmground caps to metre-scale cycles. Such cements are microcrystalline or micrometre-thick isopachous circumgranular rinds with insufficient definitive attributes to pinpoint their environment of formation. The overall palaeoenvironment of deposition is interpreted as mesotrophic, resulting in part from upwelling about the Chatham volcanic massif and in part from nutrient element delivery from the adjacent volcanic terrane and coeval volcanism. Biotic diversity in tuffs is two to three times that in limestones, supporting the notion of especially high nutrient availability during periods of volcanism. These mid-latitude deposits are strikingly different from their low-latitude, tropical, photozoan counterparts in the volcanic island–coral reef ecosystem. Ground water seepage and fluvial runoff attenuate coral growth and promote microbial carbonate precipitation in these warm-water settings. In contrast, nutrients from the same sources feed the system in the Chatham Islands cool-water setting, promoting active heterozoan carbonate sedimentation.

text: Cenozoic temperate and sub-tropical carbonate sedimentation on an oceanic volcano – Chatham Islands, New Zealand The Chatham Islands, at the eastern end of the Chatham Rise in the South-west Pacific, are the emergent part of a Late Cretaceous to Cenozoic stratovolcano complex that is variably covered with limestones and fossiliferous tuffs. Most of these deposits accumulated in relatively shallow, high-energy, tide-influenced palaeoenvironments with deposition punctuated by periods of deeper-water pelagic accumulation. Carbonate components in these neritic deposits are biogenic and dominated by molluscs and bryozoans – a heterozoan assemblage. The widespread Middle to Late Eocene Matanginui Limestone contains local photozoan elements such as large benthonic foraminifera (especially Asterocyclina) and calcareous green algae, reflecting the general Palaeogene sub-tropical oceanographic setting. More localized Late Eocene to Oligocene deposits (Te One Limestone) as well as Pliocene carbonates (Onoua Limestone) are, however, wholly heterozoan and confirm a generally cooler-water oceanographic setting, similar to today. Early sea floor diagenesis is interpreted to have removed most aragonite components (infaunal bivalves and epifaunal gastropods). Lack of aragonite resulted in the absence of intergranular calcite cementation during subaerial exposure, such that most carbonates are friable or unlithified. Cementation is, however, present at nodular hardground–firmground caps to metre-scale cycles. Such cements are microcrystalline or micrometre-thick isopachous circumgranular rinds with insufficient definitive attributes to pinpoint their environment of formation. The overall palaeoenvironment of deposition is interpreted as mesotrophic, resulting in part from upwelling about the Chatham volcanic massif and in part from nutrient element delivery from the adjacent volcanic terrane and coeval volcanism. Biotic diversity in tuffs is two to three times that in limestones, supporting the notion of especially high nutrient availability during periods of volcanism. These mid-latitude deposits are strikingly different from their low-latitude, tropical, photozoan counterparts in the volcanic island–coral reef ecosystem. Ground water seepage and fluvial runoff attenuate coral growth and promote microbial carbonate precipitation in these warm-water settings. In contrast, nutrients from the same sources feed the system in the Chatham Islands cool-water setting, promoting active heterozoan carbonate sedimentation.

year: 2010

title: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry

authors: Sands, Lorraine May

subjects: Narrative inquiry

abstract: Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

text: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

year: 2022