title: Book review: New Takes in Film-Philosophy

authors: Nannicelli, Theodore

abstract: This article reviews the book: “New Takes in Film-Philosophy” edited by Havi Carel & Greg Tuck.

text: Book review: New Takes in Film-Philosophy This article reviews the book: “New Takes in Film-Philosophy” edited by Havi Carel & Greg Tuck.

year: 2012

title: Geomorphological mapping of ice-free areas using polarimetric RADARSAT-2 data on Fildes Peninsula and Ardley Island, Antarctica

authors: Schmid, T.

subjects: periglacial

abstract: Satellite-borne Synthetic Aperture Radar (SAR) has been used for characterizing and mapping in two relevant ice-free areas in the South Shetland Islands. The objective has been to identify and characterize land surface covers that mainly include periglacial and glacial landforms, using fully polarimetric SAR C band RADARSAT-2 data, on Fildes Peninsula that forms part of King George Island, and Ardley Island. Polarimetric parameters obtained from the SAR data, a selection of field based training and validation sites and a supervised classification approach, using the support vector machine were chosen to determine the spatial distribution of the different landforms. Eight periglacial and glacial landforms were characterized according to their scattering mechanisms using a set of 48 polarimetric parameters. The mapping of the most representative surface covers included colluvial deposits, stone fields and pavements, patterned ground, glacial till and rock outcrops, lakes and glacier ice. The overall accuracy of the results was estimated at 81%, a significant value when mapping areas that are within isolated regions where access is limited. Periglacial surface covers such as stone fields and pavements occupy 25% and patterned ground over 20% of the ice-free areas. These are results that form the basis for an extensive monitoring of the ice-free areas throughout the northern Antarctic Peninsula region.

text: Geomorphological mapping of ice-free areas using polarimetric RADARSAT-2 data on Fildes Peninsula and Ardley Island, Antarctica Satellite-borne Synthetic Aperture Radar (SAR) has been used for characterizing and mapping in two relevant ice-free areas in the South Shetland Islands. The objective has been to identify and characterize land surface covers that mainly include periglacial and glacial landforms, using fully polarimetric SAR C band RADARSAT-2 data, on Fildes Peninsula that forms part of King George Island, and Ardley Island. Polarimetric parameters obtained from the SAR data, a selection of field based training and validation sites and a supervised classification approach, using the support vector machine were chosen to determine the spatial distribution of the different landforms. Eight periglacial and glacial landforms were characterized according to their scattering mechanisms using a set of 48 polarimetric parameters. The mapping of the most representative surface covers included colluvial deposits, stone fields and pavements, patterned ground, glacial till and rock outcrops, lakes and glacier ice. The overall accuracy of the results was estimated at 81%, a significant value when mapping areas that are within isolated regions where access is limited. Periglacial surface covers such as stone fields and pavements occupy 25% and patterned ground over 20% of the ice-free areas. These are results that form the basis for an extensive monitoring of the ice-free areas throughout the northern Antarctic Peninsula region.

year: 2016

title: Te Whatu Kakahu: Assessment in Kaupapa Maori Early Childhood Practice

authors: Rameka, Lesley Kay

subjects: Kaupapa Maori

abstract: Through the exploration of Kaupapa Māori assessment approaches, I examine the reclaiming and reframing of Māori ways of knowing and being within early childhood practice. Assessment is the vehicle for reclaiming and reframing while Kaupapa Māori theory is the fuel that ignites and drives the vehicle.

The effects of successive education policies remain today with Māori children, and their families continuing to disengage from education and consistently receiving disproportionately lower outcomes, opportunities and benefits. Reclaiming and reframing Māori ways of knowing and being within early childhood assessment thinking and practice is a means of addressing the cultural and educational disparities faced by Māori children within an education system that upholds western cultural and educational superiority, privilege and truths.  Key questions in this process of reclaiming and reframing are: Who has the power to define?  Whose truths are being reflected and how are these truths constructed? 

The metaphor of whatu kākahu or weaving of clothing has been used to frame this thesis. The process has involved weaving the Kaupapa Māori theory elements of conscientisation, resistance, transformative praxis and Māori ways of knowing and being, across and within historical, cultural and educational paradigms and understandings, to fashion assessment kākahu that afford comfort, warmth and flexibility in a contemporary early childhood context. This research case studies the progress of three Māori early childhood services and kōhanga reo towards the development of Kaupapa Māori early childhood assessment understandings and framings (kākahu), that reflect their particular ways of knowing and being, context and aspirations for children. This thesis has been about their assessment journeys. These journeys are a work in progress and that work continues.

A qualitative, Kaupapa Māori research methodology was used to gather, collate and analyse data in this research.  In accordance with Kaupapa Māori research aspirations and expectations, this research focuses on areas of importance and concern for Māori, and involved retrieving space for Māori voices to be heard. This research can be seen as a means of privileging Māori approaches, perspectives and ways of knowing and being in early childhood assessment practice.

Kaupapa Māori assessment is an important agenda for early childhood.   It builds upon Māori philosophical and epistemological understandings that express Māori ways of knowing and being. Kaupapa Māori assessment is able to contribute significantly to children’s learning and potential growth and is an important tool in constructing educational outcomes for Māori children. It is therefore an important agenda for early childhood.

text: Te Whatu Kakahu: Assessment in Kaupapa Maori Early Childhood Practice Through the exploration of Kaupapa Māori assessment approaches, I examine the reclaiming and reframing of Māori ways of knowing and being within early childhood practice. Assessment is the vehicle for reclaiming and reframing while Kaupapa Māori theory is the fuel that ignites and drives the vehicle.

The effects of successive education policies remain today with Māori children, and their families continuing to disengage from education and consistently receiving disproportionately lower outcomes, opportunities and benefits. Reclaiming and reframing Māori ways of knowing and being within early childhood assessment thinking and practice is a means of addressing the cultural and educational disparities faced by Māori children within an education system that upholds western cultural and educational superiority, privilege and truths.  Key questions in this process of reclaiming and reframing are: Who has the power to define?  Whose truths are being reflected and how are these truths constructed? 

The metaphor of whatu kākahu or weaving of clothing has been used to frame this thesis. The process has involved weaving the Kaupapa Māori theory elements of conscientisation, resistance, transformative praxis and Māori ways of knowing and being, across and within historical, cultural and educational paradigms and understandings, to fashion assessment kākahu that afford comfort, warmth and flexibility in a contemporary early childhood context. This research case studies the progress of three Māori early childhood services and kōhanga reo towards the development of Kaupapa Māori early childhood assessment understandings and framings (kākahu), that reflect their particular ways of knowing and being, context and aspirations for children. This thesis has been about their assessment journeys. These journeys are a work in progress and that work continues.

A qualitative, Kaupapa Māori research methodology was used to gather, collate and analyse data in this research.  In accordance with Kaupapa Māori research aspirations and expectations, this research focuses on areas of importance and concern for Māori, and involved retrieving space for Māori voices to be heard. This research can be seen as a means of privileging Māori approaches, perspectives and ways of knowing and being in early childhood assessment practice.

Kaupapa Māori assessment is an important agenda for early childhood.   It builds upon Māori philosophical and epistemological understandings that express Māori ways of knowing and being. Kaupapa Māori assessment is able to contribute significantly to children’s learning and potential growth and is an important tool in constructing educational outcomes for Māori children. It is therefore an important agenda for early childhood.

year: 2012