title: Investigating subantarctic ¹⁴C ages of different peat components: site and sample selection for developing robust age models in dynamic landscapes

authors: Thomas, Zoë

subjects: Science & Technology

abstract: Precise radiocarbon (¹⁴C) dating of sedimentary sequences is important for developing robust chronologies of environmental change, but sampling of suitable components can be challenging in highly dynamic landscapes. Here we investigate radiocarbon determinations of different peat size fractions from six peat sites, representing a range of geomorphological contexts on the South Atlantic subantarctic islands of the Falklands and South Georgia. To investigate the most suitable fraction for dating, 112 measurements were obtained from three components within selected horizons: a fine fraction <0.2 mm, a coarse fraction >0.2 mm, and bulk material. We find site selection is critical, with locations surrounded by high-ground and/or relatively slowly accumulating sites more susceptible to the translocation of older carbon. Importantly, in locations with reduced potential for redeposition of material, our results show that there is no significant or systematic difference between ages derived from bulk material, fine or coarse (plant macrofossil) material, providing confidence in the resulting age model. Crucially, in areas comprising complex terrain with extreme relief, we recommend dating macrofossils or bulk carbon rather than a fine fraction, or employing comprehensive dating of multiple sedimentary fractions to determine the most reliable fraction(s) for developing a robust chronological framework.

text: Investigating subantarctic ¹⁴C ages of different peat components: site and sample selection for developing robust age models in dynamic landscapes Precise radiocarbon (¹⁴C) dating of sedimentary sequences is important for developing robust chronologies of environmental change, but sampling of suitable components can be challenging in highly dynamic landscapes. Here we investigate radiocarbon determinations of different peat size fractions from six peat sites, representing a range of geomorphological contexts on the South Atlantic subantarctic islands of the Falklands and South Georgia. To investigate the most suitable fraction for dating, 112 measurements were obtained from three components within selected horizons: a fine fraction <0.2 mm, a coarse fraction >0.2 mm, and bulk material. We find site selection is critical, with locations surrounded by high-ground and/or relatively slowly accumulating sites more susceptible to the translocation of older carbon. Importantly, in locations with reduced potential for redeposition of material, our results show that there is no significant or systematic difference between ages derived from bulk material, fine or coarse (plant macrofossil) material, providing confidence in the resulting age model. Crucially, in areas comprising complex terrain with extreme relief, we recommend dating macrofossils or bulk carbon rather than a fine fraction, or employing comprehensive dating of multiple sedimentary fractions to determine the most reliable fraction(s) for developing a robust chronological framework.

year: 2019

title: Fijian students’ perceptions of their science learning environment in New Zealand secondary schools

authors: Chand, Alvin Vikash

subjects: Fijian Students

abstract: Pacific students in Aotearoa, New Zealand, come from a range of cultural and ethnic backgrounds. This heterogeneous cultural and ethnic mix of students presents opportunities and challenges for teachers. Results from the National Certificate of Educational Achievement (NCEA) show that Pacific students are underperforming in science compared to the general cohort in secondary education. To help meet the needs of Pacific students, many New Zealand educators are undertaking research to explore the perceptions of students learning. Little research has been done on Fijian students to address this. The purpose of this study is to examine Fijian students' perceptions of their current and preferred learning environment and how it can be improved to suit the learning needs of Fijian students.

Talanoa, a Pacific research methodology, informed and guided this study. It is based on Pacific cultures and is primarily used to study Pacific peoples. A mixed-method approach was adopted to respond to the research questions. Talanoa method with a survey called the Constructivist Learning Environment Survey-Fijian students (CLES-FS) was used to collect the data. A total of 305 students participated in this study. A thematic approach was used to analyse the data obtained from the talanoa method. The CLES-FS data was analysed using the Statistical Package for Social Sciences (SPSS), and comparisons were made between the students’ perceptions of their actual and preferred learning environments. Variations between gender, ethnic differences (Fijian Indian and iTaukei) and between different year levels were also analysed. 

Key findings show that positive student-teacher relationships, a sense of belonging to the class, and teachers’ understanding of students’ cultural experiences played a vital role in engaging students in their learning. The findings also highlighted that the Fijian students enjoyed working in groups. However, they indicated that excessive use of group work without defined learning intentions had a negative impact on learning. In addition, the study found that the students were reluctant to respond to or ask questions in front of the whole class. Students also identified that, at times, cultural values of respect for elders discouraged them from expressing their views to the teacher. Many students preferred to communicate with the teacher one-on-one about how they would like to learn and have more control over their classroom learning activities.

There was a statistically significant difference in the perceptions of iTaukei and Fijian Indian students regarding building relationships with their teachers and collaborative learning. iTaukei students perceived that they had fewer opportunities to build relationships with their teachers but had more opportunities to engage in collaborative learning than Fijian Indian students. In addition, there was a statistically significant difference in the perceptions of male and female students when it came to learning in a familiar context scale. Female students perceived they were given more opportunities to learn in a familiar context than their male counterparts.

This study has contributed to the understanding of Fijian students' perceptions of the current and preferred learning environments in New Zealand secondary schools. The research also demonstrates that CLES-FS and Talanoa methods can be used effectively for data triangulation. The findings of this study provide new insights into the knowledge gap in the literature about the learning needs of Fijian students studying in New Zealand classrooms. It is envisaged that the findings will help to inform the teachers and leaders of secondary schools who teach Fijian students.

text: Fijian students’ perceptions of their science learning environment in New Zealand secondary schools Pacific students in Aotearoa, New Zealand, come from a range of cultural and ethnic backgrounds. This heterogeneous cultural and ethnic mix of students presents opportunities and challenges for teachers. Results from the National Certificate of Educational Achievement (NCEA) show that Pacific students are underperforming in science compared to the general cohort in secondary education. To help meet the needs of Pacific students, many New Zealand educators are undertaking research to explore the perceptions of students learning. Little research has been done on Fijian students to address this. The purpose of this study is to examine Fijian students' perceptions of their current and preferred learning environment and how it can be improved to suit the learning needs of Fijian students.

Talanoa, a Pacific research methodology, informed and guided this study. It is based on Pacific cultures and is primarily used to study Pacific peoples. A mixed-method approach was adopted to respond to the research questions. Talanoa method with a survey called the Constructivist Learning Environment Survey-Fijian students (CLES-FS) was used to collect the data. A total of 305 students participated in this study. A thematic approach was used to analyse the data obtained from the talanoa method. The CLES-FS data was analysed using the Statistical Package for Social Sciences (SPSS), and comparisons were made between the students’ perceptions of their actual and preferred learning environments. Variations between gender, ethnic differences (Fijian Indian and iTaukei) and between different year levels were also analysed. 

Key findings show that positive student-teacher relationships, a sense of belonging to the class, and teachers’ understanding of students’ cultural experiences played a vital role in engaging students in their learning. The findings also highlighted that the Fijian students enjoyed working in groups. However, they indicated that excessive use of group work without defined learning intentions had a negative impact on learning. In addition, the study found that the students were reluctant to respond to or ask questions in front of the whole class. Students also identified that, at times, cultural values of respect for elders discouraged them from expressing their views to the teacher. Many students preferred to communicate with the teacher one-on-one about how they would like to learn and have more control over their classroom learning activities.

There was a statistically significant difference in the perceptions of iTaukei and Fijian Indian students regarding building relationships with their teachers and collaborative learning. iTaukei students perceived that they had fewer opportunities to build relationships with their teachers but had more opportunities to engage in collaborative learning than Fijian Indian students. In addition, there was a statistically significant difference in the perceptions of male and female students when it came to learning in a familiar context scale. Female students perceived they were given more opportunities to learn in a familiar context than their male counterparts.

This study has contributed to the understanding of Fijian students' perceptions of the current and preferred learning environments in New Zealand secondary schools. The research also demonstrates that CLES-FS and Talanoa methods can be used effectively for data triangulation. The findings of this study provide new insights into the knowledge gap in the literature about the learning needs of Fijian students studying in New Zealand classrooms. It is envisaged that the findings will help to inform the teachers and leaders of secondary schools who teach Fijian students.

year: 2024-04-06

title: An evaluation of Kaupapa Māori in Psychology at the University of Waikato

authors: McAllister, Sue

abstract: The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

text: An evaluation of Kaupapa Māori in Psychology at the University of Waikato The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

year: 2018