title: John A. Westgate - Global tephrochronologist, stratigrapher, mentor

authors: Froese, Duane G.

subjects: tephra

abstract: The growth of tephra studies and tephrochronology as a field of research in the last four decades owes an enormous debt to the contributions of John Westgate. John has been one of the clear leaders of this field over this time. Through a career spanning some 40 years, he has been instrumental in the development of research techniques that have led to the global expansion of tephra studies. In particular, he has stressed a multi-proxy approach to tephrochronology, requiring the careful application of glass composition, petrology, and the understanding of field settings and stratigraphy in the development of robust tephrostratigraphic frameworks (Fig. 1 and Fig. 2). In turn, these techniques and records have helped to solve some of the most complex and longstanding problems in the geosciences, geoarchaeology, and other disciplines. John has had a major impact in all countries where he has worked, where he has been a committed researcher, leading and encouraging in his usual fashion and always publishing high-quality and groundbreaking papers that will be used for generations to come. Here we provide a brief summary of John's exceptional career, documenting his very substantial influence on tephra studies worldwide.

text: John A. Westgate - Global tephrochronologist, stratigrapher, mentor The growth of tephra studies and tephrochronology as a field of research in the last four decades owes an enormous debt to the contributions of John Westgate. John has been one of the clear leaders of this field over this time. Through a career spanning some 40 years, he has been instrumental in the development of research techniques that have led to the global expansion of tephra studies. In particular, he has stressed a multi-proxy approach to tephrochronology, requiring the careful application of glass composition, petrology, and the understanding of field settings and stratigraphy in the development of robust tephrostratigraphic frameworks (Fig. 1 and Fig. 2). In turn, these techniques and records have helped to solve some of the most complex and longstanding problems in the geosciences, geoarchaeology, and other disciplines. John has had a major impact in all countries where he has worked, where he has been a committed researcher, leading and encouraging in his usual fashion and always publishing high-quality and groundbreaking papers that will be used for generations to come. Here we provide a brief summary of John's exceptional career, documenting his very substantial influence on tephra studies worldwide.

year: 2008

title: Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice.

authors: Reinsfield, Elizabeth

subjects: Activity theory

abstract: Technology education in the New Zealand context provides an opportunity for schools and teachers to offer future-focused, and innovative learning opportunities for all their learners, regardless of social or academic need. Teacher perceptions of the purpose of technology education influences the way that they interpret and make meaning of the curriculum in their school context. This article draws upon the emerging findings from a research project which explores how teachers’ knowledge of practice was mediated during professional development in two secondary schools. The findings suggest that teachers’ understandings can be deduced from their use of language, which is shaped in culturally meaningful ways. The article draws upon activity theory to illustrate two disparate approaches to discussing the delivery of technology education in the New Zealand context.

text: Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice. Technology education in the New Zealand context provides an opportunity for schools and teachers to offer future-focused, and innovative learning opportunities for all their learners, regardless of social or academic need. Teacher perceptions of the purpose of technology education influences the way that they interpret and make meaning of the curriculum in their school context. This article draws upon the emerging findings from a research project which explores how teachers’ knowledge of practice was mediated during professional development in two secondary schools. The findings suggest that teachers’ understandings can be deduced from their use of language, which is shaped in culturally meaningful ways. The article draws upon activity theory to illustrate two disparate approaches to discussing the delivery of technology education in the New Zealand context.

year: 2016

title: An Assessment of the Cognitive Ability and the Attitude to Rehabilitation of European and Maori Trainees at a Borstal Institution.

authors: Zimmerman, Malcolm Laird

subjects: Borstal Institution

abstract: The incidence of delinquency in New Zealand has risen and is a cause for serious concern for the future of the nation. "As in all fields of social inquiry it is much easier to specify the problem than it is to account for its occurrence ... In the case of delinquency, it is much easier to record what has occurred as opposed to why - it is even more difficult to prevent delinquency from occurring at all. Why should this be so?" (Blizard, 1967, p.i.)
There are no easy answers: there are no short cuts to understanding: there will never be an easily worked out, or easily administered programme for prevention. The road is hard, costly both in terms of men, money and time.

text: An Assessment of the Cognitive Ability and the Attitude to Rehabilitation of European and Maori Trainees at a Borstal Institution. The incidence of delinquency in New Zealand has risen and is a cause for serious concern for the future of the nation. "As in all fields of social inquiry it is much easier to specify the problem than it is to account for its occurrence ... In the case of delinquency, it is much easier to record what has occurred as opposed to why - it is even more difficult to prevent delinquency from occurring at all. Why should this be so?" (Blizard, 1967, p.i.)
There are no easy answers: there are no short cuts to understanding: there will never be an easily worked out, or easily administered programme for prevention. The road is hard, costly both in terms of men, money and time.

year: 1971