title: Volcanic Generation of Tsunamis: Two New Zealand Palaeo-Events

authors: de Lange, Willem P.

subjects: Science & Technology

abstract: Rapid emplacement of a mass via pyroclastic flows, or edifice failure, generates volcanic tsunamis. Physical modelling demonstrates that the efficiency of tsuna-mi generation is influenced by the angle the mass enters the ocean. Efficiency de-creases with increasing slope angle from 20° to 60°, before increasing to a maxi-mum at 90°, which corresponds to a mass falling directly into the ocean without interacting with the slope (impact tsunami). Further, in the case of surging pyro-clastic flows or regressive failures, successive closely spaced events may generate larger tsunami waves than a single event of comparable volume.
It is difficult to assess if physical model results are meaningful for real world tsu-nami events due to limited observational data. This paper compares numerical models developed from physical simulations with palaeotsunami deposits from two New Zealand palaeo-events – pyroclastic flows from Mt Tarawera and edi-fice failure at Whakaari (White Island) – which constrains numerical simulations of the source mechanisms. The Mt Tarawera event involved multiple pyroclastic flows entering a lake during the AD 1314±12 Kaharoa Eruption. The interaction of multiple closely spaced pyroclastic flows is necessary to generate the 6-7 m maximum wave height inferred from near source tsunami deposits. Tsunami de-posits in the Bay of Plenty, dated to 2962±52 BP, are consistent with edifice fail-ure at Whakaari. In this case a single event with a volume of 0.23 km3 is suffi-cient to account for the tsunami deposits. Hence, if the failure was regressive, the successive stages were sufficiently close together to be indistinguishable from a large single event.

text: Volcanic Generation of Tsunamis: Two New Zealand Palaeo-Events Rapid emplacement of a mass via pyroclastic flows, or edifice failure, generates volcanic tsunamis. Physical modelling demonstrates that the efficiency of tsuna-mi generation is influenced by the angle the mass enters the ocean. Efficiency de-creases with increasing slope angle from 20° to 60°, before increasing to a maxi-mum at 90°, which corresponds to a mass falling directly into the ocean without interacting with the slope (impact tsunami). Further, in the case of surging pyro-clastic flows or regressive failures, successive closely spaced events may generate larger tsunami waves than a single event of comparable volume.
It is difficult to assess if physical model results are meaningful for real world tsu-nami events due to limited observational data. This paper compares numerical models developed from physical simulations with palaeotsunami deposits from two New Zealand palaeo-events – pyroclastic flows from Mt Tarawera and edi-fice failure at Whakaari (White Island) – which constrains numerical simulations of the source mechanisms. The Mt Tarawera event involved multiple pyroclastic flows entering a lake during the AD 1314±12 Kaharoa Eruption. The interaction of multiple closely spaced pyroclastic flows is necessary to generate the 6-7 m maximum wave height inferred from near source tsunami deposits. Tsunami de-posits in the Bay of Plenty, dated to 2962±52 BP, are consistent with edifice fail-ure at Whakaari. In this case a single event with a volume of 0.23 km3 is suffi-cient to account for the tsunami deposits. Hence, if the failure was regressive, the successive stages were sufficiently close together to be indistinguishable from a large single event.

year: 2016-01-01

title: Negotiating fairness and diversity: Stories from an Aotearoa New Zealand kindergarten

authors: Kelly-Ware, Janette Patricia

subjects: ECE

abstract: A number of research studies have utilised ‘working theories’, a key learning outcome of Te Whāriki, the Aotearoa New Zealand curriculum, as a lens to explore pedagogy in early childhood education. The perceived gap that this research sought to fill related to children’s working theories about fairness and diversity in the social world, alongside power/knowledge perspectives previously underexplored in existing working theories research literature. 

This Participatory Action Research study was located in a kindergarten community with 3- and 4-year old children in 2014. Using a theoretical framework informed by sociocultural and feminist poststructuralist perspectives, field texts composed from a mosaic of methods included a parent questionnaire and parent focus group, teacher discussions, observations, critical incidents and telling examples, and assessment documentation. Through critically and discursively reading and re-reading field texts, aspects of diversity that children were concerned with, including exclusion, the 'shadow side' of diversity, were identified.

Children were making sense of their world(s), their identities, and the possibilities available to them, alongside negotiating relationships with diverse ‘others’. Their working theories, which related to fairness and friendship, gender, sex and sexuality, and ethnicity and skin colour, often involved normalising and limiting discourses.  The subject of children’s working theories, and the perceived risks associated with them, affected teachers’ provocations and responses. 

The fundamental importance of teacher reflexivity and courage in this complex domain was uncovered. The conflicting and often uncontested framing of diversity and fairness by teachers and parents was highlighted. Teachers also have a leadership role to play, supporting parents who are unsure how to support their children’s developing understandings of diversity in the world around them.

This research adds to the growing body of scholarship around ‘working theories’, recognising their value as a lens for seeing and responding to children’s ongoing theorising about aspects of diversity. The unique combination of working theories, power/knowledge perspectives, and dominant discourses offers new insights about critical pedagogy in this terrain. Diversity can be a rich resource for learning if teachers recognise how normalising and limiting discourses can affect children realising their potential. Opening up dialogue involves risks especially in areas that intersect with dominant views of childhood innocence or the irrelevance of some issues to young children. 

The importance of socially relevant curriculum that balances the interests of the child, and the interests of the community is stressed in an ‘Open letter to teachers’ which concludes this thesis. Making spaces for negotiation and meaning making, and valuing multiple perspectives and possibilities are part of renewed social justice, anti-bias teaching approaches.  They are seen as part of the courageous whole setting response required to make the world a fairer, more just place for everyone.

text: Negotiating fairness and diversity: Stories from an Aotearoa New Zealand kindergarten A number of research studies have utilised ‘working theories’, a key learning outcome of Te Whāriki, the Aotearoa New Zealand curriculum, as a lens to explore pedagogy in early childhood education. The perceived gap that this research sought to fill related to children’s working theories about fairness and diversity in the social world, alongside power/knowledge perspectives previously underexplored in existing working theories research literature. 

This Participatory Action Research study was located in a kindergarten community with 3- and 4-year old children in 2014. Using a theoretical framework informed by sociocultural and feminist poststructuralist perspectives, field texts composed from a mosaic of methods included a parent questionnaire and parent focus group, teacher discussions, observations, critical incidents and telling examples, and assessment documentation. Through critically and discursively reading and re-reading field texts, aspects of diversity that children were concerned with, including exclusion, the 'shadow side' of diversity, were identified.

Children were making sense of their world(s), their identities, and the possibilities available to them, alongside negotiating relationships with diverse ‘others’. Their working theories, which related to fairness and friendship, gender, sex and sexuality, and ethnicity and skin colour, often involved normalising and limiting discourses.  The subject of children’s working theories, and the perceived risks associated with them, affected teachers’ provocations and responses. 

The fundamental importance of teacher reflexivity and courage in this complex domain was uncovered. The conflicting and often uncontested framing of diversity and fairness by teachers and parents was highlighted. Teachers also have a leadership role to play, supporting parents who are unsure how to support their children’s developing understandings of diversity in the world around them.

This research adds to the growing body of scholarship around ‘working theories’, recognising their value as a lens for seeing and responding to children’s ongoing theorising about aspects of diversity. The unique combination of working theories, power/knowledge perspectives, and dominant discourses offers new insights about critical pedagogy in this terrain. Diversity can be a rich resource for learning if teachers recognise how normalising and limiting discourses can affect children realising their potential. Opening up dialogue involves risks especially in areas that intersect with dominant views of childhood innocence or the irrelevance of some issues to young children. 

The importance of socially relevant curriculum that balances the interests of the child, and the interests of the community is stressed in an ‘Open letter to teachers’ which concludes this thesis. Making spaces for negotiation and meaning making, and valuing multiple perspectives and possibilities are part of renewed social justice, anti-bias teaching approaches.  They are seen as part of the courageous whole setting response required to make the world a fairer, more just place for everyone.

year: 2018

title: Supervision as cultural partnership: Contributions to dialogue

authors: Crocket, Kathie

abstract: The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presented as a multi-voiced dialogue. This arts-based representational practice enacts the uncertainties of post-colonial experience. Its intention is to make assumptions, ideas, and practices available for discussion. Its contribution is to join current dialogue about supervision and culture, and to raise further questions about how supervision and culturally appropriate practice come together.

text: Supervision as cultural partnership: Contributions to dialogue The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presented as a multi-voiced dialogue. This arts-based representational practice enacts the uncertainties of post-colonial experience. Its intention is to make assumptions, ideas, and practices available for discussion. Its contribution is to join current dialogue about supervision and culture, and to raise further questions about how supervision and culturally appropriate practice come together.

year: 2015