title: Climate change vulnerability and adaptation assessment for Fiji: Supplementary Fiji coastal impacts study

authors: Feresi, Jone

subjects: Fiji

abstract: This document presents extended case studies of the impacts of climate change on the Fiji coast. In particular the study evaluates:
1.	Coastal erosion at 3 representative sites on the coast of Viti Levu. 
2.	 Inundation at 3 representative sites on the coast of Viti Levu.

text: Climate change vulnerability and adaptation assessment for Fiji: Supplementary Fiji coastal impacts study This document presents extended case studies of the impacts of climate change on the Fiji coast. In particular the study evaluates:
1.	Coastal erosion at 3 representative sites on the coast of Viti Levu. 
2.	 Inundation at 3 representative sites on the coast of Viti Levu.

year: 2000-06-30

title: Dancing Urbanisms [Editorial]

authors: Hunter, Victoria

abstract: The theme of this special edition on ‘Dancing Urbanisms’ seems timely in an era in which over 50 per cent of the world’s populations now live in cities and urban environments (Chen et al. 2018: 4). Increasingly, people across the globe are gravitating to urban areas, adopting urbanized modes of living that cause us to reexamine the composition of daily life. Such dramatic shifts in population distribution from rural to urban locales invoke equally significant shifts in social, economic, political and ecological systems and infrastructures as growing numbers compete for access to space, opportunities and resources. Modes and methods through which site dance practice might explore, reflect and expose the complexities of urban living from micro (personal and local) to macro (infrastructural and global) scales inform these articles and artist pages.

text: Dancing Urbanisms [Editorial] The theme of this special edition on ‘Dancing Urbanisms’ seems timely in an era in which over 50 per cent of the world’s populations now live in cities and urban environments (Chen et al. 2018: 4). Increasingly, people across the globe are gravitating to urban areas, adopting urbanized modes of living that cause us to reexamine the composition of daily life. Such dramatic shifts in population distribution from rural to urban locales invoke equally significant shifts in social, economic, political and ecological systems and infrastructures as growing numbers compete for access to space, opportunities and resources. Modes and methods through which site dance practice might explore, reflect and expose the complexities of urban living from micro (personal and local) to macro (infrastructural and global) scales inform these articles and artist pages.

year: 2019

title: Māori academic success: Why the deficit perspectives?

authors: Aporosa, S. 'Apo'

subjects: Māori

abstract: Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

text: Māori academic success: Why the deficit perspectives? Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

year: 2016