title: Adult literacy in Aotearoa New Zealand: Policy, potential and pitfalls

authors: Furness, Jane Amanda

abstract: Policy aimed at increasing adult literacy and numeracy skills has been a strong focus of the New Zealand Ministry of Education since the launch of More than Words: The New Zealand Adult Literacy Strategy in 2001. This policy and the foundation learning strand in consecutive Tertiary Education Strategies since 2002 have involved significant sector investment. This article examines the current state of adult literacy policy, its trajectory, potential, and pitfalls. Applying a sociomaterial perspective, we explore how the discourse of adult literacy is well embedded in dominant ideologies of individual responsibility and entrepreneurialism. We argue that interest in other perspectives that offer the hope of a more inclusive society must be supported through broad dissemination of alternative material text and artefacts.

text: Adult literacy in Aotearoa New Zealand: Policy, potential and pitfalls Policy aimed at increasing adult literacy and numeracy skills has been a strong focus of the New Zealand Ministry of Education since the launch of More than Words: The New Zealand Adult Literacy Strategy in 2001. This policy and the foundation learning strand in consecutive Tertiary Education Strategies since 2002 have involved significant sector investment. This article examines the current state of adult literacy policy, its trajectory, potential, and pitfalls. Applying a sociomaterial perspective, we explore how the discourse of adult literacy is well embedded in dominant ideologies of individual responsibility and entrepreneurialism. We argue that interest in other perspectives that offer the hope of a more inclusive society must be supported through broad dissemination of alternative material text and artefacts.

year: 2017

title: Ozone Depletion and Global Warming

authors: Fow, Alista John

subjects: Ozone Depletion

abstract: Abstract
This thesis examines global warming and the possible contribution that ozone
depletion provides to this warming. An examination is performed to determine
the extent of any warming/cooling events within the Earth-atmosphere
system. The change in energy corresponding to this warning of the Earth-
atmosphere system is estimated as being equivilent to an increase of mean
solar input of 0.22W/m2. This is compared to the predicted changes of solar
input for the two most common global warming scenarios: greenhouse gases
and solar irradiance variance; and for a less well explored scenario, snow-ice
albedo change. Examination of ozone depletion data shows that an absence of
ozone in the stratosphere produces an increase in UV-B radiation at the surface
of the Earth. This increase in UV-B light has not previously been thourougly
examined in any of the global warming scenarios. This is presented as a fourth
scenario for global warming.
An analytical three layer model of the Earth-atmosphere, based on an earlier
two layer model, is developed. Using this model it is determined that
greenhouse gases, solar irradiance, snow-ice albedo feedback and ozone depletion
can cause warming of the Earth's atmosphere. After comparison with
other models, a snow-ice albedo mechanism is incorporated into the three layer
model. This produces an amplification effect of any warming that occurs.
Compared to the observed increase of surface temperature between 1975-2000
of 0.55 K, the model using a snow-ice albedo feedback, produced an increase
of temperature of 1.4 K for greenhouse gases, 0.294 K for a solar irradiance increase
and 0.119 K caused by a decrease in the ozone layer. Of the greenhouse
gas, solar irradiance and ozone depletion scenarios, ozone depletion demonstrates
the most realistic relative changes with a cooling of the stratosphere
and a warming of the troposphere and Earth's surface as has been observed.
It is concluded that ozone depletion is likely for a reasonable part of observed
global warming.

text: Ozone Depletion and Global Warming Abstract
This thesis examines global warming and the possible contribution that ozone
depletion provides to this warming. An examination is performed to determine
the extent of any warming/cooling events within the Earth-atmosphere
system. The change in energy corresponding to this warning of the Earth-
atmosphere system is estimated as being equivilent to an increase of mean
solar input of 0.22W/m2. This is compared to the predicted changes of solar
input for the two most common global warming scenarios: greenhouse gases
and solar irradiance variance; and for a less well explored scenario, snow-ice
albedo change. Examination of ozone depletion data shows that an absence of
ozone in the stratosphere produces an increase in UV-B radiation at the surface
of the Earth. This increase in UV-B light has not previously been thourougly
examined in any of the global warming scenarios. This is presented as a fourth
scenario for global warming.
An analytical three layer model of the Earth-atmosphere, based on an earlier
two layer model, is developed. Using this model it is determined that
greenhouse gases, solar irradiance, snow-ice albedo feedback and ozone depletion
can cause warming of the Earth's atmosphere. After comparison with
other models, a snow-ice albedo mechanism is incorporated into the three layer
model. This produces an amplification effect of any warming that occurs.
Compared to the observed increase of surface temperature between 1975-2000
of 0.55 K, the model using a snow-ice albedo feedback, produced an increase
of temperature of 1.4 K for greenhouse gases, 0.294 K for a solar irradiance increase
and 0.119 K caused by a decrease in the ozone layer. Of the greenhouse
gas, solar irradiance and ozone depletion scenarios, ozone depletion demonstrates
the most realistic relative changes with a cooling of the stratosphere
and a warming of the troposphere and Earth's surface as has been observed.
It is concluded that ozone depletion is likely for a reasonable part of observed
global warming.

year: 2006

title: Relational and culturally responsive supervision of doctoral students working in Māori contexts: Inspirations from the Kingitanga

authors: Glynn, Ted

subjects: Relational and culturally responsive supervision

abstract: There is much to celebrate in the greatly increased number of Māori and non-Māori students in New Zealand tertiary institutions undertaking doctoral research on issues of importance to Māori.
However, in honouring their commitments to the Treaty of Waitangi, tertiary institutions need to ensure that Māori doctoral students and their Māori communities maintain their right to define their own research questions, research paradigms and methodologies. As supervisors of doctoral research students investigating issues of significance to Māori people, it is essential that we learn to position ourselves as visitors in someone else’s cultural space, as partners in the Treaty of Waitangi, and as co-constructors of knowledge and research methodology rather than as experts and gatekeepers (Berryman, SooHoo, & Nevin, 2013; Glynn, 2012).

This paper was occasioned by an invitation from the organisers of the annual Kingitanga Day cultural and educational programme at the University of Waikato. The Kingitanga movement has much to teach us about how to frame and conduct research that responds to long-standing injustices that have marginalised Māori people. The Kingitanga has inspired us through the resistance, resilience, agency and humility of its leaders in asserting their right to define the effects of historic and contemporary injustices, and the right to define their own responses to these injustices.

In this paper, we explore some of the relational and culturally responsive understandings we have arrived at from supervising the research of four doctoral candidates in Education (two Māori and two non-Māori). This research has been designed to promote the success and wellbeing of Māori students in mainstream schools, addressing historic and ongoing injustices experienced by Māori students and their whānau and communities.

text: Relational and culturally responsive supervision of doctoral students working in Māori contexts: Inspirations from the Kingitanga There is much to celebrate in the greatly increased number of Māori and non-Māori students in New Zealand tertiary institutions undertaking doctoral research on issues of importance to Māori.
However, in honouring their commitments to the Treaty of Waitangi, tertiary institutions need to ensure that Māori doctoral students and their Māori communities maintain their right to define their own research questions, research paradigms and methodologies. As supervisors of doctoral research students investigating issues of significance to Māori people, it is essential that we learn to position ourselves as visitors in someone else’s cultural space, as partners in the Treaty of Waitangi, and as co-constructors of knowledge and research methodology rather than as experts and gatekeepers (Berryman, SooHoo, & Nevin, 2013; Glynn, 2012).

This paper was occasioned by an invitation from the organisers of the annual Kingitanga Day cultural and educational programme at the University of Waikato. The Kingitanga movement has much to teach us about how to frame and conduct research that responds to long-standing injustices that have marginalised Māori people. The Kingitanga has inspired us through the resistance, resilience, agency and humility of its leaders in asserting their right to define the effects of historic and contemporary injustices, and the right to define their own responses to these injustices.

In this paper, we explore some of the relational and culturally responsive understandings we have arrived at from supervising the research of four doctoral candidates in Education (two Māori and two non-Māori). This research has been designed to promote the success and wellbeing of Māori students in mainstream schools, addressing historic and ongoing injustices experienced by Māori students and their whānau and communities.

year: 2015