title: The responsibility towards indigenous holism: Rethinking ethical research in the university

authors: Mika, Carl Te Hira

abstract: If there is one fundamental aspect of indigenous philosophy in much indigenous-related literature, it is that all things in the world are interconnected (see eg. Arola (2011); Mika (2017); Andreotti et al (2011)). The nature of this interconnection can only be speculated on (and there is undoubtedly room for more than one perspective on this). Moreover, how it could possibly take form in research, so that research is then ethical from that indigenous holistic perspective, is also at the theoretical stage, and awaits further development. In this presentation, I explore some of the exciting philosophical challenges that await the Maori theorist working in this area, including how any Maori representation about those challenges is itself constituted by all other things.

text: The responsibility towards indigenous holism: Rethinking ethical research in the university If there is one fundamental aspect of indigenous philosophy in much indigenous-related literature, it is that all things in the world are interconnected (see eg. Arola (2011); Mika (2017); Andreotti et al (2011)). The nature of this interconnection can only be speculated on (and there is undoubtedly room for more than one perspective on this). Moreover, how it could possibly take form in research, so that research is then ethical from that indigenous holistic perspective, is also at the theoretical stage, and awaits further development. In this presentation, I explore some of the exciting philosophical challenges that await the Maori theorist working in this area, including how any Maori representation about those challenges is itself constituted by all other things.

year: 2018

title: A wiggle-match date for Polynesian settlement of New Zealand

authors: Hogg, Alan G.

subjects: East Polynesia

abstract: Dating initial colonisation and environmental impacts by Polynesians in New Zealand is controversial. A key horizon is provided by the Kaharoa Tephra, deposited from an eruption of Mt Tarawera, because just underneath this layer are the first signs of forest clearance which imply human settlement. The authors used a log of celery pine from within Kaharoa deposits to derive a new precise date for the eruption via "wiggle-matching" – matching the radiocarbon dates of a sequence of samples from the log with the Southern Hemisphere calibration curve. The date obtained was 1314 ± 12 AD (2σ error), and the first environmental impacts and human occupation are argued to have occurred in the previous 50 years, i.e. in the late 13th – early 14th centuries AD. This date is contemporary with earliest settlement dates determined from archaeological sites in the New Zealand archipelago.

text: A wiggle-match date for Polynesian settlement of New Zealand Dating initial colonisation and environmental impacts by Polynesians in New Zealand is controversial. A key horizon is provided by the Kaharoa Tephra, deposited from an eruption of Mt Tarawera, because just underneath this layer are the first signs of forest clearance which imply human settlement. The authors used a log of celery pine from within Kaharoa deposits to derive a new precise date for the eruption via "wiggle-matching" – matching the radiocarbon dates of a sequence of samples from the log with the Southern Hemisphere calibration curve. The date obtained was 1314 ± 12 AD (2σ error), and the first environmental impacts and human occupation are argued to have occurred in the previous 50 years, i.e. in the late 13th – early 14th centuries AD. This date is contemporary with earliest settlement dates determined from archaeological sites in the New Zealand archipelago.

year: 2002

title: Developing a draft learning progression framework for ESOL in New Zealand schools

authors: Crombie, Winifred

subjects: ESOL

abstract: Early in 2003 we were commissioned to produce a draft Learning Progression Framework (LPF) for ESOL in the New Zealand curriculum. The draft Framework was completed in June 2003 and entered the consultation round. In producing the draft Framework, we had to address a range of issues. Some these related to user expectations. Others concerned the relationship between the draft Framework and documents such as English in the New Zealand Curriculum, existing curriculum documents relating to other languages, and ESOL frameworks available in other countries. These issues proved to be critical. This paper explores some of these issues and introduces the draft Framework.

text: Developing a draft learning progression framework for ESOL in New Zealand schools Early in 2003 we were commissioned to produce a draft Learning Progression Framework (LPF) for ESOL in the New Zealand curriculum. The draft Framework was completed in June 2003 and entered the consultation round. In producing the draft Framework, we had to address a range of issues. Some these related to user expectations. Others concerned the relationship between the draft Framework and documents such as English in the New Zealand Curriculum, existing curriculum documents relating to other languages, and ESOL frameworks available in other countries. These issues proved to be critical. This paper explores some of these issues and introduces the draft Framework.

year: 2005