title: Towards rapid assay of cryptotephra in peat cores: review and evaluation of selected methods

authors: Gehrels, Maria J.

subjects: tephra

abstract: Peat bogs are highly effective archives for the preservation and detection of cryptotephra but the conventional methods used to detect these hidden, diminutive layers are destructive and can be time consuming. We briefly review methods that have been used for cryptotephra detection and evaluate the potential of a range of alternative reconnaissance methods, both non-destructive and destructive, to provide for more rapid examination of continuous cryptotephra content in peat cores. The techniques evaluated—magnetic susceptibility (MS), spectrophotometry, and X-ray fluorescence—are used to pick out compositional contrasts between tephra deposits and peat. Measurements of organic content are also evaluated as a potential guide to tephra content based on an inverse relationship. Although we find limitations to each method, particularly where deployed at the distal-most end of tephra dispersal, there is potential for all methods to be used in the detection of cryptotephra where time or material is limited. These methods can also provide additional sedimentological and stratigraphic information for studies of peat cores. However, where a reliable cryptotephra profile is required, we conclude that there is no quick or easy substitute for the conventional extraction-microscopy method.

text: Towards rapid assay of cryptotephra in peat cores: review and evaluation of selected methods Peat bogs are highly effective archives for the preservation and detection of cryptotephra but the conventional methods used to detect these hidden, diminutive layers are destructive and can be time consuming. We briefly review methods that have been used for cryptotephra detection and evaluate the potential of a range of alternative reconnaissance methods, both non-destructive and destructive, to provide for more rapid examination of continuous cryptotephra content in peat cores. The techniques evaluated—magnetic susceptibility (MS), spectrophotometry, and X-ray fluorescence—are used to pick out compositional contrasts between tephra deposits and peat. Measurements of organic content are also evaluated as a potential guide to tephra content based on an inverse relationship. Although we find limitations to each method, particularly where deployed at the distal-most end of tephra dispersal, there is potential for all methods to be used in the detection of cryptotephra where time or material is limited. These methods can also provide additional sedimentological and stratigraphic information for studies of peat cores. However, where a reliable cryptotephra profile is required, we conclude that there is no quick or easy substitute for the conventional extraction-microscopy method.

year: 2008-02

title: Living and working in ethnic enclaves: English Language proficiency of immigrants in US metropolitan areas

authors: Beckhusen, Julia

subjects: US immigration

abstract: We use data on Mexican and Chinese immigrants in the US to calculate the average marginal effects of residential and occupational segregation on immigrants' ability to speak English, and similarly the effects of English fluency of family members. Our results confirm that residential segregation is generally inversely related to English language proficiency of immigrants, except for skilled Chinese immigrants. Allowing for occupational fixed effects, the minority population share at the place of work is relevant for proficiency in English among skilled Chinese, but not for Mexicans and unskilled Chinese. We also find that the presence of English-speaking adults in the household increases the probability of immigrants' proficiency in English.

text: Living and working in ethnic enclaves: English Language proficiency of immigrants in US metropolitan areas We use data on Mexican and Chinese immigrants in the US to calculate the average marginal effects of residential and occupational segregation on immigrants' ability to speak English, and similarly the effects of English fluency of family members. Our results confirm that residential segregation is generally inversely related to English language proficiency of immigrants, except for skilled Chinese immigrants. Allowing for occupational fixed effects, the minority population share at the place of work is relevant for proficiency in English among skilled Chinese, but not for Mexicans and unskilled Chinese. We also find that the presence of English-speaking adults in the household increases the probability of immigrants' proficiency in English.

year: 2013

title: Activating belonging: Towards a critcial ensemble pedagogy

authors: Brown, Gaenor

abstract: Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

text: Activating belonging: Towards a critcial ensemble pedagogy Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

year: 2025