title: Volcanic studies by members of the Royal Society of London 1665 - 1780

authors: Stokes, Evelyn

abstract: Late seventeenth century ideas about volcanic activity were largely derived from classical sources. The Philosophical Transactions of the Royal Society of London provided a vehicle for publication of information about volcanoes where many ancient notions were refuted and new hypotheses suggested. Volcanic studies by members included detailed field reports, eyewitness accounts of eruptions as well as expeditions to extinct or dormant volcanic peaks, experiments with volcanic rocks, and speculation on the nature of subterranean "fires" and causes of eruptions. The development of theories concerning the formation of the columnar basalts of the Giant's Causeway is also traced. By the 1770's there appeared a general acceptance among members of the Royal Society of the igneous origin of basalt, the existence of ancient extinct volcanoes and the implications of past geologic change.

text: Volcanic studies by members of the Royal Society of London 1665 - 1780 Late seventeenth century ideas about volcanic activity were largely derived from classical sources. The Philosophical Transactions of the Royal Society of London provided a vehicle for publication of information about volcanoes where many ancient notions were refuted and new hypotheses suggested. Volcanic studies by members included detailed field reports, eyewitness accounts of eruptions as well as expeditions to extinct or dormant volcanic peaks, experiments with volcanic rocks, and speculation on the nature of subterranean "fires" and causes of eruptions. The development of theories concerning the formation of the columnar basalts of the Giant's Causeway is also traced. By the 1770's there appeared a general acceptance among members of the Royal Society of the igneous origin of basalt, the existence of ancient extinct volcanoes and the implications of past geologic change.

year: 1971

title: Time to vote?

authors: Gibson, John

subjects: opportunity cost

abstract: Despite the centrality of voting costs to the paradox of voting, little effort has been made to measure these costs accurately, outside of a few spatially limited case studies. In this paper, we apply Geographic Information Systems (GIS) tools to validated national election survey data from New Zealand. We calculate distance and travel time by road from the place of residence to the nearest polling place and combine our time estimate with imputed wages for all sample members. Using this new measure of the opportunity cost of voting to predict turnout at the individual level, we find that small increases in the opportunity costs of time can have large effects in reducing voter turnout.

text: Time to vote? Despite the centrality of voting costs to the paradox of voting, little effort has been made to measure these costs accurately, outside of a few spatially limited case studies. In this paper, we apply Geographic Information Systems (GIS) tools to validated national election survey data from New Zealand. We calculate distance and travel time by road from the place of residence to the nearest polling place and combine our time estimate with imputed wages for all sample members. Using this new measure of the opportunity cost of voting to predict turnout at the individual level, we find that small increases in the opportunity costs of time can have large effects in reducing voter turnout.

year: 2012

title: Kimihia, rangahaua ngā tikanga heke iho. He taonga huahua e riro mai: Exploring whakapapa as a tool towards a kaupapa Māori assessment framework in early childhood education

authors: Paki, Vanessa Anne

subjects: kaupapa Maori assessment

abstract: This study explores whakapapa as a tool, which can be used as a kaupapa Māori assessment framework in early childhood education, positioning kaupapa Māori theory as a paradigm base underpinning a philosophical and theoretical discourse towards assessment for children's learning. This thesis represents the culmination of a personal and professional journey, derived from the writer's longstanding interest in and commitment to kaupapa Māori early childhood education, and more specifically, philosophies and practices for assessment in this context. The study has canvassed a vast terrain of kaupapa Māori philosophy in its search for a theoretical grounding for a kaupapa Māori assessment framework for early childhood education.
Foundation to the study has been the premise that the notion of whakapapa serves as an overarching philosophical matrix, encompassing the interconnected realms of genealogy, spirituality, and knowledge that precede, surround, and embrace the Māori child. Throughout the thesis, diagrams are employed to demonstrate and model the whakapapa underpinning the conceptualisations being explored. After contextualising the study within a historical overview of the impact of colonisation of kaupapa Māori education and research, it is suggested that a re-examination of key concepts from tikanga Māori will illuminate transformative possibilities applicable to the study's focus on the development of a theoretical base for an assessment tool within kaupapa Māori early childhood settings. Drawing from the literature, the thesis re-positions the view of the Māori child to one of being nurtured within a philosophical construct underpinned and immersed in tikanga such as whakapapa, ira tangata, whanaungatanga, mana and tapu, and ako, providing a strongly Māori theoretical base for the envisioning of the assessment process. The outcome of this study is to propose an assessment framework, which embodies and reflects these core kaupapa Māori philosophies as praxis.

text: Kimihia, rangahaua ngā tikanga heke iho. He taonga huahua e riro mai: Exploring whakapapa as a tool towards a kaupapa Māori assessment framework in early childhood education This study explores whakapapa as a tool, which can be used as a kaupapa Māori assessment framework in early childhood education, positioning kaupapa Māori theory as a paradigm base underpinning a philosophical and theoretical discourse towards assessment for children's learning. This thesis represents the culmination of a personal and professional journey, derived from the writer's longstanding interest in and commitment to kaupapa Māori early childhood education, and more specifically, philosophies and practices for assessment in this context. The study has canvassed a vast terrain of kaupapa Māori philosophy in its search for a theoretical grounding for a kaupapa Māori assessment framework for early childhood education.
Foundation to the study has been the premise that the notion of whakapapa serves as an overarching philosophical matrix, encompassing the interconnected realms of genealogy, spirituality, and knowledge that precede, surround, and embrace the Māori child. Throughout the thesis, diagrams are employed to demonstrate and model the whakapapa underpinning the conceptualisations being explored. After contextualising the study within a historical overview of the impact of colonisation of kaupapa Māori education and research, it is suggested that a re-examination of key concepts from tikanga Māori will illuminate transformative possibilities applicable to the study's focus on the development of a theoretical base for an assessment tool within kaupapa Māori early childhood settings. Drawing from the literature, the thesis re-positions the view of the Māori child to one of being nurtured within a philosophical construct underpinned and immersed in tikanga such as whakapapa, ira tangata, whanaungatanga, mana and tapu, and ako, providing a strongly Māori theoretical base for the envisioning of the assessment process. The outcome of this study is to propose an assessment framework, which embodies and reflects these core kaupapa Māori philosophies as praxis.

year: 2007