title: Lithology and provenance of late Eocene - Oligocene sediments in eastern Taranaki Basin margin and implications for paleogeography

authors: Hopcroft, Bradley Scott

subjects: Taranaki Basin

abstract: The latest Eocene and Oligocene was a time of marked paleoenvironmental change in Taranaki Basin, involving a transition from the accumulation of coal measures and inner shelf deposits to the development of upper bathyal environments. Up until the end of the Early Oligocene (Lower Whaingaroan Stage) Taranaki Basin had an extensional tectonic setting. Marine transgression culminated in the accumulation of condensed facies of the Matapo Sandstone Member of the lower part of the Ngatoro Group. During the Late Oligocene (Upper Whaingaroan Stage) Taranaki Basin's tectonic setting changed to one of crustal shortening with basement overthrusting westward into the basin on Taranaki Fault. The major part of the Ngatoro Group in thickness, including the Tariki Sandstone Member, Otaraoa Formation, Tikorangi Formation and Taimana Formation, accumulated in response to this change in tectonic setting. 

Various methods of stratigraphic and sedimentological characterisation have been undertaken to evaluate the stratigraphy of the Ngatoro Group. Wireline log records have been calibrated through particle sizing and carbonate digestion of well cuttings. A suite of wireline motifs have been defined for formations and members of the Ngatoro Group. The integration with other lithological and paleoenvironmental data sources has helped to better define the Late Eocene - Oligocene stratigraphy and sedimentary facies for eastern Taranaki Basin margin. 

U-Pb geochronology by laser ablation inductively coupled plasma-mass spectrometry (LA-ICP-MS) has been used to determine detrital ages for over 350 zircons from 13 samples of Late Eocene - Oligocene sandstone samples in eastern Taranaki Basin and correlative onshore North Island units. The spread of ages (1554 - 102 Ma) and the proportion of ages in particular age bands integrated with modal petrography data have aided provenance evaluation. A range of source rocks contributed to the Late Eocene - Oligocene sedimentary units analysed, mainly the Waipapa Terrane (Early Permian to Late Jurassic) as shown by 206Pb/238U zircon ages and the abundance of fine-grained sedimentary rock fragments observed in samples. The Median Batholith (i.e. Darran/Median Suite and Separation Point Suite) is also identified as a significant source, indicated by Early Triassic to Early Jurassic and Early Cretaceous 206Pb/238U zircon ages and an abundance of quartz in samples. Other minor sources identified include Murihiku and Caples Terranes, Rakaia Sub-terrane and possibly the Karamea Batholith. The Tariki Sandstone and the Hauturu Sandstone have the same source, with the main 206Pb/238U zircon ages of aggregated samples (124 - 116 Ma and 121 Ma, respectively) consistent with a Separation Point Suite/Median Batholith (124 - 116 Ma) source. Derivation of sediments from a landmass that existed to the east and southeast of the Wellington area has been inferred for the Late Eocene - Oligocene units, with subsequent migration of sediments northward into Taranaki Basin and the Waikato Region (i.e. Te Kuiti Group depocentre) via longshore drift. 

New provenance data have been used to revise understanding about the development of eastern Taranaki Basin margin through the Late Eocene to earliest Miocene. Three new paleogeography maps are presented for the Runangan (Late Eocene), Lower Whaingaroan (Early Oligocene) and Upper Whaingaroan (early-mid-Oligocene). New paleogeography interpretations illustrate a dramatic change in the basin development between Matapo Sandstone (Lower Whaingaroan) and Tariki Sandstone (Upper Whaingaroan) deposition, consistent with an Upper Whaingaroan age for the start of reverse movement on Taranaki Fault.

text: Lithology and provenance of late Eocene - Oligocene sediments in eastern Taranaki Basin margin and implications for paleogeography The latest Eocene and Oligocene was a time of marked paleoenvironmental change in Taranaki Basin, involving a transition from the accumulation of coal measures and inner shelf deposits to the development of upper bathyal environments. Up until the end of the Early Oligocene (Lower Whaingaroan Stage) Taranaki Basin had an extensional tectonic setting. Marine transgression culminated in the accumulation of condensed facies of the Matapo Sandstone Member of the lower part of the Ngatoro Group. During the Late Oligocene (Upper Whaingaroan Stage) Taranaki Basin's tectonic setting changed to one of crustal shortening with basement overthrusting westward into the basin on Taranaki Fault. The major part of the Ngatoro Group in thickness, including the Tariki Sandstone Member, Otaraoa Formation, Tikorangi Formation and Taimana Formation, accumulated in response to this change in tectonic setting. 

Various methods of stratigraphic and sedimentological characterisation have been undertaken to evaluate the stratigraphy of the Ngatoro Group. Wireline log records have been calibrated through particle sizing and carbonate digestion of well cuttings. A suite of wireline motifs have been defined for formations and members of the Ngatoro Group. The integration with other lithological and paleoenvironmental data sources has helped to better define the Late Eocene - Oligocene stratigraphy and sedimentary facies for eastern Taranaki Basin margin. 

U-Pb geochronology by laser ablation inductively coupled plasma-mass spectrometry (LA-ICP-MS) has been used to determine detrital ages for over 350 zircons from 13 samples of Late Eocene - Oligocene sandstone samples in eastern Taranaki Basin and correlative onshore North Island units. The spread of ages (1554 - 102 Ma) and the proportion of ages in particular age bands integrated with modal petrography data have aided provenance evaluation. A range of source rocks contributed to the Late Eocene - Oligocene sedimentary units analysed, mainly the Waipapa Terrane (Early Permian to Late Jurassic) as shown by 206Pb/238U zircon ages and the abundance of fine-grained sedimentary rock fragments observed in samples. The Median Batholith (i.e. Darran/Median Suite and Separation Point Suite) is also identified as a significant source, indicated by Early Triassic to Early Jurassic and Early Cretaceous 206Pb/238U zircon ages and an abundance of quartz in samples. Other minor sources identified include Murihiku and Caples Terranes, Rakaia Sub-terrane and possibly the Karamea Batholith. The Tariki Sandstone and the Hauturu Sandstone have the same source, with the main 206Pb/238U zircon ages of aggregated samples (124 - 116 Ma and 121 Ma, respectively) consistent with a Separation Point Suite/Median Batholith (124 - 116 Ma) source. Derivation of sediments from a landmass that existed to the east and southeast of the Wellington area has been inferred for the Late Eocene - Oligocene units, with subsequent migration of sediments northward into Taranaki Basin and the Waikato Region (i.e. Te Kuiti Group depocentre) via longshore drift. 

New provenance data have been used to revise understanding about the development of eastern Taranaki Basin margin through the Late Eocene to earliest Miocene. Three new paleogeography maps are presented for the Runangan (Late Eocene), Lower Whaingaroan (Early Oligocene) and Upper Whaingaroan (early-mid-Oligocene). New paleogeography interpretations illustrate a dramatic change in the basin development between Matapo Sandstone (Lower Whaingaroan) and Tariki Sandstone (Upper Whaingaroan) deposition, consistent with an Upper Whaingaroan age for the start of reverse movement on Taranaki Fault.

year: 2009

title: Exploring teachers' knowledge and practice of multiliteracies pedagogy: A narrative inquiry

authors: Yap, Jia Rong

subjects: Multiliteracies pedagogy

abstract: Multiliteracies encapsulates literacy that is understood as deictic and plural. Furthermore, advances in digital technologies and digital spaces are encouraging the emergence of new literacy practices and new texts. This phenomenon presents teachers with the need to develop a repertoire of literacy pedagogical approaches that meets these demands. Against this background, this doctoral study sought to gain insights into the understanding, experiences and practices of teachers in their literacy teaching and learning. Underpinned by the theoretical frameworks of multiliteracies pedagogy and personal practical knowledge, this thesis provides an exploration of five teachers’ knowledge and conceptions of multiliteracies, and how they enact multiliteracies pedagogy in Aotearoa New Zealand intermediate classrooms. The participants varied in their backgrounds and years of teaching – ranging from three to ten years. By engaging a narrative inquiry methodology, qualitative data were collected over a period of six months, using narrative semi-structured interviews, whole-day classroom observations, post-observation conversations, and perusal of teaching artefacts. Participants shared their personal teaching philosophies, past and present literacy learning and teaching experiences, and their literacy teaching practices. Within this, they narrated the mentoring support and professional development they received within their schools, student cultural, linguistic and learning diversity, and the integration of digital technologies. 

Engaging with narrative inquiry has allowed for in-depth insights into teachers’ lived experiences and uncovered the nuances of their literacy knowledge and teaching practices. Based on data analysis which involved a co-construction of the teachers’ narratives and my researcher interpretation, it can be concluded that teachers understand and practise multiliteracies pedagogy instinctively. This includes having an understanding of the broad nature of literacy and texts, and their efforts in attending to student diversity and literacy learning needs. Findings also reveal that the teachers’ literacy teaching practices are guided by the components of their personal practical knowledge such as knowledge of curriculum and students, and through the use of digital technologies. The results suggest favourable opportunities for an explicit practice of multiliteracies pedagogy that will accommodate the growing range of literacy, literacy practices, and new texts. On this basis, recommendations for teachers’ professional development providers, teacher education designers, and researchers are suggested. Primarily, this study recommends adopting a constructivist approach to support teachers toward a purposeful and conscious teaching of synaesthesia or the manipulation of modes, and the semiotic functions of texts. Additionally, future research may consider: i) engaging longitudinal narrative research to examine teachers’ understanding of students’ understanding of literacy and out-of-school literacy practices; and ii) examine ways to support teachers’ use of digital technologies in a way that encourage explicit multiliteracies teaching and learning. Attending to these aspects may help complement present literacy teaching and learning and prepare students for the multiliterate demands of personal lives, workplaces and societies.

text: Exploring teachers' knowledge and practice of multiliteracies pedagogy: A narrative inquiry Multiliteracies encapsulates literacy that is understood as deictic and plural. Furthermore, advances in digital technologies and digital spaces are encouraging the emergence of new literacy practices and new texts. This phenomenon presents teachers with the need to develop a repertoire of literacy pedagogical approaches that meets these demands. Against this background, this doctoral study sought to gain insights into the understanding, experiences and practices of teachers in their literacy teaching and learning. Underpinned by the theoretical frameworks of multiliteracies pedagogy and personal practical knowledge, this thesis provides an exploration of five teachers’ knowledge and conceptions of multiliteracies, and how they enact multiliteracies pedagogy in Aotearoa New Zealand intermediate classrooms. The participants varied in their backgrounds and years of teaching – ranging from three to ten years. By engaging a narrative inquiry methodology, qualitative data were collected over a period of six months, using narrative semi-structured interviews, whole-day classroom observations, post-observation conversations, and perusal of teaching artefacts. Participants shared their personal teaching philosophies, past and present literacy learning and teaching experiences, and their literacy teaching practices. Within this, they narrated the mentoring support and professional development they received within their schools, student cultural, linguistic and learning diversity, and the integration of digital technologies. 

Engaging with narrative inquiry has allowed for in-depth insights into teachers’ lived experiences and uncovered the nuances of their literacy knowledge and teaching practices. Based on data analysis which involved a co-construction of the teachers’ narratives and my researcher interpretation, it can be concluded that teachers understand and practise multiliteracies pedagogy instinctively. This includes having an understanding of the broad nature of literacy and texts, and their efforts in attending to student diversity and literacy learning needs. Findings also reveal that the teachers’ literacy teaching practices are guided by the components of their personal practical knowledge such as knowledge of curriculum and students, and through the use of digital technologies. The results suggest favourable opportunities for an explicit practice of multiliteracies pedagogy that will accommodate the growing range of literacy, literacy practices, and new texts. On this basis, recommendations for teachers’ professional development providers, teacher education designers, and researchers are suggested. Primarily, this study recommends adopting a constructivist approach to support teachers toward a purposeful and conscious teaching of synaesthesia or the manipulation of modes, and the semiotic functions of texts. Additionally, future research may consider: i) engaging longitudinal narrative research to examine teachers’ understanding of students’ understanding of literacy and out-of-school literacy practices; and ii) examine ways to support teachers’ use of digital technologies in a way that encourage explicit multiliteracies teaching and learning. Attending to these aspects may help complement present literacy teaching and learning and prepare students for the multiliterate demands of personal lives, workplaces and societies.

year: 2023

title: AMS radiocarbon dating of Rattus Exulans bone from the Kokohuia Site (New Zealand)

authors: Higham, Thomas F.G.

abstract: We AMS radiocarbon dated rat bones (Pacific rat (Rattus exulans)) from the archaeological site of Kokohuia, in Northland, New Zealand. An initial series were up to 1200 years too old, but the reason for the offset remained obscure. We considered dietary foodwebs, post-depositional contamination and taphonomy as possible explanations. None provided robust answers. Finally, we identified a laboratory-related error, in which a small amount of old carbon derived from humectants (glycerin) used to moisten ultrafilters prior to the extraction of bone collagen, had become incorporated in the dated collagen. The glycerin humectant was present in amounts averaging 30-40 mg C per ultrafilter, which ordinarily is too small to significantly affect single dates obtained on bone collagen, but was significant in the case of small rat bones. Redating of bones from identical contexts produced a series of results which were within agreement with the age of the site as determined from other materials, including short-lived identified charcoal, and marine and estuarine shell. These results sound a warning for dating very small bone samples, and emphasise the need to consider all possible contaminants derived from laboratory preparation and chemical processing background. In addition, it emphasises the requirement for utilising standard samples of identical type (eg, bone, charcoal, wood etc) which range from young (1-2 half-lives) to background in age, as well as low and high sample mass, as QA laboratory checks on reproducibility (Bronk Ramsey et al., in press).

text: AMS radiocarbon dating of Rattus Exulans bone from the Kokohuia Site (New Zealand) We AMS radiocarbon dated rat bones (Pacific rat (Rattus exulans)) from the archaeological site of Kokohuia, in Northland, New Zealand. An initial series were up to 1200 years too old, but the reason for the offset remained obscure. We considered dietary foodwebs, post-depositional contamination and taphonomy as possible explanations. None provided robust answers. Finally, we identified a laboratory-related error, in which a small amount of old carbon derived from humectants (glycerin) used to moisten ultrafilters prior to the extraction of bone collagen, had become incorporated in the dated collagen. The glycerin humectant was present in amounts averaging 30-40 mg C per ultrafilter, which ordinarily is too small to significantly affect single dates obtained on bone collagen, but was significant in the case of small rat bones. Redating of bones from identical contexts produced a series of results which were within agreement with the age of the site as determined from other materials, including short-lived identified charcoal, and marine and estuarine shell. These results sound a warning for dating very small bone samples, and emphasise the need to consider all possible contaminants derived from laboratory preparation and chemical processing background. In addition, it emphasises the requirement for utilising standard samples of identical type (eg, bone, charcoal, wood etc) which range from young (1-2 half-lives) to background in age, as well as low and high sample mass, as QA laboratory checks on reproducibility (Bronk Ramsey et al., in press).

year: 2004