title: New Zealand late miocene biostratigraphy and biochronology: Studies of planktic foraminifers and bolboforms at oceanic sites 593 and 1123, and selected onland sections

authors: Crundwell, Martin P.

abstract: Using high-resolution suites of core samples, including 940 samples from Deep Sea Drilling Project (DSDP) Site 593 in southern Tasman Sea off western New Zealand, and 353 samples from Ocean Drilling Program Site 1123 in the Southwest Pacific Ocean off eastern New Zealand, this study documents for the late Miocene interval (about 11.6 to 5.2 million years ago) the nature and abundance of planktic foraminifers in these uncomplicated and virtually uninterrupted oceanic sequences. The discovery and documentation of bolboforms at both sites - an enigmatic group of marine calcareous protophytes new to New Zealand - has enabled a highly-refined and integrated planktic foraminiferal and bolboform zonation to be established with 69 well-defined biostratigraphic events - highest and lowest occurrences, acme zones, and coiling zones - that are potentially useful for the correlation and subdivision of the late Miocene in New Zealand. It has also enabled these bioevents to be correlated with the excellent paleomagnetic record at ODP Site 1123 (Wilson et al. in prep.) and age calibrated directly or indirectly with the geomagnetic polarity time scale GPTS-95 (Cande & Kent 1995). This represents a major advance in New Zealand late Miocene biostratigraphy and biochronology and it is the first time a robust late Miocene chronology has been developed entirely from local data. 
The study also links the major microfossil bioevents established in the offshore records at Sites 593 and 1123 back into selected onland New Zealand sections (730 samples), where the late Miocene is rather poorly resolved, thereby improving our ability to date, correlate, and interpret the paleoceanographic significance of late Miocene events more widely. Reassessment of faunal criteria used for the operational recognition and correlation of the late Miocene Tongaporutuan Stage in onland New Zealand, shows that the current defining faunal criterion for the base of the stage, the lowest occurrence of benthic foraminifers of the Bolivinita quadrilatera group, does not maintain a consistent position with respect to the robust biostratigraphic framework of planktic foraminiferal and bolboform events at Sites 593 and 1123. Consequently, it is proposed that the lower Tongaporutuan Stage boundary should be redefined as the base of the Kaiti Coiling Zone and (secondarily) by the highest common occurrence of Neogloboquadrina mayeri s.l. The redefinition of the Tongaporutuan Stage locates the Waiauan-Tongaporutuan Stage boundary close to the earliest New Zealand occurrences of the B. quadrilatera group. Because all of these events occur near to the base of base of Chron C5n.2n (10.95 Ma), at a stratigraphic level that is about 1.3 million years older than rocks at the base of the Tongaporutuan stratotype in North Taranaki, a new reference section is needed for the base of the stage.

text: New Zealand late miocene biostratigraphy and biochronology: Studies of planktic foraminifers and bolboforms at oceanic sites 593 and 1123, and selected onland sections Using high-resolution suites of core samples, including 940 samples from Deep Sea Drilling Project (DSDP) Site 593 in southern Tasman Sea off western New Zealand, and 353 samples from Ocean Drilling Program Site 1123 in the Southwest Pacific Ocean off eastern New Zealand, this study documents for the late Miocene interval (about 11.6 to 5.2 million years ago) the nature and abundance of planktic foraminifers in these uncomplicated and virtually uninterrupted oceanic sequences. The discovery and documentation of bolboforms at both sites - an enigmatic group of marine calcareous protophytes new to New Zealand - has enabled a highly-refined and integrated planktic foraminiferal and bolboform zonation to be established with 69 well-defined biostratigraphic events - highest and lowest occurrences, acme zones, and coiling zones - that are potentially useful for the correlation and subdivision of the late Miocene in New Zealand. It has also enabled these bioevents to be correlated with the excellent paleomagnetic record at ODP Site 1123 (Wilson et al. in prep.) and age calibrated directly or indirectly with the geomagnetic polarity time scale GPTS-95 (Cande & Kent 1995). This represents a major advance in New Zealand late Miocene biostratigraphy and biochronology and it is the first time a robust late Miocene chronology has been developed entirely from local data. 
The study also links the major microfossil bioevents established in the offshore records at Sites 593 and 1123 back into selected onland New Zealand sections (730 samples), where the late Miocene is rather poorly resolved, thereby improving our ability to date, correlate, and interpret the paleoceanographic significance of late Miocene events more widely. Reassessment of faunal criteria used for the operational recognition and correlation of the late Miocene Tongaporutuan Stage in onland New Zealand, shows that the current defining faunal criterion for the base of the stage, the lowest occurrence of benthic foraminifers of the Bolivinita quadrilatera group, does not maintain a consistent position with respect to the robust biostratigraphic framework of planktic foraminiferal and bolboform events at Sites 593 and 1123. Consequently, it is proposed that the lower Tongaporutuan Stage boundary should be redefined as the base of the Kaiti Coiling Zone and (secondarily) by the highest common occurrence of Neogloboquadrina mayeri s.l. The redefinition of the Tongaporutuan Stage locates the Waiauan-Tongaporutuan Stage boundary close to the earliest New Zealand occurrences of the B. quadrilatera group. Because all of these events occur near to the base of base of Chron C5n.2n (10.95 Ma), at a stratigraphic level that is about 1.3 million years older than rocks at the base of the Tongaporutuan stratotype in North Taranaki, a new reference section is needed for the base of the stage.

year: 2004

title: The Common European Framework of Reference for Languages: A critical analysis of its impact on a sample of teachers and curricula within and beyond Europe

authors: Valax, Philippe

subjects: Common European Framework of Reference for Languages (CEFR)

abstract: The situation facing European countries after World War II provided the social and political context in which the Council of Europe began its deliberations on language and culture, deliberations that eventually led (in 2001) to the release of the current version of The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Since then, the influence of the CEFR has increased steadily both within and outside of Europe. Following an introduction to the research and the rationale for it (Chapter 1), an outline of the CEFR and the political and social context out of which it emerged (Chapter 2) and a critical review of selected critiques of the CEFR (Chapter 3), this thesis reports on a questionnaire-based survey of responses to the CEFR of a sample of language teachers (Chapter 4) and an analysis of the impact of the CEFR in the area of curriculum design in two different contexts (Chapters 5 and 6), ending with and an overview of the research findings (Chapter 7). Of the 164 participants (from France, the UK, Taiwan, Hong Kong, New Zealand and Australia) who were involved in the questionnaire-based survey, only just over 20% claimed to have read the CEFR (26% in the case of those working in Europe). Over half claimed never to have heard of it (34%), to know of it by name only (5%) or to have only a vague idea of its content (19%). Of those with a view on the subject, only 31 agreed that it is becoming impossible to avoid the CEFR in the field of language teaching / learning (as opposed to 42 who did not). Asked to evaluate the overall impact of the CEFR in the countries where they worked on a six point scale (from 1 (very positive) to 6 (very negative)), 105 participants responded, with 57 (54%) selecting ‘I don’t know’. Among the remaining 47, the average rating was 3.23. Asked to evaluate the usefulness of the CEFR in the countries where they worked in a number of areas (on a six point scale - from 1 (very useful) to 6 (not useful at all)), just over 100 participants responded in each case, with just under half selecting ‘I don’t know’. For the remainder, the overall average rating was 3. These findings suggest there is little interest in, or enthusiasm for the CEFR among those frontline professionals who will ultimately determine whether it has any real impact on the teaching and learning of languages. Curriculum design was rated second in terms of usefulness in the survey (with a rating of 3.08). In order to determine how useful the CEFR actually is in this area, two different CEFR-influenced national, school-based language curriculum projects were analysed (one within Europe; the other outside of Europe). That analysis revealed a number of significant problems, particularly in relation to the articulation of achievement objectives and the association between achievement objectives and language-specific realizations. It was therefore concluded that the CEFR promises considerably more in the area of language curriculum design than it is capable of delivering.

text: The Common European Framework of Reference for Languages: A critical analysis of its impact on a sample of teachers and curricula within and beyond Europe The situation facing European countries after World War II provided the social and political context in which the Council of Europe began its deliberations on language and culture, deliberations that eventually led (in 2001) to the release of the current version of The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Since then, the influence of the CEFR has increased steadily both within and outside of Europe. Following an introduction to the research and the rationale for it (Chapter 1), an outline of the CEFR and the political and social context out of which it emerged (Chapter 2) and a critical review of selected critiques of the CEFR (Chapter 3), this thesis reports on a questionnaire-based survey of responses to the CEFR of a sample of language teachers (Chapter 4) and an analysis of the impact of the CEFR in the area of curriculum design in two different contexts (Chapters 5 and 6), ending with and an overview of the research findings (Chapter 7). Of the 164 participants (from France, the UK, Taiwan, Hong Kong, New Zealand and Australia) who were involved in the questionnaire-based survey, only just over 20% claimed to have read the CEFR (26% in the case of those working in Europe). Over half claimed never to have heard of it (34%), to know of it by name only (5%) or to have only a vague idea of its content (19%). Of those with a view on the subject, only 31 agreed that it is becoming impossible to avoid the CEFR in the field of language teaching / learning (as opposed to 42 who did not). Asked to evaluate the overall impact of the CEFR in the countries where they worked on a six point scale (from 1 (very positive) to 6 (very negative)), 105 participants responded, with 57 (54%) selecting ‘I don’t know’. Among the remaining 47, the average rating was 3.23. Asked to evaluate the usefulness of the CEFR in the countries where they worked in a number of areas (on a six point scale - from 1 (very useful) to 6 (not useful at all)), just over 100 participants responded in each case, with just under half selecting ‘I don’t know’. For the remainder, the overall average rating was 3. These findings suggest there is little interest in, or enthusiasm for the CEFR among those frontline professionals who will ultimately determine whether it has any real impact on the teaching and learning of languages. Curriculum design was rated second in terms of usefulness in the survey (with a rating of 3.08). In order to determine how useful the CEFR actually is in this area, two different CEFR-influenced national, school-based language curriculum projects were analysed (one within Europe; the other outside of Europe). That analysis revealed a number of significant problems, particularly in relation to the articulation of achievement objectives and the association between achievement objectives and language-specific realizations. It was therefore concluded that the CEFR promises considerably more in the area of language curriculum design than it is capable of delivering.

year: 2011

title: Supervision as cultural partnership: Contributions to dialogue

authors: Crocket, Kathie

abstract: The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presented as a multi-voiced dialogue. This arts-based representational practice enacts the uncertainties of post-colonial experience. Its intention is to make assumptions, ideas, and practices available for discussion. Its contribution is to join current dialogue about supervision and culture, and to raise further questions about how supervision and culturally appropriate practice come together.

text: Supervision as cultural partnership: Contributions to dialogue The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presented as a multi-voiced dialogue. This arts-based representational practice enacts the uncertainties of post-colonial experience. Its intention is to make assumptions, ideas, and practices available for discussion. Its contribution is to join current dialogue about supervision and culture, and to raise further questions about how supervision and culturally appropriate practice come together.

year: 2015