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: Earth science in New Zealand science centres - learning aspects through a simulation based experience

authors: Otrel-Cass, Kathrin

abstract: This study investigated how simulations at the New Zealand earth science exhibition Earthworks could teach geological concepts. The introduction of a geoscience component in the New Zealand science curriculum, the development of science-technology centres and a funding opportunity provided the incentive for the development of Earthworks, which exhibits linked to the themes of the New Zealand science curriculum. For the designers of Earthworks, the exhibition was a challenge to provide an opportunity for both students and their teachers. This study looked at students’ interactions at the science centre and portrayed them as objectively as possible, including externally contributing factors. Therefore, information such as the ideas that the designers tried to portray through the exhibits or the attitude of the teachers towards earth sciences was just as important as how the students experienced the simulations. 

Although the literature provides discussion and definitions about learning in science centres, generally there has been less about the learning and teaching aspects of earth sciences in such settings. The aim of this study was to tie together many of the previous findings and apply them to the hypothesis that earth sciences can be taught effectively when they are supported by a simulation. This proposition was assessed by using a variety of methods: (1) analysis of observations of 118 students and 8 adult visitors to the earth science exhibition Earthworks; (2) content analysis of focus group interviews with 47 students and 37 teachers; (3) analysis of pre-questionnaires conducted with 156 teachers, 26 of which replied in a post questionnaire round; and (4) a document analysis that examined three documents. 

Findings of the investigation gave rise to five conclusions about the impact of earth science simulations at science centres: (1) it was discovered that a theoretical framework assists designers in conceptualisation and teachers in the implementation of the program; (2) several factors were identified that enhance the ability of a simulation to effectively communicate earth science concepts like: clear communication of concepts, clear demonstration of spatial and causal processes, the opportunity for the participant to make hypotheses and test them and a clear statement of the role of the participant. (3) The results of the study further showed that students would usually try to find a meaning for something they saw and make a judgement as to whether it is worth while pursuing. (4) The recognition of a concept displayed by using a simulation appears to happen in a similar sequence to that of learning to read. (5) The findings from this study suggest that the motivation for reading a label on a given exhibit is driven more by the agenda of the visitor than by any other factor such as readability. 

A central conclusion is that simulations have the potential to provide a useful tool for it to teach earth science concepts in the environment of a science centre, however it is vital for the success of such a learning tool to be carefully planned and tested before use.

text: Earth science in New Zealand science centres - learning aspects through a simulation based experience This study investigated how simulations at the New Zealand earth science exhibition Earthworks could teach geological concepts. The introduction of a geoscience component in the New Zealand science curriculum, the development of science-technology centres and a funding opportunity provided the incentive for the development of Earthworks, which exhibits linked to the themes of the New Zealand science curriculum. For the designers of Earthworks, the exhibition was a challenge to provide an opportunity for both students and their teachers. This study looked at students’ interactions at the science centre and portrayed them as objectively as possible, including externally contributing factors. Therefore, information such as the ideas that the designers tried to portray through the exhibits or the attitude of the teachers towards earth sciences was just as important as how the students experienced the simulations. 

Although the literature provides discussion and definitions about learning in science centres, generally there has been less about the learning and teaching aspects of earth sciences in such settings. The aim of this study was to tie together many of the previous findings and apply them to the hypothesis that earth sciences can be taught effectively when they are supported by a simulation. This proposition was assessed by using a variety of methods: (1) analysis of observations of 118 students and 8 adult visitors to the earth science exhibition Earthworks; (2) content analysis of focus group interviews with 47 students and 37 teachers; (3) analysis of pre-questionnaires conducted with 156 teachers, 26 of which replied in a post questionnaire round; and (4) a document analysis that examined three documents. 

Findings of the investigation gave rise to five conclusions about the impact of earth science simulations at science centres: (1) it was discovered that a theoretical framework assists designers in conceptualisation and teachers in the implementation of the program; (2) several factors were identified that enhance the ability of a simulation to effectively communicate earth science concepts like: clear communication of concepts, clear demonstration of spatial and causal processes, the opportunity for the participant to make hypotheses and test them and a clear statement of the role of the participant. (3) The results of the study further showed that students would usually try to find a meaning for something they saw and make a judgement as to whether it is worth while pursuing. (4) The recognition of a concept displayed by using a simulation appears to happen in a similar sequence to that of learning to read. (5) The findings from this study suggest that the motivation for reading a label on a given exhibit is driven more by the agenda of the visitor than by any other factor such as readability. 

A central conclusion is that simulations have the potential to provide a useful tool for it to teach earth science concepts in the environment of a science centre, however it is vital for the success of such a learning tool to be carefully planned and tested before use.

year: 2001

title: The issues of the criminal justice system and of resources in Aotearoa/New Zealand

authors: Toki, Valmaine

abstract: Within the seven regions, recognized by the United Nations, various jurisdictions have acknowledged Indigenous rights within their respective constitutions. Although not explicit, some constitutional provisions, such as those included in the Norwegian Constitution, when read together with other articles, provide tentative opportunities for the implementation of an Indigenous legal system and an Indigenous court. Some Constitutions, such as that of Ecuador, are more explicit in providing constitutional recognition of an Indigenous legal system as well as rights to nature and, the interim Constitution of Nepal, courts for Indigenous Peoples.

text: The issues of the criminal justice system and of resources in Aotearoa/New Zealand Within the seven regions, recognized by the United Nations, various jurisdictions have acknowledged Indigenous rights within their respective constitutions. Although not explicit, some constitutional provisions, such as those included in the Norwegian Constitution, when read together with other articles, provide tentative opportunities for the implementation of an Indigenous legal system and an Indigenous court. Some Constitutions, such as that of Ecuador, are more explicit in providing constitutional recognition of an Indigenous legal system as well as rights to nature and, the interim Constitution of Nepal, courts for Indigenous Peoples.

year: 2014