title: The Pacific Archaeology Radiocarbon Database

authors: Bickler, Simon

subjects: archaeological chronologies

abstract: This paper describes the Pacific Archaeology Radiocarbon Database (PARD), which includes radiocarbon data from archaeological sites excavated in an area commonly described as Near and Remote Oceania. The collated 14C database is available using ArcGIS Online, an online geospatial system with searchable fields and locational navigation. The online PARD currently has over 17,000 radiocarbon measurements from archaeological sites from over 300 islands in the Pacific. The database contains many inconsistencies reflecting the long history of radiocarbon dating in the Pacific and issues relating to date calculation, precision, contamination removal, in-built age, and contextual uncertainty. While ‘chronometric hygiene’ protocols have demonstrated the reasons for treating such radiocarbon ages with caution, the presence of these data can still provide important information. The location of early excavations, distribution of site types at certain broad time periods, and other such information are useful in providing frameworks for future research. The PARD is a valuable starting point for researchers and communities in the Pacific. It has the potential to assist researchers in coordinating site location data for excavations and promises to aid a more extensive investigation of key research themes. The accessibility of the data online allows stakeholders, particularly indigenous groups across the Pacific, to improve their access to and understanding of the value of archaeological research.

Cet article décrit la base de données radiocarbone archéologique du Pacifique (PARD), qui comprend des données radiocarbone provenant de sites archéologiques fouillés en Océanie proche et lointaine. La base de données 14C compilée est accessible via ArcGIS Online. La PARD en ligne contient actuellement plus de 17,000 mesures radiocarbone provenant de sites archéologiques de centaines d'îles du Pacifique La localisation de fouilles la répartition par types de site, grande période et autres fournissent un cadre utile pour de futures recherches. Les données de localisation de sites clés pourraient permettre de réalisation d’études plus approfondies.

text: The Pacific Archaeology Radiocarbon Database This paper describes the Pacific Archaeology Radiocarbon Database (PARD), which includes radiocarbon data from archaeological sites excavated in an area commonly described as Near and Remote Oceania. The collated 14C database is available using ArcGIS Online, an online geospatial system with searchable fields and locational navigation. The online PARD currently has over 17,000 radiocarbon measurements from archaeological sites from over 300 islands in the Pacific. The database contains many inconsistencies reflecting the long history of radiocarbon dating in the Pacific and issues relating to date calculation, precision, contamination removal, in-built age, and contextual uncertainty. While ‘chronometric hygiene’ protocols have demonstrated the reasons for treating such radiocarbon ages with caution, the presence of these data can still provide important information. The location of early excavations, distribution of site types at certain broad time periods, and other such information are useful in providing frameworks for future research. The PARD is a valuable starting point for researchers and communities in the Pacific. It has the potential to assist researchers in coordinating site location data for excavations and promises to aid a more extensive investigation of key research themes. The accessibility of the data online allows stakeholders, particularly indigenous groups across the Pacific, to improve their access to and understanding of the value of archaeological research.

Cet article décrit la base de données radiocarbone archéologique du Pacifique (PARD), qui comprend des données radiocarbone provenant de sites archéologiques fouillés en Océanie proche et lointaine. La base de données 14C compilée est accessible via ArcGIS Online. La PARD en ligne contient actuellement plus de 17,000 mesures radiocarbone provenant de sites archéologiques de centaines d'îles du Pacifique La localisation de fouilles la répartition par types de site, grande période et autres fournissent un cadre utile pour de futures recherches. Les données de localisation de sites clés pourraient permettre de réalisation d’études plus approfondies.

year: 2025-07-29

title: Assessing New Zealand's spider (Araneae) fauna, using DNA barcoding

authors: Binks, Nigel

subjects: Biodiversity

abstract: The ability to accurately monitor biological diversity is the foundation to most ecological research. However, the morphological identification of spiders, as with many arthropod taxa, is often complicated by phenotypic plasticity and sexual dimorphism. New Zealand’s spider fauna is highly endemic (97% of known species), consisting of an estimated 2,000 species. Given such high diversity, it is critical to seek cost-effective measures of assessing species diversity and distributions, and for the identification of cryptic unidentified taxa. 

The aim of my research was to determine whether the described spider fauna can be effectively delineated from unidentified taxa using DNA barcoding. Overall, I establish a molecular inventory for 100 described species and 71 additional unidentified species of spiders found in New Zealand. Using barcoding I determined there to be 59 native described species and classify 66 of the unidentified species as native, leaving 45 species which were recognised as having international distributions by taxonomic descriptions and/or from comparative DNA sequences from the Barcode of Life Datasystem (www.boldsystems.org). The repository of species presented here represent native species pertaining to 26 families and cosmopolitan species from 17 families of which species from the Araneidae, Linyphiidae and Theridiidae families are the most diversly represented in this study. This foundational inventory was used to assess the presence of spider species around the marginal habitats of 5 Waikato study lakes (Puketi, Rotoiti, Kohahuake, Waiwhakareke and Koraha), in relation to community assemblage variation across lakes, habitat (shoreline vs. pasture) and sampling method. 

The combined morphological and molecular approach to identification used here has demonstrated community composition assessments of spiders are viable. Furthermore, the study of these community assemblages revealed a greater diversity of habitat specialists among shoreline samples from lakes Kohahuake, Koraha and Waiwhakareke where greater vegetative heterogeneity along the shoreline provides a greater range of niches for spiders to occupy. This compiled species inventory indicates that New Zealand’s diverse Araneae fauna has been infiltrated by species with international distributions. Further, not all species are easily recognisable due to dissimilarities in their morphological appearance, or because they remain to be genetically identified, and therefore the extent of non-native species infiltration into New Zealand ecosystems is unclear. This lack of knowledge highlights an important area for future biosurveillance work. Lake ecosystems were selected for this study because a variety of spider species prey upon adult aquatic invertebrates as they emerge from the aquatic realm and into the terrestrial. 

Methods which provide complementary data for ranking lake ecosystems is a priority for biodiversity management in the Waikato region due to habitat fragmentation primarily associated with deforestation and subsequent conversion to pastoral habitat. Land use practices affect the distribution and dispersal of many native species and connected expanses of pasture provide opportunities for exotic species to infiltrate established food-webs associated with ecosystems of significant natural character. In conclusion, this molecular inventory provides a key foundation for a COI barcode library for New Zealand’s most commonly-encountered spiders and validates the ability of this identification method to discern between male, female and juvenile specimen from described and unrecognised species with native or international distributions.

text: Assessing New Zealand's spider (Araneae) fauna, using DNA barcoding The ability to accurately monitor biological diversity is the foundation to most ecological research. However, the morphological identification of spiders, as with many arthropod taxa, is often complicated by phenotypic plasticity and sexual dimorphism. New Zealand’s spider fauna is highly endemic (97% of known species), consisting of an estimated 2,000 species. Given such high diversity, it is critical to seek cost-effective measures of assessing species diversity and distributions, and for the identification of cryptic unidentified taxa. 

The aim of my research was to determine whether the described spider fauna can be effectively delineated from unidentified taxa using DNA barcoding. Overall, I establish a molecular inventory for 100 described species and 71 additional unidentified species of spiders found in New Zealand. Using barcoding I determined there to be 59 native described species and classify 66 of the unidentified species as native, leaving 45 species which were recognised as having international distributions by taxonomic descriptions and/or from comparative DNA sequences from the Barcode of Life Datasystem (www.boldsystems.org). The repository of species presented here represent native species pertaining to 26 families and cosmopolitan species from 17 families of which species from the Araneidae, Linyphiidae and Theridiidae families are the most diversly represented in this study. This foundational inventory was used to assess the presence of spider species around the marginal habitats of 5 Waikato study lakes (Puketi, Rotoiti, Kohahuake, Waiwhakareke and Koraha), in relation to community assemblage variation across lakes, habitat (shoreline vs. pasture) and sampling method. 

The combined morphological and molecular approach to identification used here has demonstrated community composition assessments of spiders are viable. Furthermore, the study of these community assemblages revealed a greater diversity of habitat specialists among shoreline samples from lakes Kohahuake, Koraha and Waiwhakareke where greater vegetative heterogeneity along the shoreline provides a greater range of niches for spiders to occupy. This compiled species inventory indicates that New Zealand’s diverse Araneae fauna has been infiltrated by species with international distributions. Further, not all species are easily recognisable due to dissimilarities in their morphological appearance, or because they remain to be genetically identified, and therefore the extent of non-native species infiltration into New Zealand ecosystems is unclear. This lack of knowledge highlights an important area for future biosurveillance work. Lake ecosystems were selected for this study because a variety of spider species prey upon adult aquatic invertebrates as they emerge from the aquatic realm and into the terrestrial. 

Methods which provide complementary data for ranking lake ecosystems is a priority for biodiversity management in the Waikato region due to habitat fragmentation primarily associated with deforestation and subsequent conversion to pastoral habitat. Land use practices affect the distribution and dispersal of many native species and connected expanses of pasture provide opportunities for exotic species to infiltrate established food-webs associated with ecosystems of significant natural character. In conclusion, this molecular inventory provides a key foundation for a COI barcode library for New Zealand’s most commonly-encountered spiders and validates the ability of this identification method to discern between male, female and juvenile specimen from described and unrecognised species with native or international distributions.

year: 2018

title: Aro mai aro atu: Raising Māori-medium students' academic oral language proficiency

authors: Shandley, Rosina Mary

subjects: Māori-medium

abstract: From the early 1860s, colonial governments worked systematically to eradicate the language and culture of the indigenous people of Aotearoa / New Zealand, and, by the late 1960s, the death of the Māori language was being predicted by leading linguists. Māori leaders responded in the 1980s with language regeneration initiatives that included the birth of Māori-medium education. Today, this uniquely indigenous education system is a significant site of language learning for new generations of Māori children. In Māori-medium education, children are nurtured, educated, and loved as Māori, and they are more likely to attain educational qualifications than their Māori peers who attend English-medium schools. 

The success of Māori-medium education is achieved in the face of a raft of ongoing challenges that teachers and students confront on a daily basis. Years of language marginalisation, including the disruption to intergenerational transfer, mean Māori-medium students are required to learn the curriculum through their second and less-developed language. They have limited opportunities to hear or use the Māori language outside of the school, and this places huge pressure on teachers who are often their most significant language models. The challenge is compounded by the limited education that has been made available to teachers in relation to second-language pedagogies specifically designed for Māori-medium classrooms. The resulting situation is that Māori-medium teachers are often left struggling to find ways that they can develop students’ Māori language proficiency at the same time as their curriculum achievement so that one is not sacrificed for the other. 

This study designed and trialled pedagogies to support Māori-medium students to develop their academic oral language proficiency at the same time as their curriculum achievement. It was a mixed methods study grounded in a kaupapa Māori approach, and involved three teachers and 24 students across three separate Māori-medium schools. An Anga Putanga Ako (Curriculum Outcomes Matrix) was developed to support the students to understand what they needed to learn to progress through the writing curriculum. Teachers then learnt to share explicit learning outcomes from the Anga Putanga Ako with students before lessons and to allow them time to discuss their achievement of those outcomes in pairs at the conclusion of those lessons. Linguistic scaffolds were developed to support students’ learning conversations, including the self and peer assessment of the learning outcomes, and decisions about their curriculum achievement levels and next learning steps.

The quantitative and qualitative results of the study revealed that the confluence of the self and peer assessment practices, supported by the Anga Putanga Ako and linguistic scaffolds, improved the students’ academic oral language and accelerated their reading and writing achievement significantly beyond what is usually expected in a Māori-medium classroom in 14 weeks. The study also found that, through implementing the self and peer assessment pedagogies, teachers were able to identify ways they could develop their students’ academic language and curriculum achievement simultaneously and how these approaches could be applied across the curriculum.

It was clear from the research results that pedagogies that support second-language development and curriculum learning, such as the self and peer assessment pedagogies demonstrated in this study, need to be explicitly taught with consistency across initial and in-service teacher education programmes. This development is necessary to help ensure Māori-medium students are supported with the thinking and linguistic skills needed to contribute to the creation of new knowledge, to support or challenge the current social order as they see fit, and to continue to transfer the Māori language to new generations of mokopuna.

text: Aro mai aro atu: Raising Māori-medium students' academic oral language proficiency From the early 1860s, colonial governments worked systematically to eradicate the language and culture of the indigenous people of Aotearoa / New Zealand, and, by the late 1960s, the death of the Māori language was being predicted by leading linguists. Māori leaders responded in the 1980s with language regeneration initiatives that included the birth of Māori-medium education. Today, this uniquely indigenous education system is a significant site of language learning for new generations of Māori children. In Māori-medium education, children are nurtured, educated, and loved as Māori, and they are more likely to attain educational qualifications than their Māori peers who attend English-medium schools. 

The success of Māori-medium education is achieved in the face of a raft of ongoing challenges that teachers and students confront on a daily basis. Years of language marginalisation, including the disruption to intergenerational transfer, mean Māori-medium students are required to learn the curriculum through their second and less-developed language. They have limited opportunities to hear or use the Māori language outside of the school, and this places huge pressure on teachers who are often their most significant language models. The challenge is compounded by the limited education that has been made available to teachers in relation to second-language pedagogies specifically designed for Māori-medium classrooms. The resulting situation is that Māori-medium teachers are often left struggling to find ways that they can develop students’ Māori language proficiency at the same time as their curriculum achievement so that one is not sacrificed for the other. 

This study designed and trialled pedagogies to support Māori-medium students to develop their academic oral language proficiency at the same time as their curriculum achievement. It was a mixed methods study grounded in a kaupapa Māori approach, and involved three teachers and 24 students across three separate Māori-medium schools. An Anga Putanga Ako (Curriculum Outcomes Matrix) was developed to support the students to understand what they needed to learn to progress through the writing curriculum. Teachers then learnt to share explicit learning outcomes from the Anga Putanga Ako with students before lessons and to allow them time to discuss their achievement of those outcomes in pairs at the conclusion of those lessons. Linguistic scaffolds were developed to support students’ learning conversations, including the self and peer assessment of the learning outcomes, and decisions about their curriculum achievement levels and next learning steps.

The quantitative and qualitative results of the study revealed that the confluence of the self and peer assessment practices, supported by the Anga Putanga Ako and linguistic scaffolds, improved the students’ academic oral language and accelerated their reading and writing achievement significantly beyond what is usually expected in a Māori-medium classroom in 14 weeks. The study also found that, through implementing the self and peer assessment pedagogies, teachers were able to identify ways they could develop their students’ academic language and curriculum achievement simultaneously and how these approaches could be applied across the curriculum.

It was clear from the research results that pedagogies that support second-language development and curriculum learning, such as the self and peer assessment pedagogies demonstrated in this study, need to be explicitly taught with consistency across initial and in-service teacher education programmes. This development is necessary to help ensure Māori-medium students are supported with the thinking and linguistic skills needed to contribute to the creation of new knowledge, to support or challenge the current social order as they see fit, and to continue to transfer the Māori language to new generations of mokopuna.

year: 2022