title: Geological imprint of methane seepage on the seabed and biota of the convergent Hikurangi Margin, New Zealand: Box core and grab carbonate results

authors: Campbell, Kathleen A.

subjects: Hikurangi Margin

abstract: Short box cores (to 30 cm bsf) and seafloor carbonate grab samples were acquired at mapped hydrocarbon seep sites (600–1200 m water depths) during the 2007 RV SONNE SO191 cruise on the Hikurangi Margin offshore eastern North Island, New Zealand, to evaluate the influence of methane seepage on sedimentologic, biotic, mineralogic and stable isotopic attributes of seabed sediments. Sedimentary horizons in the box cores consist of siliciclastic silts and sands, shell beds and nodular, microcrystalline aragonite bands up to 15 cm thick. The megafauna is dominated by infaunal to semi-infaunal chemosymbiotic bivalves (Calyptogena, Lucinoma, and Acharax), as well as associated worms and carnivorous and grazing gastropods. Burrows in silts, some occupied by worms or juvenile Acharax, mainly have simple morphologies more typical of high-energy, nearshore settings than deep-sea environments, while a few are large and sparsely branched with wall scratch marks inferred to be of decapod crustacean origin.
The box core silts and nodular carbonate samples vary in TOC content from 0.2 to 0.9 wt.%, carbonate content from 4 to 78%, and δ13C and δ18O values from − 50.3 to − 0.6‰ PDB and + 0.77 to + 3.2‰ PDB, respectively. Low carbonate content silt samples have the most enriched δ13C values, implying a seawater source for their pore water bicarbonate. Negative δ13C and positive δ18O values typify the nodular, microcrystalline aragonite bands, indicating formation during microbially mediated, sulphate-dependent anaerobic oxidation of methane (AOM) in a cold, near-seafloor environment, as is also supported by lipid biomarker data. A clear isotopic mixing trend of decreasing δ13C and increasing δ18O and carbonate content in the fine (< 100 µm) carbonate fraction of the host silts also has been reported from other methane seep provinces, and suggests a heterogeneous influx of methane-rich seep fluids through the shallow seabed, displacing pore waters of seawater origin.
Seafloor grab carbonate samples show greater textural variability and are divided into two types. Fresh-appearing, grey to white blocks yield similar mineralogic, isotopic and biomarker signatures to the nodular carbonate bands in the cores. A largely seep-related epifauna affiliated with these grab samples include chemosymbiotic bathymodiolin mussels, siboglinid tube worms, methanotrophic suberitid sponges and grazing limpets which, in places, are entombed within the carbonate. By contrast, some dark reddish to brown, iron-stained, microcrystalline dolomitic slabs and tubular concretions support abundant non-seep epifaunal encrusters from the surrounding deep sea, indicative of long exposure on the seafloor. Distinct stable isotopic signatures of these exhumed dolostones (δ13C c. − 20‰ PDB, δ18O up to + 7‰ PDB) suggest derivation from an oxidised methane pool, and pore fluid freshening by gas hydrate dissociation or from mobilized burial fluids that have undergone clay mineral dehydration.

text: Geological imprint of methane seepage on the seabed and biota of the convergent Hikurangi Margin, New Zealand: Box core and grab carbonate results Short box cores (to 30 cm bsf) and seafloor carbonate grab samples were acquired at mapped hydrocarbon seep sites (600–1200 m water depths) during the 2007 RV SONNE SO191 cruise on the Hikurangi Margin offshore eastern North Island, New Zealand, to evaluate the influence of methane seepage on sedimentologic, biotic, mineralogic and stable isotopic attributes of seabed sediments. Sedimentary horizons in the box cores consist of siliciclastic silts and sands, shell beds and nodular, microcrystalline aragonite bands up to 15 cm thick. The megafauna is dominated by infaunal to semi-infaunal chemosymbiotic bivalves (Calyptogena, Lucinoma, and Acharax), as well as associated worms and carnivorous and grazing gastropods. Burrows in silts, some occupied by worms or juvenile Acharax, mainly have simple morphologies more typical of high-energy, nearshore settings than deep-sea environments, while a few are large and sparsely branched with wall scratch marks inferred to be of decapod crustacean origin.
The box core silts and nodular carbonate samples vary in TOC content from 0.2 to 0.9 wt.%, carbonate content from 4 to 78%, and δ13C and δ18O values from − 50.3 to − 0.6‰ PDB and + 0.77 to + 3.2‰ PDB, respectively. Low carbonate content silt samples have the most enriched δ13C values, implying a seawater source for their pore water bicarbonate. Negative δ13C and positive δ18O values typify the nodular, microcrystalline aragonite bands, indicating formation during microbially mediated, sulphate-dependent anaerobic oxidation of methane (AOM) in a cold, near-seafloor environment, as is also supported by lipid biomarker data. A clear isotopic mixing trend of decreasing δ13C and increasing δ18O and carbonate content in the fine (< 100 µm) carbonate fraction of the host silts also has been reported from other methane seep provinces, and suggests a heterogeneous influx of methane-rich seep fluids through the shallow seabed, displacing pore waters of seawater origin.
Seafloor grab carbonate samples show greater textural variability and are divided into two types. Fresh-appearing, grey to white blocks yield similar mineralogic, isotopic and biomarker signatures to the nodular carbonate bands in the cores. A largely seep-related epifauna affiliated with these grab samples include chemosymbiotic bathymodiolin mussels, siboglinid tube worms, methanotrophic suberitid sponges and grazing limpets which, in places, are entombed within the carbonate. By contrast, some dark reddish to brown, iron-stained, microcrystalline dolomitic slabs and tubular concretions support abundant non-seep epifaunal encrusters from the surrounding deep sea, indicative of long exposure on the seafloor. Distinct stable isotopic signatures of these exhumed dolostones (δ13C c. − 20‰ PDB, δ18O up to + 7‰ PDB) suggest derivation from an oxidised methane pool, and pore fluid freshening by gas hydrate dissociation or from mobilized burial fluids that have undergone clay mineral dehydration.

year: 2010

title: Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands.

authors: Simi, Janine

subjects: Special education

abstract: Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another.
While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands.  It has been suggested that the success of inclusive education depends very much on teachers and their attitudes.  Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands.
 	This study was based on an interpretive research paradigm. A qualitative research approach methodology was used.  Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study.  It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur.  The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview.  Interview questions were developed for both teacher educators and pre-service teachers.  The focus group interview involved all participants.
According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education.  The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices.  There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands.  This situation had created a gap between inclusive education policy and practices in the country.   Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education.  This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE).  That was the hallmark of this study.
This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.

text: Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands. Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another.
While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands.  It has been suggested that the success of inclusive education depends very much on teachers and their attitudes.  Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands.
 	This study was based on an interpretive research paradigm. A qualitative research approach methodology was used.  Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study.  It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur.  The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview.  Interview questions were developed for both teacher educators and pre-service teachers.  The focus group interview involved all participants.
According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education.  The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices.  There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands.  This situation had created a gap between inclusive education policy and practices in the country.   Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education.  This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE).  That was the hallmark of this study.
This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.

year: 2008

title: Te Whariki revisited: How approaches to assessment can make valued learning visible

authors: McLachlan, Claire

abstract: In 2016, Te Whariki: He Whariki Matauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whariki) (Ministry of Education [MoE], 2017), New Zealand’s early childhood curriculum was updated for the first time in 20 years. Although the gazetted principles, strands and goals of the curriculum were not part of the update, the remainder of the curriculum was revised to meet the changing social and linguistic context, the revised national curriculum and associated documents, reviews of early childhood practice and relevant theory and research. The updated curriculum has reduced learning outcomes (from 118 to 20) and stronger guidance on the need for both informal and formal approaches to assessment to ensure children’s learning in each strand are assessed. This article reflects on the changes between the 1996 and 2017 version of the curriculum in relation to assessment and the rationale for the changes. Approaches to both ‘in the moment’ and planned assessment are explored and the usefulness of approaches which enable teachers to reflect on ‘discrepant data’ and support children’s learning in each strand are examined.

text: Te Whariki revisited: How approaches to assessment can make valued learning visible In 2016, Te Whariki: He Whariki Matauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whariki) (Ministry of Education [MoE], 2017), New Zealand’s early childhood curriculum was updated for the first time in 20 years. Although the gazetted principles, strands and goals of the curriculum were not part of the update, the remainder of the curriculum was revised to meet the changing social and linguistic context, the revised national curriculum and associated documents, reviews of early childhood practice and relevant theory and research. The updated curriculum has reduced learning outcomes (from 118 to 20) and stronger guidance on the need for both informal and formal approaches to assessment to ensure children’s learning in each strand are assessed. This article reflects on the changes between the 1996 and 2017 version of the curriculum in relation to assessment and the rationale for the changes. Approaches to both ‘in the moment’ and planned assessment are explored and the usefulness of approaches which enable teachers to reflect on ‘discrepant data’ and support children’s learning in each strand are examined.

year: 2018