title: Restoration planting in urban environments

authors: Clarkson, Bruce D.

abstract: Since the year 2000 we have been involved in numerous restoration planting projects in urban environments. Our work has focussed mainly on sites within the city of Hamilton, but we have also been involved with projects in other New Zealand cities, such as New Plymouth and Tauranga. Our approach to restoration planting has involved a combination of science and practice.
While the main aim is always to restore, reassemble or reconstruct plant communities dominated by native species, we also try to inject as much science into our projects as possible − research by management. The science underpinning is essential to understand specific site conditions, species selection, species composition, ecosystem processes and to monitor progress.
Findings from our work have helped shape the best practice techniques for restoring indigenous plant communities in urban environments. Some main restoration planting principles are covered below along with two case studies from Hamilton. While we have focussed on urban settings, the principles and examples given are broadly applicable to plantings in the peri-urban and rural zones, especially riparian planting.

text: Restoration planting in urban environments Since the year 2000 we have been involved in numerous restoration planting projects in urban environments. Our work has focussed mainly on sites within the city of Hamilton, but we have also been involved with projects in other New Zealand cities, such as New Plymouth and Tauranga. Our approach to restoration planting has involved a combination of science and practice.
While the main aim is always to restore, reassemble or reconstruct plant communities dominated by native species, we also try to inject as much science into our projects as possible − research by management. The science underpinning is essential to understand specific site conditions, species selection, species composition, ecosystem processes and to monitor progress.
Findings from our work have helped shape the best practice techniques for restoring indigenous plant communities in urban environments. Some main restoration planting principles are covered below along with two case studies from Hamilton. While we have focussed on urban settings, the principles and examples given are broadly applicable to plantings in the peri-urban and rural zones, especially riparian planting.

year: 2016

title: Connecting, synchronising, and dating with tephras: principles and applications of tephrochronology in Quaternary research

authors: Lowe, David J.

abstract: Tephrochronology is a unique method for linking and dating geological, palaeoecological, palaeoclimatic, or archaeological sequences or events. The method relies firstly on stratigraphy and the law of superposition, which apply in any study that connects or correlates deposits from one place to another. Secondly, it relies on characterising and hence identifying or ‘fingerprinting’ tephra layers using either physical properties evident in the field or those obtained from laboratory analysis, including mineralogical examination by optical microscopy or geochemical analysis of glass shards or crystals (e.g., Fe-Ti oxides, ferromagnesian minerals) using the electron microprobe and other tools. Thirdly, the method is enhanced when a numerical age is obtained for a tephra layer by (1) radiometric methods such as radiocarbon, fission-track, U-series, (U-Th)/He, or Ar/Ar dating, (2) incremental dating methods including dendrochronology or varved sediments or layering in ice cores, or (3) age-equivalent methods such as palaeomagnetism or correlation with marine oxygen isotope stages or palynostratigraphy. Once known, that age can be transferred from one site to the next using stratigraphic methods and by matching compositional characteristics, i.e., comparing ‘fingerprints’ from each layer. Used this way, tephrochronology is an age-equivalent dating method.

text: Connecting, synchronising, and dating with tephras: principles and applications of tephrochronology in Quaternary research Tephrochronology is a unique method for linking and dating geological, palaeoecological, palaeoclimatic, or archaeological sequences or events. The method relies firstly on stratigraphy and the law of superposition, which apply in any study that connects or correlates deposits from one place to another. Secondly, it relies on characterising and hence identifying or ‘fingerprinting’ tephra layers using either physical properties evident in the field or those obtained from laboratory analysis, including mineralogical examination by optical microscopy or geochemical analysis of glass shards or crystals (e.g., Fe-Ti oxides, ferromagnesian minerals) using the electron microprobe and other tools. Thirdly, the method is enhanced when a numerical age is obtained for a tephra layer by (1) radiometric methods such as radiocarbon, fission-track, U-series, (U-Th)/He, or Ar/Ar dating, (2) incremental dating methods including dendrochronology or varved sediments or layering in ice cores, or (3) age-equivalent methods such as palaeomagnetism or correlation with marine oxygen isotope stages or palynostratigraphy. Once known, that age can be transferred from one site to the next using stratigraphic methods and by matching compositional characteristics, i.e., comparing ‘fingerprints’ from each layer. Used this way, tephrochronology is an age-equivalent dating method.

year: 2016

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