title: Geological, hydrodynamic and biogeochemical variability of a New Zealand deep-water methane cold seep during an integrated three-year time-series study

authors: Law, C.S.

subjects: methane

abstract: Cold seeps are widely distributed on active and passive margins and display considerable temporal variability in terms of gas and fluid expulsion rates and volume, over scales of hours to days. To constrain this variability, two cold seeps, the North and South Tower, located at the Wairarapa Seep site on Opouawe Bank, Cook Strait, New Zealand, were monitored in an integrated geological and biogeochemical study during eight surveys between 2005 and 2008. To ensure sampling of the water column within the flare overlying the seeps the vessel was manoeuvred in response to the backscatter data from a hull-mounted 38 kHz single-beam echo-sounder. High methane concentrations (> 100 nmol l− 1) were found within 400–450 m-high flares at both sites, and within an 825 m-high flare at a newly identified seep, southeast of Pahaua Bank. Elevated bottom water methane was also found over newly identified mud volcanoes on the Campbell Bank, Cook Strait. The locations of the seeps appear to be structurally controlled with active methane vents occurring on anticlinal ridges and associated with a 30 m-high normal fault scarp on Opouawe Bank. Fluid flow is facilitated by sedimentary layer permeability properties, structural focusing and dilational fracturing on the crest of a large anticlinal ridge, cored by a seaward-verging reverse fault. The South Tower cold seep did not significantly influence bulk sediment and water column particulates and nutrients, although high bacterial biomass, productivity and methane oxidation rates were associated with elevated methane in the flare. The seep flares exhibited depleted δ13C–CH4 values (− 63 to − 70‰), characteristic of shallow biogenic gas sources. Incorporation of the δ13C–CH4 and CH4 concentration data in a mixing model, and comparison of the water residence time with methane oxidation rates, indicated that the primary fate of methane in the flare was dilution. The dissolved methane originating from the seeps was retained in the water column at depths > 700 m, with minimal contribution to atmospheric emissions, as confirmed by surface methane mapping. Nevertheless, the South Tower seep was a significant source of methane with a column-integrated burden below 700 m of 5.6 mmol m− 2, and an estimated annual emission of 0.5–1 × 106 mol CH4. The structural and tectonic setting of the Wairarapa Seep provides a useful analogue model for other convergent margin cold seeps on the Hikurangi Margin and elsewhere. This unique, three-year integrated study provided valuable insights into the linkage between geological structure and overlying water column biogeochemistry, and confirmed the value of this cold seep site for long-term monitoring.

text: Geological, hydrodynamic and biogeochemical variability of a New Zealand deep-water methane cold seep during an integrated three-year time-series study Cold seeps are widely distributed on active and passive margins and display considerable temporal variability in terms of gas and fluid expulsion rates and volume, over scales of hours to days. To constrain this variability, two cold seeps, the North and South Tower, located at the Wairarapa Seep site on Opouawe Bank, Cook Strait, New Zealand, were monitored in an integrated geological and biogeochemical study during eight surveys between 2005 and 2008. To ensure sampling of the water column within the flare overlying the seeps the vessel was manoeuvred in response to the backscatter data from a hull-mounted 38 kHz single-beam echo-sounder. High methane concentrations (> 100 nmol l− 1) were found within 400–450 m-high flares at both sites, and within an 825 m-high flare at a newly identified seep, southeast of Pahaua Bank. Elevated bottom water methane was also found over newly identified mud volcanoes on the Campbell Bank, Cook Strait. The locations of the seeps appear to be structurally controlled with active methane vents occurring on anticlinal ridges and associated with a 30 m-high normal fault scarp on Opouawe Bank. Fluid flow is facilitated by sedimentary layer permeability properties, structural focusing and dilational fracturing on the crest of a large anticlinal ridge, cored by a seaward-verging reverse fault. The South Tower cold seep did not significantly influence bulk sediment and water column particulates and nutrients, although high bacterial biomass, productivity and methane oxidation rates were associated with elevated methane in the flare. The seep flares exhibited depleted δ13C–CH4 values (− 63 to − 70‰), characteristic of shallow biogenic gas sources. Incorporation of the δ13C–CH4 and CH4 concentration data in a mixing model, and comparison of the water residence time with methane oxidation rates, indicated that the primary fate of methane in the flare was dilution. The dissolved methane originating from the seeps was retained in the water column at depths > 700 m, with minimal contribution to atmospheric emissions, as confirmed by surface methane mapping. Nevertheless, the South Tower seep was a significant source of methane with a column-integrated burden below 700 m of 5.6 mmol m− 2, and an estimated annual emission of 0.5–1 × 106 mol CH4. The structural and tectonic setting of the Wairarapa Seep provides a useful analogue model for other convergent margin cold seeps on the Hikurangi Margin and elsewhere. This unique, three-year integrated study provided valuable insights into the linkage between geological structure and overlying water column biogeochemistry, and confirmed the value of this cold seep site for long-term monitoring.

year: 2010

title: Subset selection using rough numeric dependency

authors: Smith, Tony C.

subjects: computer science

abstract: In this paper we describe a novel method for performing feature subset selection for supervised learning tasks based on a refined notion of feature relevance. We define relevance as others see it and outline our refinement of this concept. We then describe how we use this new definition in an algorithm to perform subset selection, and finally, we show some preliminary results of using this approach with two quite different supervised learning schemes.

text: Subset selection using rough numeric dependency In this paper we describe a novel method for performing feature subset selection for supervised learning tasks based on a refined notion of feature relevance. We define relevance as others see it and outline our refinement of this concept. We then describe how we use this new definition in an algorithm to perform subset selection, and finally, we show some preliminary results of using this approach with two quite different supervised learning schemes.

year: 1995-04

title: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment

authors: Shandley, Rosina Mary

subjects: Māori Medium Education

abstract: In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

text: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

year: 2013