title: Identification and correlation of thinly bedded late quaternary tephras of Coromandel Peninsula, New Zealand

authors: Hogg, Alan G.

abstract: The Coromandel Peninsula of North Island, New Zealand is covered by up to 2.5 m of thinly bedded Late Quaternary tephras. On the basis of their field characteristics, the tephras are divided into five field classes: the Recent bed (field class I) - a black, friable sandy loam; the Pumiceous bed (field class II) - reddish brown coarse lapilli and ash; the Silty bed (field class III) - a yellowish brown silt loam; the Lumpy bed (field class IV) - a brown sandy loam; and the Shower-bedded class ( field class V) - shower bedded and massive sands and loamy sands. 
The properties of the field classes were examined at 17 stratigraphic sections on the peninsula and indicate that classes I to IV each contain a mixture of at least two tephras. Individual tephras were characterised in the laboratory by multicomponent methods of analysis (particle size parameters, mineral assemblages), single component methods of analysis (chemical analysis of titanomagnetites by XRF), and single particle methods of analysis (microprobe analysis of titanornagnetite grains). 
The Recent bed is composed of at least three tephras, including the Kaharoa Tephra (930 yrs B.P.), Taupo Pumice (1,819 yrs B.P.), and the fine upper portion of the Whangamata Tephra (6,280 yrs B.P.). The Pumiceous bed contains a thorough mixture of the coarser, basal component of the Whangamata Tephra and the finer grained Mamaku Ash (7,050 yrs B.P.) and Rotoma Ash (c. 9,000 yrs B.P.). The Silty bed, Lumpy bed and Shower-bedded class all contain a common tephra, the Rotoehu Ash (41,700 yrs B.P.). The Shower-bedded class consists of pure Rotoehu Ash; the Lumpy bed is a composite of the upper part of the Rotoehu Ash and the Hauparu Tephra (30,000-40,000 yrs B.P.); the Silty bed is also a composite, but contains in addition to the upper part of the Rotoehu Ash and Hauparu Tephra, some unidentified hypersthene-bearing tephras of 20,000-11,000 yrs B.P. age, named “X” tephras.
The Whangamata Taphra Formation (symbol Wg) is dated at 6,280 ± 70 yrs B.P. (Wk 106), and is a brown, graded tephra deposited in two lobes, a coarse lobe of pumiceous ash and lapilli, up to 60 cm thick, extending between Whangamata and Thames on the Coromandel Peninsula, and a fine ash lobe, less than 10 cm in thickness, extending to the south and southwest of the Peninsula, in the Bay of Plenty and Waikato regions. The pumiceous lapilli have a peralkaline mineralogy with phenocrysts of anorthoclase, quartz, aegirine, cossyrite, olivine, riebeckite, and tuhualite, which identifies Mayor Island as the source volcano for the tephrae. 
It is suggested that the processes that have mixed the “X”, Hauparu and Rotoehu tophras in the Katikati region (latitude 37° 30’s) are related to the vegetation pattern, in the Late Otiran when the tephras became mixed under a forest cover north of about latitude 37° 30’s, - but remained unmixed under scrubland south of this latitude, in the Katikati-Tauranga area.

text: Identification and correlation of thinly bedded late quaternary tephras of Coromandel Peninsula, New Zealand The Coromandel Peninsula of North Island, New Zealand is covered by up to 2.5 m of thinly bedded Late Quaternary tephras. On the basis of their field characteristics, the tephras are divided into five field classes: the Recent bed (field class I) - a black, friable sandy loam; the Pumiceous bed (field class II) - reddish brown coarse lapilli and ash; the Silty bed (field class III) - a yellowish brown silt loam; the Lumpy bed (field class IV) - a brown sandy loam; and the Shower-bedded class ( field class V) - shower bedded and massive sands and loamy sands. 
The properties of the field classes were examined at 17 stratigraphic sections on the peninsula and indicate that classes I to IV each contain a mixture of at least two tephras. Individual tephras were characterised in the laboratory by multicomponent methods of analysis (particle size parameters, mineral assemblages), single component methods of analysis (chemical analysis of titanomagnetites by XRF), and single particle methods of analysis (microprobe analysis of titanornagnetite grains). 
The Recent bed is composed of at least three tephras, including the Kaharoa Tephra (930 yrs B.P.), Taupo Pumice (1,819 yrs B.P.), and the fine upper portion of the Whangamata Tephra (6,280 yrs B.P.). The Pumiceous bed contains a thorough mixture of the coarser, basal component of the Whangamata Tephra and the finer grained Mamaku Ash (7,050 yrs B.P.) and Rotoma Ash (c. 9,000 yrs B.P.). The Silty bed, Lumpy bed and Shower-bedded class all contain a common tephra, the Rotoehu Ash (41,700 yrs B.P.). The Shower-bedded class consists of pure Rotoehu Ash; the Lumpy bed is a composite of the upper part of the Rotoehu Ash and the Hauparu Tephra (30,000-40,000 yrs B.P.); the Silty bed is also a composite, but contains in addition to the upper part of the Rotoehu Ash and Hauparu Tephra, some unidentified hypersthene-bearing tephras of 20,000-11,000 yrs B.P. age, named “X” tephras.
The Whangamata Taphra Formation (symbol Wg) is dated at 6,280 ± 70 yrs B.P. (Wk 106), and is a brown, graded tephra deposited in two lobes, a coarse lobe of pumiceous ash and lapilli, up to 60 cm thick, extending between Whangamata and Thames on the Coromandel Peninsula, and a fine ash lobe, less than 10 cm in thickness, extending to the south and southwest of the Peninsula, in the Bay of Plenty and Waikato regions. The pumiceous lapilli have a peralkaline mineralogy with phenocrysts of anorthoclase, quartz, aegirine, cossyrite, olivine, riebeckite, and tuhualite, which identifies Mayor Island as the source volcano for the tephrae. 
It is suggested that the processes that have mixed the “X”, Hauparu and Rotoehu tophras in the Katikati region (latitude 37° 30’s) are related to the vegetation pattern, in the Late Otiran when the tephras became mixed under a forest cover north of about latitude 37° 30’s, - but remained unmixed under scrubland south of this latitude, in the Katikati-Tauranga area.

year: 1979

title: Technology and science education

authors: Jones, Alister

abstract: The incorporation of technology into the school curriculum is part of a worldwide trend in education. The way in which technology is incorporated depends on which country the reform is initiated in. The New Zealand Curriculum Framework (Ministry of Education, 1993a) includes science and technology as distinct learning areas. This chapter considers the view of technology expressed in both science in the New Zealand Curriculum (Ministry of Education, 1993b) and in Technology in the New Zealand Curriculum (Ministry of Education, 1995).
The chapter is divided into four sections. Firstly, the concept of technology in the science curriculum is identified and discussed; secondly, the use of some types of technological application to enhance the learning of science outcomes is considered; thirdly, the technology curriculum itself is discussed in order to highlight the concept of technology underpinning this statement so that comparisons can be made with the concept employed in the science curriculum, and finally the introduction of technology outcomes by science teachers in a science environment is explored.

text: Technology and science education The incorporation of technology into the school curriculum is part of a worldwide trend in education. The way in which technology is incorporated depends on which country the reform is initiated in. The New Zealand Curriculum Framework (Ministry of Education, 1993a) includes science and technology as distinct learning areas. This chapter considers the view of technology expressed in both science in the New Zealand Curriculum (Ministry of Education, 1993b) and in Technology in the New Zealand Curriculum (Ministry of Education, 1995).
The chapter is divided into four sections. Firstly, the concept of technology in the science curriculum is identified and discussed; secondly, the use of some types of technological application to enhance the learning of science outcomes is considered; thirdly, the technology curriculum itself is discussed in order to highlight the concept of technology underpinning this statement so that comparisons can be made with the concept employed in the science curriculum, and finally the introduction of technology outcomes by science teachers in a science environment is explored.

year: 1997

title: Collective Indigenous approaches to centring Pacific voices of leadership for our futures

authors: Uasike Allen, JM

abstract: Education systems in western nations are often built on a long history of centralising the western canon of knowledge and colonial norms. These norms are perpetuated and reinforced via western research which amplifies the voices of the dominant, while working to silence the values, practices, and knowledges of minority groups. As a colonial nation, Aotearoa New Zealand continues to be impacted by its colonial histories, where colonial (read white) ways of being, knowing, and understanding dominate initial teacher education, schools, tertiary institutions, research, and our everyday lives. However, within education and research more generally, Indigenous and Pacific researchers and practitioners have been working hard to carve out space in institutions to challenge colonial hierarchies of knowledge and make space for Indigenous ways of being, knowing, seeing, doing, and feeling. This article contributes to the work being done by Indigenous and Pacific scholars in Aotearoa New Zealand by detailing our collective, relational approach to convening the special issue of Shifting the System for the Ethnographic Edge journal. Convening a special issue is not unique and groups of academics do it regularly across a range of academic journals and fields. However, our experiences of convening this special issue were quite different. Here we share the journey and reflect on how our focus on privileging the often-marginalised voices of Pacific school leaders was underpinned by an Indigenous, collective approach embedded in the pedagogical practice of Indigenous Storywork. Employing collaborative critical autoethnography, we articulate the ways in which our engagement with each other and the authors within this special issue disrupted western power relations often present in interactions between ‘researchers’ within the university and ‘practitioners’ at the coalface. Furthermore, we demonstrate how engaging in relational practices builds a space that encourages the principles of respect, responsibility, reverence, reciprocity, holism, interrelatedness, and synergy.

text: Collective Indigenous approaches to centring Pacific voices of leadership for our futures Education systems in western nations are often built on a long history of centralising the western canon of knowledge and colonial norms. These norms are perpetuated and reinforced via western research which amplifies the voices of the dominant, while working to silence the values, practices, and knowledges of minority groups. As a colonial nation, Aotearoa New Zealand continues to be impacted by its colonial histories, where colonial (read white) ways of being, knowing, and understanding dominate initial teacher education, schools, tertiary institutions, research, and our everyday lives. However, within education and research more generally, Indigenous and Pacific researchers and practitioners have been working hard to carve out space in institutions to challenge colonial hierarchies of knowledge and make space for Indigenous ways of being, knowing, seeing, doing, and feeling. This article contributes to the work being done by Indigenous and Pacific scholars in Aotearoa New Zealand by detailing our collective, relational approach to convening the special issue of Shifting the System for the Ethnographic Edge journal. Convening a special issue is not unique and groups of academics do it regularly across a range of academic journals and fields. However, our experiences of convening this special issue were quite different. Here we share the journey and reflect on how our focus on privileging the often-marginalised voices of Pacific school leaders was underpinned by an Indigenous, collective approach embedded in the pedagogical practice of Indigenous Storywork. Employing collaborative critical autoethnography, we articulate the ways in which our engagement with each other and the authors within this special issue disrupted western power relations often present in interactions between ‘researchers’ within the university and ‘practitioners’ at the coalface. Furthermore, we demonstrate how engaging in relational practices builds a space that encourages the principles of respect, responsibility, reverence, reciprocity, holism, interrelatedness, and synergy.

year: 2022