title: A tephra-dated record of palaeoenvironmental change since ~ 5,500 years ago from Lake Rotorua, North Island, New Zealand

authors: Pickett, Rachel Cara

subjects: Lake Rotorua

abstract: A palaeolimnological study was carried out on a high-resolution, 7.62 m-long core (RU188-07) from northern Lake Rotorua, North Island. The core consists predominantly of olive diatomaceous ooze, laminated in places, and contains five tephras including Tarawera (1886 A.D.), Kaharoa (c. 1314 A.D.), Taupo (c. 233 A.D.) and Whakatane (c. 5500 cal. years B.P.).  The core terminated in Whakatane Tephra giving the sediment a maximum age of 5530   60 cal. years B.P.  An age model for the sediment was developed using tephrochronology.  Radiocarbon dates obtained on the sediment returned ages too old because of contamination by old CO2 or CH4, or both.  Investigations carried out on the core included spectrophotometric, sedimentological and geochemical analyses, and diatom identifications, which provided a number of proxies from which inferences were made about lake history, catchment development, and palaeoclimate since c. 5500 cal. years B.P.  The laminations, evident only in the upper, post-Kaharoa Tephra part of the record, comprise alternations of thin, dark, detrital deposits and pale, relatively fine-grained diatom assemblages.  Sediment geochemistry indicates that the Rotorua catchment has undergone several changes since c. 5500 cal. years B.P., alternating between periods of variable and stable environmental conditions.  Following the Whakatane and Waimihia eruptions and up to approximately 3000 cal. years B.P., the catchment surrounding Lake Rotorua was rather unstable.  Fluctuations in many of the proxies during this period are likely to be associated with a variable climate with periods of storminess, coinciding with the establishment of ENSO conditions in New Zealand.  A notable feature of the record is two phases of stability, the first following the Taupo eruption (from c. 1700 cal. years B.P. to c. 630 cal. years B.P.) and the second from c. 580 cal. years B.P. to c. 300 cal. years B.P.  The latest, most significant event in the catchment history of Lake Rotorua was the settlement by Polynesians.  M.S. McGlone implied from pollen profiles (from Holden's Bay) that initial settlement took place around the time of the Kaharoa eruption (c. 630 cal years B.P.; c. 1314 A.D.), but the sediment chemistry and erosion profiles obtained here, from the northern part of Lake Rotorua, indicate that although there may have been some early clearing in the northern catchment for tracks or buildings, large-scale clearing in the area probably did not occur until considerably later, c. 300 cal. years B.P.  Also contained within the sediments are three layers of reworked tephric material that probably originate from the transfer of coarse grained tephra from shallow to deeper water during large storms at c. 1300 cal. years B.P, c. 520 cal. years B.P, and c. 220 cal. years B.P.  Each event coincides with storm events inferred from records from Lake Tutira in eastern North Island.  Because of Lake Rotorua's inland position, these inferred storm events probably represent only the largest cyclonic events (e.g. ex-tropical cyclones).

text: A tephra-dated record of palaeoenvironmental change since ~ 5,500 years ago from Lake Rotorua, North Island, New Zealand A palaeolimnological study was carried out on a high-resolution, 7.62 m-long core (RU188-07) from northern Lake Rotorua, North Island. The core consists predominantly of olive diatomaceous ooze, laminated in places, and contains five tephras including Tarawera (1886 A.D.), Kaharoa (c. 1314 A.D.), Taupo (c. 233 A.D.) and Whakatane (c. 5500 cal. years B.P.).  The core terminated in Whakatane Tephra giving the sediment a maximum age of 5530   60 cal. years B.P.  An age model for the sediment was developed using tephrochronology.  Radiocarbon dates obtained on the sediment returned ages too old because of contamination by old CO2 or CH4, or both.  Investigations carried out on the core included spectrophotometric, sedimentological and geochemical analyses, and diatom identifications, which provided a number of proxies from which inferences were made about lake history, catchment development, and palaeoclimate since c. 5500 cal. years B.P.  The laminations, evident only in the upper, post-Kaharoa Tephra part of the record, comprise alternations of thin, dark, detrital deposits and pale, relatively fine-grained diatom assemblages.  Sediment geochemistry indicates that the Rotorua catchment has undergone several changes since c. 5500 cal. years B.P., alternating between periods of variable and stable environmental conditions.  Following the Whakatane and Waimihia eruptions and up to approximately 3000 cal. years B.P., the catchment surrounding Lake Rotorua was rather unstable.  Fluctuations in many of the proxies during this period are likely to be associated with a variable climate with periods of storminess, coinciding with the establishment of ENSO conditions in New Zealand.  A notable feature of the record is two phases of stability, the first following the Taupo eruption (from c. 1700 cal. years B.P. to c. 630 cal. years B.P.) and the second from c. 580 cal. years B.P. to c. 300 cal. years B.P.  The latest, most significant event in the catchment history of Lake Rotorua was the settlement by Polynesians.  M.S. McGlone implied from pollen profiles (from Holden's Bay) that initial settlement took place around the time of the Kaharoa eruption (c. 630 cal years B.P.; c. 1314 A.D.), but the sediment chemistry and erosion profiles obtained here, from the northern part of Lake Rotorua, indicate that although there may have been some early clearing in the northern catchment for tracks or buildings, large-scale clearing in the area probably did not occur until considerably later, c. 300 cal. years B.P.  Also contained within the sediments are three layers of reworked tephric material that probably originate from the transfer of coarse grained tephra from shallow to deeper water during large storms at c. 1300 cal. years B.P, c. 520 cal. years B.P, and c. 220 cal. years B.P.  Each event coincides with storm events inferred from records from Lake Tutira in eastern North Island.  Because of Lake Rotorua's inland position, these inferred storm events probably represent only the largest cyclonic events (e.g. ex-tropical cyclones).

year: 2008

title: A systems approach to physics education at first year university level

authors: Osborne, Roger John

abstract: The research work described in this thesis evaluates the contribution which a systems approach can make to the development of an instructional programme. The thesis investigated is that such an approach can lead directly to a better understanding of the instructional process in a given subject and thus indirectly to more efficient instruction in that area.

The term systems approach is first reconsidered and a view is established which is broader than that normally considered in education. Two distinct aspects of this systems approach are identified-an “applied” aspect and a “basic” aspect. With respect to curriculum development and analysis, the applied aspect involves the design, development and evaluation of a learning programme. Here evaluation includes the development of specific instruments and procedures which can lead directly to the improvement of the learning programme. The basic aspect involves the investigation of the developed learning system in terms of models which explore the interactions between an instructional programme and the students involved. 

These two aspects of the systems approach are then applied to the development and analysis of an instructional programme in physics at the first year university level. The determination of objectives, the design of instruction and the evaluation of instructional methods are detailed. Since the objectives of the instruction are generalized learner objectives, particular consideration is given to the measurement of student attainment with respect to these objectives. Four distinct aspects of student attainment are identified by the use of principal components analyses. 

In terms of the basic aspect of the systems approach, both general diagrammatic models and specific statistical models are developed to obtain a better understanding of the particular first year university learning system under consideration. Various statistical models, which attempt to establish and clarify interrelationships within the instructional programme are explored. Path analysis is used as the major statistical technique.

Through the application of the systems view to the development and analysis of the first year university physics instructional programme, it has been possible to see some of the potential, some of the problems, and some of the limitations of the systems approach to physics education. In particular the systems approach, as considered in this thesis, appears to provide a broad and comprehensive framework on which to base curriculum work and to provide a viewpoint which leads to an emphasis on particularly important aspects of an instructional system-namely the objectives, the teaching methods, the assessment procedures and the feedback mechanisms within the system

text: A systems approach to physics education at first year university level The research work described in this thesis evaluates the contribution which a systems approach can make to the development of an instructional programme. The thesis investigated is that such an approach can lead directly to a better understanding of the instructional process in a given subject and thus indirectly to more efficient instruction in that area.

The term systems approach is first reconsidered and a view is established which is broader than that normally considered in education. Two distinct aspects of this systems approach are identified-an “applied” aspect and a “basic” aspect. With respect to curriculum development and analysis, the applied aspect involves the design, development and evaluation of a learning programme. Here evaluation includes the development of specific instruments and procedures which can lead directly to the improvement of the learning programme. The basic aspect involves the investigation of the developed learning system in terms of models which explore the interactions between an instructional programme and the students involved. 

These two aspects of the systems approach are then applied to the development and analysis of an instructional programme in physics at the first year university level. The determination of objectives, the design of instruction and the evaluation of instructional methods are detailed. Since the objectives of the instruction are generalized learner objectives, particular consideration is given to the measurement of student attainment with respect to these objectives. Four distinct aspects of student attainment are identified by the use of principal components analyses. 

In terms of the basic aspect of the systems approach, both general diagrammatic models and specific statistical models are developed to obtain a better understanding of the particular first year university learning system under consideration. Various statistical models, which attempt to establish and clarify interrelationships within the instructional programme are explored. Path analysis is used as the major statistical technique.

Through the application of the systems view to the development and analysis of the first year university physics instructional programme, it has been possible to see some of the potential, some of the problems, and some of the limitations of the systems approach to physics education. In particular the systems approach, as considered in this thesis, appears to provide a broad and comprehensive framework on which to base curriculum work and to provide a viewpoint which leads to an emphasis on particularly important aspects of an instructional system-namely the objectives, the teaching methods, the assessment procedures and the feedback mechanisms within the system

year: 1976

title: Caught in the cross-fire: the realities of being Māori at a bicultural law school

authors: Papuni-Ball, Makere

abstract: This thesis examines the first Waikato Māori Law Graduates’ experiences at law school and our employment choices. It has been written as a result of a research project which was conducted in 1994. The paper begins with establishing the importance of other Māori the guidelines on this project. In this discussion, my role as the researcher is explained together with how the original research project impacted upon this thesis.

Waikato School of Law was established in an era of socio-political changes in our society. Te Matahauariki Report supported its establishment based upon proven demand for law graduates. It also envisaged the School as being a meeting place for all who attended, an institution which might encourage relationships between Māori and Pakeha societies. The Council of Legal Education supported the need to have at least one law school which would not reflect the traditional legal education system and acknowledged the need to incorporate a Māori perspective. Tainui as tangata whenua hoped the school would provide opportunities for Māori students, including Māori in the curriculum and assist in promoting research ensuring the recognition of Māori lore/law.

Amongst this backdrop, the most important reason why we came to law school was because of our whānau expectations. It is the accountability and responsibility we have as Māori to our whānau and the wider Māori community that is a major theme throughout this thesis. As students we were expected to utilise our skills to benefit our wider Māori networks.

We had expected that the School would provide us with a legal education which would be enriched in Māori kaupapa. Our experiences tell another story. Instead of being educated in Māori tikanga and the true discourse of the law as a tool of oppression, we were exposed to continual suppression of our cultural heritage. In class we had become the teachers of the Māori content.

The School, although admiral in its aims, was not prepared in structure, staff or mental processes for biculturalism. The consequences for the Māori students who were exposed to this structure was devastating. Our experiences of being discriminated against and made to justify our Māori perspective against the backdrop of the dominant Pakeha legal culture have affected our perceptions of the law. The myths of one law for all and the neutrality of the justice system have resulted in our choosing to work in jobs that will continue to benefit Māori.

It is suggested that our legal education has influenced our choices to work in areas which focus on benefiting the Māori community. In those monocultural work areas which have few Māori practising, this is because such places repel those of us who know that such work places perpetuate the dominant Pakeha culture. Māori struggle against the oppressive presence of the dominant culture.

This thesis calls upon my own experiences and the experiences of my fellow Māori law graduates. It is a starting point for other Māori to write about their experiences and to reassert Māori rangatiratanga not only in law school, but in the wider community.

text: Caught in the cross-fire: the realities of being Māori at a bicultural law school This thesis examines the first Waikato Māori Law Graduates’ experiences at law school and our employment choices. It has been written as a result of a research project which was conducted in 1994. The paper begins with establishing the importance of other Māori the guidelines on this project. In this discussion, my role as the researcher is explained together with how the original research project impacted upon this thesis.

Waikato School of Law was established in an era of socio-political changes in our society. Te Matahauariki Report supported its establishment based upon proven demand for law graduates. It also envisaged the School as being a meeting place for all who attended, an institution which might encourage relationships between Māori and Pakeha societies. The Council of Legal Education supported the need to have at least one law school which would not reflect the traditional legal education system and acknowledged the need to incorporate a Māori perspective. Tainui as tangata whenua hoped the school would provide opportunities for Māori students, including Māori in the curriculum and assist in promoting research ensuring the recognition of Māori lore/law.

Amongst this backdrop, the most important reason why we came to law school was because of our whānau expectations. It is the accountability and responsibility we have as Māori to our whānau and the wider Māori community that is a major theme throughout this thesis. As students we were expected to utilise our skills to benefit our wider Māori networks.

We had expected that the School would provide us with a legal education which would be enriched in Māori kaupapa. Our experiences tell another story. Instead of being educated in Māori tikanga and the true discourse of the law as a tool of oppression, we were exposed to continual suppression of our cultural heritage. In class we had become the teachers of the Māori content.

The School, although admiral in its aims, was not prepared in structure, staff or mental processes for biculturalism. The consequences for the Māori students who were exposed to this structure was devastating. Our experiences of being discriminated against and made to justify our Māori perspective against the backdrop of the dominant Pakeha legal culture have affected our perceptions of the law. The myths of one law for all and the neutrality of the justice system have resulted in our choosing to work in jobs that will continue to benefit Māori.

It is suggested that our legal education has influenced our choices to work in areas which focus on benefiting the Māori community. In those monocultural work areas which have few Māori practising, this is because such places repel those of us who know that such work places perpetuate the dominant Pakeha culture. Māori struggle against the oppressive presence of the dominant culture.

This thesis calls upon my own experiences and the experiences of my fellow Māori law graduates. It is a starting point for other Māori to write about their experiences and to reassert Māori rangatiratanga not only in law school, but in the wider community.

year: 1996