title: Closing in on the oxygen isotopic fractionation factor between calcite and water using natural carbonates

authors: Breitenbach, Sebastian F.M.

abstract: The oxygen isotopic fractionation between water and calcite is the cornerstone for estimating the formation temperature of calcite [1, 2, 3]. The oxygen isotope thermometer is one of the most valuable tools in geothermometry, palaeoclimatology and palaeoceanography

text: Closing in on the oxygen isotopic fractionation factor between calcite and water using natural carbonates The oxygen isotopic fractionation between water and calcite is the cornerstone for estimating the formation temperature of calcite [1, 2, 3]. The oxygen isotope thermometer is one of the most valuable tools in geothermometry, palaeoclimatology and palaeoceanography

year: 2019

title: Colonisation, Fragment Recovery, and Disturbance in Zostera muelleri Beds, Raglan

authors: Cade, Octavia Jane

subjects: Seagrass

abstract: Zostera muelleri is a seagrass currently on the decline in New Zealand. Potential conservation methods rely on accurate information tailored to local sites. This thesis considers the Z. muelleri beds at Raglan harbour, New Zealand. It focuses on their mechanisms for acquiring genetic diversity, and their ability to prove resilient to small-scale disturbance.

Extensive sediment sampling at four different study sites within the Raglan harbour has yielded no evidence of a seed bank. Z. muelleri reproduction at this site is likely therefore vegetative. Without sexual reproduction to increase the genetic diversity (and therefore the resilience) of the beds, this diversity can be increased by the natural mechanism of seagrass fragments or the deliberate transplantation of seeds, seedlings, or adult plants. This, however, raises conservation questions regarding the tension between “original” and “resilient” environmental states. 

Genetic diversity within the seagrass beds may be introduced via the natural dispersal of seagrass fragments. Fragments collected in austral autumn (April) and spring (September) were tested to determine if length of dispersal (floating) time impacted their ability to grow either rhizome length or new shoots. Fragments were randomly assigned to one of five treatments (T0-T4) and left to float for between 0-28 days before planting (T0 = 0 days; T1 = 7 days; T2 = 14 days; T3 = 21 days; T4 = 28 days). After a six-week planting there was no statistically significant difference in rhizome or shoot growth between treatments or between collection times.   

The ability of Z. muelleri to respond to small-scale disturbance was also assessed. The presence of Canada geese (Branta canadensis) has been noted feeding on New Zealand seagrass for the first time, and an experiment mimicking their feeding patterns performed. Z. muelleri proved highly resilient to single-event, small scale disturbance at all tidal levels. However, the rapidly increasing population of geese in the Waikato region is expected to increase the level of disturbance to the Raglan beds, and their ability to respond to repetitive, large-scale disturbance may be crucial to their continued survival.

text: Colonisation, Fragment Recovery, and Disturbance in Zostera muelleri Beds, Raglan Zostera muelleri is a seagrass currently on the decline in New Zealand. Potential conservation methods rely on accurate information tailored to local sites. This thesis considers the Z. muelleri beds at Raglan harbour, New Zealand. It focuses on their mechanisms for acquiring genetic diversity, and their ability to prove resilient to small-scale disturbance.

Extensive sediment sampling at four different study sites within the Raglan harbour has yielded no evidence of a seed bank. Z. muelleri reproduction at this site is likely therefore vegetative. Without sexual reproduction to increase the genetic diversity (and therefore the resilience) of the beds, this diversity can be increased by the natural mechanism of seagrass fragments or the deliberate transplantation of seeds, seedlings, or adult plants. This, however, raises conservation questions regarding the tension between “original” and “resilient” environmental states. 

Genetic diversity within the seagrass beds may be introduced via the natural dispersal of seagrass fragments. Fragments collected in austral autumn (April) and spring (September) were tested to determine if length of dispersal (floating) time impacted their ability to grow either rhizome length or new shoots. Fragments were randomly assigned to one of five treatments (T0-T4) and left to float for between 0-28 days before planting (T0 = 0 days; T1 = 7 days; T2 = 14 days; T3 = 21 days; T4 = 28 days). After a six-week planting there was no statistically significant difference in rhizome or shoot growth between treatments or between collection times.   

The ability of Z. muelleri to respond to small-scale disturbance was also assessed. The presence of Canada geese (Branta canadensis) has been noted feeding on New Zealand seagrass for the first time, and an experiment mimicking their feeding patterns performed. Z. muelleri proved highly resilient to single-event, small scale disturbance at all tidal levels. However, the rapidly increasing population of geese in the Waikato region is expected to increase the level of disturbance to the Raglan beds, and their ability to respond to repetitive, large-scale disturbance may be crucial to their continued survival.

year: 2016

title: Drawing on linguistic concepts to teach te reo Māori; Drawing on te reo Māori to teach linguistic concepts

authors: Wessels, Kanauhea Janion

subjects: linguistic pedagogy

abstract: In this paper, we explore the intersections in our teaching practice between the discipline of linguistics and te reo Māori. From the perspective of language teaching, in pedagogic materials for te reo Māori, we have observed that linguistic concepts are not typically highlighted (cf. Moorfield 2001, Jacobs 2012). From the perspective of teaching linguistics, te reo Māori is seldom employed to illustrate or assess linguistic concepts, although it commonly features in accounts of language revitalization. Content that does occur is limited (cf. Burridge & Stebbins, 2016). 
As a tertiary lecturer of the Māori language, I (Kanauhea) consider how, in my teaching practice, I draw on my technical knowledge of linguistics to enhance my explanations of language structures and their functions, where these are unfamiliar to language learners. As a tertiary linguistics lecturer, I (Julie) consider ways in which I draw on my beginner knowledge of te reo Māori to enhance my teaching of linguistic concepts, reflecting on materials I have developed to teach and assess students. 
We argue that students of te reo can benefit from linguistic understandings on their language learning journeys. Equally, as Aotearoa New Zealand's indigenous language, te reo Māori should have a strong presence in linguistic teaching materials, and our linguistics students should graduate with an indepth knowledge of te reo Māori structures.

text: Drawing on linguistic concepts to teach te reo Māori; Drawing on te reo Māori to teach linguistic concepts In this paper, we explore the intersections in our teaching practice between the discipline of linguistics and te reo Māori. From the perspective of language teaching, in pedagogic materials for te reo Māori, we have observed that linguistic concepts are not typically highlighted (cf. Moorfield 2001, Jacobs 2012). From the perspective of teaching linguistics, te reo Māori is seldom employed to illustrate or assess linguistic concepts, although it commonly features in accounts of language revitalization. Content that does occur is limited (cf. Burridge & Stebbins, 2016). 
As a tertiary lecturer of the Māori language, I (Kanauhea) consider how, in my teaching practice, I draw on my technical knowledge of linguistics to enhance my explanations of language structures and their functions, where these are unfamiliar to language learners. As a tertiary linguistics lecturer, I (Julie) consider ways in which I draw on my beginner knowledge of te reo Māori to enhance my teaching of linguistic concepts, reflecting on materials I have developed to teach and assess students. 
We argue that students of te reo can benefit from linguistic understandings on their language learning journeys. Equally, as Aotearoa New Zealand's indigenous language, te reo Māori should have a strong presence in linguistic teaching materials, and our linguistics students should graduate with an indepth knowledge of te reo Māori structures.

year: 2023