title: Unravelling upbuilding pedogenesis in tephra and loess sequences in New Zealand using tephrochronology

authors: Lowe, David J.

subjects: soil-sediment

abstract: The genesis of soils developed in either tephra or loess on stable sites differs markedly from that of soils developed on rock because classical topdown processes operate in conjuction with geological processes whereby material is added to the land surface so that the soils form by upbuilding pedogenesis.
Understanding the genesis of such soils (typically Andisols and Alfisols, respectively) often requires a stratigraphic approach combined with an appreciation of buried soil horizons and polygenesis. In New Zealand, calendrically-dated tephras provide an advantage for assessing rates of upbuilding through chronostratigraphy. Many Andisol profiles form by upbuilding pedogenesis as younger tephra materials are deposited on top of older ones. The resultant profile character reflects interplay between the rate at which tephras are added to the land surface and topdown processes that produce andic materials and horizons. In loess terrains, upbuilding pedogenesis since c. 25,000 years ago is associated with maximum rates of loess accumulation c. 3 10 mm per century, sufficiently slow for soil-forming processes to continue to operate as the land surface gradually rises. Thus, Alfisol subsoil features are only weakly developed and Bw or B(x) horizons typically are formed. In contrast, topdown pedogenesis is associated with minimal or zero loess accumulation, the land surface elevation remains essentially constant, and subsoil features become more strongly developed and Bg, Bt, or Bx horizons typically are formed.

text: Unravelling upbuilding pedogenesis in tephra and loess sequences in New Zealand using tephrochronology The genesis of soils developed in either tephra or loess on stable sites differs markedly from that of soils developed on rock because classical topdown processes operate in conjuction with geological processes whereby material is added to the land surface so that the soils form by upbuilding pedogenesis.
Understanding the genesis of such soils (typically Andisols and Alfisols, respectively) often requires a stratigraphic approach combined with an appreciation of buried soil horizons and polygenesis. In New Zealand, calendrically-dated tephras provide an advantage for assessing rates of upbuilding through chronostratigraphy. Many Andisol profiles form by upbuilding pedogenesis as younger tephra materials are deposited on top of older ones. The resultant profile character reflects interplay between the rate at which tephras are added to the land surface and topdown processes that produce andic materials and horizons. In loess terrains, upbuilding pedogenesis since c. 25,000 years ago is associated with maximum rates of loess accumulation c. 3 10 mm per century, sufficiently slow for soil-forming processes to continue to operate as the land surface gradually rises. Thus, Alfisol subsoil features are only weakly developed and Bw or B(x) horizons typically are formed. In contrast, topdown pedogenesis is associated with minimal or zero loess accumulation, the land surface elevation remains essentially constant, and subsoil features become more strongly developed and Bg, Bt, or Bx horizons typically are formed.

year: 2010

title: Connecting curriculum and policy to assist families' aspirations

authors: Clarkin-Phillips, Jeanette

subjects: New Zealand

abstract: Te Whāriki, New Zealand’s early childhood national curriculum, is strongly underpinned by sociocultural and ecological theories of development that recognise the significance of families in children’s lives. There are, however, very few national policies that support the holistic nature of the curriculum. In 2006, the first significant recognition by government of the potential for early childhood centres to assist the holistic well-being of a community occurred. A pilot programme was launched that awarded Parent Support and Development contracts to early childhood centres in vulnerable communities. Eight centres took part in the pilot. This paper reports on the impact of a Parent Support and Development contract on a kindergarten ecosystem, highlighting ways in which the ecological systems of the community were strengthened.

text: Connecting curriculum and policy to assist families' aspirations Te Whāriki, New Zealand’s early childhood national curriculum, is strongly underpinned by sociocultural and ecological theories of development that recognise the significance of families in children’s lives. There are, however, very few national policies that support the holistic nature of the curriculum. In 2006, the first significant recognition by government of the potential for early childhood centres to assist the holistic well-being of a community occurred. A pilot programme was launched that awarded Parent Support and Development contracts to early childhood centres in vulnerable communities. Eight centres took part in the pilot. This paper reports on the impact of a Parent Support and Development contract on a kindergarten ecosystem, highlighting ways in which the ecological systems of the community were strengthened.

year: 2012

title: The Mātauranga Māori in Mathematics Directive: Exploring the place of mātauranga Māori in Mathematics teaching and learning

authors: Williams, Jessica Elizabeth

subjects: mathematics education

abstract: This thesis explores issues concerning mātauranga Māori in mathematics teaching and learning here in Aotearoa. The Ministry of Education has directed that mana ōrite mō te mātauranga Māori be embedded in teaching, learning, and assessment. Thus, this research primarily aims to understand the development leading to the directive of including mātauranga Māori in education policies. For the English-medium secondary education settings, the second and third aims of this research are to explore what mātauranga Māori means to teachers of mathematics and to consider the connections between mātauranga Māori and mathematics teaching and learning. To investigate these aims, a semi-structured group discussion with four secondary mathematics teachers from an English-medium setting was conducted. The results of this thesis highlight the confusion and challenges secondary mathematics educators have toward defining, and subsequently, implementing mātauranga Māori in their classrooms. This thesis also found that there is enthusiasm and interest around learning how to ensure indigenous and marginalised learners reach their mathematics potential. Believing that indigenous worldviews have the potential to shift education outcomes for minority learners, this thesis adds to literature related to indigenous education, secondary mathematics education, and English-medium education of Māori learners.

text: The Mātauranga Māori in Mathematics Directive: Exploring the place of mātauranga Māori in Mathematics teaching and learning This thesis explores issues concerning mātauranga Māori in mathematics teaching and learning here in Aotearoa. The Ministry of Education has directed that mana ōrite mō te mātauranga Māori be embedded in teaching, learning, and assessment. Thus, this research primarily aims to understand the development leading to the directive of including mātauranga Māori in education policies. For the English-medium secondary education settings, the second and third aims of this research are to explore what mātauranga Māori means to teachers of mathematics and to consider the connections between mātauranga Māori and mathematics teaching and learning. To investigate these aims, a semi-structured group discussion with four secondary mathematics teachers from an English-medium setting was conducted. The results of this thesis highlight the confusion and challenges secondary mathematics educators have toward defining, and subsequently, implementing mātauranga Māori in their classrooms. This thesis also found that there is enthusiasm and interest around learning how to ensure indigenous and marginalised learners reach their mathematics potential. Believing that indigenous worldviews have the potential to shift education outcomes for minority learners, this thesis adds to literature related to indigenous education, secondary mathematics education, and English-medium education of Māori learners.

year: 2023