title: Where geology meets pedology: Late Quaternary tephras, loess, and paleosols in the Mamaku Plateau and Lake Rerewhakaaitu areas

authors: Lowe, David J.

abstract: On this trip we focus on tephrostratigraphy and soil stratigraphy together with aspects of palaeoenvironmental reconstruction over long and short time-spans. We will examine the relationship between the deposition of tephras and tephric loess and the formation of soils in these deposits as they accumulate, either incrementally (millimetre by millimetre) or as thicker layers, in a process known as upbuilding pedogenesis. Development of age models for the eruption of marker tephras, and of the new climate event stratigraphy for New Zealand within the NZ-INTIMATE project (Integration of ice-core, marine, and terrestrial records for New Zealand since 30,000 years ago), will also be touched upon.

text: Where geology meets pedology: Late Quaternary tephras, loess, and paleosols in the Mamaku Plateau and Lake Rerewhakaaitu areas On this trip we focus on tephrostratigraphy and soil stratigraphy together with aspects of palaeoenvironmental reconstruction over long and short time-spans. We will examine the relationship between the deposition of tephras and tephric loess and the formation of soils in these deposits as they accumulate, either incrementally (millimetre by millimetre) or as thicker layers, in a process known as upbuilding pedogenesis. Development of age models for the eruption of marker tephras, and of the new climate event stratigraphy for New Zealand within the NZ-INTIMATE project (Integration of ice-core, marine, and terrestrial records for New Zealand since 30,000 years ago), will also be touched upon.

year: 2012

title: Isolation and identification of pectenotoxins-13 and -14 from Dinophysis acuta in New Zealand

authors: Miles, Christopher O.

subjects: Dinophysis acuta

abstract: Two novel pectenotoxins (PTXs), PTX-13 and -14, were isolated from extracts of Dinophysis acuta collected from the west coast of South Island, New Zealand. The compounds were identified as oxidized analogues of PTX-2 by NMR spectroscopic and LC-MS studies. PTX-13 (32R-hydroxyPTX-2) corresponds to the unidentified analogue PTX-11x reported by [Suzuki et al., 2003. Liquid chromatography-mass spectrometry of spiroketal stereoisomers of pectenotoxins and the analysis of novel pectenotoxin isomers in the toxic dinoflagellate Dinophysis acuta from New Zealand. J. Chromatogr. A 992, 141–150]. PTX-13 underwent slow deuteration at the 13β-position during NMR analysis. PTX-14 corresponds to the 32,36-dehydration product of PTX-13, and may be an artifact.

text: Isolation and identification of pectenotoxins-13 and -14 from Dinophysis acuta in New Zealand Two novel pectenotoxins (PTXs), PTX-13 and -14, were isolated from extracts of Dinophysis acuta collected from the west coast of South Island, New Zealand. The compounds were identified as oxidized analogues of PTX-2 by NMR spectroscopic and LC-MS studies. PTX-13 (32R-hydroxyPTX-2) corresponds to the unidentified analogue PTX-11x reported by [Suzuki et al., 2003. Liquid chromatography-mass spectrometry of spiroketal stereoisomers of pectenotoxins and the analysis of novel pectenotoxin isomers in the toxic dinoflagellate Dinophysis acuta from New Zealand. J. Chromatogr. A 992, 141–150]. PTX-13 underwent slow deuteration at the 13β-position during NMR analysis. PTX-14 corresponds to the 32,36-dehydration product of PTX-13, and may be an artifact.

year: 2006-08

title: Context counts : leading educational reform in New Zealand secondary schools

authors: Morrison, Michele

subjects: context

abstract: Educational leadership and organisational literature is replete with syntheses of effective leader behaviours, change sequences and reform models, yet few studies explore the nuanced manner in which individual leaders make sense of and respond to the dynamic influences shaping their thinking and practice over time. In posing the question, how do principals experience leadership during periods of intentional educational change, this study gains insight into the lived experience of five New Zealand secondary school principals as they lead school wide implementation of Phase 5 Te Kotahitanga, a reform initiative designed to reduce disparities in the educational achievement of indigenous Māori students through the introduction of a culturally responsive pedagogy of relations. The case narratives arising from a three year dialogue with participants examine the genesis of each principal’s commitment to equity in educational access, opportunity and outcome; their evolving thinking and practice; and the manner in which people and structures within each school field enable and constrain their leadership endeavours. Findings demonstrate that leading counter-hegemonic change is a situated, complex and demanding undertaking, the intensity of which eludes much of the leadership and change literature. Hermeneutic reading of these rich qualitative accounts of lived experience suggests that, far from being detached observers, leaders both embody and are embedded in context. This exposes the shortcomings of literature that dichotomises the two and makes Bourdieu’s lens on practice as a temporal, embodied, discursive and social activity an important heuristic through which to view the holism of change leadership. The implications arising from this study are fourfold: leadership narratives open windows to natural and vicarious meaning making, personal biography is of central rather than peripheral importance, emotional and micropolitical literacy crucial, and professional mentoring a potentially powerful catalyst in building practice wisdom.

text: Context counts : leading educational reform in New Zealand secondary schools Educational leadership and organisational literature is replete with syntheses of effective leader behaviours, change sequences and reform models, yet few studies explore the nuanced manner in which individual leaders make sense of and respond to the dynamic influences shaping their thinking and practice over time. In posing the question, how do principals experience leadership during periods of intentional educational change, this study gains insight into the lived experience of five New Zealand secondary school principals as they lead school wide implementation of Phase 5 Te Kotahitanga, a reform initiative designed to reduce disparities in the educational achievement of indigenous Māori students through the introduction of a culturally responsive pedagogy of relations. The case narratives arising from a three year dialogue with participants examine the genesis of each principal’s commitment to equity in educational access, opportunity and outcome; their evolving thinking and practice; and the manner in which people and structures within each school field enable and constrain their leadership endeavours. Findings demonstrate that leading counter-hegemonic change is a situated, complex and demanding undertaking, the intensity of which eludes much of the leadership and change literature. Hermeneutic reading of these rich qualitative accounts of lived experience suggests that, far from being detached observers, leaders both embody and are embedded in context. This exposes the shortcomings of literature that dichotomises the two and makes Bourdieu’s lens on practice as a temporal, embodied, discursive and social activity an important heuristic through which to view the holism of change leadership. The implications arising from this study are fourfold: leadership narratives open windows to natural and vicarious meaning making, personal biography is of central rather than peripheral importance, emotional and micropolitical literacy crucial, and professional mentoring a potentially powerful catalyst in building practice wisdom.

year: 2019