title: A composite pollen-based stratotype for inter-regional evaluation of climatic events in New Zealand over the past 30,000 years (NZ-INTIMATE project)

authors: Barrell, David J.A.

subjects: Paleoclimate

abstract: Our review of paleoclimate information for New Zealand pertaining to the past 30,000 years has identified a general sequence of climatic events, spanning the onset of cold conditions marking the final phase of the Last Glaciation, through to the emergence to full interglacial conditions in the early Holocene. In order to facilitate more detailed assessments of climate variability and any leads or lags in the timing of climate changes across the region, a composite stratotype is proposed for New Zealand. The stratotype is based on terrestrial stratigraphic records and is intended to provide a standard reference for the intercomparison and evaluation of climate proxy records. We nominate a specific stratigraphic type record for each climatic event, using either natural exposure or drill core stratigraphic sections. Type records were selected on the basis of having very good numerical age control and a clear proxy record. In all cases the main proxy of the type record is subfossil pollen. The type record for the period from ca 30 to ca 18 calendar kiloyears BP (cal. ka BP) is designated in lake-bed sediments from a small morainic kettle lake (Galway tarn) in western South Island. The Galway tarn type record spans a period of full glacial conditions (Last Glacial Coldest Period, LGCP) within the Otira Glaciation, and includes three cold stadials separated by two cool interstadials. The type record for the emergence from glacial conditions following the termination of the Last Glaciation (post-Termination amelioration) is in a core of lake sediments from a maar (Pukaki volcanic crater) in Auckland, northern North Island, and spans from ca 18 to 15.64 ± 0.41 cal. ka BP. The type record for the Lateglacial period is an exposure of interbedded peat and mud at montane Kaipo bog, eastern North Island. In this high-resolution type record, an initial mild period was succeeded at 13.74 ± 0.13 cal. ka BP by a cooler period, which after 12.55 ± 0.14 cal. ka BP gave way to a progressive ascent to full interglacial conditions that were achieved by 11.88 ± 0.18 cal. ka BP. Although a type section is not formally designated for the Holocene Interglacial (11.88 ± 0.18 cal. ka BP to the present day), the sedimentary record of Lake Maratoto on the Waikato lowlands, northwestern North Island, is identified as a prospective type section pending the integration and updating of existing stratigraphic and proxy datasets, and age models. The type records are interconnected by one or more dated tephra layers, the ages of which are derived from Bayesian depositional modelling and OxCal-based calibrations using the IntCal09 dataset. Along with the type sections and the Lake Maratoto record, important, well-dated terrestrial reference records are provided for each climate event. Climate proxies from these reference records include pollen flora, stable isotopes from speleothems, beetle and chironomid fauna, and glacier moraines. The regional composite stratotype provides a benchmark against which to compare other records and proxies. Based on the composite stratotype, we provide an updated climate event stratigraphic classification for the New Zealand region. The stratotype and event classification are not intended to act as definitive statements of paleoclimate history for the New Zealand region, but rather provide a firm baseline against which to compare other records including those from the marine realm.

text: A composite pollen-based stratotype for inter-regional evaluation of climatic events in New Zealand over the past 30,000 years (NZ-INTIMATE project) Our review of paleoclimate information for New Zealand pertaining to the past 30,000 years has identified a general sequence of climatic events, spanning the onset of cold conditions marking the final phase of the Last Glaciation, through to the emergence to full interglacial conditions in the early Holocene. In order to facilitate more detailed assessments of climate variability and any leads or lags in the timing of climate changes across the region, a composite stratotype is proposed for New Zealand. The stratotype is based on terrestrial stratigraphic records and is intended to provide a standard reference for the intercomparison and evaluation of climate proxy records. We nominate a specific stratigraphic type record for each climatic event, using either natural exposure or drill core stratigraphic sections. Type records were selected on the basis of having very good numerical age control and a clear proxy record. In all cases the main proxy of the type record is subfossil pollen. The type record for the period from ca 30 to ca 18 calendar kiloyears BP (cal. ka BP) is designated in lake-bed sediments from a small morainic kettle lake (Galway tarn) in western South Island. The Galway tarn type record spans a period of full glacial conditions (Last Glacial Coldest Period, LGCP) within the Otira Glaciation, and includes three cold stadials separated by two cool interstadials. The type record for the emergence from glacial conditions following the termination of the Last Glaciation (post-Termination amelioration) is in a core of lake sediments from a maar (Pukaki volcanic crater) in Auckland, northern North Island, and spans from ca 18 to 15.64 ± 0.41 cal. ka BP. The type record for the Lateglacial period is an exposure of interbedded peat and mud at montane Kaipo bog, eastern North Island. In this high-resolution type record, an initial mild period was succeeded at 13.74 ± 0.13 cal. ka BP by a cooler period, which after 12.55 ± 0.14 cal. ka BP gave way to a progressive ascent to full interglacial conditions that were achieved by 11.88 ± 0.18 cal. ka BP. Although a type section is not formally designated for the Holocene Interglacial (11.88 ± 0.18 cal. ka BP to the present day), the sedimentary record of Lake Maratoto on the Waikato lowlands, northwestern North Island, is identified as a prospective type section pending the integration and updating of existing stratigraphic and proxy datasets, and age models. The type records are interconnected by one or more dated tephra layers, the ages of which are derived from Bayesian depositional modelling and OxCal-based calibrations using the IntCal09 dataset. Along with the type sections and the Lake Maratoto record, important, well-dated terrestrial reference records are provided for each climate event. Climate proxies from these reference records include pollen flora, stable isotopes from speleothems, beetle and chironomid fauna, and glacier moraines. The regional composite stratotype provides a benchmark against which to compare other records and proxies. Based on the composite stratotype, we provide an updated climate event stratigraphic classification for the New Zealand region. The stratotype and event classification are not intended to act as definitive statements of paleoclimate history for the New Zealand region, but rather provide a firm baseline against which to compare other records including those from the marine realm.

year: 2013

title: Personal therapy in psychology training: Perspectives from the practising field

authors: Mills, Briar

subjects: psychologist trainees

abstract: The potential relevance of personal therapy for psychologists in training has long been discussed, yet few empirical studies have explored how it is perceived by psychologists themselves. This study investigated the views of 219 Australian psychologists who had engaged in personal therapy, drawing on their written qualitative responses to a larger online survey distributed across Australia. Thematic analysis was used to explore participants’ perspectives on personal therapy during training. Seven key themes were identified, reflecting diverse views on whether therapy should be required, the challenges and barriers that can affect access, and how stigma or normalisation influence uptake. Participants described how personal therapy during training was viewed as contributing to professional and personal development, enhancing self-awareness, emotional insight, and relational capacities, as well as offering support that extended beyond the limits of supervision. Some also highlighted the protective and sustaining role of therapy and its alignment with professional values. Views on whether therapy should be mandated varied, but many supported increased encouragement and visibility within training contexts. These findings offer timely insight into how psychologists with lived experience of personal therapy reflect on its role during training, highlighting considerations for professional development, trainee wellbeing, and the broader training environment.

text: Personal therapy in psychology training: Perspectives from the practising field The potential relevance of personal therapy for psychologists in training has long been discussed, yet few empirical studies have explored how it is perceived by psychologists themselves. This study investigated the views of 219 Australian psychologists who had engaged in personal therapy, drawing on their written qualitative responses to a larger online survey distributed across Australia. Thematic analysis was used to explore participants’ perspectives on personal therapy during training. Seven key themes were identified, reflecting diverse views on whether therapy should be required, the challenges and barriers that can affect access, and how stigma or normalisation influence uptake. Participants described how personal therapy during training was viewed as contributing to professional and personal development, enhancing self-awareness, emotional insight, and relational capacities, as well as offering support that extended beyond the limits of supervision. Some also highlighted the protective and sustaining role of therapy and its alignment with professional values. Views on whether therapy should be mandated varied, but many supported increased encouragement and visibility within training contexts. These findings offer timely insight into how psychologists with lived experience of personal therapy reflect on its role during training, highlighting considerations for professional development, trainee wellbeing, and the broader training environment.

year: 2025

title: The effectiveness of the silent way method in the teaching of Maori as a second language

authors: Mataira, Katerina

abstract: The socio-linguistic survey of Benton (1979) provides evidence to show that the continued existence of the Maori language is seriously threatened.

The national Department of Education is implementing a policy of Maori language and culture studies in schools, but the scale and depth of this commitment is restricted by limited resources and expertise. The schools alone cannot stem the threat to the Maori language.

Harnessing the resources within Maori communities would appear to be a necessary step toward language maintenance. The most useful of these resources are the native speakers of the Maori language.
A community-based training programme aimed at equipping such people for the teaching of Maori as a second language would provide a much needed facility for both community and school.

The only teacher training programme presently available to native speakers of the language is a one year course offered through Teachers Colleges. Since only a select few can avail themselves of this opportunity, there is a need for an alternative training programme which will cater for greater numbers and release more teachers into the community.

A community-based, on the job, periodic training programme with minimal disruptions to family life and work commitments, would probably be preferred to a long-term, institutionalised, away-from-home programme. Initially, the training programme might need to be quite specific, i.e. native speakers might be initiated into the use of a particular language teaching method and programme which has been planned, tested and found to be suitable.

Given a highly specific programme, trainees might be able to start·teaching after an initial short course of a week. Thereafter, training sessions could be paced and spaced so that teachers could continue to grow in strength and expertise as their experience increased.

The quest for a suitable method has been the focus of my studies for four years. It has brought me to investigate both the conventional and unconventional approaches to foreign language teaching, along with their linguistic, psychological and pedagogical bases. Of these a method which strikes me as having considerable potential as a teaching tool in the hands of native speakers, is Gattegno's Silent Way approach.

The experiment described in this thesis is part of the total investigation. It is an attempt to evaluate the effectiveness of the Silent Way as a teaching/learning instrument for second language acquisition. The teaching strategies of the Silent Way are measured against the opposing strategies of an eclectic approach.

Two Form I classes of randomly assigned pupils were used for the experiment. The Maori language was taught to Class S.W. using the Silent Way method, and to Class E. using an Eclectic method.

A total of 30 hours was used for the experiment, 20 hours for the language component and 10 hours for a culture component. Tests were administered to measure the achievement of subjects in the language areas of listening, speaking, writing and reading.

Significant differences between the groups were noted on all measures except on the measure for fluency. The children taught through the Silent Way method made significantly greater gains than the children taught through the Eclectic method.

text: The effectiveness of the silent way method in the teaching of Maori as a second language The socio-linguistic survey of Benton (1979) provides evidence to show that the continued existence of the Maori language is seriously threatened.

The national Department of Education is implementing a policy of Maori language and culture studies in schools, but the scale and depth of this commitment is restricted by limited resources and expertise. The schools alone cannot stem the threat to the Maori language.

Harnessing the resources within Maori communities would appear to be a necessary step toward language maintenance. The most useful of these resources are the native speakers of the Maori language.
A community-based training programme aimed at equipping such people for the teaching of Maori as a second language would provide a much needed facility for both community and school.

The only teacher training programme presently available to native speakers of the language is a one year course offered through Teachers Colleges. Since only a select few can avail themselves of this opportunity, there is a need for an alternative training programme which will cater for greater numbers and release more teachers into the community.

A community-based, on the job, periodic training programme with minimal disruptions to family life and work commitments, would probably be preferred to a long-term, institutionalised, away-from-home programme. Initially, the training programme might need to be quite specific, i.e. native speakers might be initiated into the use of a particular language teaching method and programme which has been planned, tested and found to be suitable.

Given a highly specific programme, trainees might be able to start·teaching after an initial short course of a week. Thereafter, training sessions could be paced and spaced so that teachers could continue to grow in strength and expertise as their experience increased.

The quest for a suitable method has been the focus of my studies for four years. It has brought me to investigate both the conventional and unconventional approaches to foreign language teaching, along with their linguistic, psychological and pedagogical bases. Of these a method which strikes me as having considerable potential as a teaching tool in the hands of native speakers, is Gattegno's Silent Way approach.

The experiment described in this thesis is part of the total investigation. It is an attempt to evaluate the effectiveness of the Silent Way as a teaching/learning instrument for second language acquisition. The teaching strategies of the Silent Way are measured against the opposing strategies of an eclectic approach.

Two Form I classes of randomly assigned pupils were used for the experiment. The Maori language was taught to Class S.W. using the Silent Way method, and to Class E. using an Eclectic method.

A total of 30 hours was used for the experiment, 20 hours for the language component and 10 hours for a culture component. Tests were administered to measure the achievement of subjects in the language areas of listening, speaking, writing and reading.

Significant differences between the groups were noted on all measures except on the measure for fluency. The children taught through the Silent Way method made significantly greater gains than the children taught through the Eclectic method.

year: 1980