title: Characterisation and paleoclimatic signals within tephric loess deposits aged between c. 33 to 9.5 cal ka in the Rotorua area, northern New Zealand

authors: Lanigan, Kerri Miriam

subjects: tephrochronology

abstract: I studied tephric loess deposits aged between c. 33 and 9.5 cal ka in the Rotorua region, north-east central North Island. I produced a stratigraphic framework for the loess deposits and characterised them using a range of field and laboratory methods to develop a multi-proxy paleoclimatic reconstruction for the region. A number of key tephra marker layers, including Kawakawa (c. 25.4 cal ka), Te Rere (c. 25.2 cal ka), Okareka (c. 21.9 cal ka), Rerewhakaaitu (c. 17.5 cal ka), Rotorua (c. 15.6 cal ka), Waiohau (c. 13.6 cal ka) and Rotoma (c. 9.5 cal ka) tephras, were used as isochronous tie-points within the loess deposits and to provide ages within the loess. In contrast to those of previous studies, the findings from my study suggest that loess deposition continued at some sites in the Rotorua region until c. 9.5 cal ka. The average rate of loess accumulation was about 2.3 cm per century. The thickest loess sequence deposited between c. 33 and 9.5 cal ka was about 4.3 metres (tephra-free thickness) at Dansey Rd. In general, the tephric loess deposits are largely massive, silty and often yellowish brown, dull yellowish brown or dull yellow orange in colour (Munsell colour codes 10YR 5/4, 5/6, 5/8 or 6/4). Paleoclimate proxy analyses of the loess included grain size, accumulation rates, phytolith analysis, magnetic susceptibility, total carbon content, carbon isotopes and potassium content. 

The results from my study suggest that the Rotorua region underwent a change from relatively warm, wet and less windy interstadial conditions to relatively cold, dry and more windy stadial conditions (indicative of the beginning of the extended-last glacial maximum) at c. 25.4 cal ka (about the time of deposition of the Kawakawa Tephra). Between c. 25.4 and 18.4 cal ka, stadial conditions likely dominated, although climate was also variable, and results suggest that two short-lived interstadials, centred around c. 23 cal ka and c. 21 cal ka, may have occurred. Stadial conditions appear to have ended at c. 18.4 cal ka when conditions became relatively warmer, wetter and less windy (likely indicative of last glacial – interglacial transition conditions). However, during these warming conditions, between c. 13.8—12.8 cal ka, results suggest that conditions became temporarily relatively cooler and drier (indicative of the late glacial reversal). In general, there is good support from the New Zealand climate event stratigraphy (CES) (D.J. Barrell and others in preparation. “The sequence of climatic events in New Zealand over the past 30 000 years – a composite stratotype for regional correlation and comparison.” Quaternary Science Reviews [Australasian INTIMATE issue]) and other North Island paleoclimate records for these three broad changes in climate from interstadial to stadial and back to interstadial (and possibly interglacial) conditions during this time. However, the exact timing of these broad changes as well as that of the shorter-lived climatic variations are not perfectly synchronised with the timing of similar changes in the CES and other North Island records.

text: Characterisation and paleoclimatic signals within tephric loess deposits aged between c. 33 to 9.5 cal ka in the Rotorua area, northern New Zealand I studied tephric loess deposits aged between c. 33 and 9.5 cal ka in the Rotorua region, north-east central North Island. I produced a stratigraphic framework for the loess deposits and characterised them using a range of field and laboratory methods to develop a multi-proxy paleoclimatic reconstruction for the region. A number of key tephra marker layers, including Kawakawa (c. 25.4 cal ka), Te Rere (c. 25.2 cal ka), Okareka (c. 21.9 cal ka), Rerewhakaaitu (c. 17.5 cal ka), Rotorua (c. 15.6 cal ka), Waiohau (c. 13.6 cal ka) and Rotoma (c. 9.5 cal ka) tephras, were used as isochronous tie-points within the loess deposits and to provide ages within the loess. In contrast to those of previous studies, the findings from my study suggest that loess deposition continued at some sites in the Rotorua region until c. 9.5 cal ka. The average rate of loess accumulation was about 2.3 cm per century. The thickest loess sequence deposited between c. 33 and 9.5 cal ka was about 4.3 metres (tephra-free thickness) at Dansey Rd. In general, the tephric loess deposits are largely massive, silty and often yellowish brown, dull yellowish brown or dull yellow orange in colour (Munsell colour codes 10YR 5/4, 5/6, 5/8 or 6/4). Paleoclimate proxy analyses of the loess included grain size, accumulation rates, phytolith analysis, magnetic susceptibility, total carbon content, carbon isotopes and potassium content. 

The results from my study suggest that the Rotorua region underwent a change from relatively warm, wet and less windy interstadial conditions to relatively cold, dry and more windy stadial conditions (indicative of the beginning of the extended-last glacial maximum) at c. 25.4 cal ka (about the time of deposition of the Kawakawa Tephra). Between c. 25.4 and 18.4 cal ka, stadial conditions likely dominated, although climate was also variable, and results suggest that two short-lived interstadials, centred around c. 23 cal ka and c. 21 cal ka, may have occurred. Stadial conditions appear to have ended at c. 18.4 cal ka when conditions became relatively warmer, wetter and less windy (likely indicative of last glacial – interglacial transition conditions). However, during these warming conditions, between c. 13.8—12.8 cal ka, results suggest that conditions became temporarily relatively cooler and drier (indicative of the late glacial reversal). In general, there is good support from the New Zealand climate event stratigraphy (CES) (D.J. Barrell and others in preparation. “The sequence of climatic events in New Zealand over the past 30 000 years – a composite stratotype for regional correlation and comparison.” Quaternary Science Reviews [Australasian INTIMATE issue]) and other North Island paleoclimate records for these three broad changes in climate from interstadial to stadial and back to interstadial (and possibly interglacial) conditions during this time. However, the exact timing of these broad changes as well as that of the shorter-lived climatic variations are not perfectly synchronised with the timing of similar changes in the CES and other North Island records.

year: 2012

title: Using augmented reality to enhance children’s books

authors: Vanderschantz, Nicholas

subjects: computer science

abstract: This paper reports a case study on using Augmented Reality in children's books in which we explored the use of various types of interactions at different levels. The paper describes the design process and the insights gained through investigations into the requirements for enhancing children’s books with Augmented Reality. Using evidence from the literature along with our own observations, an interaction design model and resulting interface design are developed to explore interactivity in printed books using Augmented Reality. We report on an expert walk-through and discuss possible improvements and implications from our case study.

text: Using augmented reality to enhance children’s books This paper reports a case study on using Augmented Reality in children's books in which we explored the use of various types of interactions at different levels. The paper describes the design process and the insights gained through investigations into the requirements for enhancing children’s books with Augmented Reality. Using evidence from the literature along with our own observations, an interaction design model and resulting interface design are developed to explore interactivity in printed books using Augmented Reality. We report on an expert walk-through and discuss possible improvements and implications from our case study.

year: 2018

title: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education

authors: Rathore, Devika

abstract: An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

text: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

year: 2024