title: Macrofossils and pollen representing forests of the pre-Taupo volcanic eruption (c. 1850 yr BP) era at Pureora and Benneydale, central North Island, New Zealand.

authors: Clarkson, Beverley R.

subjects: macrofossil

abstract: Micro- and macrofossil data from the remains of forests overwhelmed and buried at Pureora and Benneydale during the Taupo eruption (c. 1850 conventional radiocarbon yr BP) were compared. Classification of relative abundance data separated the techniques, rather than the locations, because the two primary clusters comprised pollen and litter/wood. This indicates that the pollen:litter/wood within-site comparisons (Pureora and Benneydale are 20 km apart) are not reliable. Plant macrofossils represented mainly local vegetation, while pollen assemblages represented a combination of local and regional vegetation. However, using ranked abundance and presence/absence data, both macrofossils and pollen at Pureora and Benneydale indicated conifer/broadleaved forest, of similar forest type and species composition at each site. This suggests that the forests destroyed by the eruption were typical of mid-altitude west Taupo forests, and that either data set (pollen or macrofossils) would have been adequate for regional forest interpretation.
The representation of c. 1850 yr BP pollen from the known buried forest taxa was generally consistent with trends determined by modern comparisons between pollen and their source vegetation, but with a few exceptions.
A pollen profile from between the Mamaku Tephra (c. 7250 yr BP) and the Taupo Ignimbrite indicated that the Benneydale forest had been markedly different in species dominance compared with the forest that was destroyed during the Taupo eruption. These differences probably reflect changes in drainage, and improvements in climate and/or soil fertility over the middle Holocene.

text: Macrofossils and pollen representing forests of the pre-Taupo volcanic eruption (c. 1850 yr BP) era at Pureora and Benneydale, central North Island, New Zealand. Micro- and macrofossil data from the remains of forests overwhelmed and buried at Pureora and Benneydale during the Taupo eruption (c. 1850 conventional radiocarbon yr BP) were compared. Classification of relative abundance data separated the techniques, rather than the locations, because the two primary clusters comprised pollen and litter/wood. This indicates that the pollen:litter/wood within-site comparisons (Pureora and Benneydale are 20 km apart) are not reliable. Plant macrofossils represented mainly local vegetation, while pollen assemblages represented a combination of local and regional vegetation. However, using ranked abundance and presence/absence data, both macrofossils and pollen at Pureora and Benneydale indicated conifer/broadleaved forest, of similar forest type and species composition at each site. This suggests that the forests destroyed by the eruption were typical of mid-altitude west Taupo forests, and that either data set (pollen or macrofossils) would have been adequate for regional forest interpretation.
The representation of c. 1850 yr BP pollen from the known buried forest taxa was generally consistent with trends determined by modern comparisons between pollen and their source vegetation, but with a few exceptions.
A pollen profile from between the Mamaku Tephra (c. 7250 yr BP) and the Taupo Ignimbrite indicated that the Benneydale forest had been markedly different in species dominance compared with the forest that was destroyed during the Taupo eruption. These differences probably reflect changes in drainage, and improvements in climate and/or soil fertility over the middle Holocene.

year: 1995-06-01

title: FLAX: Flexible and open corpus-based language collections development

authors: Fitzgerald, Alannah

subjects: FLAX

abstract: In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices.

text: FLAX: Flexible and open corpus-based language collections development In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices.

year: 2015

title: Rangatiratanga - Kawanatanga: Dealing with rhetoric

authors: Nikora, Linda Waimarie

abstract: Numbered among the few Maori appointed to an academic position during the late 1980s, I have seen our discipline and profession, in all its awkward self-consciousness, make genuine attempts to grapple the respond to questions and challenges delivered by Maori and Pakeha alike.  For example, Where is the Maori content in courses?  Why aren’t Maori graduating from professional training programmes?  Why are there not more Maori academics? Where is the place/space for Maori as practitioners, academics, researchers and decision-makers?  Why does it seem that Maori are always on the ‘client’ side of the professional/client equation?  Where are the Maori men?  In responding to these persistent challenges the professional and discipline in Aotearoa/New Zealand has been irreversibly changed, in my opinion.  The change has not been dramatic (psychology is somewhat averse to self-promotion) but, of those changes that have occurred, a definite contribution has been made to advancing Maori development, to building a more bicultural discipline and practice, and to supporting the strength of the Kawanatanga and Rangatiratanga dynamic whose importance I emphasize here.

text: Rangatiratanga - Kawanatanga: Dealing with rhetoric Numbered among the few Maori appointed to an academic position during the late 1980s, I have seen our discipline and profession, in all its awkward self-consciousness, make genuine attempts to grapple the respond to questions and challenges delivered by Maori and Pakeha alike.  For example, Where is the Maori content in courses?  Why aren’t Maori graduating from professional training programmes?  Why are there not more Maori academics? Where is the place/space for Maori as practitioners, academics, researchers and decision-makers?  Why does it seem that Maori are always on the ‘client’ side of the professional/client equation?  Where are the Maori men?  In responding to these persistent challenges the professional and discipline in Aotearoa/New Zealand has been irreversibly changed, in my opinion.  The change has not been dramatic (psychology is somewhat averse to self-promotion) but, of those changes that have occurred, a definite contribution has been made to advancing Maori development, to building a more bicultural discipline and practice, and to supporting the strength of the Kawanatanga and Rangatiratanga dynamic whose importance I emphasize here.

year: 2001