title: Oxygen isotopic paleotemperatures across the Runangan—Whaingaroan (Eocene—Oligocene) boundary in a New Zealand shelf sequence

authors: Burns, David A.

subjects: paleotemperatures

abstract: Oxygen isotopic compositions of the tests of mainly benthic foraminifera, from sections of conformable Late Eocene (Runangan) to Early Oligocene (Whaingaroan) shelf mudstones, at both Cape Foulwind and Port Elizabeth, western South Island, indicate. that shelf sea paleotemperatures followed the global open-ocean trend towards a Paleogene minimum near the Eocene-Oligocene boundary. Throughout the latest Eocene, temperatures declined steadily by 3°C, showed a temporary minor warming at the Eocene-Oligocene boundary, dropped sharply by 2°C in the Early Oligocene, and ameliorated significantly later in the Early Oligocene. The qualitative temperature trends for New Zealand shelf waters at this time are similar to those inferred from earlier paleontologic syntheses and limited oxygen isotopic work, but involve a range of temperatures within the warm and cool temperate climatic zones and an absolute temperature depression across the Eocene-Oligocene boundary of only 5°C (from about 17 to 12°C). Results are consistent with isotopic paleotemperatures determined from deep-sea sediment cores south of New Zealand where the cooling is inferred to mark the onset of production of Antarctic bottom waters at near-freezing temperatures. © 1981 Taylor & Francis Group, LLC.

text: Oxygen isotopic paleotemperatures across the Runangan—Whaingaroan (Eocene—Oligocene) boundary in a New Zealand shelf sequence Oxygen isotopic compositions of the tests of mainly benthic foraminifera, from sections of conformable Late Eocene (Runangan) to Early Oligocene (Whaingaroan) shelf mudstones, at both Cape Foulwind and Port Elizabeth, western South Island, indicate. that shelf sea paleotemperatures followed the global open-ocean trend towards a Paleogene minimum near the Eocene-Oligocene boundary. Throughout the latest Eocene, temperatures declined steadily by 3°C, showed a temporary minor warming at the Eocene-Oligocene boundary, dropped sharply by 2°C in the Early Oligocene, and ameliorated significantly later in the Early Oligocene. The qualitative temperature trends for New Zealand shelf waters at this time are similar to those inferred from earlier paleontologic syntheses and limited oxygen isotopic work, but involve a range of temperatures within the warm and cool temperate climatic zones and an absolute temperature depression across the Eocene-Oligocene boundary of only 5°C (from about 17 to 12°C). Results are consistent with isotopic paleotemperatures determined from deep-sea sediment cores south of New Zealand where the cooling is inferred to mark the onset of production of Antarctic bottom waters at near-freezing temperatures. © 1981 Taylor & Francis Group, LLC.

year: 1981-07-01

title: Science, public participation and spin

authors: Ninnes, Ted

subjects: scientific research

abstract: This chapter deals with the relationship between scientific research, government regulation and public perceptions of risk. Two issues that have had a significant public profile and engendered vigorous debate will be discussed to show how the specific dimensions of these varied approaches to the perception of risk unfold. The two issues chosen to illustrate the contradictory and positioned nature of analytical approaches and risk evaluations used by the government, science institutions and the public are dioxin contamination of the environment and its subsequent contested health effects, and conventional versus organic food production and the relationship between these production methods and the consumption of pesticide residues by the general public (once again as an issue concerning public perceptions of health). In each case, scientific research will be discussed to show important ways the science informing wider debates on these topics is a contested field.

text: Science, public participation and spin This chapter deals with the relationship between scientific research, government regulation and public perceptions of risk. Two issues that have had a significant public profile and engendered vigorous debate will be discussed to show how the specific dimensions of these varied approaches to the perception of risk unfold. The two issues chosen to illustrate the contradictory and positioned nature of analytical approaches and risk evaluations used by the government, science institutions and the public are dioxin contamination of the environment and its subsequent contested health effects, and conventional versus organic food production and the relationship between these production methods and the consumption of pesticide residues by the general public (once again as an issue concerning public perceptions of health). In each case, scientific research will be discussed to show important ways the science informing wider debates on these topics is a contested field.

year: 2004

title: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school

authors: Takurua, Nātana

subjects: Maori

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009