title: Constraints on the evolution of Taranaki Fault from thermochronology and basin analysis: Implications for the Taranaki Fault play

authors: Kamp, Peter J.J.

subjects: Taranaki Basin

abstract: Taranaki Fault is the major structure defining the eastern margin of Taranaki Basin and marks the juxtaposition of basement with the Late Cretaceous-Paleogene succession in the basin. Although the timing of the basement over-thrusting on Taranaki Fault and subsequent marine onlap on to the basement block are well constrained as having occurred during the Early Miocene, the age of formation of this major structure, its character, displacement history and associated regional vertical movement during the Late Cretaceous- Recent are otherwise poorly known. Here we have applied (i) apatite fission track thermochronology to Mesozoic basement encountered in exploration holes and in outcrop to constrain the amount and timing of Late Cretaceous-Eocene exhumation of the eastern side of the fault, (ii) basin analysis of the Oligocene and Miocene succession east of the fault to establish the late-Early Miocene - Early Pliocene subsidence history, and (iii), regional porosity-bulk density trends in Neogene mudstone to establish the late uplift and tilting of eastern Taranaki Basin margin, which may have been associated with the main period of charge of the underlying Taranaki Fault play.
We make the following conclusions that may be useful in assessing the viability of the Taranaki Fault play. (1) Mid-Cretaceous Taniwha Formation, intersected in Te Ranga-1 was formerly extensive across the western half of the Kawhia Syncline between Port Waikato and Awakino. (2) Taranaki Fault first formed as a normalfault during the Late Cretaceous around 85±10 Ma, and formed the eastern boundary of the Taranaki Rift-Transform basin. (3) Manganui Fault, located onshore north of Awakino, formed as a steeply east dipping reverse fault and accommodated about four km of displacement during the mid-Cretaceous. (4) Uplift and erosion, involving inversion of Early Oligocene deposits, occurred along the Herangi High during the Late Oligocene. This may have been associated with initial reverse movement on Taranaki Fault. (5) During the Early Miocene (Otaian Stage) the Taranaki and Manganui Faults accommodated the westward transport of Murihiku basement into the eastern margin of Taranaki Basin, but the amount of topography generated over the Herangi High can only have been a few hundred metres in elevation. (6) The Altonian (19-16 Ma) marked the start of the collapse of the eastern margin of Taranaki Basin that lead during the Middle Miocene to the eastward retrogradation of the continental margin wedge into the King Country region. During the Late Miocene, from about 11 Ma, a thick shelf-slope continental margin wedge prograded northward into the King Country region and infilled it (Mt Messenger, Urenui, Kiore and Matemateaonga Formations). (7) During the Pliocene and Pleistocene the whole of central New Zealand, including the eastern margin of Taranaki Basin, became involved in long wavelength up-doming with 1-2 km erosion of much of the Neogene succession in the King Country region. This regionally elevated the Taranaki Fault play into which hydrocarbons may have migrated from the Northern Graben region.

text: Constraints on the evolution of Taranaki Fault from thermochronology and basin analysis: Implications for the Taranaki Fault play Taranaki Fault is the major structure defining the eastern margin of Taranaki Basin and marks the juxtaposition of basement with the Late Cretaceous-Paleogene succession in the basin. Although the timing of the basement over-thrusting on Taranaki Fault and subsequent marine onlap on to the basement block are well constrained as having occurred during the Early Miocene, the age of formation of this major structure, its character, displacement history and associated regional vertical movement during the Late Cretaceous- Recent are otherwise poorly known. Here we have applied (i) apatite fission track thermochronology to Mesozoic basement encountered in exploration holes and in outcrop to constrain the amount and timing of Late Cretaceous-Eocene exhumation of the eastern side of the fault, (ii) basin analysis of the Oligocene and Miocene succession east of the fault to establish the late-Early Miocene - Early Pliocene subsidence history, and (iii), regional porosity-bulk density trends in Neogene mudstone to establish the late uplift and tilting of eastern Taranaki Basin margin, which may have been associated with the main period of charge of the underlying Taranaki Fault play.
We make the following conclusions that may be useful in assessing the viability of the Taranaki Fault play. (1) Mid-Cretaceous Taniwha Formation, intersected in Te Ranga-1 was formerly extensive across the western half of the Kawhia Syncline between Port Waikato and Awakino. (2) Taranaki Fault first formed as a normalfault during the Late Cretaceous around 85±10 Ma, and formed the eastern boundary of the Taranaki Rift-Transform basin. (3) Manganui Fault, located onshore north of Awakino, formed as a steeply east dipping reverse fault and accommodated about four km of displacement during the mid-Cretaceous. (4) Uplift and erosion, involving inversion of Early Oligocene deposits, occurred along the Herangi High during the Late Oligocene. This may have been associated with initial reverse movement on Taranaki Fault. (5) During the Early Miocene (Otaian Stage) the Taranaki and Manganui Faults accommodated the westward transport of Murihiku basement into the eastern margin of Taranaki Basin, but the amount of topography generated over the Herangi High can only have been a few hundred metres in elevation. (6) The Altonian (19-16 Ma) marked the start of the collapse of the eastern margin of Taranaki Basin that lead during the Middle Miocene to the eastward retrogradation of the continental margin wedge into the King Country region. During the Late Miocene, from about 11 Ma, a thick shelf-slope continental margin wedge prograded northward into the King Country region and infilled it (Mt Messenger, Urenui, Kiore and Matemateaonga Formations). (7) During the Pliocene and Pleistocene the whole of central New Zealand, including the eastern margin of Taranaki Basin, became involved in long wavelength up-doming with 1-2 km erosion of much of the Neogene succession in the King Country region. This regionally elevated the Taranaki Fault play into which hydrocarbons may have migrated from the Northern Graben region.

year: 2004

title: Talking in circles: Examining co-rumination in parent-child reminiscing and future event conversations as an intergenerational transmission pathway for internalising symptoms

authors: Wither, Adria

subjects: middle childhood

abstract: Middle childhood is a salient period of development (Mah & Ford-Jones, 2012). Internalising difficulties such as depression and anxiety often occur before the age of 15 (Lijster et al., 2017; Liu et al., 2011), and the burden of these difficulties continue into adolescence and adulthood (Caputi & Schoenborn, 2018; Garber & Horowitz, 2002). Previous research highlights the integral role that parent-child interactions play in the development of mental health concerns in children (Eisenberg et al., 1998; Goodman & Gotlib, 1999), with the discussion of emotions identified as a pathway which might support children’s capacity to cope with emotional distress and buffer against the development of mental health difficulties in children (Bray et al., under review; Russell et al., 2024b; Swetlitz et al., 2021). On the other hand, parents may pass on their own cognitive biases through conversations about emotions with their child (Bray et al., under review). This study aimed to examine co-rumination within parent-child conversations about past and future negative emotional events, and whether this might act as a potential pathway for the intergenerational transmission of internalising difficulties between parents and their children. Participants were parent-child dyads from New Zealand (n = 51) and Australia (n = 54). Children were aged between 8 and 12-years-old. Parents and children completed relevant measures for mental
health difficulties and engaged in two reminiscing conversations (one positive and one negative) and two future event conversations (one positive and one negative). Parent-child
conversations were coded for co-rumination utilising an adapted co-rumination coding scheme (Rose et al., 2014). A series of Pearson correlations and simple mediation models
were conducted to examine associations between parent and child mental health and co-rumination, and to test a potential pathway of intergenerational transmission of internalising difficulties through co-rumination. Results indicated that parent and child rumination were correlated, suggesting a dyadic style of rumination developing during middle childhood. No empirical support was identified for an indirect effect of parent to child internalising symptoms through co-rumination. Recommendations for future research are discussed.

text: Talking in circles: Examining co-rumination in parent-child reminiscing and future event conversations as an intergenerational transmission pathway for internalising symptoms Middle childhood is a salient period of development (Mah & Ford-Jones, 2012). Internalising difficulties such as depression and anxiety often occur before the age of 15 (Lijster et al., 2017; Liu et al., 2011), and the burden of these difficulties continue into adolescence and adulthood (Caputi & Schoenborn, 2018; Garber & Horowitz, 2002). Previous research highlights the integral role that parent-child interactions play in the development of mental health concerns in children (Eisenberg et al., 1998; Goodman & Gotlib, 1999), with the discussion of emotions identified as a pathway which might support children’s capacity to cope with emotional distress and buffer against the development of mental health difficulties in children (Bray et al., under review; Russell et al., 2024b; Swetlitz et al., 2021). On the other hand, parents may pass on their own cognitive biases through conversations about emotions with their child (Bray et al., under review). This study aimed to examine co-rumination within parent-child conversations about past and future negative emotional events, and whether this might act as a potential pathway for the intergenerational transmission of internalising difficulties between parents and their children. Participants were parent-child dyads from New Zealand (n = 51) and Australia (n = 54). Children were aged between 8 and 12-years-old. Parents and children completed relevant measures for mental
health difficulties and engaged in two reminiscing conversations (one positive and one negative) and two future event conversations (one positive and one negative). Parent-child
conversations were coded for co-rumination utilising an adapted co-rumination coding scheme (Rose et al., 2014). A series of Pearson correlations and simple mediation models
were conducted to examine associations between parent and child mental health and co-rumination, and to test a potential pathway of intergenerational transmission of internalising difficulties through co-rumination. Results indicated that parent and child rumination were correlated, suggesting a dyadic style of rumination developing during middle childhood. No empirical support was identified for an indirect effect of parent to child internalising symptoms through co-rumination. Recommendations for future research are discussed.

year: 2025

title: Building bridges - seeking collaboration with a Maori community

authors: Hohneck, Deborah

subjects: Maori community collaboration

abstract: The context for this thesis is the pressing need to help mainstream schools become more proactive and culturally responsive in how they engage with the whānau of their Māori pupils. 
The thesis examines how the author, a facilitator within the Te Kotahitanga Professional Development project, established a responsive and dialogic relationship with a local Māori community, so that the school could more fully support the educational achievements of its Māori students in mainstream classes. She explored ways to build “educationally powerful connections” with whānau. Initially, there was little interaction with Māori families through the traditional formats that this school was employing. She describes her personal journey of learning to engage with whānau members outside of the school context, and to work collaboratively with them to find more effective solutions.
In the first part of the thesis the author examines literature which helps to understand important differences between Pākehā and Māori ‘World Views’, and the reluctance that many Māori feel to engage with Pākehā institutions. She documents how she and whānau members, working together, identified contexts and cultural processes (tikanga) that enabled this collaborative research project to proceed in a culturally responsive way. 
In the second part of the thesis the author examines the particular culturally-grounded learning events and experiences that she encountered along the way. Concurrently with this identification and reporting of events and experiences, she reflects on how these events and experiences impacted on her professional practice, and on her professional and personal identities. The author also considers what implications her collaborative research journey with Māori colleagues and friends and learning might have for school leaders and whānau members in other schools. 
Throughout the thesis, the author sustains a metaphor of bridge building. This metaphor helps to appreciate how, although starting from quite different cultural locations and positions at either end of the bridge, members of both cultures were able to meet in the middle and find respectful and trusting ways of working together.

text: Building bridges - seeking collaboration with a Maori community The context for this thesis is the pressing need to help mainstream schools become more proactive and culturally responsive in how they engage with the whānau of their Māori pupils. 
The thesis examines how the author, a facilitator within the Te Kotahitanga Professional Development project, established a responsive and dialogic relationship with a local Māori community, so that the school could more fully support the educational achievements of its Māori students in mainstream classes. She explored ways to build “educationally powerful connections” with whānau. Initially, there was little interaction with Māori families through the traditional formats that this school was employing. She describes her personal journey of learning to engage with whānau members outside of the school context, and to work collaboratively with them to find more effective solutions.
In the first part of the thesis the author examines literature which helps to understand important differences between Pākehā and Māori ‘World Views’, and the reluctance that many Māori feel to engage with Pākehā institutions. She documents how she and whānau members, working together, identified contexts and cultural processes (tikanga) that enabled this collaborative research project to proceed in a culturally responsive way. 
In the second part of the thesis the author examines the particular culturally-grounded learning events and experiences that she encountered along the way. Concurrently with this identification and reporting of events and experiences, she reflects on how these events and experiences impacted on her professional practice, and on her professional and personal identities. The author also considers what implications her collaborative research journey with Māori colleagues and friends and learning might have for school leaders and whānau members in other schools. 
Throughout the thesis, the author sustains a metaphor of bridge building. This metaphor helps to appreciate how, although starting from quite different cultural locations and positions at either end of the bridge, members of both cultures were able to meet in the middle and find respectful and trusting ways of working together.

year: 2013