title: Thermal history of the early Miocene Waitemata Basin and adjacent Waipapa Group, North Island, New Zealand

authors: Raza, Asaf

subjects: Waitemata Basin

abstract: Apatite fission track (AFT) and vitrinite reflectance (VR) data for early Miocene outcrops from the Waitemata Basin reveal that the basin sequence was subjected to shallow burial before denudation. AFT results suggest that the total sediment thickness within the basin was <=1 km and maximum paleotemperatures during burial never exceeded c. 60deg.C. Statistical analyses of the detrital AFT ages distinguish four dominant sources of sediment supply: contemporaneous volcanism; metagreywacke rocks of the Waipapa Group; the Northland Allochthon; and an unidentified source south of the basin. 
The apatite and zircon fission track results from the Waipapa Group rocks (Gondwana Terrane) adjacent to the basin suggest two discrete phases of accelerated cooling: the first during the early Cretaceous (c. 117 Ma) and the second during the mid Cretaceous (c. 84 Ma). These events probably reflect key stages in the tectonic development of the New Zealand microcontinent during the Cretaceous period, the earlier event being related to the climax of compressional deformation (Rangitata Orogeny) and the latter to extensional tectonism associated with the opening of the Tasman Sea. Waipapa Group rocks now exposed at the surface cooled from maximum paleotemperatures of c. 250deg.C at an estimated rate of c. 180-36deg.C/m.y., involving substantial denudation.

text: Thermal history of the early Miocene Waitemata Basin and adjacent Waipapa Group, North Island, New Zealand Apatite fission track (AFT) and vitrinite reflectance (VR) data for early Miocene outcrops from the Waitemata Basin reveal that the basin sequence was subjected to shallow burial before denudation. AFT results suggest that the total sediment thickness within the basin was <=1 km and maximum paleotemperatures during burial never exceeded c. 60deg.C. Statistical analyses of the detrital AFT ages distinguish four dominant sources of sediment supply: contemporaneous volcanism; metagreywacke rocks of the Waipapa Group; the Northland Allochthon; and an unidentified source south of the basin. 
The apatite and zircon fission track results from the Waipapa Group rocks (Gondwana Terrane) adjacent to the basin suggest two discrete phases of accelerated cooling: the first during the early Cretaceous (c. 117 Ma) and the second during the mid Cretaceous (c. 84 Ma). These events probably reflect key stages in the tectonic development of the New Zealand microcontinent during the Cretaceous period, the earlier event being related to the climax of compressional deformation (Rangitata Orogeny) and the latter to extensional tectonism associated with the opening of the Tasman Sea. Waipapa Group rocks now exposed at the surface cooled from maximum paleotemperatures of c. 250deg.C at an estimated rate of c. 180-36deg.C/m.y., involving substantial denudation.

year: 1999

title: Lessons for New Zealand from Britain’s Foot and Mouth epidemic

authors: Jay, Grace Mairi M.

subjects: biology

abstract: This paper explores some implications for New Zealand's rural community of Britain's Foot-and-Mouth epidemic in the light of growing international trade and travel, and changes in New Zealand’s rural society.  
The paper includes ecological mapping with a projected/likely spatial distribution of an epidemic in New Zealand, and an assessment of the possible institutional and social responses in the wake of a disease outbreak.   It notes the course of the epidemic in Britain, and possible differences and similarities in institutional response frameworks between Britain and New Zealand.

text: Lessons for New Zealand from Britain’s Foot and Mouth epidemic This paper explores some implications for New Zealand's rural community of Britain's Foot-and-Mouth epidemic in the light of growing international trade and travel, and changes in New Zealand’s rural society.  
The paper includes ecological mapping with a projected/likely spatial distribution of an epidemic in New Zealand, and an assessment of the possible institutional and social responses in the wake of a disease outbreak.   It notes the course of the epidemic in Britain, and possible differences and similarities in institutional response frameworks between Britain and New Zealand.

year: 2003

title: A reflective account of successful leadership: Māori special character secondary boarding schools.

authors: McAllister, Theresa

abstract: This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

text: A reflective account of successful leadership: Māori special character secondary boarding schools. This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

year: 2016