title: Pre-conference tephra data workshop: Hands-on session II: Tephra excursion, Okareka loop road (29 January 2023)

authors: Lowe, David J.

subjects: Okareka embayment

abstract: General stratigraphy of Okareka Loop Road section.
The following units are evident in the sequence from the base upwards:
(1) early tephras (Te Rere, 25.1 cal ka; Okareka, 23.5 cal ka) and thin interbedded loess within the remnant top of a small, buried hill-top at the base of the sequence;
(2) the buried hill itself, the formation of which represents a period of erosion that occurred during the last glacial period, and remnants of a (reworked?) tephra draping the (paleo)hillslope (Rerewhakaaitu, 17.6 cal ka);
(3) the thick (~4.5 m), bedded pumice lapilli tephra (with lithics) mantling the hill (Rotorua, 15.6 cal ka), the top of which is pedogenically modified to form a distinct orange soil (this orange soil material is evident throughout Rotorua basin and in road cuttings such as along SH 5 to the west of Rotorua); and
(4) at least four younger tephras and soil horizons overlying the buried soil on the Rotorua tephra: Waiohau (14.0 cal ka), Rotomā (9.4 cal ka), Kaharoa (c. 1314 ± 10 CE/AD), and Rotomahana Mud (of the Tarawera eruption, 10 June 1886).

text: Pre-conference tephra data workshop: Hands-on session II: Tephra excursion, Okareka loop road (29 January 2023) General stratigraphy of Okareka Loop Road section.
The following units are evident in the sequence from the base upwards:
(1) early tephras (Te Rere, 25.1 cal ka; Okareka, 23.5 cal ka) and thin interbedded loess within the remnant top of a small, buried hill-top at the base of the sequence;
(2) the buried hill itself, the formation of which represents a period of erosion that occurred during the last glacial period, and remnants of a (reworked?) tephra draping the (paleo)hillslope (Rerewhakaaitu, 17.6 cal ka);
(3) the thick (~4.5 m), bedded pumice lapilli tephra (with lithics) mantling the hill (Rotorua, 15.6 cal ka), the top of which is pedogenically modified to form a distinct orange soil (this orange soil material is evident throughout Rotorua basin and in road cuttings such as along SH 5 to the west of Rotorua); and
(4) at least four younger tephras and soil horizons overlying the buried soil on the Rotorua tephra: Waiohau (14.0 cal ka), Rotomā (9.4 cal ka), Kaharoa (c. 1314 ± 10 CE/AD), and Rotomahana Mud (of the Tarawera eruption, 10 June 1886).

year: 2023-01-29

title: Local solutions for local problems: Addressing teacher supply in rural communities

authors: Yates, Russell

subjects: preservice teacher education

abstract: Teacher shortage in rural localities is a long-standing issue in New Zealand. This paper reports on an attempt to reduce the impact of shortages by redesigning the way pre- service teacher education was delivered. Called the Mixed Media Programme (MMP), this is a primary (elementary) teacher education program that was established in 1997 in New Zealand by the University of Waikato. It was initially introduced to rural areas of the North Island of New Zealand. It continues now as a viable and accessible flexible option for teacher education and is a significant means of ensuring better teacher supply in numerous rural areas. The program uses a combination of face-to-face teaching; school based learning activities and electronic communication. There is an annual intake of about 60 student teachers, most of who study at home in their local area. Now in its tenth year, the program has produced more than 400 graduates, many of whom are still teaching in schools throughout New Zealand. This paper reports on a small-scale study, which sought to examine the way that student teachers, teachers and school principals from two communities perceive the program and its effects on these communities. School principals, teachers, graduates and current student teachers were asked about the way that the program has enabled people from local communities to firstly study to become teachers in these communities and then to teach in them. Their views show that student teachers have found this approach to teacher education very beneficial to local communities for a number of reasons, including stable staffing for schools, commitment to teacher education programs, confidence about the quality of the graduates they employed. The student teachers reported that they were able to become teachers without having to leave their local communities, were exposed to university education as mature student teachers and that their study has had a range of effects on them and their families. It can be concluded from the evidence that the Mixed Media Programme has had important positive effects upon the two small communities of the study, at individual, school and wider community level.

text: Local solutions for local problems: Addressing teacher supply in rural communities Teacher shortage in rural localities is a long-standing issue in New Zealand. This paper reports on an attempt to reduce the impact of shortages by redesigning the way pre- service teacher education was delivered. Called the Mixed Media Programme (MMP), this is a primary (elementary) teacher education program that was established in 1997 in New Zealand by the University of Waikato. It was initially introduced to rural areas of the North Island of New Zealand. It continues now as a viable and accessible flexible option for teacher education and is a significant means of ensuring better teacher supply in numerous rural areas. The program uses a combination of face-to-face teaching; school based learning activities and electronic communication. There is an annual intake of about 60 student teachers, most of who study at home in their local area. Now in its tenth year, the program has produced more than 400 graduates, many of whom are still teaching in schools throughout New Zealand. This paper reports on a small-scale study, which sought to examine the way that student teachers, teachers and school principals from two communities perceive the program and its effects on these communities. School principals, teachers, graduates and current student teachers were asked about the way that the program has enabled people from local communities to firstly study to become teachers in these communities and then to teach in them. Their views show that student teachers have found this approach to teacher education very beneficial to local communities for a number of reasons, including stable staffing for schools, commitment to teacher education programs, confidence about the quality of the graduates they employed. The student teachers reported that they were able to become teachers without having to leave their local communities, were exposed to university education as mature student teachers and that their study has had a range of effects on them and their families. It can be concluded from the evidence that the Mixed Media Programme has had important positive effects upon the two small communities of the study, at individual, school and wider community level.

year: 2007

title: Fragmentation and Restoration: Generational Legacies of 21st Century Māori

authors: Malcolm-Buchanan, Vincent Alan

subjects: Maori

abstract: The content of this thesis is premised on a reflexive examination of some historical juxtapositions culminating in critical aspects of being Māori in the twenty first century and how such aspects have informed contemporary indigenous identity. That is, the continuing acknowledgement and exponential public recognition of critical concepts which inextricably link indigenous and civic identity. 

The theoretical sources for this research are, in the main, derived from anthropological and religious studies, particularly on the significance of mythologies and oral histories, as well as from the oral theorising of elders in Aotearoa New Zealand. A very significant contribution from one such elder, a senior Māori woman academic, has been included in the form of the transcript of an interview. She herself had collected the views of a number of elders on myth, creating a rare and valuable resource.  In the interview she married her reflections on these with her own experiences and her cogent analyses. 

From the outset, it was necessary to be discerning so as to ensure the thesis workload was manageable and realistic.  For this reason the selected critical aspects that have been used to frame this research are (1) a developing Western validation (that is, acknowledgement and respect) of Māori, Māori culture and their mythology; (2) oral history (genealogy) and traditions that have remained constant despite the influences of modernity; and (3) notions of fluidity, negotiation and pragmatism regarding kinship legacies and cultural heritage. The thesis is comprised of six chapters starting from a subjective narrative leading through increasingly objective discourses that culminate in a conclusion which supports a belief that modern Māori require a balancing of critical aspects of cultural heritage, with a broad understanding of the world of the 'other', in order to realise and develop their contemporary indigenous identity.

Ultimately, indigenous ideologies, practices and knowledge recorded and examined in the world of academia today, become potential resources for tomorrow. The intention of this research is to aggregate and discuss intrinsic aspects of the Māori past as well as developing aspects of the present, in order to better understand the significance of the future, and to add to the growing corpus of indigenous worldviews.

text: Fragmentation and Restoration: Generational Legacies of 21st Century Māori The content of this thesis is premised on a reflexive examination of some historical juxtapositions culminating in critical aspects of being Māori in the twenty first century and how such aspects have informed contemporary indigenous identity. That is, the continuing acknowledgement and exponential public recognition of critical concepts which inextricably link indigenous and civic identity. 

The theoretical sources for this research are, in the main, derived from anthropological and religious studies, particularly on the significance of mythologies and oral histories, as well as from the oral theorising of elders in Aotearoa New Zealand. A very significant contribution from one such elder, a senior Māori woman academic, has been included in the form of the transcript of an interview. She herself had collected the views of a number of elders on myth, creating a rare and valuable resource.  In the interview she married her reflections on these with her own experiences and her cogent analyses. 

From the outset, it was necessary to be discerning so as to ensure the thesis workload was manageable and realistic.  For this reason the selected critical aspects that have been used to frame this research are (1) a developing Western validation (that is, acknowledgement and respect) of Māori, Māori culture and their mythology; (2) oral history (genealogy) and traditions that have remained constant despite the influences of modernity; and (3) notions of fluidity, negotiation and pragmatism regarding kinship legacies and cultural heritage. The thesis is comprised of six chapters starting from a subjective narrative leading through increasingly objective discourses that culminate in a conclusion which supports a belief that modern Māori require a balancing of critical aspects of cultural heritage, with a broad understanding of the world of the 'other', in order to realise and develop their contemporary indigenous identity.

Ultimately, indigenous ideologies, practices and knowledge recorded and examined in the world of academia today, become potential resources for tomorrow. The intention of this research is to aggregate and discuss intrinsic aspects of the Māori past as well as developing aspects of the present, in order to better understand the significance of the future, and to add to the growing corpus of indigenous worldviews.

year: 2009