title: New insights into the condensed nature and stratigraphic significance of the Late Neogene Ariki Formation, Taranaki Basin

authors: Hansen, Rochelle J.

subjects: Ariki Formation

abstract: The Ariki Formation is a distinctive Late Miocene – Early Pliocene marl facies rich in planktic foraminifera, reaching thicknesses in the range 70 - 109 m in most exploration holes drilled into the Western Platform northwest of Taranaki Peninsula. In Awatea-1 and Mangaa-1 in the Northern Graben, however, there are two marl units separated by the Mangaa “B” Sands. The lower unit has the same upper Tongaporutuan and Kapitean age as the lower part of the marl on the Western Platform, and the upper marl has an Upper Opoitian - Waipipian age, similar to the upper part of the Ariki Formation on the platform. In other holes located on the margins of the graben there can be one thin marly horizon, which usually correlates with the upper marl unit in Awatea-1 and Mangaa-1. 
The presence of two marly units in the Northern Graben, which are probably amalgamated on the western Platform, suggests two periods of late Neogene condensed sedimentation in northern Taranaki Basin arising from siliciclastic sediment starvation, separated by a period of submarine fan accumulation (Mangaa ‘B’ sands) following subsidence of the Northern Graben. We attribute the initial interval of marl accumulation mainly to a marked landward shift in the position of coastal onlap in central and southern Taranaki and in the region east of the Taranaki Fault Zone (southern King Country and northern Wanganui regions), which effectively shut-off the supply of siliciclastic sediment to northern Taranaki Basin, thereby enabling marl to accumulate. The start of accumulation of the upper part of the Ariki Formation and its marly correlatives in and around the Northern Graben, is attributed to a younger (upper Opoitian) landward shift in the position of coastal onlap, this time involving the formation of the Wanganui Basin depocentre and Toru Trough, which trapped the contemporary siliciclastic sediment being supplied from the south. A lower Opoitian phase of progradation between these two phases of retrogradation led to accumulation of the lower part of the Mangaa Formation (Mangaa ’B’ sands), which was limited in its extent to the Northern Graben because bounding normal faults had by then developed sea floor relief precluding mass-emplaced siliciclastic sediment from being deposited on the higher standing Western Platform. The accumulation of Ariki Formation marl in northern Taranaki Basin ended during the mid-Pliocene due to progradation of a thick continental margin wedge (Giant Foresets Formation) across the Northern Graben and Western Platform.

text: New insights into the condensed nature and stratigraphic significance of the Late Neogene Ariki Formation, Taranaki Basin The Ariki Formation is a distinctive Late Miocene – Early Pliocene marl facies rich in planktic foraminifera, reaching thicknesses in the range 70 - 109 m in most exploration holes drilled into the Western Platform northwest of Taranaki Peninsula. In Awatea-1 and Mangaa-1 in the Northern Graben, however, there are two marl units separated by the Mangaa “B” Sands. The lower unit has the same upper Tongaporutuan and Kapitean age as the lower part of the marl on the Western Platform, and the upper marl has an Upper Opoitian - Waipipian age, similar to the upper part of the Ariki Formation on the platform. In other holes located on the margins of the graben there can be one thin marly horizon, which usually correlates with the upper marl unit in Awatea-1 and Mangaa-1. 
The presence of two marly units in the Northern Graben, which are probably amalgamated on the western Platform, suggests two periods of late Neogene condensed sedimentation in northern Taranaki Basin arising from siliciclastic sediment starvation, separated by a period of submarine fan accumulation (Mangaa ‘B’ sands) following subsidence of the Northern Graben. We attribute the initial interval of marl accumulation mainly to a marked landward shift in the position of coastal onlap in central and southern Taranaki and in the region east of the Taranaki Fault Zone (southern King Country and northern Wanganui regions), which effectively shut-off the supply of siliciclastic sediment to northern Taranaki Basin, thereby enabling marl to accumulate. The start of accumulation of the upper part of the Ariki Formation and its marly correlatives in and around the Northern Graben, is attributed to a younger (upper Opoitian) landward shift in the position of coastal onlap, this time involving the formation of the Wanganui Basin depocentre and Toru Trough, which trapped the contemporary siliciclastic sediment being supplied from the south. A lower Opoitian phase of progradation between these two phases of retrogradation led to accumulation of the lower part of the Mangaa Formation (Mangaa ’B’ sands), which was limited in its extent to the Northern Graben because bounding normal faults had by then developed sea floor relief precluding mass-emplaced siliciclastic sediment from being deposited on the higher standing Western Platform. The accumulation of Ariki Formation marl in northern Taranaki Basin ended during the mid-Pliocene due to progradation of a thick continental margin wedge (Giant Foresets Formation) across the Northern Graben and Western Platform.

year: 2008

title: The re-integration of Tongan postgraduate scholars after study abroad

authors: Langi, Nautalus Tuituiovai Kaho

subjects: re-integration

abstract: Scholars returning to Tonga after their study go through re-integration. Limited investigation has documented their experiences and the impacts of their new knowledge and skills, both in the workplace and the community. Therefore, it is important that the Tongan society and community, and also the workplaces, are aware of the scholars’ experiences and the challenges they face during the process of re-integration.
This study was conducted with selected returned scholars in the main island of Tongatapu, Tonga. These scholars had secured scholarships funded by foreign agencies and successfully completed overseas postgraduate studies, after which they had returned to Tonga and worked for less than five years. The goal of this research study was to investigate the experiences of returned postgraduate scholars in Tonga. In particular, it focuses on how these scholars utilise their new-found knowledge and skills in the workplace and the community. The scholars’ experiences, including their perspectives and emotions associated with their new knowledge and skills, and specifically the professional usage of their new knowledge and skills in the workplaces, are investigated.
A qualitative approach was employed with semi-structured interviews and focus group interviews for this study. Participants were categorised into two groups: government and non-government groups. The semi-structured interviews were conducted with each of the selected participants from both government and non-government organisations. Focus group interviews were conducted with both government and non-government groups respectively. These interviews were recorded and analysed using codes and themes.
The data generated from these methods demonstrated scholars reporting their experiences, how they were reintegrated both into the workplace and the community, and how their new knowledge and skills had been utilised in both contexts. The data also showed how scholars felt during the re-integration process, the challenges they faced and how they confronted them. The findings of this study suggest that scholars experienced challenges when they returned to Tonga after their study. These challenges fall into particular categories: culture, management, reception and, most importantly, the utilisation of their new-found knowledge and skills. The findings also demonstrate that the scholars were resourceful in accommodating to the needs and demands from both the workplace and the community. Their cultural ways became resources that helped them respond to the challenges in the workplace and the community.
This study also revealed interesting contradictions when it came to scholars’ knowledge and skills. Some scholars were able to utilise their new knowledge and skills in their workplace; however, some scholars were not able to utilise their new knowledge and skills because their new assignments upon arrival did not allow this to take place. As a result, some of the unfortunate scholars felt the need to move career or migrate to find a job that would fit not only their qualification but also the new knowledge and skills they had acquired from their study.
This study has unveiled the returned scholars’ experiences both in the workplace and in the community. This knowledge will make a contribution to the Human Resources Administration, advocating the importance of reintegrating the returning scholars to jobs that allow the utilisation of their new knowledge and skills, thereby therefore contributing to the development of Tonga.

text: The re-integration of Tongan postgraduate scholars after study abroad Scholars returning to Tonga after their study go through re-integration. Limited investigation has documented their experiences and the impacts of their new knowledge and skills, both in the workplace and the community. Therefore, it is important that the Tongan society and community, and also the workplaces, are aware of the scholars’ experiences and the challenges they face during the process of re-integration.
This study was conducted with selected returned scholars in the main island of Tongatapu, Tonga. These scholars had secured scholarships funded by foreign agencies and successfully completed overseas postgraduate studies, after which they had returned to Tonga and worked for less than five years. The goal of this research study was to investigate the experiences of returned postgraduate scholars in Tonga. In particular, it focuses on how these scholars utilise their new-found knowledge and skills in the workplace and the community. The scholars’ experiences, including their perspectives and emotions associated with their new knowledge and skills, and specifically the professional usage of their new knowledge and skills in the workplaces, are investigated.
A qualitative approach was employed with semi-structured interviews and focus group interviews for this study. Participants were categorised into two groups: government and non-government groups. The semi-structured interviews were conducted with each of the selected participants from both government and non-government organisations. Focus group interviews were conducted with both government and non-government groups respectively. These interviews were recorded and analysed using codes and themes.
The data generated from these methods demonstrated scholars reporting their experiences, how they were reintegrated both into the workplace and the community, and how their new knowledge and skills had been utilised in both contexts. The data also showed how scholars felt during the re-integration process, the challenges they faced and how they confronted them. The findings of this study suggest that scholars experienced challenges when they returned to Tonga after their study. These challenges fall into particular categories: culture, management, reception and, most importantly, the utilisation of their new-found knowledge and skills. The findings also demonstrate that the scholars were resourceful in accommodating to the needs and demands from both the workplace and the community. Their cultural ways became resources that helped them respond to the challenges in the workplace and the community.
This study also revealed interesting contradictions when it came to scholars’ knowledge and skills. Some scholars were able to utilise their new knowledge and skills in their workplace; however, some scholars were not able to utilise their new knowledge and skills because their new assignments upon arrival did not allow this to take place. As a result, some of the unfortunate scholars felt the need to move career or migrate to find a job that would fit not only their qualification but also the new knowledge and skills they had acquired from their study.
This study has unveiled the returned scholars’ experiences both in the workplace and in the community. This knowledge will make a contribution to the Human Resources Administration, advocating the importance of reintegrating the returning scholars to jobs that allow the utilisation of their new knowledge and skills, thereby therefore contributing to the development of Tonga.

year: 2014

title: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand

authors: Anderson, Zac Kylie Elizabeth

subjects: educational leadership

abstract: The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

text: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

year: 2018