title: Eke Panuku, Eke Tangaroa: He Taonga Tuku Iho

authors: Apanui, Ngahiwi

subjects: Panuku

abstract: He aha te Māori? He aha i kīia ai tētahi āhuatanga, tētahi mahi, tētahi tangata, tētahi whakahaere rānei he Māori? Ko te whāinga o te rangahau nei he rapa huarahi e āhei ai te whakautu i ēnei pātai. Me te huhua hoki o te whakaaro mō ēnei pātai, i huri ahau ki ngā mātanga, ngā pūkenga hoki o te ao mātauranga Māori hei taunaki i te whakautu ki te pātai. 
Ka tūhura te rangahau nei i te rētōtanga o te ao Māori, ka titiro hoki ki te āhua i Māori ai ētahi āhuatanga me te whakautu, he ahurea Māori i Māori ai tētahi āhuatanga, tētahi mahi, tētahi tangata, tētahi whakahaere rānei – ko te pū ahurea Māori tēnei. Ka titiro anō hoki te rangahau nei ki te whakaaro Māori hei tūāpapa mō te pū ahurea Māori, te wāhanga ki ngā kaupapa tuku iho me te whakaatu a te tikanga i te kaupapa. 
Ko te hua o te rangahau nei, he tuku i te rauemi e taea ai te tangata te tautuhi me te ine i te pū ahurea Māori hei ārahi i te aromātaitanga o ngā mahi Māori.

text: Eke Panuku, Eke Tangaroa: He Taonga Tuku Iho He aha te Māori? He aha i kīia ai tētahi āhuatanga, tētahi mahi, tētahi tangata, tētahi whakahaere rānei he Māori? Ko te whāinga o te rangahau nei he rapa huarahi e āhei ai te whakautu i ēnei pātai. Me te huhua hoki o te whakaaro mō ēnei pātai, i huri ahau ki ngā mātanga, ngā pūkenga hoki o te ao mātauranga Māori hei taunaki i te whakautu ki te pātai. 
Ka tūhura te rangahau nei i te rētōtanga o te ao Māori, ka titiro hoki ki te āhua i Māori ai ētahi āhuatanga me te whakautu, he ahurea Māori i Māori ai tētahi āhuatanga, tētahi mahi, tētahi tangata, tētahi whakahaere rānei – ko te pū ahurea Māori tēnei. Ka titiro anō hoki te rangahau nei ki te whakaaro Māori hei tūāpapa mō te pū ahurea Māori, te wāhanga ki ngā kaupapa tuku iho me te whakaatu a te tikanga i te kaupapa. 
Ko te hua o te rangahau nei, he tuku i te rauemi e taea ai te tangata te tautuhi me te ine i te pū ahurea Māori hei ārahi i te aromātaitanga o ngā mahi Māori.

year: 2015

title: An ashy septingentenarian: the Kaharoa tephra turns 700 (with notes on its volcanological, archaeological, and historical importance)

authors: Lowe, David J.

abstract: Most of us are aware of the basaltic Tarawera eruption on 10th June 1886: the high toll on life (~120 people), landscape devastation, and loss of the Pink and White Terraces. But this was not the first time that Mt Tarawera produced an eruption of importance both to volcanology and human history. This edition of the GSNZ Newsletter marks the 700th anniversary of the Kaharoa eruption – its septingentenary to be precise – which occurred at Mt Tarawera in the winter of 1314 AD (± 12 years) (Hogg et al. 2003) (Fig. 1). The importance of the Kaharoa eruption is at least threefold. (1) It is the most recent rhyolite eruption in New Zealand, and the largest New Zealand eruption volumetrically of the last millennium. (2) The Kaharoa tephra is an important marker horizon in late Holocene stratigraphy and geoarchaeology (Lowe et al. 1998, 2000), and in particular helps to constrain the timing of settlement of early Polynesians in North Island (Newnham et al. 1998; Hogg et al. 2003; Lowe 2011). (3) There is a link between the soils that developed on the Kaharoa tephra, the animal ‘wasting’ disease known as ‘bush sickness’, and the birth of a government soil survey group as an independent organisation (Tonkin 2012).

text: An ashy septingentenarian: the Kaharoa tephra turns 700 (with notes on its volcanological, archaeological, and historical importance) Most of us are aware of the basaltic Tarawera eruption on 10th June 1886: the high toll on life (~120 people), landscape devastation, and loss of the Pink and White Terraces. But this was not the first time that Mt Tarawera produced an eruption of importance both to volcanology and human history. This edition of the GSNZ Newsletter marks the 700th anniversary of the Kaharoa eruption – its septingentenary to be precise – which occurred at Mt Tarawera in the winter of 1314 AD (± 12 years) (Hogg et al. 2003) (Fig. 1). The importance of the Kaharoa eruption is at least threefold. (1) It is the most recent rhyolite eruption in New Zealand, and the largest New Zealand eruption volumetrically of the last millennium. (2) The Kaharoa tephra is an important marker horizon in late Holocene stratigraphy and geoarchaeology (Lowe et al. 1998, 2000), and in particular helps to constrain the timing of settlement of early Polynesians in North Island (Newnham et al. 1998; Hogg et al. 2003; Lowe 2011). (3) There is a link between the soils that developed on the Kaharoa tephra, the animal ‘wasting’ disease known as ‘bush sickness’, and the birth of a government soil survey group as an independent organisation (Tonkin 2012).

year: 2014

title: Factors affecting students' sense of inclusion in the undergraduate engineering program at Waipapa Taumata Rau (The University of Auckland)

authors: Dhopade, Priyanka

subjects: belonging

abstract: Background:
Women, ethnic minorities, and LGBTQIA+ people have historically been excluded from the engineering profession. When they do pursue engineering, they often face challenges within both education and industry. Retention is a growing issue; for example, women in industry have significantly higher turnover rates than men.

Purpose/Hypothesis:
Feelings of belonging, satisfaction, and perceptions of one's future career are important for retention in engineering education. However, little is known about the factors that impact these constructs in tertiary education—where foundational engineering experiences occur—for a range of potentially intersectional social identities in contexts other than the United States.

Methods:
We designed an online questionnaire (n = 379) and a series of focus groups (n = 17) with engineering students at Waipapa Taumata Rau (The University of Auckland) in Aotearoa (New Zealand). We applied thematic analysis to extract a list of common factors that influenced students' experiences in this unique context.

Results:
Students who were unsure of or did not want to disclose parts of their identity reported the lowest sense of belonging and satisfaction. The factors that specifically impacted historically excluded groups included unsupportive working environments, not being respected academically, and exclusionary course content.

Conclusion:
Our findings identify factors that contributed to students' experiences that may impact retention in Aotearoa but have implications for other contexts. Finally, we make recommendations to engineering education practitioners on how to support (and retain) students from historically excluded groups, including dedicated learning and social environments, inclusive course content, and awareness education on inclusivity.

text: Factors affecting students' sense of inclusion in the undergraduate engineering program at Waipapa Taumata Rau (The University of Auckland) Background:
Women, ethnic minorities, and LGBTQIA+ people have historically been excluded from the engineering profession. When they do pursue engineering, they often face challenges within both education and industry. Retention is a growing issue; for example, women in industry have significantly higher turnover rates than men.

Purpose/Hypothesis:
Feelings of belonging, satisfaction, and perceptions of one's future career are important for retention in engineering education. However, little is known about the factors that impact these constructs in tertiary education—where foundational engineering experiences occur—for a range of potentially intersectional social identities in contexts other than the United States.

Methods:
We designed an online questionnaire (n = 379) and a series of focus groups (n = 17) with engineering students at Waipapa Taumata Rau (The University of Auckland) in Aotearoa (New Zealand). We applied thematic analysis to extract a list of common factors that influenced students' experiences in this unique context.

Results:
Students who were unsure of or did not want to disclose parts of their identity reported the lowest sense of belonging and satisfaction. The factors that specifically impacted historically excluded groups included unsupportive working environments, not being respected academically, and exclusionary course content.

Conclusion:
Our findings identify factors that contributed to students' experiences that may impact retention in Aotearoa but have implications for other contexts. Finally, we make recommendations to engineering education practitioners on how to support (and retain) students from historically excluded groups, including dedicated learning and social environments, inclusive course content, and awareness education on inclusivity.

year: 2025