title: Late Quaternary tephrostratigraphy and Holocene dune development in the Papamoa-Te Puke area, Bay of Plenty

authors: Lowe, David J.

abstract: The Te Puke lowlands encompass the area of land seaward of Te Puke extending from Papamoa Beach in the west to Makttu Estuary in the east. The southern part of the lowlands consists of fluviatile terraces overlain by numerous late Quaternary tephra deposits (Fig. 1), the upper units providing the composite parent materials for the Allophanic Soils (Andisols) of the region (e.g. Te Puke series). The northern part comprises a belt of coastal sand dunes aligned parallel to the coast and varying in· width from 100 to 1350 m. Between these units is a lowlying (2-6 m a.s.l.) area comprising drained swampland, pearland, tidal flats, river terraces, and floodplains, all formed since Holocene sea level attained its present position c. 6500 years ago (Wigley 1990).

text: Late Quaternary tephrostratigraphy and Holocene dune development in the Papamoa-Te Puke area, Bay of Plenty The Te Puke lowlands encompass the area of land seaward of Te Puke extending from Papamoa Beach in the west to Makttu Estuary in the east. The southern part of the lowlands consists of fluviatile terraces overlain by numerous late Quaternary tephra deposits (Fig. 1), the upper units providing the composite parent materials for the Allophanic Soils (Andisols) of the region (e.g. Te Puke series). The northern part comprises a belt of coastal sand dunes aligned parallel to the coast and varying in· width from 100 to 1350 m. Between these units is a lowlying (2-6 m a.s.l.) area comprising drained swampland, pearland, tidal flats, river terraces, and floodplains, all formed since Holocene sea level attained its present position c. 6500 years ago (Wigley 1990).

year: 1992

title: Research output in New Zealand Economics Departments 2000-2006

authors: Anderson, David L.

subjects: economics departments

abstract: This paper considers the research productivity of New Zealand based economics departments over the period 2000 to 2006. It examines journal based research output across departments and individuals using six output measures. We show that Otago and Canterbury performed consistently well over the period, with Otago generally the highest ranked department. The measures used place different emphasis on ‘quality’ versus ‘quantity’. Which measure is used has a significant influence on the rankings of Auckland, Victoria and Waikato. The controversy surrounding the inclusion of ‘visitors’ and the influence of research stars is considered. Rankings of the leading individual researchers are provided.

text: Research output in New Zealand Economics Departments 2000-2006 This paper considers the research productivity of New Zealand based economics departments over the period 2000 to 2006. It examines journal based research output across departments and individuals using six output measures. We show that Otago and Canterbury performed consistently well over the period, with Otago generally the highest ranked department. The measures used place different emphasis on ‘quality’ versus ‘quantity’. Which measure is used has a significant influence on the rankings of Auckland, Victoria and Waikato. The controversy surrounding the inclusion of ‘visitors’ and the influence of research stars is considered. Rankings of the leading individual researchers are provided.

year: 2008-04

title: Developing community and social psychology for Aotearoa: Experiences from a New Zealand programme of indigenization

authors: Thomas, David R.

subjects: indigenous psychology

abstract: Experiences related to developing an indigenous community and social psychology
in the teaching of psychology at the University of Waikato in Aotearoa/New Zealand
are described. The process of localization emphasizes the need to interpret
"universal" concepts in terms of local cultural patterns and to elaborate psychological
concepts derived from the cultures of indigenous peoples. The localization of
psychology in New Zealand involves: (a) differences between the dominant United
States cultural pattern, in which much English-language psychology is embedded,
and New Zealand cultural patterns; and (b) differences between the dominant
Pakeha (Anglo-New Zealander) cultural patterns and the cultural patterns of
indigenous Maori peoples. These cultural differences involve contrasts between
individualistic and collective conceptions of self-identities and social identities, and
alternative conceptions of community needs.
Three processes relevant to localization are outlined: socio-cultural contextualization,
agenda-setting, and knowledge of cultural styles. Socio-cultural contextualization
refers to the relevance of psychological knowledge, taught in dominant national
institutions, to local social, cultural and political systems. Agenda-setting focuses on
how the dominant themes in teaching and research within psychology are selected,
and the relevance of these themes to community needs. Knowledge of local cultural
styles is required to describe and teach professional roles that are congruent with
such cultural styles.

text: Developing community and social psychology for Aotearoa: Experiences from a New Zealand programme of indigenization Experiences related to developing an indigenous community and social psychology
in the teaching of psychology at the University of Waikato in Aotearoa/New Zealand
are described. The process of localization emphasizes the need to interpret
"universal" concepts in terms of local cultural patterns and to elaborate psychological
concepts derived from the cultures of indigenous peoples. The localization of
psychology in New Zealand involves: (a) differences between the dominant United
States cultural pattern, in which much English-language psychology is embedded,
and New Zealand cultural patterns; and (b) differences between the dominant
Pakeha (Anglo-New Zealander) cultural patterns and the cultural patterns of
indigenous Maori peoples. These cultural differences involve contrasts between
individualistic and collective conceptions of self-identities and social identities, and
alternative conceptions of community needs.
Three processes relevant to localization are outlined: socio-cultural contextualization,
agenda-setting, and knowledge of cultural styles. Socio-cultural contextualization
refers to the relevance of psychological knowledge, taught in dominant national
institutions, to local social, cultural and political systems. Agenda-setting focuses on
how the dominant themes in teaching and research within psychology are selected,
and the relevance of these themes to community needs. Knowledge of local cultural
styles is required to describe and teach professional roles that are congruent with
such cultural styles.

year: 1994-08