title: Field trip guide to the Onland Oligocene-Miocene Sedimentary Record, Eastern Taranaki Basin Margin

authors: Nelson, Campbell S.

subjects: Taranaki Basin

abstract: This field guide affords a north to south transect through examples of the Mesozoic to Quaternary sedimentary succession exposed in the Waikato, King Country and coastal strip of the eastern Taranaki basins, with particular focus on the Oligocene and Miocene deposits and how these link into the offshore parts of Taranaki Basin. The trip starts in Hamilton and ends at Tongaporutu on the north Taranaki coast, with overnight accommodation available at either Awakino or Mokau. Primarily under both local and more distant tectonic control, the stops provide examples of the various carbonate and terrigenous (locally volcaniclastic)-dominated facies associated with marginal marine, shoreline, shelf and slope-to-basin depositional settings, and their stratigraphic architecture and wider sequence stratigraphic context. Along the way, visits are recorded to basement greywacke, serpentinite and limestone quarries.

text: Field trip guide to the Onland Oligocene-Miocene Sedimentary Record, Eastern Taranaki Basin Margin This field guide affords a north to south transect through examples of the Mesozoic to Quaternary sedimentary succession exposed in the Waikato, King Country and coastal strip of the eastern Taranaki basins, with particular focus on the Oligocene and Miocene deposits and how these link into the offshore parts of Taranaki Basin. The trip starts in Hamilton and ends at Tongaporutu on the north Taranaki coast, with overnight accommodation available at either Awakino or Mokau. Primarily under both local and more distant tectonic control, the stops provide examples of the various carbonate and terrigenous (locally volcaniclastic)-dominated facies associated with marginal marine, shoreline, shelf and slope-to-basin depositional settings, and their stratigraphic architecture and wider sequence stratigraphic context. Along the way, visits are recorded to basement greywacke, serpentinite and limestone quarries.

year: 2013

title: Timor leste collaborative project: a short report

authors: Amaral, Marcos Antonio

subjects: Universidade Nacional Timor Lorosa'e

abstract: This report discusses findings from a small-scale scoping study, which is part of a larger curriculum project—a collaborative venture between staff from the Universidade Nacional Timor Lorosa'e (UNTL) and a New Zealand university.
The aim of the wider project is to develop a context-sensitive English language curriculum for students at UNTL who are undergoing pre-service training to be teachers of English as a foreign language in local secondary schools. (Details of the institutional and linguistic context are provided in the appendix.) According to Norton (2000), investment by learners is a key factor in the successful implementation of a new curriculum: "if learners invest in a second language, they do so with the understanding that they will acquire a wider range of symbolic and material resources, which will increase their value in the social world" (Norton, 2000, pp. 165-166). Thus, when designing the curriculum, it is important to ensure that the students will not only understand how to use the specific learning tasks but that it also expands their repertoire of skills and knowledge for application in their subsequent professional and social lives.
The report begins by outlining the history and objectives of the project before explaining the specific research questions posed for the scoping study. The means of collecting data will be outlined and examples of the participants' attitudes will be presented based on open-ended questionnaire responses. These findings will be discussed in terms of how they might lead to the design of a curriculum which is internationally-framed and context-sensitive in terms both of its content and implementation. The report will conclude with the further steps that are being taken to move the project to its next phase.

text: Timor leste collaborative project: a short report This report discusses findings from a small-scale scoping study, which is part of a larger curriculum project—a collaborative venture between staff from the Universidade Nacional Timor Lorosa'e (UNTL) and a New Zealand university.
The aim of the wider project is to develop a context-sensitive English language curriculum for students at UNTL who are undergoing pre-service training to be teachers of English as a foreign language in local secondary schools. (Details of the institutional and linguistic context are provided in the appendix.) According to Norton (2000), investment by learners is a key factor in the successful implementation of a new curriculum: "if learners invest in a second language, they do so with the understanding that they will acquire a wider range of symbolic and material resources, which will increase their value in the social world" (Norton, 2000, pp. 165-166). Thus, when designing the curriculum, it is important to ensure that the students will not only understand how to use the specific learning tasks but that it also expands their repertoire of skills and knowledge for application in their subsequent professional and social lives.
The report begins by outlining the history and objectives of the project before explaining the specific research questions posed for the scoping study. The means of collecting data will be outlined and examples of the participants' attitudes will be presented based on open-ended questionnaire responses. These findings will be discussed in terms of how they might lead to the design of a curriculum which is internationally-framed and context-sensitive in terms both of its content and implementation. The report will conclude with the further steps that are being taken to move the project to its next phase.

year: 2009

title: Language, mātauranga Māori . . . and technology?

authors: Selby, Mereana

subjects: Māori language

abstract: In this paper, I report on a research project involving the creation of an e-learning environment for the teaching and learning of an aspect of te reo Māori, that is the preparation of mihi. It was found that learning in the context of an e-learning environment in which anonymity was assured, learners could learn in their own spaces and at their own pace and there was no pressure to perform in front of peers and tutors had the potential to reduce the potentially negative effects of whakamā.

text: Language, mātauranga Māori . . . and technology? In this paper, I report on a research project involving the creation of an e-learning environment for the teaching and learning of an aspect of te reo Māori, that is the preparation of mihi. It was found that learning in the context of an e-learning environment in which anonymity was assured, learners could learn in their own spaces and at their own pace and there was no pressure to perform in front of peers and tutors had the potential to reduce the potentially negative effects of whakamā.

year: 2006-09