title: The Te Puninga Fault, Hauraki Plains: a new seismic source in the low seismicity northern region of New Zealand

authors: Villamor, Pilar

subjects: extension rate

abstract: In this study, we provide the first field-based assessment of the seismic potential of the Te Puninga Fault, Hauraki Plains, Waikato region. Initially considered to be part of the nearby Kerepehi Fault, our new mapping and field data suggest the Te Puninga Fault is independent. A new net slip rate value of 0.25 mm/yr, based on geomorphic data and evaluations from two paleoseismic trenches, is slightly higher than previously considered. Comparisons of geomorphic expression between the two faults suggest that the slip rate currently assigned to the Kerepehi Fault could be underestimated. The earthquake magnitude estimated here for the Te Puninga Fault (Mw 6.9 ± 0.35) is based on a characteristic earthquake model. New PGA and MMI estimates here are only slightly larger than those published prior to this study. Although ruptures of the Te Puninga Fault are infrequent (derived recurrence range of 3000–11,500 years), and thus its hazard is low, with this paper we wish to enhance the community awareness to prepare for the rare large earthquake in the region. We also recommend that this new information is added to fault databases used for seismic assessment.

text: The Te Puninga Fault, Hauraki Plains: a new seismic source in the low seismicity northern region of New Zealand In this study, we provide the first field-based assessment of the seismic potential of the Te Puninga Fault, Hauraki Plains, Waikato region. Initially considered to be part of the nearby Kerepehi Fault, our new mapping and field data suggest the Te Puninga Fault is independent. A new net slip rate value of 0.25 mm/yr, based on geomorphic data and evaluations from two paleoseismic trenches, is slightly higher than previously considered. Comparisons of geomorphic expression between the two faults suggest that the slip rate currently assigned to the Kerepehi Fault could be underestimated. The earthquake magnitude estimated here for the Te Puninga Fault (Mw 6.9 ± 0.35) is based on a characteristic earthquake model. New PGA and MMI estimates here are only slightly larger than those published prior to this study. Although ruptures of the Te Puninga Fault are infrequent (derived recurrence range of 3000–11,500 years), and thus its hazard is low, with this paper we wish to enhance the community awareness to prepare for the rare large earthquake in the region. We also recommend that this new information is added to fault databases used for seismic assessment.

year: 2024-01-31

title: How do Pacific island households and communities cope with seasonally absent members?

authors: Rohorua, Halahingano Tu'akolo Siufanga

subjects: households

abstract: Households and communities in the Pacific islands are increasingly likely to have some of their most productive members regularly absent due to growing opportunities for seasonal work abroad. If these absences are costly for the family left behind, the net development benefits of seasonal migration will be less than what they appear from remittances and repatriated foreign earnings, and there might be a role for government policies in host and source countries to mitigate some of the effects of absence. This article provides the first evidence of how Pacific island households and communities are affected by and cope with seasonal absences. We find that Tongan households have succeeded in mitigating many of the potential adverse effects associated with seasonal separation of members, whereas households from Vanuatu with members participating in the RSE appear to have suffered some shortterm costs in terms of diet and health.

text: How do Pacific island households and communities cope with seasonally absent members? Households and communities in the Pacific islands are increasingly likely to have some of their most productive members regularly absent due to growing opportunities for seasonal work abroad. If these absences are costly for the family left behind, the net development benefits of seasonal migration will be less than what they appear from remittances and repatriated foreign earnings, and there might be a role for government policies in host and source countries to mitigate some of the effects of absence. This article provides the first evidence of how Pacific island households and communities are affected by and cope with seasonal absences. We find that Tongan households have succeeded in mitigating many of the potential adverse effects associated with seasonal separation of members, whereas households from Vanuatu with members participating in the RSE appear to have suffered some shortterm costs in terms of diet and health.

year: 2009

title: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education

authors: Rathore, Devika

abstract: An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

text: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

year: 2024