title: History of vertical displacement of Kerepehi Fault at Kopouatai bog, Hauraki Lowlands, New Zealand, since c. 10 700 years ago

authors: de Lange, P.J.

subjects: Faults

abstract: Thirteen tephra layers interbedded with peat, and a basal peathorizon, in four pairs of cores provide radiocarbon-dated reference horizons that indicate vertical displacement on the Kerepehi Fault at Kopouatai bog, Hauraki Lowlands. Progressive offset of the horizons with time shows that vertical fault movement, downthrown to the west, has been occurring for the past c. 10 700 radiocarbon years at an approximately uniform rate of c. 0.13 mm/yr. Step functions indicate faulting events earthquakes at c. 1400, c. 5600, c. 6800, and C. 9000 years ago, a mean recurrence interval of c. 2500 years. These findings support geophysical and geological evidence that the Hauraki Depression is an active rift, and show that active faulting occurs along the northern as well as southern extensions of the Kerepehi Fault. 
If such earthquakes occur randomly in time, and based on the return period of 2500 years, there are 2%, 18%, and 33% probabilities of a major earthquake affecting the Kerepehi Fault at Kopouatai bog in the next 50, 500, and 1000 years, respectively.

text: History of vertical displacement of Kerepehi Fault at Kopouatai bog, Hauraki Lowlands, New Zealand, since c. 10 700 years ago Thirteen tephra layers interbedded with peat, and a basal peathorizon, in four pairs of cores provide radiocarbon-dated reference horizons that indicate vertical displacement on the Kerepehi Fault at Kopouatai bog, Hauraki Lowlands. Progressive offset of the horizons with time shows that vertical fault movement, downthrown to the west, has been occurring for the past c. 10 700 radiocarbon years at an approximately uniform rate of c. 0.13 mm/yr. Step functions indicate faulting events earthquakes at c. 1400, c. 5600, c. 6800, and C. 9000 years ago, a mean recurrence interval of c. 2500 years. These findings support geophysical and geological evidence that the Hauraki Depression is an active rift, and show that active faulting occurs along the northern as well as southern extensions of the Kerepehi Fault. 
If such earthquakes occur randomly in time, and based on the return period of 2500 years, there are 2%, 18%, and 33% probabilities of a major earthquake affecting the Kerepehi Fault at Kopouatai bog in the next 50, 500, and 1000 years, respectively.

year: 1990

title: “Pushing an irritational button”: Asian psychologists making sense of racialization in psychology training in Aotearoa/New Zealand

authors: Tan, Kyle K. H.

abstract: The monocultural psychology training in Aotearoa New Zealand deliberately centers White racial framing which enables those who benefit from Whiteness to uphold an imposed hierarchy of racially inferior (Māori) and superior (Pākehā) groups. In Aotearoa, we are faced with a reality that Asian (as a diverse group from East Asia, Southeast Asia, and South Asia) knowledge sources and the intake of Asian students into psychology training are scarcely prioritized. In this study, we utilized counter-storytelling as a critical race praxis to illuminate the various forms of Asianization (Asian racialization) as a subframe of White racial framing. Employing interpretative phenomenological analysis, we explored the subjective experiences of four Asian psychologists as they made sense of racism and the formation of their racialized identity within psychology training. Our analysis uncovered three main themes with subordinate themes: (1) the White mold of psychology (encountering White ideals of psychology and pursuing perceived benefits of Whiteness); (2) bearing the brunt of Asianization (ranging from being achievers yet forgotten to being perceived as a threat and unassimilable); and (3) relating to Māori (expressing identity validation and empathy yet experiencing lateral violence). We observed the manifestation of White racial framing across various cognitive (e.g., the prioritization of western knowledge and the promotion of colorblind norms), emotional (e.g., White fragility), and behavioral aspects (e.g., expectations placed on minoritized ethnic groups to assimilate), all of which contribute to Asianization archetypes (viz., the forgotten Asian, the irritational button, and the unassimilable foreigner).

text: “Pushing an irritational button”: Asian psychologists making sense of racialization in psychology training in Aotearoa/New Zealand The monocultural psychology training in Aotearoa New Zealand deliberately centers White racial framing which enables those who benefit from Whiteness to uphold an imposed hierarchy of racially inferior (Māori) and superior (Pākehā) groups. In Aotearoa, we are faced with a reality that Asian (as a diverse group from East Asia, Southeast Asia, and South Asia) knowledge sources and the intake of Asian students into psychology training are scarcely prioritized. In this study, we utilized counter-storytelling as a critical race praxis to illuminate the various forms of Asianization (Asian racialization) as a subframe of White racial framing. Employing interpretative phenomenological analysis, we explored the subjective experiences of four Asian psychologists as they made sense of racism and the formation of their racialized identity within psychology training. Our analysis uncovered three main themes with subordinate themes: (1) the White mold of psychology (encountering White ideals of psychology and pursuing perceived benefits of Whiteness); (2) bearing the brunt of Asianization (ranging from being achievers yet forgotten to being perceived as a threat and unassimilable); and (3) relating to Māori (expressing identity validation and empathy yet experiencing lateral violence). We observed the manifestation of White racial framing across various cognitive (e.g., the prioritization of western knowledge and the promotion of colorblind norms), emotional (e.g., White fragility), and behavioral aspects (e.g., expectations placed on minoritized ethnic groups to assimilate), all of which contribute to Asianization archetypes (viz., the forgotten Asian, the irritational button, and the unassimilable foreigner).

year: 2025

title: Tukua Kia Rere! Maori Adult Students Succeeding at University

authors: Williams, Daphne Christina (Tina)

subjects: Maori students in higher education

abstract: A considerable amount of research has focussed on Māori underachievement in mainstream education. There is, however, much less research that celebrates Māori academic success. Even less has been written about the experiences of adult Māori students who return to study long after leaving school and go on to become academically successful in higher education. This study contributes to the growing body of knowledge regarding Māori academic success at university. It sought to explore the experiences of sixteen adult Māori students who entered university via special admission and went on to attain undergraduate degrees. The study examined the challenges that these individual’s experienced on their way to becoming academically successful and identified the main factors that helped them to achieve educational success. An overarching Kaupapa Māori theoretical framework was employed in this study. A qualitative research methodology was implemented and Kaupapa Māori research principles informed both the research processes and the interpretation of research outcomes. The findings suggest four major factors contributed to the success of the participants in this study: a strong determination to succeed (whāia te iti kahurangi), the extended family (whānau), strong social support networks with peers and faculty (whakawhanaungatanga) and Te Ao Māori (the Māori World). However, some of these same factors were also found to hinder academic success in the university setting. The Manu Tukutuku (kite) model was developed directly from the research findings. In addition to providing a theoretical frame for understanding the experiences of Māori special admission students at university, this model also provides a useful ‘toolkit’ for those wanting to support Māori students within the university context. The implications of this study suggest that New Zealand Universities can better support Māori special admission students by being more inclusive of their cultural capital, by eliminating racism and discrimination in the university environment and by fostering better relationships between staff and students. Creating opportunities for Māori students to develop social networks at University was also identified as important.

text: Tukua Kia Rere! Maori Adult Students Succeeding at University A considerable amount of research has focussed on Māori underachievement in mainstream education. There is, however, much less research that celebrates Māori academic success. Even less has been written about the experiences of adult Māori students who return to study long after leaving school and go on to become academically successful in higher education. This study contributes to the growing body of knowledge regarding Māori academic success at university. It sought to explore the experiences of sixteen adult Māori students who entered university via special admission and went on to attain undergraduate degrees. The study examined the challenges that these individual’s experienced on their way to becoming academically successful and identified the main factors that helped them to achieve educational success. An overarching Kaupapa Māori theoretical framework was employed in this study. A qualitative research methodology was implemented and Kaupapa Māori research principles informed both the research processes and the interpretation of research outcomes. The findings suggest four major factors contributed to the success of the participants in this study: a strong determination to succeed (whāia te iti kahurangi), the extended family (whānau), strong social support networks with peers and faculty (whakawhanaungatanga) and Te Ao Māori (the Māori World). However, some of these same factors were also found to hinder academic success in the university setting. The Manu Tukutuku (kite) model was developed directly from the research findings. In addition to providing a theoretical frame for understanding the experiences of Māori special admission students at university, this model also provides a useful ‘toolkit’ for those wanting to support Māori students within the university context. The implications of this study suggest that New Zealand Universities can better support Māori special admission students by being more inclusive of their cultural capital, by eliminating racism and discrimination in the university environment and by fostering better relationships between staff and students. Creating opportunities for Māori students to develop social networks at University was also identified as important.

year: 2010