title: Palaeolimnological studies on Lake Maratoto, North Island, New Zealand

authors: Green, John D.

abstract: The Middle Waikato (or Hamilton) Basin is a promising area for studies of the postglacial history of Northern New Zealand. The major geomorphological features of the basin were developed in the last 40,000 years, mainly by aggradation of the ancestral Waikato River (Mccraw 1967, Hume et al 1975) and in the process a number of peat bogs and small lakes were formed which now provide suitable locations for palaeoclimatic and palaeoecological investigations. Four pollen diagrams from peats in the area have been published (Harris 1963, McGlone et al 1978) which show similar features to diagrams from elsewhere in the North Island (McGlone and Topping 1979) but there have been no comparable studies of sediments from the lakes.

text: Palaeolimnological studies on Lake Maratoto, North Island, New Zealand The Middle Waikato (or Hamilton) Basin is a promising area for studies of the postglacial history of Northern New Zealand. The major geomorphological features of the basin were developed in the last 40,000 years, mainly by aggradation of the ancestral Waikato River (Mccraw 1967, Hume et al 1975) and in the process a number of peat bogs and small lakes were formed which now provide suitable locations for palaeoclimatic and palaeoecological investigations. Four pollen diagrams from peats in the area have been published (Harris 1963, McGlone et al 1978) which show similar features to diagrams from elsewhere in the North Island (McGlone and Topping 1979) but there have been no comparable studies of sediments from the lakes.

year: 1979

title: Personal therapy in psychology training: Perspectives from the practising field

authors: Mills, Briar

subjects: psychologist trainees

abstract: The potential relevance of personal therapy for psychologists in training has long been discussed, yet few empirical studies have explored how it is perceived by psychologists themselves. This study investigated the views of 219 Australian psychologists who had engaged in personal therapy, drawing on their written qualitative responses to a larger online survey distributed across Australia. Thematic analysis was used to explore participants’ perspectives on personal therapy during training. Seven key themes were identified, reflecting diverse views on whether therapy should be required, the challenges and barriers that can affect access, and how stigma or normalisation influence uptake. Participants described how personal therapy during training was viewed as contributing to professional and personal development, enhancing self-awareness, emotional insight, and relational capacities, as well as offering support that extended beyond the limits of supervision. Some also highlighted the protective and sustaining role of therapy and its alignment with professional values. Views on whether therapy should be mandated varied, but many supported increased encouragement and visibility within training contexts. These findings offer timely insight into how psychologists with lived experience of personal therapy reflect on its role during training, highlighting considerations for professional development, trainee wellbeing, and the broader training environment.

text: Personal therapy in psychology training: Perspectives from the practising field The potential relevance of personal therapy for psychologists in training has long been discussed, yet few empirical studies have explored how it is perceived by psychologists themselves. This study investigated the views of 219 Australian psychologists who had engaged in personal therapy, drawing on their written qualitative responses to a larger online survey distributed across Australia. Thematic analysis was used to explore participants’ perspectives on personal therapy during training. Seven key themes were identified, reflecting diverse views on whether therapy should be required, the challenges and barriers that can affect access, and how stigma or normalisation influence uptake. Participants described how personal therapy during training was viewed as contributing to professional and personal development, enhancing self-awareness, emotional insight, and relational capacities, as well as offering support that extended beyond the limits of supervision. Some also highlighted the protective and sustaining role of therapy and its alignment with professional values. Views on whether therapy should be mandated varied, but many supported increased encouragement and visibility within training contexts. These findings offer timely insight into how psychologists with lived experience of personal therapy reflect on its role during training, highlighting considerations for professional development, trainee wellbeing, and the broader training environment.

year: 2025

title: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure

authors: Nock, Sophie

subjects: grading of students

abstract: I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

text: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

year: 2006