title: Evaluting a sketch environment for novice programmers

authors: Plimmer, Beryl

subjects: computer science

abstract: This paper describes the evaluation of an electronic sketch interface design tool for novice programmers. A comparative study was undertaken with small groups using two different shared space environments; a conventional informal design environment and the pen based digital whiteboard. The students reacted positively to the electronic environment, where they worked informally with their design ideas and checked them more carefully.

text: Evaluting a sketch environment for novice programmers This paper describes the evaluation of an electronic sketch interface design tool for novice programmers. A comparative study was undertaken with small groups using two different shared space environments; a conventional informal design environment and the pen based digital whiteboard. The students reacted positively to the electronic environment, where they worked informally with their design ideas and checked them more carefully.

year: 2003

title: Risk analysis associated with flank failure from Putauaki, Bay of Plenty, New Zealand

authors: Hewitt, Dolan

subjects: volcanic landslides

abstract: Volcanoes are dynamic evolving structures, with life cycles that are punctuated by episodes of
flank instability. Putauaki (Mount Edgecumbe) is a stratovolcano located onshore in the Bay of
Plenty, New Zealand. The aim of this study was to assess the stability of Putauaki and analyse the risk associated with volcanic collapse. To achieve this objective, a multidisciplinary approach was used, incorporating geomorphological and geological mapping, rock mass classification,
laboratory testing to identify geotechnical properties of materials representative of the volcano,
stability modelling, and analysis of landslide run-out zones.
Putauaki comprises two predominant features including the larger and younger Main Cone (the
summit lying 820 m a.s.l., slope angles up to 36 ), and smaller and older Main Dome (the summit
lying 420 m a.s.l., slope angle of 24 ). Both features show little evidence of erosion or surface
water. Rock mass description defined six lithotechnical units including indurated andesite,
indurated dacite, scoriaceous andesite, altered andesite (all categorised as hard rocks), and block
and ash flow and Matahina Ignimbrite (both categorised as soft rocks). The uniaxial compressive
strength (UCS) of indurated andesite and indurated dacite was 60   4 MPa and 44.7   0.9 MPa
respectively, correlating with moderately strong rock. Discontinuities of the indurated units were
widely spaced, showed medium persistence and wide aperture, and were slightly weathered. Infill
comprised predominantly loosely packed, very strong, coarse gravel. UCS of scoriaceous andesite
and altered andesite was 25   5 MPa and 15   1 MPa respectively, allowing categorisation as very
weak rock. Discontinuities of scoriaceous andesite were widely spaced, showed high persistence
and wide aperture, and were moderately weathered. Discontinuities of the altered andesite were
moderately spaced, showed low persistence and wide aperture, and were highly weathered. Infill
of scoriaceous and altered andesite was loosely packed, moist, weak to very weak medium gravel.
The block and ash flow was a poorly sorted, loosely packed, sandy, gravely and cobble rich matrix
supported deposit. The Matahina Ignimbrite was a very weak, discontinuity-poor deposit. Shear
box testing indicated cohesion and friction angle of 0 MPa and 42.1  (block and ash flow) and 1.4
x 10-3 MPa and 41.7  (Matahina Ignimbrite) respectively. These values are similar to published
values. Correlation of each lithotechnical unit to its respective rock mass description site allowed
approximate boundaries of each unit to be mapped.
Each unit's mass strength was combined with measured bulk densities and incorporated into two
dimensional slope profiles using the stability modelling package GalenaTM. Ten slope profiles of
Putauaki were constructed. Failure surfaces for each slope profile were defined using the Bishop
simplified multiple analysis method. Four slope profiles showed the potential for small scale
failure (less than 0.1 km2 of material). The remaining six slope profiles showed the potential for large
scale failure (greater than 0.1 km2 of material). Stability of these six slope profiles was investigated further
in relation to earthquake force, watertable elevation, and a disturbance factor of the rock mass (D).
Conditions of failure graphs for profile 6a showed that at low D (less than 0.4), earthquake forces and
watertable elevation must be unrealistically high for the region (greater than 0.33 g; greater than 15% watertable
elevation) in order produce a factor of safety less than 1. The remaining five slope profiles showed
potential to be unstable under realistic earthquake forces and watertable elevations. Two of these
profiles were unable to achieve stability at D greater than 0.8 (profile 4) and D greater than 0.9 (profile 5). A D value
of 0.6 (intermediate between 0.4 and 0.8) is argued to most realistically represent Putauaki. The
fact that Putauaki has not undergone large scale failure to date supports the conclusion that the
constructed models overestimate the influence of those factors which promote slope instability.
Maximum and minimum landslide run-out zones were constructed for the slope profiles exhibiting
the potential for large scale failure. Definition of the position and extent of maximum and
minimum run-out zones assumed H/L (fall height to run-out length) ratios of 0.09 and 0.18
respectively, as well as the 'credible flow path' concept. Identified impacts of landslides sourced
from Putauaki include inundation of Kawerau Township, Tarawera River, forestry operations, road
networks, and power supplies. Based on these impacts, the risk posed by landslides from each
slope profile was categorised as ranging from relatively low to relatively high. Landslides sourced from the south-west flanks pose a relatively low risk due to their prerequisite of unrealistically
high watertable elevations and earthquake forces. Landslides sourced from the north-west flanks pose a relatively high risk as minimum run-out will inundate north-east parts of Kawerau
Township. Landslides sourced from the eastern flanks pose a moderate risk due to their run-out
zones avoiding Kawerau Township.

text: Risk analysis associated with flank failure from Putauaki, Bay of Plenty, New Zealand Volcanoes are dynamic evolving structures, with life cycles that are punctuated by episodes of
flank instability. Putauaki (Mount Edgecumbe) is a stratovolcano located onshore in the Bay of
Plenty, New Zealand. The aim of this study was to assess the stability of Putauaki and analyse the risk associated with volcanic collapse. To achieve this objective, a multidisciplinary approach was used, incorporating geomorphological and geological mapping, rock mass classification,
laboratory testing to identify geotechnical properties of materials representative of the volcano,
stability modelling, and analysis of landslide run-out zones.
Putauaki comprises two predominant features including the larger and younger Main Cone (the
summit lying 820 m a.s.l., slope angles up to 36 ), and smaller and older Main Dome (the summit
lying 420 m a.s.l., slope angle of 24 ). Both features show little evidence of erosion or surface
water. Rock mass description defined six lithotechnical units including indurated andesite,
indurated dacite, scoriaceous andesite, altered andesite (all categorised as hard rocks), and block
and ash flow and Matahina Ignimbrite (both categorised as soft rocks). The uniaxial compressive
strength (UCS) of indurated andesite and indurated dacite was 60   4 MPa and 44.7   0.9 MPa
respectively, correlating with moderately strong rock. Discontinuities of the indurated units were
widely spaced, showed medium persistence and wide aperture, and were slightly weathered. Infill
comprised predominantly loosely packed, very strong, coarse gravel. UCS of scoriaceous andesite
and altered andesite was 25   5 MPa and 15   1 MPa respectively, allowing categorisation as very
weak rock. Discontinuities of scoriaceous andesite were widely spaced, showed high persistence
and wide aperture, and were moderately weathered. Discontinuities of the altered andesite were
moderately spaced, showed low persistence and wide aperture, and were highly weathered. Infill
of scoriaceous and altered andesite was loosely packed, moist, weak to very weak medium gravel.
The block and ash flow was a poorly sorted, loosely packed, sandy, gravely and cobble rich matrix
supported deposit. The Matahina Ignimbrite was a very weak, discontinuity-poor deposit. Shear
box testing indicated cohesion and friction angle of 0 MPa and 42.1  (block and ash flow) and 1.4
x 10-3 MPa and 41.7  (Matahina Ignimbrite) respectively. These values are similar to published
values. Correlation of each lithotechnical unit to its respective rock mass description site allowed
approximate boundaries of each unit to be mapped.
Each unit's mass strength was combined with measured bulk densities and incorporated into two
dimensional slope profiles using the stability modelling package GalenaTM. Ten slope profiles of
Putauaki were constructed. Failure surfaces for each slope profile were defined using the Bishop
simplified multiple analysis method. Four slope profiles showed the potential for small scale
failure (less than 0.1 km2 of material). The remaining six slope profiles showed the potential for large
scale failure (greater than 0.1 km2 of material). Stability of these six slope profiles was investigated further
in relation to earthquake force, watertable elevation, and a disturbance factor of the rock mass (D).
Conditions of failure graphs for profile 6a showed that at low D (less than 0.4), earthquake forces and
watertable elevation must be unrealistically high for the region (greater than 0.33 g; greater than 15% watertable
elevation) in order produce a factor of safety less than 1. The remaining five slope profiles showed
potential to be unstable under realistic earthquake forces and watertable elevations. Two of these
profiles were unable to achieve stability at D greater than 0.8 (profile 4) and D greater than 0.9 (profile 5). A D value
of 0.6 (intermediate between 0.4 and 0.8) is argued to most realistically represent Putauaki. The
fact that Putauaki has not undergone large scale failure to date supports the conclusion that the
constructed models overestimate the influence of those factors which promote slope instability.
Maximum and minimum landslide run-out zones were constructed for the slope profiles exhibiting
the potential for large scale failure. Definition of the position and extent of maximum and
minimum run-out zones assumed H/L (fall height to run-out length) ratios of 0.09 and 0.18
respectively, as well as the 'credible flow path' concept. Identified impacts of landslides sourced
from Putauaki include inundation of Kawerau Township, Tarawera River, forestry operations, road
networks, and power supplies. Based on these impacts, the risk posed by landslides from each
slope profile was categorised as ranging from relatively low to relatively high. Landslides sourced from the south-west flanks pose a relatively low risk due to their prerequisite of unrealistically
high watertable elevations and earthquake forces. Landslides sourced from the north-west flanks pose a relatively high risk as minimum run-out will inundate north-east parts of Kawerau
Township. Landslides sourced from the eastern flanks pose a moderate risk due to their run-out
zones avoiding Kawerau Township.

year: 2007

title: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective

authors: Cheryl, Mitchell

abstract: Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

text: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

year: 2025-10-17