title: An overview of mining in the Te Aroha mining district in the 1890s

authors: Hart, Philip

abstract: For most of the decade, only a small amount of mining was undertaken, despite the efforts of some prospectors and miners (who were always handicapped by lack of capital). The only mine to produce a steady profit for its small syndicate was the Loyalty Palace. Prospecting, either by individuals or by specially organized parties, continued throughout most of the decade, with little success, despite investigating new areas such as the Mangakino Valley. The mining boom of 1895 prompted those owning apparently promising ground to attempt to sell it to overseas investors; all potentially auriferous ground was pegged out, but most of the new claims were not worked or, if worked, few produced much gold. 
Exaggerated hopes were even more exaggerated during the brief boom, but the introduction of some (but never sufficient) foreign capital raised hopes for some permanent benefits being produced. The problem of how to treat the complex ore had not been solved, although late in the decade Joseph Campbell would promote his new system. Edwin Hardy, who arrived in the district in 1899, would subsequently develop part of the field more methodically. 
As always, both local and central governments were asked to provide financial assistance, resulting in some prospectors being subsidized and some prospecting tracks constructed. And at the very end of the decade, a new proposal for large-scale mining was floated.

text: An overview of mining in the Te Aroha mining district in the 1890s For most of the decade, only a small amount of mining was undertaken, despite the efforts of some prospectors and miners (who were always handicapped by lack of capital). The only mine to produce a steady profit for its small syndicate was the Loyalty Palace. Prospecting, either by individuals or by specially organized parties, continued throughout most of the decade, with little success, despite investigating new areas such as the Mangakino Valley. The mining boom of 1895 prompted those owning apparently promising ground to attempt to sell it to overseas investors; all potentially auriferous ground was pegged out, but most of the new claims were not worked or, if worked, few produced much gold. 
Exaggerated hopes were even more exaggerated during the brief boom, but the introduction of some (but never sufficient) foreign capital raised hopes for some permanent benefits being produced. The problem of how to treat the complex ore had not been solved, although late in the decade Joseph Campbell would promote his new system. Edwin Hardy, who arrived in the district in 1899, would subsequently develop part of the field more methodically. 
As always, both local and central governments were asked to provide financial assistance, resulting in some prospectors being subsidized and some prospecting tracks constructed. And at the very end of the decade, a new proposal for large-scale mining was floated.

year: 2016

title: Provable Non-Frameability for 5G Lawful Interception

authors: Boeira, Felipe

abstract: Mobile networks have grown in size and relevance, with novel applications in areas including transportation, finance, and health. The wide use of mobile networks generates rich data about users, raising interest in using such data for law enforcement and antiterrorism through Lawful Interception (LI). Countries worldwide have established legal frameworks to conduct LI, and technical standards have been created for its implementation and deployment, but without sufficient (and rigorous) security controls. While LI originated for benign purposes, we show in this paper that malicious entities could exploit it to frame users into suspicion of criminal activity. Further, we propose a solution for non-frameability, which we formally prove uphold desired properties even in scenarios where attackers completely infiltrate the operator networks. To perform the formal verification, we extend prior work with a more complete model of the fifth generation (5G) of mobile networks in the Tamarin prover.

text: Provable Non-Frameability for 5G Lawful Interception Mobile networks have grown in size and relevance, with novel applications in areas including transportation, finance, and health. The wide use of mobile networks generates rich data about users, raising interest in using such data for law enforcement and antiterrorism through Lawful Interception (LI). Countries worldwide have established legal frameworks to conduct LI, and technical standards have been created for its implementation and deployment, but without sufficient (and rigorous) security controls. While LI originated for benign purposes, we show in this paper that malicious entities could exploit it to frame users into suspicion of criminal activity. Further, we propose a solution for non-frameability, which we formally prove uphold desired properties even in scenarios where attackers completely infiltrate the operator networks. To perform the formal verification, we extend prior work with a more complete model of the fifth generation (5G) of mobile networks in the Tamarin prover.

year: 2023-05-29

title: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context

authors: Te Arihi, Kylie

subjects: English Reading Skills

abstract: One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

text: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

year: 2014