title: Assessing effects of changes to nutrient loads on Lake Tarawera water quality: Model simulations for 2010 to 2020

authors: Abell, Jonathan Michael

abstract: Lake Tarawera is a nationally significant lake that is highly valued by tangata whenua, local residents and the regional community. Monitoring shows that lake water quality does not presently meet the target, based on a Trophic Level Index (TLI) value of 2.6 identified in the Tarawera Lakes Restoration Plan1. Between 2010 and 2020 annual observed TLI was frequently as high as 2.9. Managing nutrient loads to the lake is necessary to achieve desired lake water quality and interim nutrient reduction targets have been established. An objective of this study was to evaluate these targets by improving estimates of ‘sustainable nutrient loads’, which are the external loads of nitrogen and phosphorus that would result in meeting the TLI target.

text: Assessing effects of changes to nutrient loads on Lake Tarawera water quality: Model simulations for 2010 to 2020 Lake Tarawera is a nationally significant lake that is highly valued by tangata whenua, local residents and the regional community. Monitoring shows that lake water quality does not presently meet the target, based on a Trophic Level Index (TLI) value of 2.6 identified in the Tarawera Lakes Restoration Plan1. Between 2010 and 2020 annual observed TLI was frequently as high as 2.9. Managing nutrient loads to the lake is necessary to achieve desired lake water quality and interim nutrient reduction targets have been established. An objective of this study was to evaluate these targets by improving estimates of ‘sustainable nutrient loads’, which are the external loads of nitrogen and phosphorus that would result in meeting the TLI target.

year: 2020-12

title: Chinks in the armor of public key cryptosystems

authors: Wilson, William J.

subjects: public key cryptosystems

abstract: Potential weaknesses in public key cryptosystem design and use are identified with emphasis on a particular vulnerability resulting from the encryption of ordinary natural language plaintext. This weakness occurs when an insufficiently long block length is used to encrypt low entropy natural language and ordinary numeric plaintext rendered in 8-bit character sets such as ASCII or EBCDIC. A computer-assisted, semi-exhaustive chosen plaintext attack is defined and shown to defeat such systems. Several methods are suggested for thwarting such attacks by maximizing input plaintext entropy prior to encryption.

text: Chinks in the armor of public key cryptosystems Potential weaknesses in public key cryptosystem design and use are identified with emphasis on a particular vulnerability resulting from the encryption of ordinary natural language plaintext. This weakness occurs when an insufficiently long block length is used to encrypt low entropy natural language and ordinary numeric plaintext rendered in 8-bit character sets such as ASCII or EBCDIC. A computer-assisted, semi-exhaustive chosen plaintext attack is defined and shown to defeat such systems. Several methods are suggested for thwarting such attacks by maximizing input plaintext entropy prior to encryption.

year: 1994-03

title: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms.

authors: Hermanns, Christina Leilani

subjects: science

abstract: Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

text: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms. Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

year: 2025-05-29