title: Rainfall threshold for initiating effective stress decrease and failure in weathered tephra slopes

authors: Kluger, Max O.

subjects: landslides

abstract: Rainfall is one of the most important triggers of slope failure. Weathered pyroclastic (tephra) deposits are especially vulnerable to slope failure because they commonly form slopes of high porosity and high clay content. Empirically derived thresholds for the triggering of landslides are commonly based on rainfall conditions and have been widely applied in volcanic soils. However, so far only few researchers utilized pore water pressure in the slope as additional variable for the threshold calibration. Here, we derived a new rainfall threshold for initiating the decrease in effective stress in the slope by analyzing a long-term record of rainfall and piezometer data from a slide-prone coastal area in northern New Zealand that consists of clayey, halloysitic tephra deposits. The level of effective stress decrease increased with rainfall intensity and duration. We observed highest effective stress decrease of up to 36% during rainfall events that triggered landslides in our study area. The effective stress threshold exhibits a satisfactory predictive capability. The probability of correctly predicting a decrease in effective stress is 53%. The effective stress threshold contributes towards the implementation of the decrease in effective stress into rainfall thresholds for the occurrence of landslides.

text: Rainfall threshold for initiating effective stress decrease and failure in weathered tephra slopes Rainfall is one of the most important triggers of slope failure. Weathered pyroclastic (tephra) deposits are especially vulnerable to slope failure because they commonly form slopes of high porosity and high clay content. Empirically derived thresholds for the triggering of landslides are commonly based on rainfall conditions and have been widely applied in volcanic soils. However, so far only few researchers utilized pore water pressure in the slope as additional variable for the threshold calibration. Here, we derived a new rainfall threshold for initiating the decrease in effective stress in the slope by analyzing a long-term record of rainfall and piezometer data from a slide-prone coastal area in northern New Zealand that consists of clayey, halloysitic tephra deposits. The level of effective stress decrease increased with rainfall intensity and duration. We observed highest effective stress decrease of up to 36% during rainfall events that triggered landslides in our study area. The effective stress threshold exhibits a satisfactory predictive capability. The probability of correctly predicting a decrease in effective stress is 53%. The effective stress threshold contributes towards the implementation of the decrease in effective stress into rainfall thresholds for the occurrence of landslides.

year: 2019

title: Developing an online learning community:  A strategy for improving lecturer and student learning experiences

authors: Khoo, Elaine G.L.

subjects: online learning community

abstract: Many researchers and practitioners are appealing for more innovative approaches where online lecturer use of technology is guided by a clear philosophy of learning to engage students in more meaningful learning. This research aimed to better understand teaching and learning in an online learning environment through the development and application of an appropriate pedagogical framework to facilitate successful learning experiences. To achieve this aim, a qualitative interpretive methodology was adopted to case study an online lecturer and his 14 students' experiences in a semester long fully online asynchronous graduate Research Methods course in a New Zealand tertiary institution. The study had three phases. 

Phase 1, the Review Phase, was a baseline survey to elicit the views of various online lecturers and their students on the nature of online learning and how learning can be successfully facilitated in such environments. The findings and recommendations from the literature led to identifying five guiding principles to frame the development of a pedagogical intervention. The principles, which map onto five key sociocultural ideas, depict learning as a mediated, situated, distributed, goal-directed and participatory activity within a socially and culturally determined learning community. 

Phase 2, the Designing the Intervention and Implementation Phase, concerned designing an intervention to facilitate student learning experiences. An emergent and iterative strategy, the negotiated intervention strategy, framed the collaborative design process used by the researcher to work with the case study lecturer. Teaching strategies supporting each of the guiding principles were shared with the lecturer, planned for and implemented in the case study course. 

Phase 3, the Evaluation Phase, examined how successful the intervention was in terms of three planes of participant development: personal, interpersonal and community. The key findings from this research highlight successful online teaching and learning experiences as involving active and changing participation in a learning community. This participation is framed and shaped by the use of authentic and relevant tasks that situate activity; interaction and teamwork to tap into cognition as distributed; goal-directed activities; and Web-based technological tools and activities to mediate action. Participation is realised through the kinds of roles members of the community adopt in support of intellectual, social and emotional development over time. 

Overall, the findings confirm the value of a sociocultural approach in the design and facilitation of online learning experiences. The notion of participation in a learning community through the adoption of different roles provides a useful orientation for understanding lecturer and student responsibilities and strategies to serve different purposes of teaching and learning. These ideas inform our understanding of appropriate conditions for successful teaching and learning and have important implications for guiding teaching-learning practices in online learning environments.

text: Developing an online learning community:  A strategy for improving lecturer and student learning experiences Many researchers and practitioners are appealing for more innovative approaches where online lecturer use of technology is guided by a clear philosophy of learning to engage students in more meaningful learning. This research aimed to better understand teaching and learning in an online learning environment through the development and application of an appropriate pedagogical framework to facilitate successful learning experiences. To achieve this aim, a qualitative interpretive methodology was adopted to case study an online lecturer and his 14 students' experiences in a semester long fully online asynchronous graduate Research Methods course in a New Zealand tertiary institution. The study had three phases. 

Phase 1, the Review Phase, was a baseline survey to elicit the views of various online lecturers and their students on the nature of online learning and how learning can be successfully facilitated in such environments. The findings and recommendations from the literature led to identifying five guiding principles to frame the development of a pedagogical intervention. The principles, which map onto five key sociocultural ideas, depict learning as a mediated, situated, distributed, goal-directed and participatory activity within a socially and culturally determined learning community. 

Phase 2, the Designing the Intervention and Implementation Phase, concerned designing an intervention to facilitate student learning experiences. An emergent and iterative strategy, the negotiated intervention strategy, framed the collaborative design process used by the researcher to work with the case study lecturer. Teaching strategies supporting each of the guiding principles were shared with the lecturer, planned for and implemented in the case study course. 

Phase 3, the Evaluation Phase, examined how successful the intervention was in terms of three planes of participant development: personal, interpersonal and community. The key findings from this research highlight successful online teaching and learning experiences as involving active and changing participation in a learning community. This participation is framed and shaped by the use of authentic and relevant tasks that situate activity; interaction and teamwork to tap into cognition as distributed; goal-directed activities; and Web-based technological tools and activities to mediate action. Participation is realised through the kinds of roles members of the community adopt in support of intellectual, social and emotional development over time. 

Overall, the findings confirm the value of a sociocultural approach in the design and facilitation of online learning experiences. The notion of participation in a learning community through the adoption of different roles provides a useful orientation for understanding lecturer and student responsibilities and strategies to serve different purposes of teaching and learning. These ideas inform our understanding of appropriate conditions for successful teaching and learning and have important implications for guiding teaching-learning practices in online learning environments.

year: 2010

title: Connections, working collaboratively and health workforce development

authors: Masters-Awatere, Bridgette

subjects: Rangahau Māori

abstract: I was invited to deliver a presentation as part of the Inaugral series of research symposia hosted by the national Maori health authority - Te Aka Whaiora

text: Connections, working collaboratively and health workforce development I was invited to deliver a presentation as part of the Inaugral series of research symposia hosted by the national Maori health authority - Te Aka Whaiora

year: 2023-08-30