title: Colin George Vucetich (1918–2007)—pioneering New Zealand tephrochronologist

authors: Lowe, David J.

subjects: New Zealand

abstract: Many Quaternarists, tephrochronologists, and soil scientists mourned the passing in New Zealand of Colin Vucetich—gentle mentor, pedologist, and pioneering tephrochronologist—on 25 April (Anzac Day), 2007. Colin was in his 89th year. As well as forming a 25-year partnership with W.A. “Alan” Pullar, with whom he published three classic papers on tephrostratigraphy based on field work undertaken by the pair largely in their own time, Colin inspired and mentored numerous postgraduates in his later career as an academic at Victoria University of Wellington. There he taught pedology, soil stratigraphy, and tephrochronology until his retirement as Reader (Associate Professor) in 1982. In retirement he was an honorary lecturer and supervisor at Massey University (Palmerston North) until 1991 (Fig. 1, Fig. 2 and Fig. 3).

text: Colin George Vucetich (1918–2007)—pioneering New Zealand tephrochronologist Many Quaternarists, tephrochronologists, and soil scientists mourned the passing in New Zealand of Colin Vucetich—gentle mentor, pedologist, and pioneering tephrochronologist—on 25 April (Anzac Day), 2007. Colin was in his 89th year. As well as forming a 25-year partnership with W.A. “Alan” Pullar, with whom he published three classic papers on tephrostratigraphy based on field work undertaken by the pair largely in their own time, Colin inspired and mentored numerous postgraduates in his later career as an academic at Victoria University of Wellington. There he taught pedology, soil stratigraphy, and tephrochronology until his retirement as Reader (Associate Professor) in 1982. In retirement he was an honorary lecturer and supervisor at Massey University (Palmerston North) until 1991 (Fig. 1, Fig. 2 and Fig. 3).

year: 2008

title: Characterisation and modelling of loudspeaker cone resonance

authors: Taberner, Andrew James

abstract: Loudspeaker cone resonance (“cone break-up”) is a fundamental cause of ripple in the electrical impedance and sound pressure responses of electrodynamic loudspeakers. In this thesis, the dependence of the characteristics of loudspeaker cone resonances on the material properties and thickness profile of the cone is extensively determined by creating 2D and 3D finite element models of a 6½-inch polypropylene-cone loudspeaker. Techniques for adjusting the resonant characteristics of loudspeaker cones by varying the material properties and thickness profile of the cone are explored and summarised.

The effect of cutting narrow slots through the surface of a loudspeaker cone is determined using 3D finite element modelling techniques, and cone slots are shown to have a large influence on the characteristics of the loudspeaker cone. A slotted loudspeaker cone with desirable impedance and sound pressure response characteristics is modelled and constructed. The measured response of the slotted loudspeaker is demonstrated to be a significant improvement over the characteristics of an unslotted loudspeaker.

text: Characterisation and modelling of loudspeaker cone resonance Loudspeaker cone resonance (“cone break-up”) is a fundamental cause of ripple in the electrical impedance and sound pressure responses of electrodynamic loudspeakers. In this thesis, the dependence of the characteristics of loudspeaker cone resonances on the material properties and thickness profile of the cone is extensively determined by creating 2D and 3D finite element models of a 6½-inch polypropylene-cone loudspeaker. Techniques for adjusting the resonant characteristics of loudspeaker cones by varying the material properties and thickness profile of the cone are explored and summarised.

The effect of cutting narrow slots through the surface of a loudspeaker cone is determined using 3D finite element modelling techniques, and cone slots are shown to have a large influence on the characteristics of the loudspeaker cone. A slotted loudspeaker cone with desirable impedance and sound pressure response characteristics is modelled and constructed. The measured response of the slotted loudspeaker is demonstrated to be a significant improvement over the characteristics of an unslotted loudspeaker.

year: 1998

title: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying

authors: Kururangi, Aorere Helen Mary

subjects: collaborative drawing and storying

abstract: Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

text: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

year: 2008