title: Monitoring the landslide at Bramley Drive, Tauranga, NZ

authors: Moon, Vicki G.

subjects: landslide monitoring

abstract: Omokoroa Peninsula, Tauranga Harbour, is prone to landslides in sensitive pyroclastic soils, especially in coastal bluffs. The largest is the landslide at Bramley Drive that first occurred in 1979, and was reactivated in 2011 and 2012. Since 2012 the landslide has been monitored with laser scans, vibro-and static-CPT, pore water logging at 3 depths, and a borehole inclinometer. Laser scan results track degradation of the scarp and allow development of a preliminary magnitude-frequency curve for failure events on the scarp. To date the borehole inclinometer has shown no obvious shear surface development. However, deformations in phase with the solid earth tides are evident in the cumulative displacement plots. Layers of weak soils separated by sharp boundaries are believed to exaggerate the deformations of the solid earth tides to the extent that they are measurable with a simple inclinometer. Residual deformation after subtraction of the earth tide effects indicate some movement over winter of 2014 associated with sensitive soils at or near the failure surface. The depth of this movement corresponds with a zone of high induced pore water pressures under vibratory CPTu. Pore water pressures indicate two discrete aquifers: an upper aquifer in tephra layers high in the upper part of the sequence that responds to atmospheric pressures; and a second aquifer in the underlying ignimbrites. Pressures in the bottom aquifer are lower than in the overlying aquifer in summer and higher in winter. Large spikes in pore water pressure have been observed during winter of 2014; these coincide with the time of deformation noted in the inclinometer traces.

text: Monitoring the landslide at Bramley Drive, Tauranga, NZ Omokoroa Peninsula, Tauranga Harbour, is prone to landslides in sensitive pyroclastic soils, especially in coastal bluffs. The largest is the landslide at Bramley Drive that first occurred in 1979, and was reactivated in 2011 and 2012. Since 2012 the landslide has been monitored with laser scans, vibro-and static-CPT, pore water logging at 3 depths, and a borehole inclinometer. Laser scan results track degradation of the scarp and allow development of a preliminary magnitude-frequency curve for failure events on the scarp. To date the borehole inclinometer has shown no obvious shear surface development. However, deformations in phase with the solid earth tides are evident in the cumulative displacement plots. Layers of weak soils separated by sharp boundaries are believed to exaggerate the deformations of the solid earth tides to the extent that they are measurable with a simple inclinometer. Residual deformation after subtraction of the earth tide effects indicate some movement over winter of 2014 associated with sensitive soils at or near the failure surface. The depth of this movement corresponds with a zone of high induced pore water pressures under vibratory CPTu. Pore water pressures indicate two discrete aquifers: an upper aquifer in tephra layers high in the upper part of the sequence that responds to atmospheric pressures; and a second aquifer in the underlying ignimbrites. Pressures in the bottom aquifer are lower than in the overlying aquifer in summer and higher in winter. Large spikes in pore water pressure have been observed during winter of 2014; these coincide with the time of deformation noted in the inclinometer traces.

year: 2015

title: How to Canberra-plan disagreement: platitudes, taste, preferences

authors: Wyatt, Jeremy

abstract: What is disagreement, and how can we come to know what disagreement is? Philosophers from nearly every corner of the discipline have investigated disagreement, so answers to the first question aren’t in short supply. Answers to the second question, though, are harder to come by. In this chapter, I outline an approach to the study of disagreement that is modelled on the Canberra Plan. The core idea behind this approach is to determine the nature of disagreement, we should (i) identify a collection of platitudes about disagreement; (ii) Ramsify over them; and then (iii) use available empirical evidence to determine which relations make the resultant Ramsey sentence true. To demonstrate the fruitfulness of this approach, I show how it can be used to deliver a satisfying and empirically-informed account of the nature of taste disagreement.

text: How to Canberra-plan disagreement: platitudes, taste, preferences What is disagreement, and how can we come to know what disagreement is? Philosophers from nearly every corner of the discipline have investigated disagreement, so answers to the first question aren’t in short supply. Answers to the second question, though, are harder to come by. In this chapter, I outline an approach to the study of disagreement that is modelled on the Canberra Plan. The core idea behind this approach is to determine the nature of disagreement, we should (i) identify a collection of platitudes about disagreement; (ii) Ramsify over them; and then (iii) use available empirical evidence to determine which relations make the resultant Ramsey sentence true. To demonstrate the fruitfulness of this approach, I show how it can be used to deliver a satisfying and empirically-informed account of the nature of taste disagreement.

year: 2022-05-06

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