title: Chronology of fans and terraces in the Galatea Basin

authors: Pain, C.F.

abstract: Air-borne volcanic ash beds are used to date fans and terraces in the Galatea Basin and to outline the depositional history of this part of the Rangitaiki Valley. The basin is interpreted as a fault-angle depression formed by a downwarped sheet of ignimbrite and an upthrusted block of greywacke which forms the Ikawhenua Range. It is from this range that much of the detritus has been derived to fill the basin, deposited mainly in the form of fans and terraces. The larger fans cover a wide area and their surfaces are older than the Rotoma eruption of c. 8000 years B.P. The widespread occurrence of these fans indicates a major erosion interval between c. 11,000 and c. 8,000 years ago. The younger fans are distributed in a particular order with fans of the Pre-Taupo surface north of the Horomanga Stream and those of the Pre- and Post-Kaharoa surfaces south of the same stream. This ordered distribution of the younger fans suggests a climatic control of fan building.

Aggradation and degradation phases in the Rangitaiki and Whirinaki Rivers have formed a pronounced meander trough containing terraces of the Pre-Taupo, Pre-Kaharoa, and Post-Kaharoa surfaces. The terrace of the Pre-Kaharoa surface, largely of Taupo Pumice alluvium, is the most common. Degradation, however, is controlled by a local base level at the ignimbrite rapids on the Rangitaiki River just north of the Galatea Basin.

text: Chronology of fans and terraces in the Galatea Basin Air-borne volcanic ash beds are used to date fans and terraces in the Galatea Basin and to outline the depositional history of this part of the Rangitaiki Valley. The basin is interpreted as a fault-angle depression formed by a downwarped sheet of ignimbrite and an upthrusted block of greywacke which forms the Ikawhenua Range. It is from this range that much of the detritus has been derived to fill the basin, deposited mainly in the form of fans and terraces. The larger fans cover a wide area and their surfaces are older than the Rotoma eruption of c. 8000 years B.P. The widespread occurrence of these fans indicates a major erosion interval between c. 11,000 and c. 8,000 years ago. The younger fans are distributed in a particular order with fans of the Pre-Taupo surface north of the Horomanga Stream and those of the Pre- and Post-Kaharoa surfaces south of the same stream. This ordered distribution of the younger fans suggests a climatic control of fan building.

Aggradation and degradation phases in the Rangitaiki and Whirinaki Rivers have formed a pronounced meander trough containing terraces of the Pre-Taupo, Pre-Kaharoa, and Post-Kaharoa surfaces. The terrace of the Pre-Kaharoa surface, largely of Taupo Pumice alluvium, is the most common. Degradation, however, is controlled by a local base level at the ignimbrite rapids on the Rangitaiki River just north of the Galatea Basin.

year: 1968

title: Identifying music documents in a collection of images

authors: Bainbridge, David

subjects: computer science

abstract: Digital libraries and search engines are now well-equipped to find images of documents based on queries. Many images of music scores are now available, often mixed up with textual documents and images. For example, using the Google “images” search feature, a  search for “Beethoven” will return a number of scores and manuscripts as well as pictures of the composer. In this paper we report on an investigation into methods to mechanically determine if a particular document is indeed a score, so that the user can specify that only musical scores should be returned. The goal is to find a minimal set of features that can be used as a quick test that will be applied to large numbers of documents.
A variety of filters were considered, and two promising ones (run-length ratios and Hough transform) were evaluated. We found that a method based around run-lengths in vertical scans (RL) that out-performs a comparable algorithm using the Hough transform (HT). On a test set of 1030 images, RL achieved recall and precision of 97.8% and 88.4% respectively while HT achieved 97.8% and 73.5%. In terms of processor time, RL was more than five times as fast as HT.

text: Identifying music documents in a collection of images Digital libraries and search engines are now well-equipped to find images of documents based on queries. Many images of music scores are now available, often mixed up with textual documents and images. For example, using the Google “images” search feature, a  search for “Beethoven” will return a number of scores and manuscripts as well as pictures of the composer. In this paper we report on an investigation into methods to mechanically determine if a particular document is indeed a score, so that the user can specify that only musical scores should be returned. The goal is to find a minimal set of features that can be used as a quick test that will be applied to large numbers of documents.
A variety of filters were considered, and two promising ones (run-length ratios and Hough transform) were evaluated. We found that a method based around run-lengths in vertical scans (RL) that out-performs a comparable algorithm using the Hough transform (HT). On a test set of 1030 images, RL achieved recall and precision of 97.8% and 88.4% respectively while HT achieved 97.8% and 73.5%. In terms of processor time, RL was more than five times as fast as HT.

year: 2006

title: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana

authors: Woller, Paul Robert

subjects: Ngāi Tamarāwaho

abstract: Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

text: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

year: 2016