title: Surficial sediments of Raglan Harbour

authors: Sherwood, Alan M.

subjects: Raglan Harbour

abstract: Raglan Harbour, a drowned river valley system lying in a structurally depressed fault‐block, has a maximum depth of 18 m and covers about 33 km2, 70% of which consists of tidal flats up to 1 km wide and dissected by channels up to 5 m deep. Salinities range mainly from 30 to 33%0, and truly estuarine conditions are restricted to the tidal reaches of small streams entering the harbour.Sediments range from clean, well sorted sands in the beaches, dunes, channels, and bars in the lower harbour to mainly muddy sands, sandy muds, and muds in the extensive tidal flats of the middle and upper harbour. Gravelly sediments occur sporadically as the product of shore line erosion, and as lag and dump deposits in channels. Sediment transport and deposition is primarily under the control of cyclically variable, multidirectional tidal flows, complicated by a complex bottom topography. TidaJ currents attain surface speeds of 50–150 cm.s‐1 and effect mainly a net seaward drift of suspended sediment but a net up‐harbour transport of bed‐load material. Harbour sediments consist of quartz, feldspar, and clay minerals supplied by streams and by shore line erosion from hinterland Mesozoic to Quaternary sedimentary and volcanic rocks; of titanomagnetic and ferromagnesian minerals derived mainly from coastal ironsands by wind, wave, and current action; and of skeletal aragonite and calcite supplied by an intrabasinail, predominantly molluscan benthos. Subrecent to Recent diagenetic phosphatic concretions occur locally in the harbour. A large proportion of the tidal flats in Raglan Harbour are simply sediment‐covered rock platforms formed by active erosion by wetting and drying of coast line montmorillonitic mudstones; cliff recession rates of about 2 cm.y‐1 are indicated. Only a thin veneer of sediment covers the modern shore platform which is up to 100 m wide and has been cut during the last 5000 years, since when Raglan Harbour has acted mainly as a sediment trap. A ‐10 m platform beneath the tidal flats is up to 600 m wide and was eroded during an interstadial sea level stand, possibly from 85 000 to 60 000 years ago, with contemporaneous deposition of the montmorillonite‐dominated detritus on the continental shelf. © 1979 Taylor & Francis Group, Ltd.

text: Surficial sediments of Raglan Harbour Raglan Harbour, a drowned river valley system lying in a structurally depressed fault‐block, has a maximum depth of 18 m and covers about 33 km2, 70% of which consists of tidal flats up to 1 km wide and dissected by channels up to 5 m deep. Salinities range mainly from 30 to 33%0, and truly estuarine conditions are restricted to the tidal reaches of small streams entering the harbour.Sediments range from clean, well sorted sands in the beaches, dunes, channels, and bars in the lower harbour to mainly muddy sands, sandy muds, and muds in the extensive tidal flats of the middle and upper harbour. Gravelly sediments occur sporadically as the product of shore line erosion, and as lag and dump deposits in channels. Sediment transport and deposition is primarily under the control of cyclically variable, multidirectional tidal flows, complicated by a complex bottom topography. TidaJ currents attain surface speeds of 50–150 cm.s‐1 and effect mainly a net seaward drift of suspended sediment but a net up‐harbour transport of bed‐load material. Harbour sediments consist of quartz, feldspar, and clay minerals supplied by streams and by shore line erosion from hinterland Mesozoic to Quaternary sedimentary and volcanic rocks; of titanomagnetic and ferromagnesian minerals derived mainly from coastal ironsands by wind, wave, and current action; and of skeletal aragonite and calcite supplied by an intrabasinail, predominantly molluscan benthos. Subrecent to Recent diagenetic phosphatic concretions occur locally in the harbour. A large proportion of the tidal flats in Raglan Harbour are simply sediment‐covered rock platforms formed by active erosion by wetting and drying of coast line montmorillonitic mudstones; cliff recession rates of about 2 cm.y‐1 are indicated. Only a thin veneer of sediment covers the modern shore platform which is up to 100 m wide and has been cut during the last 5000 years, since when Raglan Harbour has acted mainly as a sediment trap. A ‐10 m platform beneath the tidal flats is up to 600 m wide and was eroded during an interstadial sea level stand, possibly from 85 000 to 60 000 years ago, with contemporaneous deposition of the montmorillonite‐dominated detritus on the continental shelf. © 1979 Taylor & Francis Group, Ltd.

year: 1979-12-01

title: Student and expert perceptions of the role of mathematics within physics

authors: Wilson, Marcus T.

subjects: physics

abstract: Students’ perceptions of the role of mathematics within physics were examined. I propose that the identification of physics as a science based ultimately on experiment is a threshold concept: transformation from a naïve view that physics is based upon mathematics to an expert view that physics is based on experiment is difficult for students. Seven students taking first-year university physics were interviewed in two focus groups; nine practising physicists from academia and industry (considered as experts) were interviewed as six individuals plus one focus group of three participants. Of particular interest was the ‘expert’ view emphasizing the conceptual nature of physics. This was a threshold in understanding that had not been crossed by students. Rather, students viewed mathematics and physics as being more strongly connected than did practising physicists; specifically that “maths explains physics”. Experts consider this view as holding back a student’s understanding of the subject and preventing them from becoming effective physicists. It is troublesome to students because they are less able to identify the relevant concepts before trying to tackle a problem with mathematics, making their approach less likely to be effective, however, both groups (physicists and students) identified physics as belonging to ‘the real world’ and that mathematics shows how physical entities can be combined or related, indicating student responses are not completely naïve. Opinions on how best to teach mathematical concepts in physics varied considerably across participants.

text: Student and expert perceptions of the role of mathematics within physics Students’ perceptions of the role of mathematics within physics were examined. I propose that the identification of physics as a science based ultimately on experiment is a threshold concept: transformation from a naïve view that physics is based upon mathematics to an expert view that physics is based on experiment is difficult for students. Seven students taking first-year university physics were interviewed in two focus groups; nine practising physicists from academia and industry (considered as experts) were interviewed as six individuals plus one focus group of three participants. Of particular interest was the ‘expert’ view emphasizing the conceptual nature of physics. This was a threshold in understanding that had not been crossed by students. Rather, students viewed mathematics and physics as being more strongly connected than did practising physicists; specifically that “maths explains physics”. Experts consider this view as holding back a student’s understanding of the subject and preventing them from becoming effective physicists. It is troublesome to students because they are less able to identify the relevant concepts before trying to tackle a problem with mathematics, making their approach less likely to be effective, however, both groups (physicists and students) identified physics as belonging to ‘the real world’ and that mathematics shows how physical entities can be combined or related, indicating student responses are not completely naïve. Opinions on how best to teach mathematical concepts in physics varied considerably across participants.

year: 2014

title: Māori Cultural Identity and Education

authors: Hawaikirangi-Pere, Charmaine

subjects: Identity

abstract: Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

text: Māori Cultural Identity and Education Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

year: 2013