title: Impacts of conversion from forestry to pasture on soil physical properties of Vitrands (Pumice Soils) in central North Island, New Zealand

authors: Paripovich, D

abstract: Tens of thousands of hectares of land have been converted from plantation forest to pasture in the central North Island of New Zealand between 2000 and 2010. The land use change was driven by the perceived better long term returns from dairy farming compared with forestry. Pumice Soils (NZ Soil Classification, equivalent to Vitrands in Soil Taxonomy) in the central North Island are formed on pumice deposited mainly from the AD 232 ± 5 Taupo volcanic eruption. The texture of Pumice Soils (Figure 1) varies from silt to coarse gravel and they have weak structure and erode easily when disturbed. Water holding capacity may be low but increases as the organic matter content of the topsoil is built up.

text: Impacts of conversion from forestry to pasture on soil physical properties of Vitrands (Pumice Soils) in central North Island, New Zealand Tens of thousands of hectares of land have been converted from plantation forest to pasture in the central North Island of New Zealand between 2000 and 2010. The land use change was driven by the perceived better long term returns from dairy farming compared with forestry. Pumice Soils (NZ Soil Classification, equivalent to Vitrands in Soil Taxonomy) in the central North Island are formed on pumice deposited mainly from the AD 232 ± 5 Taupo volcanic eruption. The texture of Pumice Soils (Figure 1) varies from silt to coarse gravel and they have weak structure and erode easily when disturbed. Water holding capacity may be low but increases as the organic matter content of the topsoil is built up.

year: 2010-08-01

title: Examining a dyadic coaching based reminiscing intervention for parents of children with autism: Two exploratory case studies

authors: Joll, Melissa Anne

abstract: Parent-child interactions that involve discussion about past events are known as reminiscing. These conversations have been associated with child outcomes such as coherency in child narratives, advanced use of language, self-regulation abilities, and socioemotional skills (Waters et al., 2019). Differences in developmental outcomes such as verbal fluency and language, autobiographical memory and theory of mind and social/emotional understanding are often associated with autism (Faust, 2009; McDonnell et al., 2020; Gaelen, 2021). Interest in potential benefits of reminiscing interventions for children with autism has grown in recent years, given the associations between elaborative and emotion-rich reminiscing for typically developing children’s developmental outcomes (Brien & Hutchins, 2024). The aim of this study was to examine whether a three-session reminiscing intervention that includes live coaching would be associated with an increase in specific parent verbalisations, described in the intervention as ONCE skills: asking Open-ended questions, introducing Novel information, Confirming child utterances, and referencing internal/external Emotions/cognitions (Risi et al., 2024), as well as an increase in child elaborative and emotion/cognitive verbalisations.
Participants were two parent-child dyads, where the child had a prior diagnosis of autism spectrum disorder (ASD). The dyads were asked to complete a pre-reminiscing intervention parent-child conversation without any coaching present. They discussed two conversations from everyday life: (1) a time their child did something new or different, and (2) a time their child did something when their parent wasn’t there. The first intervention session was parent only, during which an intervention handout detailing ONCE skills was reviewed alongside strategies to increase these skills, types of utterances to decrease during reminiscing conversations, and examples and role playing to teach concepts. Session two involved both the parent and child, in which dyads discussed three parent-selected past events. Parents were encouraged to bring photos or other cues related to the event (Bhana et al., 2023). Live coaching via a headset occurred during this session, where the coach highlighted and encouraged use of the ONCE skills (Risi et al., 2024; Vess & Campbell, 2022). Session three was the second coaching session, in which dyads were again asked to discuss the three-parent selected past events, to bring photos or other cues, and live coaching again occurred. All sessions were conducted over Zoom.
The current study found that for both dyads, parental use of novel information increased from pre-reminiscing conversations to either one or both subsequent intervention session conversations. Novel information included statement elaborations, elaborative yes/no questions, and elaborative open-ended questions. Counter to our predictions, there was minimal change in parental use of open-ended questions, confirmations, or references to emotions and cognitions. The current study also intended to examine whether parent training of ONCE skills was associated with an increase in children’s use of memory elaborations and emotion/cognition verbalisations during reminiscing. For children in both dyads, average memory elaborations increased from pre-reminiscing to intervention sessions. Counter to predictions, for both dyads, children’s use of emotion and cognition verbalisations decreased slightly from the pre-reminiscing session to the intervention sessions. Overall, the intervention was associated with an increase in novel information verbalisations from parents during parent-child reminiscing conversations, and an increase in memory elaborations from children.
Further research is needed to understand how novel information, open-ended questions, and emotion discussion function for children with autism and their parents, to inform future reminiscing interventions.

text: Examining a dyadic coaching based reminiscing intervention for parents of children with autism: Two exploratory case studies Parent-child interactions that involve discussion about past events are known as reminiscing. These conversations have been associated with child outcomes such as coherency in child narratives, advanced use of language, self-regulation abilities, and socioemotional skills (Waters et al., 2019). Differences in developmental outcomes such as verbal fluency and language, autobiographical memory and theory of mind and social/emotional understanding are often associated with autism (Faust, 2009; McDonnell et al., 2020; Gaelen, 2021). Interest in potential benefits of reminiscing interventions for children with autism has grown in recent years, given the associations between elaborative and emotion-rich reminiscing for typically developing children’s developmental outcomes (Brien & Hutchins, 2024). The aim of this study was to examine whether a three-session reminiscing intervention that includes live coaching would be associated with an increase in specific parent verbalisations, described in the intervention as ONCE skills: asking Open-ended questions, introducing Novel information, Confirming child utterances, and referencing internal/external Emotions/cognitions (Risi et al., 2024), as well as an increase in child elaborative and emotion/cognitive verbalisations.
Participants were two parent-child dyads, where the child had a prior diagnosis of autism spectrum disorder (ASD). The dyads were asked to complete a pre-reminiscing intervention parent-child conversation without any coaching present. They discussed two conversations from everyday life: (1) a time their child did something new or different, and (2) a time their child did something when their parent wasn’t there. The first intervention session was parent only, during which an intervention handout detailing ONCE skills was reviewed alongside strategies to increase these skills, types of utterances to decrease during reminiscing conversations, and examples and role playing to teach concepts. Session two involved both the parent and child, in which dyads discussed three parent-selected past events. Parents were encouraged to bring photos or other cues related to the event (Bhana et al., 2023). Live coaching via a headset occurred during this session, where the coach highlighted and encouraged use of the ONCE skills (Risi et al., 2024; Vess & Campbell, 2022). Session three was the second coaching session, in which dyads were again asked to discuss the three-parent selected past events, to bring photos or other cues, and live coaching again occurred. All sessions were conducted over Zoom.
The current study found that for both dyads, parental use of novel information increased from pre-reminiscing conversations to either one or both subsequent intervention session conversations. Novel information included statement elaborations, elaborative yes/no questions, and elaborative open-ended questions. Counter to our predictions, there was minimal change in parental use of open-ended questions, confirmations, or references to emotions and cognitions. The current study also intended to examine whether parent training of ONCE skills was associated with an increase in children’s use of memory elaborations and emotion/cognition verbalisations during reminiscing. For children in both dyads, average memory elaborations increased from pre-reminiscing to intervention sessions. Counter to predictions, for both dyads, children’s use of emotion and cognition verbalisations decreased slightly from the pre-reminiscing session to the intervention sessions. Overall, the intervention was associated with an increase in novel information verbalisations from parents during parent-child reminiscing conversations, and an increase in memory elaborations from children.
Further research is needed to understand how novel information, open-ended questions, and emotion discussion function for children with autism and their parents, to inform future reminiscing interventions.

year: 2024

title: Te Kōpura

authors: Maxwell, Te Kahautu

abstract: He Hōnore, he korōria, he maungārongo ki runga ki te whenua, he whakaaro pai ki ngā tānagata katoa.


Ko te tāhu o tēnei tuhituhinga he titiro ki Te Hāhi Ringatū i runga o Whitianga marae. E rua noa iho ngā Rā Ringatū ka tū ki runga i tēnei marae, arā, ko Te Huamata, hei te tahi o Hune tēnā me Te Pure, hei te tahi o Nōema tēnā. I roto i te tuhituhingaroa nei ka titiro he aha I tae atu ai wēnei tikanga ki tēnei o ngā marae. Ka whakatakoto haere, i pēhea hoki ngā whakahaeretanga i te wā o ngā pakeke. Kātahi ka titiro ki ngā whakarerekētanga ki ngā tikanga i roto i te wā, ā, he aha i pērā ai. 
Kua tata ki te toru tekau tau mai i te whakakoretanga o Te Māratapu a Te Ringatū i roto i wāna whakahaerenga i Te Huamata me Te Pure. Ko tērā tūāhuatanga o Te Ringatū e kore nei e kitea e tēnei reanga tangata.
Tokoiti noa nei, me kī, ngā mōrehu o tērā whakatipuranga pakeke i kitea wērā tūāhuatanga e ora tonu ana. Nō reira i toko ake te whakaaro ki te rangahau, ki te kohikohi hoki i ngā kōrero i te hunga i rongo, i kite, i tipu ake hoki i roto i tērā Ao. He pekanga nui o te tuhinga nei kua titiro ki Te Huamata me Te Pure me wōna tapu, me wōna whakahaerenga ki runga o te marae o Whitianga.
Ki te whakawhāriki i ngā kōrero nei mō Te Ringatū ki runga o Whitianga kua tātaritia kia waru ngā pekanga o te tuhinga kia mārama ai ki te karu pānui i ngā kōrero; i pēhea tae atu ai Te Ringatū ki runga o Whitianga, i pēhea tāna kawe i ngā tikanga, ā, he aha i whakarerekēngia ai tāna kawe i Te Huamata me Te Pure i roto I te wā.

Tuatahi: Ki te kōrero mō Te Ringatū me hoki ki te tīmata maitanga o Te Ringatū. Ka tirohia, nā wai i tīmata, ā, he aha i tīmataria ai, me te whakaatu i wētahi āhuatanga i pā ki tōna Poropiti me wāna pononga i te tīmatatanga rā anō o Te Ringatū.

Tuarua: Ko te whai haere tēnei i ngā takahanga waewae o ngā tīpuna o Te Whānau-a-Apanui, ki te whai i Te Ringatū. Ka titiro he aha te take i huri ai a Te Whānau-a-Apanui ki ngā tikanga o Te Ringatū. Ka titiro anō hoki ki te taenga atu o Te Kooti me tana iwi Ringatū ki roto o Te Whānau-a-Apanui me wāna mahi ki a rātou i reira.

Tuatoru: Ka whakaatu i konei, he aha te take ko wātahi marae tokoiti noa iho o Te Whānau-a-Apanui ka noho hei marae Ringatū, mai i te taenga atu o Te Ringatū, aā, tae noa ki tēnei rā.
Tuawhā: I konei ka tae ki te pūtake o te tuhinga. Ka titiro i konei ki te taenga o ngā whakahaere Ringatū, arā, Te Huamata me Te Pure ki runga i te marae o Whitianga. Ka whakaatu i konei, he aha i tae atu ai wēnei tikanga ki tērā marae. Ka kite anē hoki he aha i karangatia ko Whitianga te marae pou mō Te Ringatū ki roto o Te Whānau-a-Apanui.
Tuarima: Ka tiro haeretia i konei ngā tikanga e pā ana ki Te Huamata me wōna whakahaere I ngā. tapu katoa e pā ana ki Te Huamata. Ka whakarārangitia ko ngā karakia me wōna kaupapa katoa kia kite ai te kaipānui i te hōhonutanga o tēnei tikanga a Te Ringatū. I konei ka kite anō hoki te kaipānui i ngā kōrero a ngā pakeke, nāna nei i kite, i tipu ake i roto i tērā tikanga.
Tuaono: Ka titiro i konei ko ngā whakahaere a Te Ringatū i tēnei tikanga, arā, Te Pure. Pērā anō ki te tipuranga tuarima, ka whakarārangitia ai ko ngā karakia me wōna kaupapa katoa kia kite ai te kaipānui i te tikanga o Te Pure, ā, he aha i pērā rawa ai te kaha whakapono o ngā pakeke ki tēnei tūāhuatanga, ko Te Pure.
Tuawhitu: I konei ka titiro ki a Paora Delamere me te take i whakarerekēngia ai e ia ngā tikanga tapu o Te Huamata me Te Pure. Ka titiro anō hoki ki wētahi āhuatanga hou i tīmataria ai e ia i waenganui i Te Ringatū whanui huri i Aotearoa.
Tuawaru: Ka tuituia ngā pekanga katoa ki te whakamārama i ngā kōrero kia eke katoa ki runga i te tāhūhū o te kōrero. Ka kitea te take i tīmataria ai Te Ringatu, arā ngā kairiri a Māori ki a tauiwi. Ā, pērā anō te take i huri ai a Te Whānau-a-Apanui ki ngā tikanga a Te Ringatū. Koira i hanake hoki ai ngā pakeke ki Ōtewa ki te pōhiri i a Te Kooti ki te rohe o Te Whānau-a-Apanui, nā te rauwhaitanga o te patu i ngā papatipu. Ko te hokitanga ki te haumoana o Te Whānau-a-Apanui, ko te hokinga anō hoki o Te Māratapu o Te Huamata, o Te Pure ki reira toka atu ai. Ka haere te wā, ā, nāwai rā ka poua wēnei tikanga a Te Ringatū ki Te Māratapu ki runga o Whitianga, ana, i tipu ake he tipu hou, he oranga hou, ā, he tikanga hou i te huringa o te wā.
Katoa wēnei kōrero hei whakaatu i te āhua o te taenga o Te Huamata me Te Pure ki runga o Whitianga marae, mai i te kunenga ake o te whakaaro ki te whai I wēnei tikanga, ā, tae noa ki te whakatinanatanga e haere ake nei, e haere ake. He rautau kua taha, he raurau tau e haere mai nei.

text: Te Kōpura He Hōnore, he korōria, he maungārongo ki runga ki te whenua, he whakaaro pai ki ngā tānagata katoa.


Ko te tāhu o tēnei tuhituhinga he titiro ki Te Hāhi Ringatū i runga o Whitianga marae. E rua noa iho ngā Rā Ringatū ka tū ki runga i tēnei marae, arā, ko Te Huamata, hei te tahi o Hune tēnā me Te Pure, hei te tahi o Nōema tēnā. I roto i te tuhituhingaroa nei ka titiro he aha I tae atu ai wēnei tikanga ki tēnei o ngā marae. Ka whakatakoto haere, i pēhea hoki ngā whakahaeretanga i te wā o ngā pakeke. Kātahi ka titiro ki ngā whakarerekētanga ki ngā tikanga i roto i te wā, ā, he aha i pērā ai. 
Kua tata ki te toru tekau tau mai i te whakakoretanga o Te Māratapu a Te Ringatū i roto i wāna whakahaerenga i Te Huamata me Te Pure. Ko tērā tūāhuatanga o Te Ringatū e kore nei e kitea e tēnei reanga tangata.
Tokoiti noa nei, me kī, ngā mōrehu o tērā whakatipuranga pakeke i kitea wērā tūāhuatanga e ora tonu ana. Nō reira i toko ake te whakaaro ki te rangahau, ki te kohikohi hoki i ngā kōrero i te hunga i rongo, i kite, i tipu ake hoki i roto i tērā Ao. He pekanga nui o te tuhinga nei kua titiro ki Te Huamata me Te Pure me wōna tapu, me wōna whakahaerenga ki runga o te marae o Whitianga.
Ki te whakawhāriki i ngā kōrero nei mō Te Ringatū ki runga o Whitianga kua tātaritia kia waru ngā pekanga o te tuhinga kia mārama ai ki te karu pānui i ngā kōrero; i pēhea tae atu ai Te Ringatū ki runga o Whitianga, i pēhea tāna kawe i ngā tikanga, ā, he aha i whakarerekēngia ai tāna kawe i Te Huamata me Te Pure i roto I te wā.

Tuatahi: Ki te kōrero mō Te Ringatū me hoki ki te tīmata maitanga o Te Ringatū. Ka tirohia, nā wai i tīmata, ā, he aha i tīmataria ai, me te whakaatu i wētahi āhuatanga i pā ki tōna Poropiti me wāna pononga i te tīmatatanga rā anō o Te Ringatū.

Tuarua: Ko te whai haere tēnei i ngā takahanga waewae o ngā tīpuna o Te Whānau-a-Apanui, ki te whai i Te Ringatū. Ka titiro he aha te take i huri ai a Te Whānau-a-Apanui ki ngā tikanga o Te Ringatū. Ka titiro anō hoki ki te taenga atu o Te Kooti me tana iwi Ringatū ki roto o Te Whānau-a-Apanui me wāna mahi ki a rātou i reira.

Tuatoru: Ka whakaatu i konei, he aha te take ko wātahi marae tokoiti noa iho o Te Whānau-a-Apanui ka noho hei marae Ringatū, mai i te taenga atu o Te Ringatū, aā, tae noa ki tēnei rā.
Tuawhā: I konei ka tae ki te pūtake o te tuhinga. Ka titiro i konei ki te taenga o ngā whakahaere Ringatū, arā, Te Huamata me Te Pure ki runga i te marae o Whitianga. Ka whakaatu i konei, he aha i tae atu ai wēnei tikanga ki tērā marae. Ka kite anē hoki he aha i karangatia ko Whitianga te marae pou mō Te Ringatū ki roto o Te Whānau-a-Apanui.
Tuarima: Ka tiro haeretia i konei ngā tikanga e pā ana ki Te Huamata me wōna whakahaere I ngā. tapu katoa e pā ana ki Te Huamata. Ka whakarārangitia ko ngā karakia me wōna kaupapa katoa kia kite ai te kaipānui i te hōhonutanga o tēnei tikanga a Te Ringatū. I konei ka kite anō hoki te kaipānui i ngā kōrero a ngā pakeke, nāna nei i kite, i tipu ake i roto i tērā tikanga.
Tuaono: Ka titiro i konei ko ngā whakahaere a Te Ringatū i tēnei tikanga, arā, Te Pure. Pērā anō ki te tipuranga tuarima, ka whakarārangitia ai ko ngā karakia me wōna kaupapa katoa kia kite ai te kaipānui i te tikanga o Te Pure, ā, he aha i pērā rawa ai te kaha whakapono o ngā pakeke ki tēnei tūāhuatanga, ko Te Pure.
Tuawhitu: I konei ka titiro ki a Paora Delamere me te take i whakarerekēngia ai e ia ngā tikanga tapu o Te Huamata me Te Pure. Ka titiro anō hoki ki wētahi āhuatanga hou i tīmataria ai e ia i waenganui i Te Ringatū whanui huri i Aotearoa.
Tuawaru: Ka tuituia ngā pekanga katoa ki te whakamārama i ngā kōrero kia eke katoa ki runga i te tāhūhū o te kōrero. Ka kitea te take i tīmataria ai Te Ringatu, arā ngā kairiri a Māori ki a tauiwi. Ā, pērā anō te take i huri ai a Te Whānau-a-Apanui ki ngā tikanga a Te Ringatū. Koira i hanake hoki ai ngā pakeke ki Ōtewa ki te pōhiri i a Te Kooti ki te rohe o Te Whānau-a-Apanui, nā te rauwhaitanga o te patu i ngā papatipu. Ko te hokitanga ki te haumoana o Te Whānau-a-Apanui, ko te hokinga anō hoki o Te Māratapu o Te Huamata, o Te Pure ki reira toka atu ai. Ka haere te wā, ā, nāwai rā ka poua wēnei tikanga a Te Ringatū ki Te Māratapu ki runga o Whitianga, ana, i tipu ake he tipu hou, he oranga hou, ā, he tikanga hou i te huringa o te wā.
Katoa wēnei kōrero hei whakaatu i te āhua o te taenga o Te Huamata me Te Pure ki runga o Whitianga marae, mai i te kunenga ake o te whakaaro ki te whai I wēnei tikanga, ā, tae noa ki te whakatinanatanga e haere ake nei, e haere ake. He rautau kua taha, he raurau tau e haere mai nei.

year: 1998