title: Tephras and New Zealand archaeology

authors: Lowe, David J.

subjects: tephrochronology

abstract: Establishing an accurate date for earliest Polynesian settlement in New Zealand is essential for understanding patterns of settlement and associated environmental impacts, and the processes and rates of cultural change in Eastern Polynesia. Tephra deposits from five volcanic centres, together with exotic sea-rafted pumice, provide isochronous constraints on the timing of earliest settlement and human impacts in northern New Zealand. A local basaltic tephra from Rangitoto Island (Auckland) and locally distributed andesitic tephras from Egmont volcano directly date human occupation to c. AD 1400–1450. Distal andesitic tephras (Tufa Trig Formation) from Mt Ruapehu, Tongariro volcanic centre, help constrain the timing of earliest anthropogenic deforestation signals in Hawke's Bay. Sea-rafted Loisels Pumice(s), although of uncertain stratigraphic reliability in places, overlies cultural remains that can be no younger than c. AD 1350 along the east coast, North Island. The regionally extensive rhyolitic Kaharoa Tephra, which erupted from Okataina volcano between c. AD  1300–1390, is the critical “settlement layer” datum for dating prehistory in the North Island: no human artefacts are recorded beneath it and the earliest inferred environmental impacts by humans are dated to c. AD  1280, just prior to its deposition. This maximum date matches the earliest radiocarbon dates derived for both settlement and human impacts from archaeological and natural sites (c. AD 1250), and implies that the onset of deforestation was essentially contemporaneous with initial settlement.
The widespread rhyolitic Taupo Tephra, which erupted from Taupo volcano c. AD 200, provides an isochronous benchmark well before earliest settlement. The tephra may coincide approximately with a putative earlier transient contact in New Zealand based on Pacific rat-bone (Rattus exulans) dates. More precise calendrical dates on the tephras—via dendrochronology or ice-core records or other dating methods—would help refine assessment of the timing of earliest settlement, while extending the distributional range of critical tephra layers, through application of crypto-tephra analysis, could lead to a greater understanding of settlement patterns.

text: Tephras and New Zealand archaeology Establishing an accurate date for earliest Polynesian settlement in New Zealand is essential for understanding patterns of settlement and associated environmental impacts, and the processes and rates of cultural change in Eastern Polynesia. Tephra deposits from five volcanic centres, together with exotic sea-rafted pumice, provide isochronous constraints on the timing of earliest settlement and human impacts in northern New Zealand. A local basaltic tephra from Rangitoto Island (Auckland) and locally distributed andesitic tephras from Egmont volcano directly date human occupation to c. AD 1400–1450. Distal andesitic tephras (Tufa Trig Formation) from Mt Ruapehu, Tongariro volcanic centre, help constrain the timing of earliest anthropogenic deforestation signals in Hawke's Bay. Sea-rafted Loisels Pumice(s), although of uncertain stratigraphic reliability in places, overlies cultural remains that can be no younger than c. AD 1350 along the east coast, North Island. The regionally extensive rhyolitic Kaharoa Tephra, which erupted from Okataina volcano between c. AD  1300–1390, is the critical “settlement layer” datum for dating prehistory in the North Island: no human artefacts are recorded beneath it and the earliest inferred environmental impacts by humans are dated to c. AD  1280, just prior to its deposition. This maximum date matches the earliest radiocarbon dates derived for both settlement and human impacts from archaeological and natural sites (c. AD 1250), and implies that the onset of deforestation was essentially contemporaneous with initial settlement.
The widespread rhyolitic Taupo Tephra, which erupted from Taupo volcano c. AD 200, provides an isochronous benchmark well before earliest settlement. The tephra may coincide approximately with a putative earlier transient contact in New Zealand based on Pacific rat-bone (Rattus exulans) dates. More precise calendrical dates on the tephras—via dendrochronology or ice-core records or other dating methods—would help refine assessment of the timing of earliest settlement, while extending the distributional range of critical tephra layers, through application of crypto-tephra analysis, could lead to a greater understanding of settlement patterns.

year: 2000

title: A reflective account of successful leadership: Māori special character secondary boarding schools.

authors: McAllister, Theresa

abstract: This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

text: A reflective account of successful leadership: Māori special character secondary boarding schools. This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

year: 2016

title: Pupillometry as a measure of cognitive load during a motor task: Comparing analogy learning to traditional coaching methods

authors: Stone, Tyla

subjects: analogy

abstract: Analogies are thought to reduce cognitive load during motor skill acquisition, yet a reliable and direct measure of cognitive load during movement remains elusive. This thesis seeks to contribute to the existing gap by exploring the use of pupillometry as a potential tool to evaluate cognitive load during a hockey push-pass task. Additionally, the study explores whether analogy instructions contribute to consistency in mental effort and performance compared to discovery and explicit instructional approaches.
Chapter One provides a comprehensive review of relevant literature, setting the stage for the further investigation. In Chapter Two, an experiment examines pupil dilation in dual-task conditions versus single-task conditions during hockey push-passes. Results revealed significant differences in pupil dilation for single task versus dual task performance. The study also evaluates pupillometry and performance across analogy, discovery, and explicit instruction groups, finding no significant differences. 
Chapter Three summarizes key findings and delves into their implications. The results suggest pupillometry's potential as an accurate measure of cognitive load during motor learning, with considerations for further refinement being addressed. The thesis concludes by emphasizing the need for additional research to deepen our understanding of the relationship between pupillometry and cognitive load measurement during a motor task.

text: Pupillometry as a measure of cognitive load during a motor task: Comparing analogy learning to traditional coaching methods Analogies are thought to reduce cognitive load during motor skill acquisition, yet a reliable and direct measure of cognitive load during movement remains elusive. This thesis seeks to contribute to the existing gap by exploring the use of pupillometry as a potential tool to evaluate cognitive load during a hockey push-pass task. Additionally, the study explores whether analogy instructions contribute to consistency in mental effort and performance compared to discovery and explicit instructional approaches.
Chapter One provides a comprehensive review of relevant literature, setting the stage for the further investigation. In Chapter Two, an experiment examines pupil dilation in dual-task conditions versus single-task conditions during hockey push-passes. Results revealed significant differences in pupil dilation for single task versus dual task performance. The study also evaluates pupillometry and performance across analogy, discovery, and explicit instruction groups, finding no significant differences. 
Chapter Three summarizes key findings and delves into their implications. The results suggest pupillometry's potential as an accurate measure of cognitive load during motor learning, with considerations for further refinement being addressed. The thesis concludes by emphasizing the need for additional research to deepen our understanding of the relationship between pupillometry and cognitive load measurement during a motor task.

year: 2023