title: Discriminant function analysis and correlation of Late Quaternary rhyolitic tephra deposits from Taupo and Okataina volcanoes, New Zealand, using glass shard major element composition

authors: Stokes, Stephen

subjects: Discriminant function analysis

abstract: Discriminant function analysis (DFA) is a multivariate statistical technique that provides a non-subjective means of correlating tephra deposits based on compositional or other variable characteristics. Using microprobe-determined glass shard major element composition, two DFA classification models were developed to separate (distinguish) individual tephra deposits erupted since ca. 22 ka from each of the rhyolitic Okataina and Taupo volcanoes, North Island, New Zealand. In an iterative approach, those tephras easily classified in the first DFA are removed from the dataset before applying the second DFA, hence generally improving the separation of the remaining tephras that are more closely alike.
The first two canonical functions accounted for ca. 85% of variance within the Okataina dataset, and ca. 80% within the Taupo dataset. Using the first two canonical variates, we correctly classified 5 (Kaharoa, Rotoma, Waiohau, Rotorua, Te Rere) of the Okataina, and 4 (Taupo, Hatepe, Whakaipo, Karapiti) of the Taupo deposits under study, at efficiency levels of 70–100%. The incorporation of a third canonical variate, and additional sompositional data, would further improve our DFA models, which should ideally be used in conjunction with stratigraphic and other characteristic indices, where available, to facilitate accurate correlation.
The Mahalanobis distance statistic (D²), a statistical measure of the multidimensional spacing of individual analyses, or groups of analyses, provides a better measure of likeness than the frequently used but subjective similarity coefficients technique.

text: Discriminant function analysis and correlation of Late Quaternary rhyolitic tephra deposits from Taupo and Okataina volcanoes, New Zealand, using glass shard major element composition Discriminant function analysis (DFA) is a multivariate statistical technique that provides a non-subjective means of correlating tephra deposits based on compositional or other variable characteristics. Using microprobe-determined glass shard major element composition, two DFA classification models were developed to separate (distinguish) individual tephra deposits erupted since ca. 22 ka from each of the rhyolitic Okataina and Taupo volcanoes, North Island, New Zealand. In an iterative approach, those tephras easily classified in the first DFA are removed from the dataset before applying the second DFA, hence generally improving the separation of the remaining tephras that are more closely alike.
The first two canonical functions accounted for ca. 85% of variance within the Okataina dataset, and ca. 80% within the Taupo dataset. Using the first two canonical variates, we correctly classified 5 (Kaharoa, Rotoma, Waiohau, Rotorua, Te Rere) of the Okataina, and 4 (Taupo, Hatepe, Whakaipo, Karapiti) of the Taupo deposits under study, at efficiency levels of 70–100%. The incorporation of a third canonical variate, and additional sompositional data, would further improve our DFA models, which should ideally be used in conjunction with stratigraphic and other characteristic indices, where available, to facilitate accurate correlation.
The Mahalanobis distance statistic (D²), a statistical measure of the multidimensional spacing of individual analyses, or groups of analyses, provides a better measure of likeness than the frequently used but subjective similarity coefficients technique.

year: 1992

title: Microsatellite markers for the endemic New Zealand long-tailed bat (Chalinolobus tuberculatus)

authors: Dekrout, Andrea

subjects: Chalinolobus gouldii

abstract: The New Zealand long-tailed bat (Chalinolobus tuberculatus) is an endangered species which is now absent from many habitats where they were previously observed. However, population genetics studies have been hampered by the lack of reliable genetic markers. We have developed 13 microsatellite markers, and at least eight of these are suitable for population studies. Nine of these markers also cross-react with the closely related Australian species C. gouldii. These markers may prove of general utility in the genus Chalinolobus.

text: Microsatellite markers for the endemic New Zealand long-tailed bat (Chalinolobus tuberculatus) The New Zealand long-tailed bat (Chalinolobus tuberculatus) is an endangered species which is now absent from many habitats where they were previously observed. However, population genetics studies have been hampered by the lack of reliable genetic markers. We have developed 13 microsatellite markers, and at least eight of these are suitable for population studies. Nine of these markers also cross-react with the closely related Australian species C. gouldii. These markers may prove of general utility in the genus Chalinolobus.

year: 2009

title: Wāhine Māori engagement with literacies

authors: Masters-Awatere, Bridgette

subjects: Literacy

abstract: Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

text: Wāhine Māori engagement with literacies Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

year: 2023-09-28