title: Sedimentary structures, texture and paleoenvironment of the Hinuera Formation

authors: Sherwood, Alan M.

abstract: The Hinuera Formation is the extensive Upper Pleistocene terrestrial deposit of alluvial origin, underlying the plains of the Hamilton Basin and the Hauraki Lowland. The textures and sedimentary structures of ten stratigraphic sections are studied in detail, and indicate uniformity of the Hinuera Formation on a regional scale. Four dominant lithotypes occur: rhyolitic and pumiceous gravelly sands, quartz sands, pumice silt, and rhyolitic sandy gravels. A variety of primary and post-depositional structures is present, and four types of cross-stratification (Rho, Nu, Epsilon and Sigma) and three types of horizontal stratification are described. Textures indicate rapid deposition in an environment of flucuating high turbulat energy. Relative energies of the different sedimentary structures are suggested from the relations of structures to texture. Sedimentary structures are also related to flow regeime. Six facies are erected for the Hinuera Formation on the basis of lithology, texture, sedimentary structures, and flow reigeme, which indicate deposition by a braided river system. Deposition was contemporaneous with intense volcanic activity in the Central Volcanic Region, which combined with the cold, wet climate of a glacial period, led to the supply of large amounts of sediment to the river systems of the region, and aggradational fans were constructed in the Hauraki Lowloan and the Hamilton Basin. The six facies are incorperated into a suggested physiographic model of the Hinuera Formation.

text: Sedimentary structures, texture and paleoenvironment of the Hinuera Formation The Hinuera Formation is the extensive Upper Pleistocene terrestrial deposit of alluvial origin, underlying the plains of the Hamilton Basin and the Hauraki Lowland. The textures and sedimentary structures of ten stratigraphic sections are studied in detail, and indicate uniformity of the Hinuera Formation on a regional scale. Four dominant lithotypes occur: rhyolitic and pumiceous gravelly sands, quartz sands, pumice silt, and rhyolitic sandy gravels. A variety of primary and post-depositional structures is present, and four types of cross-stratification (Rho, Nu, Epsilon and Sigma) and three types of horizontal stratification are described. Textures indicate rapid deposition in an environment of flucuating high turbulat energy. Relative energies of the different sedimentary structures are suggested from the relations of structures to texture. Sedimentary structures are also related to flow regeime. Six facies are erected for the Hinuera Formation on the basis of lithology, texture, sedimentary structures, and flow reigeme, which indicate deposition by a braided river system. Deposition was contemporaneous with intense volcanic activity in the Central Volcanic Region, which combined with the cold, wet climate of a glacial period, led to the supply of large amounts of sediment to the river systems of the region, and aggradational fans were constructed in the Hauraki Lowloan and the Hamilton Basin. The six facies are incorperated into a suggested physiographic model of the Hinuera Formation.

year: 1972

title: Good vibrations: artificial ambience-based relay attack detection

authors: Gurulian, Iakovos

subjects: computer science

abstract: Relay attacks are passive man in the middle attacks, aiming to extend the physical distance of devices involved in a transaction beyond their operating environment, within the restricted time-frame. In the field of smartphones, proposals have been put forward suggesting sensing the natural ambient environment as an effective Proximity and Relay Attack Detection (PRAD) mechanism. However, these proposals are not in compliance with industry imposed constraints (e.g. EMV and ITSO) mandating that transactions should complete within a certain time-frame (e.g. 500ms for EMV contactless transactions). The generation of an artificial ambient environment (AAE) using peripherals of the transaction devices has shown positive results when using infrared light as an AAE actuator. In this paper we propose the use of vibration as an alternative AAE actuator. We empirically evaluated the effectiveness of the proposed solution as a PRAD mechanism on an experimental test-bed that we deployed. A total of 36,000 genuine and relay attack transaction pairs were analysed using well-known machine learning algorithms. The results of our analysis indicate that the proposed solution is highly effective.

text: Good vibrations: artificial ambience-based relay attack detection Relay attacks are passive man in the middle attacks, aiming to extend the physical distance of devices involved in a transaction beyond their operating environment, within the restricted time-frame. In the field of smartphones, proposals have been put forward suggesting sensing the natural ambient environment as an effective Proximity and Relay Attack Detection (PRAD) mechanism. However, these proposals are not in compliance with industry imposed constraints (e.g. EMV and ITSO) mandating that transactions should complete within a certain time-frame (e.g. 500ms for EMV contactless transactions). The generation of an artificial ambient environment (AAE) using peripherals of the transaction devices has shown positive results when using infrared light as an AAE actuator. In this paper we propose the use of vibration as an alternative AAE actuator. We empirically evaluated the effectiveness of the proposed solution as a PRAD mechanism on an experimental test-bed that we deployed. A total of 36,000 genuine and relay attack transaction pairs were analysed using well-known machine learning algorithms. The results of our analysis indicate that the proposed solution is highly effective.

year: 2018

title: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools

authors: Bishop, Russell

subjects: Te Kotahitanga Project

abstract: Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

text: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

year: 2012