title: Digital libraries for the developing world

authors: Witten, Ian H.

subjects: computer science

abstract: Digital libraries (DLs) are the killer app for information technology in developing countries. Priorities here include health, agriculture, nutrition, hygiene, sanitation, and safe drinking water. Computers are not a priority, but simple, reliable access to targeted information meeting these basic needs certainly is. DLs can assist human development by providing a non-commercial mechanism for distributing humanitarian information on topics such as health, agriculture, nutrition, hygiene, sanitation, and water supply. Many other areas, ranging from disaster relief to medical education, from the preservation and propagation of indigenous culture to educational material that addresses specific community problems, also benefit from new methods of information distribution.

text: Digital libraries for the developing world Digital libraries (DLs) are the killer app for information technology in developing countries. Priorities here include health, agriculture, nutrition, hygiene, sanitation, and safe drinking water. Computers are not a priority, but simple, reliable access to targeted information meeting these basic needs certainly is. DLs can assist human development by providing a non-commercial mechanism for distributing humanitarian information on topics such as health, agriculture, nutrition, hygiene, sanitation, and water supply. Many other areas, ranging from disaster relief to medical education, from the preservation and propagation of indigenous culture to educational material that addresses specific community problems, also benefit from new methods of information distribution.

year: 2006

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: What does it take to make us listen? The experiences of those leading whole school reform to improve outcomes for indigenous minority students

authors: Buckley, Louise Jane

subjects: Education

abstract: This thesis examines how the Kia Eke Panuku: Building on Success school reform initiative shaped the experiences of groups of educators within mainstream New Zealand secondary schools. These experiences are analysed against a setting of colonisation and historic educational policies of assimilation and integration that have created a situation of education debt. The lack of power for Māori in education is evident. This study highlights the role of the Strategic Change Leadership Team in deconstructing power hierarchies within schools so that educational outcomes can be improved for Māori students. It presents the Strategic Change Leadership Team as the vehicle for conscientisation, resistance and transformative praxis within schools. It shows that in schools where power hierarchies were deconstructed, Māori students were able to enjoy educational success as Māori.

text: What does it take to make us listen? The experiences of those leading whole school reform to improve outcomes for indigenous minority students This thesis examines how the Kia Eke Panuku: Building on Success school reform initiative shaped the experiences of groups of educators within mainstream New Zealand secondary schools. These experiences are analysed against a setting of colonisation and historic educational policies of assimilation and integration that have created a situation of education debt. The lack of power for Māori in education is evident. This study highlights the role of the Strategic Change Leadership Team in deconstructing power hierarchies within schools so that educational outcomes can be improved for Māori students. It presents the Strategic Change Leadership Team as the vehicle for conscientisation, resistance and transformative praxis within schools. It shows that in schools where power hierarchies were deconstructed, Māori students were able to enjoy educational success as Māori.

year: 2020