title: Research-based surfing literature for coastal management and the science of surfing—a review

authors: Scarfe, Bradley Edward

subjects: surfing breaks

abstract: Incorporating recreational surfing into coastal management practices is required to protect the seabed features and oceanographic processes that create surfing waves. A review of research-based surfing literature is undertaken to provide a summary of information available to assist in coastal management decision making around surfing breaks. The different categories of research-based surfing literature are identified as artificial surfing reef (ASR) design, ASR monitoring, ASR construction, ASR sediment dynamics, biomechanics, coastal management, economics and tourism, industry, numerical and physical modeling, surfers and waves, sociology, and physical processes. The majority of this research has been undertaken in the last decade, making it a relatively young research area. As a background for nonsurfing coastal researchers and managers, the characteristics of surfing waves and surfing breaks are described, referring to relevant literature. Wave height, peel angle, breaking intensity, and section length are identified as essential parameters to describe surfing waves. Existing surfer skill and maneuver categorization schemes are presented to show the relationship between surfers and surfing waves. The geomorphic categories of surfing breaks are identified as headland or point breaks, beach breaks, river or estuary entrance bars, reef breaks, and ledge breaks. The literature discusses the various scale bathymetric components that create these surfing breaks. Examples of modeling offshore wave transformations at Mount Maunganui, New Zealand, as well as the measurement microscale wave transformations at ‘‘The Ledge,’’ Raglan, New Zealand, are presented to demonstrate surfing wave transformations.

text: Research-based surfing literature for coastal management and the science of surfing—a review Incorporating recreational surfing into coastal management practices is required to protect the seabed features and oceanographic processes that create surfing waves. A review of research-based surfing literature is undertaken to provide a summary of information available to assist in coastal management decision making around surfing breaks. The different categories of research-based surfing literature are identified as artificial surfing reef (ASR) design, ASR monitoring, ASR construction, ASR sediment dynamics, biomechanics, coastal management, economics and tourism, industry, numerical and physical modeling, surfers and waves, sociology, and physical processes. The majority of this research has been undertaken in the last decade, making it a relatively young research area. As a background for nonsurfing coastal researchers and managers, the characteristics of surfing waves and surfing breaks are described, referring to relevant literature. Wave height, peel angle, breaking intensity, and section length are identified as essential parameters to describe surfing waves. Existing surfer skill and maneuver categorization schemes are presented to show the relationship between surfers and surfing waves. The geomorphic categories of surfing breaks are identified as headland or point breaks, beach breaks, river or estuary entrance bars, reef breaks, and ledge breaks. The literature discusses the various scale bathymetric components that create these surfing breaks. Examples of modeling offshore wave transformations at Mount Maunganui, New Zealand, as well as the measurement microscale wave transformations at ‘‘The Ledge,’’ Raglan, New Zealand, are presented to demonstrate surfing wave transformations.

year: 2007

title: Pedagogy and subjectivity: Creating our own students.

authors: Devine, Nesta

subjects: teachers

abstract: Education students often expect that teacher education will teach them how to 'manage' their students. This expectation is founded upon a notion that the subjectivities of teacher and students are fixed and that it is, therefore, possible to 'know' what the students are like. Using Louis Althusser's notion of 'interpellation' this paper discusses how various theories of learning position teachers and students and can create different kinds of students (and teachers). If teachers can learn to manage their own thinking about the nature of their students, perhaps by learning a wide range of conceptual systems, they can in fact call different kinds of student into being.

text: Pedagogy and subjectivity: Creating our own students. Education students often expect that teacher education will teach them how to 'manage' their students. This expectation is founded upon a notion that the subjectivities of teacher and students are fixed and that it is, therefore, possible to 'know' what the students are like. Using Louis Althusser's notion of 'interpellation' this paper discusses how various theories of learning position teachers and students and can create different kinds of students (and teachers). If teachers can learn to manage their own thinking about the nature of their students, perhaps by learning a wide range of conceptual systems, they can in fact call different kinds of student into being.

year: 2003

title: Me tangi ki te hunga whakamomori?

authors: Roa, Raukura

subjects: Mate whakamomori

abstract: I runga o Tūrangawaewae Marae i te 19 Akuhata, 2011 i te rā kawe mate o te koroneihana o Kīngi Tuheitia, i whakatakotohia e Professor Pou Temara te urupounamu ‘ko te hunga whakamomori me tangi me aha rānei?’ Ko taku whakapae, ko te whakaaro pea o roto o tēnei pātai, e aro ana ki te hunga whakamomori. Heoi, ko te aronga kē pea o te kaupapa, ko tēnei mea te tangihanga. He whakapono nō te ao Māori, ko te tangihanga, he whakarangatira i te tūpāpaku me ngā mahi i oti i a ia i te wā o te ora. Heoi, ko tāku e uaparetia ana, ko te kawenga matua o te tangihanga, ko te aroha o te tangata ki te tangata. Ko ngā kaupapa o te tangihanga, tuatahi he tuku i te wairua ki te wāhi ngaro. Tuarua, he huarahi e tīngia ai e te Māori ngā panonitanga o te mate. Tuatoru, he hui e whai oranga ai te hunga ora. Nō reira ko taku paremata ki te pakirēhua a Professor Pou Temara, ae me tangi ki te hunga whakamomori ka tika. Ko te aronga o tēnei pepa he wānanga i ngā tuhituhinga kua puta kē ki te ao mā te wetewete i ngā kōrero mō te tangihanga, te mate, te rerenga o te wairua, te whakahaeretanga o te tangihanga, te whakamomori, me ngā whakapono o iwi kē mō te whakamomori.

text: Me tangi ki te hunga whakamomori? I runga o Tūrangawaewae Marae i te 19 Akuhata, 2011 i te rā kawe mate o te koroneihana o Kīngi Tuheitia, i whakatakotohia e Professor Pou Temara te urupounamu ‘ko te hunga whakamomori me tangi me aha rānei?’ Ko taku whakapae, ko te whakaaro pea o roto o tēnei pātai, e aro ana ki te hunga whakamomori. Heoi, ko te aronga kē pea o te kaupapa, ko tēnei mea te tangihanga. He whakapono nō te ao Māori, ko te tangihanga, he whakarangatira i te tūpāpaku me ngā mahi i oti i a ia i te wā o te ora. Heoi, ko tāku e uaparetia ana, ko te kawenga matua o te tangihanga, ko te aroha o te tangata ki te tangata. Ko ngā kaupapa o te tangihanga, tuatahi he tuku i te wairua ki te wāhi ngaro. Tuarua, he huarahi e tīngia ai e te Māori ngā panonitanga o te mate. Tuatoru, he hui e whai oranga ai te hunga ora. Nō reira ko taku paremata ki te pakirēhua a Professor Pou Temara, ae me tangi ki te hunga whakamomori ka tika. Ko te aronga o tēnei pepa he wānanga i ngā tuhituhinga kua puta kē ki te ao mā te wetewete i ngā kōrero mō te tangihanga, te mate, te rerenga o te wairua, te whakahaeretanga o te tangihanga, te whakamomori, me ngā whakapono o iwi kē mō te whakamomori.

year: 2012-05