title: Predicted hydrodynamic and sediment transport impacts of breakwater construction in Tauranga Harbour, New Zealand

authors: McKenzie, James Scott

subjects: hydrodynamic

abstract: The study predicted the impact of a proposed breakwater development, along the northern boundary of the Tauranga Bridge Marina, on existing hydrodynamics and sediment transport. Numerical modelling was undertaken using the DHI MIKE 21 modelling suite. A 25 m grid resolution regional hydrodynamic model of Tauranga Harbour was established to provide boundary conditions for a 4 m grid resolution local hydrodynamic model of the Stella Passage, Town Reach, and Waipu Bay region. Calibration and verification was achieved by comparing model predictions with measurements from tidal gauges and field deployed ADV instruments. A wave model was set-up to provide predictions of wave-induced sediment transport. A sediment transport model was developed to identify sediment transport pathways and areas of erosion and accretion.

A pile and panel breakwater was recommended based on predictions of reduced current velocity within the marina and a limited increase along the Sulphur Point wharf. Flow diversion and channel constriction contributed to increased maximum velocities of 10% near the Stella Passage drop-off, increased peak tide velocities of up to 0.3 m.s⁻¹ west of the breakwater, and flood jet development off the western tip of the breakwater. Increased accretion north of the drop-off was predicted in response to increased annual spring transport rates in Town Reach from <50 m³/yr/m up to 100 m³/yr/m. Increased erosion through the western side of Town Reach may result in coarser surficial sediment and a westward extension of shell lag. In the western Stella Passage, peak ebb velocities increased by 0.2 – 0.5 m.s⁻¹ and annual spring transport rates increased from <5 m³/yr/m to >10 m³/yr/m. Peak tide velocities within the marina were reduced by 0.2 – 0.5 m.s⁻¹  in the north and up to 0.2 m.s⁻¹ in the south and annual spring transport rates decreased from up to 50 m³/yr/m to predominantly <5 m³/yr/m. 

Two dredging scenarios proposed by the Port of Tauranga were also simulated. In dredging scenario one, the Stella Passage was deepened to 16.0 m below Chart Datum. Variation in flow patterns were predicted within the Stella Passage and flood velocity increased through the western side. In dredging scenario two, the dredged area and Sulphur Point wharf were extended southward into Town Reach. In the western Stella Passage, maximum flood velocity increased by 0.2 m.s⁻¹ and peak ebb velocity increased by up to 0.3 m.s⁻¹. Peak flood velocity decreased by up to 0.3 m.s⁻¹ north of the marina.  

Breakwater addition to the dredging scenario one simulation produced similar results compared with the combined breakwater and existing bathymetry simulation. The breakwater and dredging extension in scenario two, both independently acted to focus flow through west side of Town Reach. Increased erosion was predicted toward the drop-off into the dredging extension. Dredging reduced the influence of the breakwater through the western Stella Passage. The breakwater increased maximum ebb velocity by 29% for the existing bathymetry, 25% for dredging scenario one, and 20% for dredging scenario two. 

Existing sediment transport patterns in Waipu Bay were unaltered by breakwater development or the combined breakwater development and dredging and wharf extensions.

An area of high seabed elevation, in western Waipu Bay, was the preferred location for an artificial bird roost. The existing bathymetry was altered to simulate different dredge island dimensions. The recommended design was oval shaped with an east-west orientation. This design displayed consistently low annual spring transport rates of <0.1 m³/yr/m.

text: Predicted hydrodynamic and sediment transport impacts of breakwater construction in Tauranga Harbour, New Zealand The study predicted the impact of a proposed breakwater development, along the northern boundary of the Tauranga Bridge Marina, on existing hydrodynamics and sediment transport. Numerical modelling was undertaken using the DHI MIKE 21 modelling suite. A 25 m grid resolution regional hydrodynamic model of Tauranga Harbour was established to provide boundary conditions for a 4 m grid resolution local hydrodynamic model of the Stella Passage, Town Reach, and Waipu Bay region. Calibration and verification was achieved by comparing model predictions with measurements from tidal gauges and field deployed ADV instruments. A wave model was set-up to provide predictions of wave-induced sediment transport. A sediment transport model was developed to identify sediment transport pathways and areas of erosion and accretion.

A pile and panel breakwater was recommended based on predictions of reduced current velocity within the marina and a limited increase along the Sulphur Point wharf. Flow diversion and channel constriction contributed to increased maximum velocities of 10% near the Stella Passage drop-off, increased peak tide velocities of up to 0.3 m.s⁻¹ west of the breakwater, and flood jet development off the western tip of the breakwater. Increased accretion north of the drop-off was predicted in response to increased annual spring transport rates in Town Reach from <50 m³/yr/m up to 100 m³/yr/m. Increased erosion through the western side of Town Reach may result in coarser surficial sediment and a westward extension of shell lag. In the western Stella Passage, peak ebb velocities increased by 0.2 – 0.5 m.s⁻¹ and annual spring transport rates increased from <5 m³/yr/m to >10 m³/yr/m. Peak tide velocities within the marina were reduced by 0.2 – 0.5 m.s⁻¹  in the north and up to 0.2 m.s⁻¹ in the south and annual spring transport rates decreased from up to 50 m³/yr/m to predominantly <5 m³/yr/m. 

Two dredging scenarios proposed by the Port of Tauranga were also simulated. In dredging scenario one, the Stella Passage was deepened to 16.0 m below Chart Datum. Variation in flow patterns were predicted within the Stella Passage and flood velocity increased through the western side. In dredging scenario two, the dredged area and Sulphur Point wharf were extended southward into Town Reach. In the western Stella Passage, maximum flood velocity increased by 0.2 m.s⁻¹ and peak ebb velocity increased by up to 0.3 m.s⁻¹. Peak flood velocity decreased by up to 0.3 m.s⁻¹ north of the marina.  

Breakwater addition to the dredging scenario one simulation produced similar results compared with the combined breakwater and existing bathymetry simulation. The breakwater and dredging extension in scenario two, both independently acted to focus flow through west side of Town Reach. Increased erosion was predicted toward the drop-off into the dredging extension. Dredging reduced the influence of the breakwater through the western Stella Passage. The breakwater increased maximum ebb velocity by 29% for the existing bathymetry, 25% for dredging scenario one, and 20% for dredging scenario two. 

Existing sediment transport patterns in Waipu Bay were unaltered by breakwater development or the combined breakwater development and dredging and wharf extensions.

An area of high seabed elevation, in western Waipu Bay, was the preferred location for an artificial bird roost. The existing bathymetry was altered to simulate different dredge island dimensions. The recommended design was oval shaped with an east-west orientation. This design displayed consistently low annual spring transport rates of <0.1 m³/yr/m.

year: 2014

title: "How did I get here:" An autoethnographic study of a counsellor educator's lived experience of 'becoming'

authors: Dobbs, Andrea

subjects: counsellor educator

abstract: This study considers the usefulness of applying key concepts of the Rogerian theory of ‘becoming a person’ as a framework to theorise the personal growth and change process of becoming a counsellor. It is contended that person-centred philosophy and theory provides one way in which to view the personal development of the person of counsellor during training. This hypothesis is based on the recognition of a perceived similar change and growth process which Rogers identified in clients in therapy, with those of training counsellors. After reviewing the literature on the importance placed on the personal development of counsellors in training, a distinction is made between personal development and personal growth. An apparent gap is identified within undergraduate training. It is recognised that some students, in particular mature students, training at undergraduate tertiary level for the first time, have unique challenges from those within post graduate programmes. A further gap within the literature is the self-study of a student’s own experience and perceptions of undertaking counsellor training at this level. Therefore, fitting the above demographic, the author retrospectively examines her personal experience using an autoethnographic method of enquiry. With this method the researcher is both an “insider” and “outsider” (Dyson, 2007, p. 39) of the cultural context under investigation. Autoethnographic data consists of a poem titled: School Reports, which contains the story of a failed high school student. Other data are drawings created using the metaphor of an acorn growing into an oak tree to symbolise Rogers’s theoretical propositions of a theory of personality and behaviour. Reflective journal entries written during undergraduate counsellor training further support the analysis. The author’s poem and drawings form the basis of an autoethnographic inquiry analysed through a number of Rogerian philosophical concepts of development along with ‘moments of movement’ towards change and growth. The main focus of personal growth and change centres on the author’s early development of the self-concept of a failed high school student, revised to a self-concept of successful, due to the curative experience of training. The conclusion is made that the primary Rogerian theoretical concept of becoming a person, the organism’s tendency to actualise, along with its “moments of movement” (Rogers, 1961, p. 130), can provide one way in which to conceptualise the personal growth and change process in becoming a counsellor. Implications for counsellor education is the consideration of facilitating growth promoting learning environments and learning opportunities.   The principal limitation of the study is identified as applying classic person-centred theory as a framework whereas contemporary theorising would consider the person in both context and environment.  A self-study on just one experience of a mature student in undergraduate training was also considered a limitation. Both these limitations warrant further investigation. A further recommendation for further research is a comparative study examining the personal growth and change process of counsellors in training from different philosophical positions.

text: "How did I get here:" An autoethnographic study of a counsellor educator's lived experience of 'becoming' This study considers the usefulness of applying key concepts of the Rogerian theory of ‘becoming a person’ as a framework to theorise the personal growth and change process of becoming a counsellor. It is contended that person-centred philosophy and theory provides one way in which to view the personal development of the person of counsellor during training. This hypothesis is based on the recognition of a perceived similar change and growth process which Rogers identified in clients in therapy, with those of training counsellors. After reviewing the literature on the importance placed on the personal development of counsellors in training, a distinction is made between personal development and personal growth. An apparent gap is identified within undergraduate training. It is recognised that some students, in particular mature students, training at undergraduate tertiary level for the first time, have unique challenges from those within post graduate programmes. A further gap within the literature is the self-study of a student’s own experience and perceptions of undertaking counsellor training at this level. Therefore, fitting the above demographic, the author retrospectively examines her personal experience using an autoethnographic method of enquiry. With this method the researcher is both an “insider” and “outsider” (Dyson, 2007, p. 39) of the cultural context under investigation. Autoethnographic data consists of a poem titled: School Reports, which contains the story of a failed high school student. Other data are drawings created using the metaphor of an acorn growing into an oak tree to symbolise Rogers’s theoretical propositions of a theory of personality and behaviour. Reflective journal entries written during undergraduate counsellor training further support the analysis. The author’s poem and drawings form the basis of an autoethnographic inquiry analysed through a number of Rogerian philosophical concepts of development along with ‘moments of movement’ towards change and growth. The main focus of personal growth and change centres on the author’s early development of the self-concept of a failed high school student, revised to a self-concept of successful, due to the curative experience of training. The conclusion is made that the primary Rogerian theoretical concept of becoming a person, the organism’s tendency to actualise, along with its “moments of movement” (Rogers, 1961, p. 130), can provide one way in which to conceptualise the personal growth and change process in becoming a counsellor. Implications for counsellor education is the consideration of facilitating growth promoting learning environments and learning opportunities.   The principal limitation of the study is identified as applying classic person-centred theory as a framework whereas contemporary theorising would consider the person in both context and environment.  A self-study on just one experience of a mature student in undergraduate training was also considered a limitation. Both these limitations warrant further investigation. A further recommendation for further research is a comparative study examining the personal growth and change process of counsellors in training from different philosophical positions.

year: 2015

title: Te whakatau i te mita o Ngāti Kahungunu; tōna hītori, tōna whanaketanga me tōna ahunga whakamua

authors: MacLeod, Jeremy Tātere

subjects: Ngāti Kahungunu, Dialect

abstract: He Whakamāramatanga

Ko Te Whanganui-a-Tara te maunga,
Ko Waingōngoro te awa,
Ko Takitimu te waka,
Ko Waimārama te marae,
Ko Taupunga te whare,
Ko Ngāti Kahungunu te iwi,
Ko Ngāti Kurukuru te hapū.

Ko te reo Māori taku reo tuarua. He mea ako ahau e ētahi o ngā tino mātanga reo o te motu. He reo takitini tōku, arā, he whenumitanga nō ngā momo reo o te motu. Ko te nuinga o ōku kaiako nō Ngāti Kahungunu, nō Ngāi Tūhoe me Ngāti Porou hoki. I a au ka tīmata ki te ako i taku reo nei, tere tonu taku rongo i ngā rerekētanga o ngā reo o aku kaiako o Tūhoe me Ngāti Porou. He āhuatanga tērā kāore au i rongo i aku kaiako o Kahungunu nei. Koirā te wā i tīmata ai te kōrori o te tōmina o roto i au ki te rangahau i ngā momo rerekētanga ā-reo o aku tīpuna o Ngāti Kahungunu nei. Nō te tau 2010 ka kopoua ahau hai Pouarataki Reo ki Te Kaporeihana ā-Iwi o Ngāti Kahungunu. Ko taku mahi matua ko te whakatinana i te rautaki whakarauora reo Māori a Ngāti Kahungunu. Ko te whāinga matua o te rautaki i taua wā, ko te whakahoki mai i te ‘reo o Kahungunu’ hai reo kōrero mō Ngāti Kahungunu. Uaua ana ki a au tērā te whakatutuki nā taku kore i āta mārama he aha rā taua reo o Kahungunu nei. 

He ruarua rawa atu ngā kōrero mō te kaupapa nei, arā, te mita, ngā mita rānei o Ngāti Kahungunu. Koinei anō tētahi take i kaha hiahia ahau ki te rangahau i te kaupapa nei. Kai reira anō ētahi rangahau pēnei i ā Dr. Joseph Te Rito rāua ko Lee Smith, engari, kāore anō kia āta whakatauhia he aha oti te mita o Kahungunu, mehemea rānei he mita tōna, ōna rānei. Kāore anō kia āta rangahautia ngā motuhaketanga ā reo o ngā tīpuna o Ngāti Kahungunu mai i runga ki raro. Ko ētahi kua rangahau i ngā putunga kōrero ā-oro nei, ko ētahi kua rangahau i ngā kupu i roto i ngā tuhinga a ngā kaumātua, engari kāore anō tētahi rangahau kotahi kia āta tātari i ngā rerekētanga matua e toru o tēnei mea te mita, arā, ngā rerekētanga ā-wetereo, ā wetekupu, ātangi anō hoki. 

Ko te kaupapa matua o taku tuhinga nei ko: Te whakatau i te mita o Ngāti Kahungunu; tōna hītori, tōna whanaketanga me tōna ahunga whakamua. 


Ko ngā pātai mātāmua:
 He aha oti te mita o Ngāti Kahungunu – tōna hītori, tōna whanaketanga me tōna āpōpō?
 He aha te wāhi ki te mita i roto i te rautaki whakarauora reo pae tawhiti a te iwi?


Ko ngā pātai mātāmuri:
 He aha tēnei mea, te mita?
 He aha tēnei mea, te mita i roto i te reo Māori?
 Ko wai a Ngāti Kahungunu?
 He mita rānei tō Ngāti Kahungunu?
 He aha te wāhi ki te mita i roto i ngā mahere whakarauora reo?


Ko tētahi atu take nui, ko tēnei kupu, te mita. Ko ētahi e whakamahi ana i te mita hai tohu i ngā motuhaketanga ā-reo o tēnā iwi, o tēnā rohe. Ko ētahi e whakamahi ana i te reo ā-iwi, ko ētahi e whakamahi ana i te rangi o te reo. Kāore anō tētahi tangata kotahi kia āta wetewete i te kupu mita, me te wānanga āe rānei e tika ana tērā kupu mō tēnei mea te rerekētanga ā-reo o tētahi rohe, o tētahi rōpū rānei. He kupu mino te kupu mita, arā, he mea tiki ake i te reo Pākehā. E hia nei ōna whakapākehātanga. Ko tētahi mate nui ko te korenga o tētahi kupu wairua Māori nei hai kupu matua mō ngā rerekētanga ā-reo nei. Hai te upoko whakamutunga o taku tuhinga nei ahau hoatu ai i tētahi kupu hou mō te mita, arā, ko te tūreo. Ko te tikanga o te tūreo, ko ngā tūmomo rerekētanga o te reo e motuhake ana ki tētahi rōpū, ki tētahi rohe rānei. Ki te wetewetehia te kupu tūreo nei ka kitea kua honoa mai ko te ‘tū’ me te ‘reo’ kia kotahi te kupu. Ko taua ‘tū’ rā, he kupu anō mō te momo. Ka noho ko te tūreo nei hai kupu whānui mō ngā tūmomo rerekētanga ā-reo e motuhake ana ki tētahi rōpū, ki tētahi rohe rānei. Ki a au, me ruke te kupu mita ki tāhaki, ka whakamahi ai i te kupu tūreo ā muri ake nei. Ka heke mai i taua kupu ko ngā momo tūreo e rua nei – ā-pāpori me te ā-rohe. Nā, ka heke mai i aua momo tūreo e rua ko ngā wāhanga e toru e tohu ana i ngā momo rerekētanga o te reo – ā wetereo, ā-wetekupu, ā-tangi anō hoki. Kua oti nei tētahi anga mita hou hai āwhina i te hunga rangahau.

Kua oti i a au tētahi tūāpapa mō te kohinga kōrero ā-tuhi me te kohinga kōrero ā-oro. Ka noho ko aua kohinga e rua hai puna mātauranga mō ngā mahi rangahau i ngā kōrero a ngā tīpuna me kore e kitea iho ētahi tū āhuatanga ā-reo hai whakahoki mai ki te reo o ēnei wā nei. Ko te tūtohunga nui ko te waihanga i tētahi tūreo ā pāpori hou hai kinaki i te reo ā-motu nāna nei i ora ai te reo huri noa ki roto o Ngāti Kahungunu. Me waihanga tētahi tūreo hou hai tohu tuakiritanga mō Ngāti Kahungunu kia riro ai mā ētahi tū āhuatanga o tōna reo hai whakaatu atu nō Kahungunu te tangata e tū atu nei. 

E tutuki ai tēnei moemoeā me tautoko te hunga kōrero Māori katoa o Ngāti Kahungunu nei. Kai te kaupapa nei ōna anō papatoiaketanga, pēnei i te kimi i te pūtea e taea ai te utu te hunga rangahau i te kohinga kōrero. E ea ai te wawata nei, me kaha te whakaemi mai a Ngāti Kahungunu ki te tautoko i te kaupapa rangahau, ka 10 tau pea tōna roa, ā, oti rawa ake kua whai tūreo ā-pāpori hou a Ngāti Kahungunu hai kinaki i te reo ā-motu, hai tohu tuakiritanga anō hoki.

text: Te whakatau i te mita o Ngāti Kahungunu; tōna hītori, tōna whanaketanga me tōna ahunga whakamua He Whakamāramatanga

Ko Te Whanganui-a-Tara te maunga,
Ko Waingōngoro te awa,
Ko Takitimu te waka,
Ko Waimārama te marae,
Ko Taupunga te whare,
Ko Ngāti Kahungunu te iwi,
Ko Ngāti Kurukuru te hapū.

Ko te reo Māori taku reo tuarua. He mea ako ahau e ētahi o ngā tino mātanga reo o te motu. He reo takitini tōku, arā, he whenumitanga nō ngā momo reo o te motu. Ko te nuinga o ōku kaiako nō Ngāti Kahungunu, nō Ngāi Tūhoe me Ngāti Porou hoki. I a au ka tīmata ki te ako i taku reo nei, tere tonu taku rongo i ngā rerekētanga o ngā reo o aku kaiako o Tūhoe me Ngāti Porou. He āhuatanga tērā kāore au i rongo i aku kaiako o Kahungunu nei. Koirā te wā i tīmata ai te kōrori o te tōmina o roto i au ki te rangahau i ngā momo rerekētanga ā-reo o aku tīpuna o Ngāti Kahungunu nei. Nō te tau 2010 ka kopoua ahau hai Pouarataki Reo ki Te Kaporeihana ā-Iwi o Ngāti Kahungunu. Ko taku mahi matua ko te whakatinana i te rautaki whakarauora reo Māori a Ngāti Kahungunu. Ko te whāinga matua o te rautaki i taua wā, ko te whakahoki mai i te ‘reo o Kahungunu’ hai reo kōrero mō Ngāti Kahungunu. Uaua ana ki a au tērā te whakatutuki nā taku kore i āta mārama he aha rā taua reo o Kahungunu nei. 

He ruarua rawa atu ngā kōrero mō te kaupapa nei, arā, te mita, ngā mita rānei o Ngāti Kahungunu. Koinei anō tētahi take i kaha hiahia ahau ki te rangahau i te kaupapa nei. Kai reira anō ētahi rangahau pēnei i ā Dr. Joseph Te Rito rāua ko Lee Smith, engari, kāore anō kia āta whakatauhia he aha oti te mita o Kahungunu, mehemea rānei he mita tōna, ōna rānei. Kāore anō kia āta rangahautia ngā motuhaketanga ā reo o ngā tīpuna o Ngāti Kahungunu mai i runga ki raro. Ko ētahi kua rangahau i ngā putunga kōrero ā-oro nei, ko ētahi kua rangahau i ngā kupu i roto i ngā tuhinga a ngā kaumātua, engari kāore anō tētahi rangahau kotahi kia āta tātari i ngā rerekētanga matua e toru o tēnei mea te mita, arā, ngā rerekētanga ā-wetereo, ā wetekupu, ātangi anō hoki. 

Ko te kaupapa matua o taku tuhinga nei ko: Te whakatau i te mita o Ngāti Kahungunu; tōna hītori, tōna whanaketanga me tōna ahunga whakamua. 


Ko ngā pātai mātāmua:
 He aha oti te mita o Ngāti Kahungunu – tōna hītori, tōna whanaketanga me tōna āpōpō?
 He aha te wāhi ki te mita i roto i te rautaki whakarauora reo pae tawhiti a te iwi?


Ko ngā pātai mātāmuri:
 He aha tēnei mea, te mita?
 He aha tēnei mea, te mita i roto i te reo Māori?
 Ko wai a Ngāti Kahungunu?
 He mita rānei tō Ngāti Kahungunu?
 He aha te wāhi ki te mita i roto i ngā mahere whakarauora reo?


Ko tētahi atu take nui, ko tēnei kupu, te mita. Ko ētahi e whakamahi ana i te mita hai tohu i ngā motuhaketanga ā-reo o tēnā iwi, o tēnā rohe. Ko ētahi e whakamahi ana i te reo ā-iwi, ko ētahi e whakamahi ana i te rangi o te reo. Kāore anō tētahi tangata kotahi kia āta wetewete i te kupu mita, me te wānanga āe rānei e tika ana tērā kupu mō tēnei mea te rerekētanga ā-reo o tētahi rohe, o tētahi rōpū rānei. He kupu mino te kupu mita, arā, he mea tiki ake i te reo Pākehā. E hia nei ōna whakapākehātanga. Ko tētahi mate nui ko te korenga o tētahi kupu wairua Māori nei hai kupu matua mō ngā rerekētanga ā-reo nei. Hai te upoko whakamutunga o taku tuhinga nei ahau hoatu ai i tētahi kupu hou mō te mita, arā, ko te tūreo. Ko te tikanga o te tūreo, ko ngā tūmomo rerekētanga o te reo e motuhake ana ki tētahi rōpū, ki tētahi rohe rānei. Ki te wetewetehia te kupu tūreo nei ka kitea kua honoa mai ko te ‘tū’ me te ‘reo’ kia kotahi te kupu. Ko taua ‘tū’ rā, he kupu anō mō te momo. Ka noho ko te tūreo nei hai kupu whānui mō ngā tūmomo rerekētanga ā-reo e motuhake ana ki tētahi rōpū, ki tētahi rohe rānei. Ki a au, me ruke te kupu mita ki tāhaki, ka whakamahi ai i te kupu tūreo ā muri ake nei. Ka heke mai i taua kupu ko ngā momo tūreo e rua nei – ā-pāpori me te ā-rohe. Nā, ka heke mai i aua momo tūreo e rua ko ngā wāhanga e toru e tohu ana i ngā momo rerekētanga o te reo – ā wetereo, ā-wetekupu, ā-tangi anō hoki. Kua oti nei tētahi anga mita hou hai āwhina i te hunga rangahau.

Kua oti i a au tētahi tūāpapa mō te kohinga kōrero ā-tuhi me te kohinga kōrero ā-oro. Ka noho ko aua kohinga e rua hai puna mātauranga mō ngā mahi rangahau i ngā kōrero a ngā tīpuna me kore e kitea iho ētahi tū āhuatanga ā-reo hai whakahoki mai ki te reo o ēnei wā nei. Ko te tūtohunga nui ko te waihanga i tētahi tūreo ā pāpori hou hai kinaki i te reo ā-motu nāna nei i ora ai te reo huri noa ki roto o Ngāti Kahungunu. Me waihanga tētahi tūreo hou hai tohu tuakiritanga mō Ngāti Kahungunu kia riro ai mā ētahi tū āhuatanga o tōna reo hai whakaatu atu nō Kahungunu te tangata e tū atu nei. 

E tutuki ai tēnei moemoeā me tautoko te hunga kōrero Māori katoa o Ngāti Kahungunu nei. Kai te kaupapa nei ōna anō papatoiaketanga, pēnei i te kimi i te pūtea e taea ai te utu te hunga rangahau i te kohinga kōrero. E ea ai te wawata nei, me kaha te whakaemi mai a Ngāti Kahungunu ki te tautoko i te kaupapa rangahau, ka 10 tau pea tōna roa, ā, oti rawa ake kua whai tūreo ā-pāpori hou a Ngāti Kahungunu hai kinaki i te reo ā-motu, hai tohu tuakiritanga anō hoki.

year: 2021