title: Ebb-Jet dynamics and transient eddy formation at Tauranga Harbour: Implications for entrance channel shoaling

authors: Spiers, Kyle C.

subjects: coastal hydrodynamic modelling

abstract: In 1992 the entrance channel through the tidal inlet to Tauranga Harbour, which is located along the Bay of Plenty littoral drift system, was deepened from 10 m to 14 m. The deepened channel has become a sediment trap for littoral drift bypassing and tidal current driven sediment transport through the inlet. Since 1992, there has been an increase in maintenance dredging requirements at the inlet, because of sand accumulation along the southeastern border of the entrance channel. Previous studies have identified an ebb tide–induced eddy operating on the eastern side of the ebb-jet as it exits the tidal gorge. In this article, the eddy system has been simulated with a validated two-dimensional hydrodynamic model, detailing time-varying current patterns over the ebb-tidal delta. Particular emphasis is placed on defining the trajectory of the eddy and evaluating its influence on the observed sedimentation patterns. The model results indicate the formation of opposing eddies on either side of the entrance channel, both of which are transient in nature. The centre of the eastern eddy propagates seaward along the downdrift margin of the entrance channel as the ebb-jet lengthens. Bathymetric survey residuals between 2004 and 2006 confirm significant accumulations of sediment along this downdrift margin. The evidence is consistent that the eddy system exerts a directional control over transport of sediments entrained by waves over the ebb-tidal delta.

text: Ebb-Jet dynamics and transient eddy formation at Tauranga Harbour: Implications for entrance channel shoaling In 1992 the entrance channel through the tidal inlet to Tauranga Harbour, which is located along the Bay of Plenty littoral drift system, was deepened from 10 m to 14 m. The deepened channel has become a sediment trap for littoral drift bypassing and tidal current driven sediment transport through the inlet. Since 1992, there has been an increase in maintenance dredging requirements at the inlet, because of sand accumulation along the southeastern border of the entrance channel. Previous studies have identified an ebb tide–induced eddy operating on the eastern side of the ebb-jet as it exits the tidal gorge. In this article, the eddy system has been simulated with a validated two-dimensional hydrodynamic model, detailing time-varying current patterns over the ebb-tidal delta. Particular emphasis is placed on defining the trajectory of the eddy and evaluating its influence on the observed sedimentation patterns. The model results indicate the formation of opposing eddies on either side of the entrance channel, both of which are transient in nature. The centre of the eastern eddy propagates seaward along the downdrift margin of the entrance channel as the ebb-jet lengthens. Bathymetric survey residuals between 2004 and 2006 confirm significant accumulations of sediment along this downdrift margin. The evidence is consistent that the eddy system exerts a directional control over transport of sediments entrained by waves over the ebb-tidal delta.

year: 2009

title: Development of a map service

authors: Huang, Xiaotie (Anthony)

subjects: map

abstract: Geographic Information Systems (GIS) a computerized mapping system for capturing, storing, retrieving, analysing, and displaying spatial data (the type of data that has a geographic location). It is one of the fastest growing high tech fields and has been widely used in my areas where analysis of spatial referenced data is needed. In this paper we developed and implemented a GIS-based personalized Travel Planning application. Our goal is to provide a map based information system that gives recommendation information (e.g. closeby sights, must-see sights) to travellers according to their destinations, locations and preferences. Furthermore, the TP application was developed as a client-side service under the Tourist Information Provider System. It runs on client machines and uses the spatial referenced data stored at the TIP server-side database.

text: Development of a map service Geographic Information Systems (GIS) a computerized mapping system for capturing, storing, retrieving, analysing, and displaying spatial data (the type of data that has a geographic location). It is one of the fastest growing high tech fields and has been widely used in my areas where analysis of spatial referenced data is needed. In this paper we developed and implemented a GIS-based personalized Travel Planning application. Our goal is to provide a map based information system that gives recommendation information (e.g. closeby sights, must-see sights) to travellers according to their destinations, locations and preferences. Furthermore, the TP application was developed as a client-side service under the Tourist Information Provider System. It runs on client machines and uses the spatial referenced data stored at the TIP server-side database.

year: 2007

title: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership.

authors: Kana, Pare

subjects: dramatization

abstract: Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

text: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership. Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

year: 2007