title: Facilitating rafting on the Kaituna River: The effect of manipulating Lake Rotoiti outflow on the function of the Ohau diversion wall

authors: Jones, Hannah Frances Emily

abstract: The University of Waikato was requested by Bay of Plenty Regional Council to quantify the effectiveness of the Ohau diversion wall when controlling the Kaituna River outflow during high and low flows. The Ohau diversion wall was constructed to divert nutrient-enriched water from Lake Rotorua away from the main basin of Lake Rotoiti and towards the Kaituna River outflow. Bay of Plenty Regional Council wished to determine whether controlling the Lake Rotoiti outflow to enable rafting on the Kaituna River would impact on the efficacy of the Ohau diversion wall.
The Kaituna River is used for commercial and recreational white-water rafting and kayaking, and is a proposed venue for the 2013 World Rafting Championships. However, control of the Kaituna outflow to regulate the water level in the lake may conflict with the use of the Kaituna River for rafting, which requires discharge to be between minimum and maximum raftable flows (13 m³ s⁻¹ and 26 m³ s⁻¹, respectively). Outflow from the lake may be controlled so that flows in the river are within the raftable range for a number of hours a day, and then adjusted for the remainder of the day to prevent high or low water levels. However, it is possible that this may affect the efficacy of the Ohau diversion wall, leading to concerns that this mode of operation could impact on the water quality in Lake Rotoiti. To address these concerns, three-dimensional hydrodynamic modelling was used to quantify the transfer of water from the Ohau channel to Lake Rotoiti under scenarios that facilitated rafting operations. The model was set up so that a tracer (transported by water flow) would be released in the Ohau inflow for the duration of the simulation. Tracer concentrations were output from the model simulations as depth profiles for five stations in the lake to quantify the transport of water from the Ohau channel into Lake Rotoiti.

text: Facilitating rafting on the Kaituna River: The effect of manipulating Lake Rotoiti outflow on the function of the Ohau diversion wall The University of Waikato was requested by Bay of Plenty Regional Council to quantify the effectiveness of the Ohau diversion wall when controlling the Kaituna River outflow during high and low flows. The Ohau diversion wall was constructed to divert nutrient-enriched water from Lake Rotorua away from the main basin of Lake Rotoiti and towards the Kaituna River outflow. Bay of Plenty Regional Council wished to determine whether controlling the Lake Rotoiti outflow to enable rafting on the Kaituna River would impact on the efficacy of the Ohau diversion wall.
The Kaituna River is used for commercial and recreational white-water rafting and kayaking, and is a proposed venue for the 2013 World Rafting Championships. However, control of the Kaituna outflow to regulate the water level in the lake may conflict with the use of the Kaituna River for rafting, which requires discharge to be between minimum and maximum raftable flows (13 m³ s⁻¹ and 26 m³ s⁻¹, respectively). Outflow from the lake may be controlled so that flows in the river are within the raftable range for a number of hours a day, and then adjusted for the remainder of the day to prevent high or low water levels. However, it is possible that this may affect the efficacy of the Ohau diversion wall, leading to concerns that this mode of operation could impact on the water quality in Lake Rotoiti. To address these concerns, three-dimensional hydrodynamic modelling was used to quantify the transfer of water from the Ohau channel to Lake Rotoiti under scenarios that facilitated rafting operations. The model was set up so that a tracer (transported by water flow) would be released in the Ohau inflow for the duration of the simulation. Tracer concentrations were output from the model simulations as depth profiles for five stations in the lake to quantify the transport of water from the Ohau channel into Lake Rotoiti.

year: 2013

title: How Are Inclusive Education Resource Centre Supported Students With Special Needs Experiencing Education In Regular Classroom Settings In The Town Schools In Western Province Of Papua New Guinea? A Case Study Approach

authors: Bomen, Roweng

abstract: The study considers special needs students’ education development in the context of the Papua New Guinea (PNG) education system. In particular, it examines the experiences, perceptions and expectations of three groups involved, which are teachers, parents and special needs students themselves in relation to inclusive practices in mainstream school settings. While some research has been done in other areas of inclusive education in PNG, none has included the point of view of special needs students attaining education in regular class settings. The study aimed at discovering the extent to which the inclusive education (IE) policy and IE practices are enacted in regular schools in Daru, in PNG. IE practices can be found in schools in PNG, but many are not effective. In particular, we know very little about the special needs students’ experiences, perceptions and expectations of IE in regular class environments, as their voices are not often heard. 

The study undertaken used a qualitative research approach case study to gather data about IE practices in selected schools in Daru Island of Western Province, Papua New Guinea. The research design used was an embedded “single-case” format that strived to explore the reality of the SN students’ experiences in regular classes through talking to them and the adults in their immediate environment. The case study approach used exploratory, descriptive and explanatory methodologies. In the exploratory part, a research framework was set within the context of the research question. In the descriptive part, the research described the concept of inclusive education and its development towards including SN students in PNG society, and in the explanatory part, it focused on the reasons and result of inclusive practices within the context of the children, teachers and adults who care for them. Specifically, interviews were conducted with four teachers, three parents and a focus group consisting of three special needs students. A mini non-participatory class observation was conducted for supplementary information. Data gathered were analysed using a thematic analysis approach.

The findings reveal that special needs students are very interested in attaining education to fulfil their dreams. Their parents’ continuous support towards their SN children’s personal livelihood development was helpful to their SN children. However, a number of social justice issues greatly impacted on how inclusive education for the SN students concerned was being practiced in regular classrooms. Issues included: lack of access to facilities, unbalanced curriculum, teacher-centred teaching rather than SN student-centred teaching and learning practices, limited resources, negative stereotypical behaviour by non-disabled people and social exclusion. This study concludes that more advocacy programmes and a change of people’s mindset towards dealing with SN students in the schools and community are necessary to combat existing discriminatory attitudes and social segregation of special needs students within regular schools and their community.

text: How Are Inclusive Education Resource Centre Supported Students With Special Needs Experiencing Education In Regular Classroom Settings In The Town Schools In Western Province Of Papua New Guinea? A Case Study Approach The study considers special needs students’ education development in the context of the Papua New Guinea (PNG) education system. In particular, it examines the experiences, perceptions and expectations of three groups involved, which are teachers, parents and special needs students themselves in relation to inclusive practices in mainstream school settings. While some research has been done in other areas of inclusive education in PNG, none has included the point of view of special needs students attaining education in regular class settings. The study aimed at discovering the extent to which the inclusive education (IE) policy and IE practices are enacted in regular schools in Daru, in PNG. IE practices can be found in schools in PNG, but many are not effective. In particular, we know very little about the special needs students’ experiences, perceptions and expectations of IE in regular class environments, as their voices are not often heard. 

The study undertaken used a qualitative research approach case study to gather data about IE practices in selected schools in Daru Island of Western Province, Papua New Guinea. The research design used was an embedded “single-case” format that strived to explore the reality of the SN students’ experiences in regular classes through talking to them and the adults in their immediate environment. The case study approach used exploratory, descriptive and explanatory methodologies. In the exploratory part, a research framework was set within the context of the research question. In the descriptive part, the research described the concept of inclusive education and its development towards including SN students in PNG society, and in the explanatory part, it focused on the reasons and result of inclusive practices within the context of the children, teachers and adults who care for them. Specifically, interviews were conducted with four teachers, three parents and a focus group consisting of three special needs students. A mini non-participatory class observation was conducted for supplementary information. Data gathered were analysed using a thematic analysis approach.

The findings reveal that special needs students are very interested in attaining education to fulfil their dreams. Their parents’ continuous support towards their SN children’s personal livelihood development was helpful to their SN children. However, a number of social justice issues greatly impacted on how inclusive education for the SN students concerned was being practiced in regular classrooms. Issues included: lack of access to facilities, unbalanced curriculum, teacher-centred teaching rather than SN student-centred teaching and learning practices, limited resources, negative stereotypical behaviour by non-disabled people and social exclusion. This study concludes that more advocacy programmes and a change of people’s mindset towards dealing with SN students in the schools and community are necessary to combat existing discriminatory attitudes and social segregation of special needs students within regular schools and their community.

year: 2017

title: Effective teaching for indigenous and minoritized students

authors: Bishop, Russell

subjects: effective teaching profile

abstract: Te Kotahitanga is a kaupapa Māori research and professional development project currently operating in 33 mainstream secondary schools. This project was developed in response to the ongoing problem of educational disparities for Māori students, one of New Zealand's most pressing educational issues. From initial conversations with Maori students, their families, their principals and their teachers about what constituted effective teaching understandings and practice for Maori students, we developed an Effective Teaching Profile. This Profile is central to the professional development work that has been implemented in Te Kotahitanga schools with notable increases in a range of outcomes for Maori students.

text: Effective teaching for indigenous and minoritized students Te Kotahitanga is a kaupapa Māori research and professional development project currently operating in 33 mainstream secondary schools. This project was developed in response to the ongoing problem of educational disparities for Māori students, one of New Zealand's most pressing educational issues. From initial conversations with Maori students, their families, their principals and their teachers about what constituted effective teaching understandings and practice for Maori students, we developed an Effective Teaching Profile. This Profile is central to the professional development work that has been implemented in Te Kotahitanga schools with notable increases in a range of outcomes for Maori students.

year: 2010