title: Distribution of silty sediments in the shallow subsurface of the shipping channels of Tauranga Harbour

authors: de Lange, Willem P.

abstract: Capital dredging in 1992 encountered some areas of siltier sediments that resulted in the formation of a highly visible plume. Subsequently multibeam and diver observations indicated that there are further areas of sediments within the shipping channel whose silt content exceeds the 5% threshold specified in the consent conditions of resource consents 65806 and 65807. 
A trial seismic reflection survey was conducted through the entire shipping channels from Stella Passage to A Beacon using a Knudsen Pinger Sub-bottom Profiler. This survey indicated that the harbour sediments consist of Holocene sediments (<7200 years old) overlying a complex topography of Pleistocene deposits. The underlying sediments have been eroded into a ridge and valley morphology that appears to be orientated with the valleys running sub-parallel to the present day open coast shoreline. This older deposit probably occurs underneath the entire length of the shipping channels, but the thickness of overlying Holocene sediment varies: being thicker over the valleys and thinner over the ridges. 
The proposed capital dredging will further reduce the Holocene sediment cover, and expose more of the older siltier sediments at the seabed. The existing exposures within the shipping channels do not appear to be susceptible to scour and form a resistant surface with a thin veneer of modern sand, and it is probable that any material exposed during the proposed capital dredging will also be stable. 
The proposed capital dredging anticipated the extraction of ~2.1 Mm³ of silty sediment from Stella Passage, the new Turning Basin, and Tanea Shelf. The seismic survey indicated that additional areas of potentially silty sediment occurred within the Maunganui Roads, Cutter Channel and the Entrance Channel. The Port of Tauranga undertook vibrocoring in the areas identified, and the resulting cores were described and sampled by the University of Waikato. 
The core results were used to create a three-dimensional model of the subsurface stratigraphy of the shipping channels that was used to identify areas of silt content exceeding 5%. The likely silt content is indicated by a colour coding: green = less than 5% silt; red = more than 5% silt, which requires management to minimise turbidity during dredging and involves restrictions on disposal options.

text: Distribution of silty sediments in the shallow subsurface of the shipping channels of Tauranga Harbour Capital dredging in 1992 encountered some areas of siltier sediments that resulted in the formation of a highly visible plume. Subsequently multibeam and diver observations indicated that there are further areas of sediments within the shipping channel whose silt content exceeds the 5% threshold specified in the consent conditions of resource consents 65806 and 65807. 
A trial seismic reflection survey was conducted through the entire shipping channels from Stella Passage to A Beacon using a Knudsen Pinger Sub-bottom Profiler. This survey indicated that the harbour sediments consist of Holocene sediments (<7200 years old) overlying a complex topography of Pleistocene deposits. The underlying sediments have been eroded into a ridge and valley morphology that appears to be orientated with the valleys running sub-parallel to the present day open coast shoreline. This older deposit probably occurs underneath the entire length of the shipping channels, but the thickness of overlying Holocene sediment varies: being thicker over the valleys and thinner over the ridges. 
The proposed capital dredging will further reduce the Holocene sediment cover, and expose more of the older siltier sediments at the seabed. The existing exposures within the shipping channels do not appear to be susceptible to scour and form a resistant surface with a thin veneer of modern sand, and it is probable that any material exposed during the proposed capital dredging will also be stable. 
The proposed capital dredging anticipated the extraction of ~2.1 Mm³ of silty sediment from Stella Passage, the new Turning Basin, and Tanea Shelf. The seismic survey indicated that additional areas of potentially silty sediment occurred within the Maunganui Roads, Cutter Channel and the Entrance Channel. The Port of Tauranga undertook vibrocoring in the areas identified, and the resulting cores were described and sampled by the University of Waikato. 
The core results were used to create a three-dimensional model of the subsurface stratigraphy of the shipping channels that was used to identify areas of silt content exceeding 5%. The likely silt content is indicated by a colour coding: green = less than 5% silt; red = more than 5% silt, which requires management to minimise turbidity during dredging and involves restrictions on disposal options.

year: 2014-12-10

title: Constructing English in New Zealand: A report on a decade of reform

authors: Locke, Terry

subjects: English

abstract: In 1991, the newly elected National Government of New Zealand set in train a major reform of the New Zealand national curriculum and, a little later, a major reform of the New Zealand qualifications system. These reforms have had a major impact on the construction of English as a subject in New Zealand secondary schools, and the work and professional identity of teachers. This article uses as a basis for analysis a framework which posits four paradigms for subject English and proceeds to examine the current national English curriculum in New Zealand for its underlying discourses. In specific terms, it explores questions of partition and progression, and terminology. In respect of progression, it argues that the current curriculum has imposed a flawed model on teachers and students, in part because of its commitment to the assignment of decontextualised outcomes statements (‘achievement objects’) to staged levels of student development (levels). It also argues that much of the terminology used by the document has had a negative impact on metalinguistic classroom practice. Finally, while it views the national English curriculum as a discursively mixed bag, it notes an absence of critical discourses and a tendency, in recent qualifications reforms, to construct English teachers as technicians and the subject as skills-based.

text: Constructing English in New Zealand: A report on a decade of reform In 1991, the newly elected National Government of New Zealand set in train a major reform of the New Zealand national curriculum and, a little later, a major reform of the New Zealand qualifications system. These reforms have had a major impact on the construction of English as a subject in New Zealand secondary schools, and the work and professional identity of teachers. This article uses as a basis for analysis a framework which posits four paradigms for subject English and proceeds to examine the current national English curriculum in New Zealand for its underlying discourses. In specific terms, it explores questions of partition and progression, and terminology. In respect of progression, it argues that the current curriculum has imposed a flawed model on teachers and students, in part because of its commitment to the assignment of decontextualised outcomes statements (‘achievement objects’) to staged levels of student development (levels). It also argues that much of the terminology used by the document has had a negative impact on metalinguistic classroom practice. Finally, while it views the national English curriculum as a discursively mixed bag, it notes an absence of critical discourses and a tendency, in recent qualifications reforms, to construct English teachers as technicians and the subject as skills-based.

year: 2007

title: Kia mate rā anō a Tama-nui-te-rā: reversing language shift in Kōhanga reo

authors: Skerrett White, Mere Ngāutauta

abstract: This thesis focuses on reversing language shift (RLS) efforts via the revernacularisation of te reo Māori (the Māori language) in Te Amokura Kōhanga Reo (Māori language nest). J. Fishman’s (2001a) graded intergenerational disruption scale (GIDS), and M. Durie’s (2001, 2003) discussions on Māori educational advancement provide conceptual frameworks for the meaning-making, cultural and symbolic relationships of language to culture and identity (Fishman, 1996). This qualitative case study involves three young children and their families who are committed to the intergenerational transmission of te reo Māori, the threatened indigenous heritage language of Aotearoa/New Zealand. Observational data was analysed illustrating these bilingual, biliterate, bicultural, bicognitive and bilateral children and their use of sophisticated language for increasingly complex purposes. This study identifies how children’s learning dispositions for shared reference with adults (who are active listeners and thoughtful speakers in meaningful activities [Carr, M., 2000, 2001]) are part of the deep structure of a unique cultural context successfully supporting language revernacularisation. In addition the study develops critical insights into how RLS can be viewed as the linguistic arm for furthering Māori aspirations of tino rangatiratanga (Bishop, R., 1997a; Bishop R., & Glynn, T., 1999) and has further implications for language planning, pedagogy and praxis in Kōhanga Reo.

text: Kia mate rā anō a Tama-nui-te-rā: reversing language shift in Kōhanga reo This thesis focuses on reversing language shift (RLS) efforts via the revernacularisation of te reo Māori (the Māori language) in Te Amokura Kōhanga Reo (Māori language nest). J. Fishman’s (2001a) graded intergenerational disruption scale (GIDS), and M. Durie’s (2001, 2003) discussions on Māori educational advancement provide conceptual frameworks for the meaning-making, cultural and symbolic relationships of language to culture and identity (Fishman, 1996). This qualitative case study involves three young children and their families who are committed to the intergenerational transmission of te reo Māori, the threatened indigenous heritage language of Aotearoa/New Zealand. Observational data was analysed illustrating these bilingual, biliterate, bicultural, bicognitive and bilateral children and their use of sophisticated language for increasingly complex purposes. This study identifies how children’s learning dispositions for shared reference with adults (who are active listeners and thoughtful speakers in meaningful activities [Carr, M., 2000, 2001]) are part of the deep structure of a unique cultural context successfully supporting language revernacularisation. In addition the study develops critical insights into how RLS can be viewed as the linguistic arm for furthering Māori aspirations of tino rangatiratanga (Bishop, R., 1997a; Bishop R., & Glynn, T., 1999) and has further implications for language planning, pedagogy and praxis in Kōhanga Reo.

year: 2003