title: Measurement of tide induced changes to water table profiles in coarse and fine sand beaches along Pegasus Bay, Canterbury

authors: Ericksen, Neil

abstract: Measurements of changing water table profiles in beaches along Pegasus Bay, Canterbury, show an interchange of water between the sea and beach sand pores throughout a single semi-diurnal tidal cycle. The velocity of water escaping from the water table in response to an ebbing tide does not appear sufficient to elutriate material of silt size or larger from the beach. The low computed velocity is thought to be due to hydrostatic control, by sand dunes at the back of the beach, on water table amplitude. Fresh water and wave wash are considered important supplementary sources to that of tidal water in influencing water table profiles.

text: Measurement of tide induced changes to water table profiles in coarse and fine sand beaches along Pegasus Bay, Canterbury Measurements of changing water table profiles in beaches along Pegasus Bay, Canterbury, show an interchange of water between the sea and beach sand pores throughout a single semi-diurnal tidal cycle. The velocity of water escaping from the water table in response to an ebbing tide does not appear sufficient to elutriate material of silt size or larger from the beach. The low computed velocity is thought to be due to hydrostatic control, by sand dunes at the back of the beach, on water table amplitude. Fresh water and wave wash are considered important supplementary sources to that of tidal water in influencing water table profiles.

year: 1970

title: Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools

authors: Carss, Wendy Diane

subjects: literacy education

abstract: The teaching of literacy presents ongoing and complex challenges for first-year teachers at the primary level as they strive to address the diverse social and cultural backgrounds of their students, the requirements of educational policy and the demands of national assessment regimes. This journey is further complicated by the need to develop pedagogy that promotes discerning use of complex multimodal texts, both print and digital, in order to prepare students for the multiliterate demands of current and future societies. 
This doctoral thesis provides an in-depth exploration of the journeys of nine beginning teachers as they develop and establish their teaching of literacy practices during their first year of teaching in New Zealand primary classrooms. The participants had all completed the same three-year Bachelor of Teaching degree and secured positions in a diverse range of New Zealand schools.  They were fully responsible for the literacy learning of their students in relation to planning, teaching and assessment, while working towards full registration. 
The study sought to explore how the beliefs and practices of these beginning teachers of literacy changed over the year, and how these were influenced by their initial teacher education programme and the support they received from within the school community.  Using interpretive case-study methodology, qualitative data were collected throughout the year, using a combination of semi-structured interviews, digital surveys and observations of guided reading.  Video footage from the observations provided the foundation for subsequent participant theorising of their teaching.  Participants discussed their beliefs and evolving literacy practices in relation to a range of factors including their pre-service preparation, the mentoring support provided within their schools, the demands of national standards assessment, the socio-cultural backgrounds of their students and the integration of digital technologies.  Based on an analysis of the data, involving a co-construction of meaning between the words of the participants and researcher interpretation, I was able to gain an in-depth understanding of the beliefs and practices of each participant as these developed within his/her individual school context.  My interpretation of these data was informed by my own background as an initial teacher education and former classroom teacher.  
Findings suggest that an effective theory-practice balance within initial teacher education programmes, and alignment between literacy education papers and classroom practice, eases the transition into the classroom and enables the successful establishment of initial literacy programmes.  As the year progressed, participants’ teaching became more attuned to student needs and more explicit in nature.  Professional conversations with more experienced others were found to be essential to facilitate a reflective stance and further developments in teaching. 

Findings also revealed that while participants were aware of the broad nature of literacy, their reflections on teaching focused predominantly on the teaching of reading and writing.  There were strong indications that this was in part conditioned by the national assessment policy mandated at the time of the study.  
This study has implications for schools in relation to their selection of mentors for beginning teachers and their organisation of ongoing professional learning.  The study recommends that both pre-service educators and schools place greater emphasis on literacy across the curriculum, and provide more support for working with the increasingly diverse range of text forms and using of critical literacy approaches.

text: Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools The teaching of literacy presents ongoing and complex challenges for first-year teachers at the primary level as they strive to address the diverse social and cultural backgrounds of their students, the requirements of educational policy and the demands of national assessment regimes. This journey is further complicated by the need to develop pedagogy that promotes discerning use of complex multimodal texts, both print and digital, in order to prepare students for the multiliterate demands of current and future societies. 
This doctoral thesis provides an in-depth exploration of the journeys of nine beginning teachers as they develop and establish their teaching of literacy practices during their first year of teaching in New Zealand primary classrooms. The participants had all completed the same three-year Bachelor of Teaching degree and secured positions in a diverse range of New Zealand schools.  They were fully responsible for the literacy learning of their students in relation to planning, teaching and assessment, while working towards full registration. 
The study sought to explore how the beliefs and practices of these beginning teachers of literacy changed over the year, and how these were influenced by their initial teacher education programme and the support they received from within the school community.  Using interpretive case-study methodology, qualitative data were collected throughout the year, using a combination of semi-structured interviews, digital surveys and observations of guided reading.  Video footage from the observations provided the foundation for subsequent participant theorising of their teaching.  Participants discussed their beliefs and evolving literacy practices in relation to a range of factors including their pre-service preparation, the mentoring support provided within their schools, the demands of national standards assessment, the socio-cultural backgrounds of their students and the integration of digital technologies.  Based on an analysis of the data, involving a co-construction of meaning between the words of the participants and researcher interpretation, I was able to gain an in-depth understanding of the beliefs and practices of each participant as these developed within his/her individual school context.  My interpretation of these data was informed by my own background as an initial teacher education and former classroom teacher.  
Findings suggest that an effective theory-practice balance within initial teacher education programmes, and alignment between literacy education papers and classroom practice, eases the transition into the classroom and enables the successful establishment of initial literacy programmes.  As the year progressed, participants’ teaching became more attuned to student needs and more explicit in nature.  Professional conversations with more experienced others were found to be essential to facilitate a reflective stance and further developments in teaching. 

Findings also revealed that while participants were aware of the broad nature of literacy, their reflections on teaching focused predominantly on the teaching of reading and writing.  There were strong indications that this was in part conditioned by the national assessment policy mandated at the time of the study.  
This study has implications for schools in relation to their selection of mentors for beginning teachers and their organisation of ongoing professional learning.  The study recommends that both pre-service educators and schools place greater emphasis on literacy across the curriculum, and provide more support for working with the increasingly diverse range of text forms and using of critical literacy approaches.

year: 2019

title: Lessons learned from the MV Rena: Reimagining maritime and resource management law

authors: Paul, Adrienne Joy

subjects: Resource Management Law - New Zealand

abstract: The main research question in this thesis is what lessons can Aotearoa New Zealand learn from the MV Rena grounding accident? This research is an historical account of the legal framework existing at the time of the MV Rena grounding. In addition, the thesis will outline the surrounding marine environment to examine the relevant regulatory system.
In the early morning of 5th October 2011, the MV Rena vessel struck Ōtāiti (Astrolabe Reef).  Initially, the accident concerned a response to the safety of the crew on board the MV Rena. However, the seriousness of the damage to the hull with part of Ōtāiti reef protruding through the keel, presented issues concerning the recovery strategy for the vessel and cargo from the coastal marine area.  The MV Rena grounding released oil, cargo, and equipment into the surrounding marine environment of Ōtāiti. The oil, cargo and equipment travelled by the ocean currents, spreading across large areas of the ocean. This caused environmental effects across the coastal marine area in the Bay of Plenty region. The grounding was the “worst maritime environmental disaster” Aotearoa New Zealand had ever seen. 

The government of the day and the MV Rena owner are committed to international obligations for preparing and responding to maritime disasters and marine pollution. However, the government of Aotearoa New Zealand was not a party to international obligations addressing groundings relative to bunker oil. In addition, when responding to environmental effects from the grounding the legal processes regulating the maritime and resource management system, caused distress to the local community in the Bay of Plenty region. Specifically, the people of Motiti Island (“Motiti”), relative to preserving and protecting their cultural and spiritual relationship with Ōtāiti and Motiti.

An analysis of maritime and resource management law at the international level and domestic level is explored in this thesis. Such as, marine pollution, and indigenous peoples’ rights (iwi Māori) in connection with the Maritime Transport Act 1994, the Resource Management Act 1991, the Waitangi Tribunal process and related planning and policy instruments.  The research concludes that, had the government of the day ratified relevant conventions prior to the MV Rena grounding incident, the outcome of the location of the ship may have been a completely different result, such as a full wreck removal, without opposition. Additionally, the research concludes that the gap in the laws regulating marine environments did not equip iwi Māori with protecting their interests, resulting in a spiritual injustice to the people of Motiti. This research reveals that maritime and resource management law still has a long way to go with supporting the indigenous people’s voice in Aotearoa New Zealand for sustainable marine solutions. This thesis conclude with recommendations directed at better maritime and resource management regulations and indigenous peoples’ involvement.

text: Lessons learned from the MV Rena: Reimagining maritime and resource management law The main research question in this thesis is what lessons can Aotearoa New Zealand learn from the MV Rena grounding accident? This research is an historical account of the legal framework existing at the time of the MV Rena grounding. In addition, the thesis will outline the surrounding marine environment to examine the relevant regulatory system.
In the early morning of 5th October 2011, the MV Rena vessel struck Ōtāiti (Astrolabe Reef).  Initially, the accident concerned a response to the safety of the crew on board the MV Rena. However, the seriousness of the damage to the hull with part of Ōtāiti reef protruding through the keel, presented issues concerning the recovery strategy for the vessel and cargo from the coastal marine area.  The MV Rena grounding released oil, cargo, and equipment into the surrounding marine environment of Ōtāiti. The oil, cargo and equipment travelled by the ocean currents, spreading across large areas of the ocean. This caused environmental effects across the coastal marine area in the Bay of Plenty region. The grounding was the “worst maritime environmental disaster” Aotearoa New Zealand had ever seen. 

The government of the day and the MV Rena owner are committed to international obligations for preparing and responding to maritime disasters and marine pollution. However, the government of Aotearoa New Zealand was not a party to international obligations addressing groundings relative to bunker oil. In addition, when responding to environmental effects from the grounding the legal processes regulating the maritime and resource management system, caused distress to the local community in the Bay of Plenty region. Specifically, the people of Motiti Island (“Motiti”), relative to preserving and protecting their cultural and spiritual relationship with Ōtāiti and Motiti.

An analysis of maritime and resource management law at the international level and domestic level is explored in this thesis. Such as, marine pollution, and indigenous peoples’ rights (iwi Māori) in connection with the Maritime Transport Act 1994, the Resource Management Act 1991, the Waitangi Tribunal process and related planning and policy instruments.  The research concludes that, had the government of the day ratified relevant conventions prior to the MV Rena grounding incident, the outcome of the location of the ship may have been a completely different result, such as a full wreck removal, without opposition. Additionally, the research concludes that the gap in the laws regulating marine environments did not equip iwi Māori with protecting their interests, resulting in a spiritual injustice to the people of Motiti. This research reveals that maritime and resource management law still has a long way to go with supporting the indigenous people’s voice in Aotearoa New Zealand for sustainable marine solutions. This thesis conclude with recommendations directed at better maritime and resource management regulations and indigenous peoples’ involvement.

year: 2022