title: Assessing dredge spoil dispersion on the inner shelf off the coast of Tauranga Harbour, Aotearoa New Zealand

authors: Blackler, Charlotte

abstract: Dredging began in Te Awanui/Tauranga Harbour, the largest port in Aotearoa New Zealand, in 1919 to allow continued development of the port. The dredged material gets disposed of by depositing it into open water in a process known as spoiling. It is more important than ever to understand the impact of dredging as ships are getting ever larger, which require deeper and wider channels for safe passage into ports. This thesis investigated the composition and distribution of the dredge spoil on the Bay of Plenty inner shelf for the first time since 1992. Between August 2023 and February 2024, I used seismic and sedimentological analyses, including shallow seismic surveys, vibracoring, and surficial sediment sampling to determine the size and shape, and the grain size and organic content comprising the dredge spoil mound. Results showed that the sediments are predominantly fine to medium-grained moderately sorted sand with low organic content. The dredge spoil mound sits on average 1.5 m above the pre-deposition seafloor, and has no discernible surface texture or bedforms. This study establishes that the composition of the dredged sediment remains comparable to that of the pre-deposition seafloor. The results are compatible with past studies, suggesting that dredge spoil deposited on the inner shelf is stable, and is not subject to resuspension and transport under fair weather conditions.

text: Assessing dredge spoil dispersion on the inner shelf off the coast of Tauranga Harbour, Aotearoa New Zealand Dredging began in Te Awanui/Tauranga Harbour, the largest port in Aotearoa New Zealand, in 1919 to allow continued development of the port. The dredged material gets disposed of by depositing it into open water in a process known as spoiling. It is more important than ever to understand the impact of dredging as ships are getting ever larger, which require deeper and wider channels for safe passage into ports. This thesis investigated the composition and distribution of the dredge spoil on the Bay of Plenty inner shelf for the first time since 1992. Between August 2023 and February 2024, I used seismic and sedimentological analyses, including shallow seismic surveys, vibracoring, and surficial sediment sampling to determine the size and shape, and the grain size and organic content comprising the dredge spoil mound. Results showed that the sediments are predominantly fine to medium-grained moderately sorted sand with low organic content. The dredge spoil mound sits on average 1.5 m above the pre-deposition seafloor, and has no discernible surface texture or bedforms. This study establishes that the composition of the dredged sediment remains comparable to that of the pre-deposition seafloor. The results are compatible with past studies, suggesting that dredge spoil deposited on the inner shelf is stable, and is not subject to resuspension and transport under fair weather conditions.

year: 2024-10-17

title: Towards a pre-service technology teacher education resource for New Zealand

authors: Forret, Michael

subjects: technology education

abstract: The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers, Massey University, University of Auckland, University of Canterbury, University of Otago, Victoria University and University of Waikato, working with the National Technology Professional Development Manager. The framework for PTTER is built on four key elements considered to be essential to the education of technology teachers. The four elements are: philosophy of technology, rationale for technology education, technology in the New Zealand curriculum, and teaching technology. The PTTER is a web-based resource aimed at assisting technology teacher educators in the development of their teacher education programmes. The framework is a statement of shared philosophy, purpose and intent and is located on the Techlink website (www.techlink.org.nz). PTTER contains a range of teaching resources and strategies located within an overall framework for initial technology teacher education programmes. This paper describes the rationale for the PTTER framework, the process through which it was developed, explanation of each of the framework’s elements, and concludes with discussion of the framework’s implementation and future development.

text: Towards a pre-service technology teacher education resource for New Zealand The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers, Massey University, University of Auckland, University of Canterbury, University of Otago, Victoria University and University of Waikato, working with the National Technology Professional Development Manager. The framework for PTTER is built on four key elements considered to be essential to the education of technology teachers. The four elements are: philosophy of technology, rationale for technology education, technology in the New Zealand curriculum, and teaching technology. The PTTER is a web-based resource aimed at assisting technology teacher educators in the development of their teacher education programmes. The framework is a statement of shared philosophy, purpose and intent and is located on the Techlink website (www.techlink.org.nz). PTTER contains a range of teaching resources and strategies located within an overall framework for initial technology teacher education programmes. This paper describes the rationale for the PTTER framework, the process through which it was developed, explanation of each of the framework’s elements, and concludes with discussion of the framework’s implementation and future development.

year: 2013

title: Verbs in Māori: The problem of definitional criteria

authors: Whaanga, Hēmi

subjects: te reo Māori

abstract: A range of different types of criteria has been applied at different points in the history of the classification of verbs in Māori. These have included syntactic and morphological criteria, semantic criteria and derivational criteria. Unfortunately, these criteria have not always been applied consistently and this has led to considerable disagreement about the classification of verbs in Māori. In this paper, different accounts of verb classification in Māori are critically examined and it is argued that some of the disagreements can be resolved by acknowledging (a) that words in Māori may be assigned to different word classes in different contexts, and (b) that word classes and sub-classes should be determined on the basis of morphological and syntactic criteria with semantic and derivational information playing a role only in so far as they have observable syntactic and/or morphological consequences.

text: Verbs in Māori: The problem of definitional criteria A range of different types of criteria has been applied at different points in the history of the classification of verbs in Māori. These have included syntactic and morphological criteria, semantic criteria and derivational criteria. Unfortunately, these criteria have not always been applied consistently and this has led to considerable disagreement about the classification of verbs in Māori. In this paper, different accounts of verb classification in Māori are critically examined and it is argued that some of the disagreements can be resolved by acknowledging (a) that words in Māori may be assigned to different word classes in different contexts, and (b) that word classes and sub-classes should be determined on the basis of morphological and syntactic criteria with semantic and derivational information playing a role only in so far as they have observable syntactic and/or morphological consequences.

year: 2000-10