title: The influence of entrance constriction on hydrodynamics and intertidal morphology within estuarine basins

authors: de Ruiter, Peter Jaap

subjects: estuaries

abstract: We investigate the influence of basin entrance constriction on current velocities, tidal asymmetry, bed shear stresses and intertidal morphology by using a numerical model developed in Delft3D. Hypsometric curves created for six sub-estuaries within Tauranga Harbour indicate a possible link between intertidal hypsometry and entrance constriction. Model results for both spring- and neap tidal cycles show that a constricted subestuary with a deep entrance channel is associated with low current velocities and bed shear stresses in the centre of the basin– conditions favourable for sediment deposition. These constricted geometries are shown to be characterized by convex intertidal equilibrium profiles. Unconstricted sub-estuary model results display an even distribution of relatively high current velocities and bed shear stresses resulting in potential for erosion throughout the estuary. The unconstricted basins in our study are mainly associated with concave intertidal equilibrium profiles. Flood dominance increases from the entrance further into the estuary for both constricted and unconstricted conditions.

text: The influence of entrance constriction on hydrodynamics and intertidal morphology within estuarine basins We investigate the influence of basin entrance constriction on current velocities, tidal asymmetry, bed shear stresses and intertidal morphology by using a numerical model developed in Delft3D. Hypsometric curves created for six sub-estuaries within Tauranga Harbour indicate a possible link between intertidal hypsometry and entrance constriction. Model results for both spring- and neap tidal cycles show that a constricted subestuary with a deep entrance channel is associated with low current velocities and bed shear stresses in the centre of the basin– conditions favourable for sediment deposition. These constricted geometries are shown to be characterized by convex intertidal equilibrium profiles. Unconstricted sub-estuary model results display an even distribution of relatively high current velocities and bed shear stresses resulting in potential for erosion throughout the estuary. The unconstricted basins in our study are mainly associated with concave intertidal equilibrium profiles. Flood dominance increases from the entrance further into the estuary for both constricted and unconstricted conditions.

year: 2017

title: Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand

authors: Butcher, Jane

subjects: overseas trained teacher

abstract: This research traces the early experiences of overseas trained teachers (OTTs) recommencing their careers in urban secondary schools in New Zealand. The teachers’ professional lives during the first three terms of their employment are explored through their experiences. Participants’ share their perceptions and interpretations of the new situations, processes and events they encounter in their schools and beyond. 

The purpose of this research is to discover how immigrant teachers experience the systems and processes required to become members of their professional community. Aspects of participants’ experiences of national systems for immigration, qualification recognition, teacher registration, and salary assessment are discussed. School systems for teacher induction and professional learning are also critiqued.

The research contributes to the debate about the role and integration of OTTs in New Zealand schools. It will be of interest to national agencies, school principals and those with responsibility for teacher supply, teacher education and the provision of ongoing professional learning for teachers. The research also contributes to greater understanding of the lived experiences of migrant professionals in New Zealand. 

An interpretive research paradigm has been followed and a hermeneutic phenomenological methodological approach chosen to capture the lived experiences of the participants through their journeys towards professional socialisation. The research is guided by the philosophical thinking of Heidegger, Gadamer and van Manen. 

Ten participants shared their lived experiences through reports and anecdotes of events, relationships, emotions, and subjectivities as they occurred within the structures, institutions, and policies of their new environments. The findings revealed OTTs’ negative experiences with multilayered systems as they strove to establish their private and professional identities. 

The findings have uncovered systemic failure by agencies and schools to provide the necessary formal induction and ongoing assistance to meet the perceived needs of OTTs and facilitate their transition into New Zealand classrooms. It is shown that schools and their OTTs rely heavily on informal arrangements between colleagues to overcome knowledge gaps and communicate information. The progress of immigrant teachers towards professional socialisation is affected by their positioning and that of their schools. It is also shown to be aided by involvement with extra-curricula activities and the resumption of familiar hobbies, sports and interests. 

The research raises concern for the sustenance of OTTs in the New Zealand teaching community. It indicates that there is need for a wider study, and the follow up of teachers who immigrate to New Zealand to inform the systems and procedures for their professional socialisation.

text: Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand This research traces the early experiences of overseas trained teachers (OTTs) recommencing their careers in urban secondary schools in New Zealand. The teachers’ professional lives during the first three terms of their employment are explored through their experiences. Participants’ share their perceptions and interpretations of the new situations, processes and events they encounter in their schools and beyond. 

The purpose of this research is to discover how immigrant teachers experience the systems and processes required to become members of their professional community. Aspects of participants’ experiences of national systems for immigration, qualification recognition, teacher registration, and salary assessment are discussed. School systems for teacher induction and professional learning are also critiqued.

The research contributes to the debate about the role and integration of OTTs in New Zealand schools. It will be of interest to national agencies, school principals and those with responsibility for teacher supply, teacher education and the provision of ongoing professional learning for teachers. The research also contributes to greater understanding of the lived experiences of migrant professionals in New Zealand. 

An interpretive research paradigm has been followed and a hermeneutic phenomenological methodological approach chosen to capture the lived experiences of the participants through their journeys towards professional socialisation. The research is guided by the philosophical thinking of Heidegger, Gadamer and van Manen. 

Ten participants shared their lived experiences through reports and anecdotes of events, relationships, emotions, and subjectivities as they occurred within the structures, institutions, and policies of their new environments. The findings revealed OTTs’ negative experiences with multilayered systems as they strove to establish their private and professional identities. 

The findings have uncovered systemic failure by agencies and schools to provide the necessary formal induction and ongoing assistance to meet the perceived needs of OTTs and facilitate their transition into New Zealand classrooms. It is shown that schools and their OTTs rely heavily on informal arrangements between colleagues to overcome knowledge gaps and communicate information. The progress of immigrant teachers towards professional socialisation is affected by their positioning and that of their schools. It is also shown to be aided by involvement with extra-curricula activities and the resumption of familiar hobbies, sports and interests. 

The research raises concern for the sustenance of OTTs in the New Zealand teaching community. It indicates that there is need for a wider study, and the follow up of teachers who immigrate to New Zealand to inform the systems and procedures for their professional socialisation.

year: 2012

title: Mā Muri Ko Mua: An introduction to the issues associated with the translation of the Pene Haare manuscript

authors: Tipene, Jillian

subjects: translation

abstract: Keywords: translation; translation theory; translation practice; Ngakuru Pene Haare; Te Rarawa; manuscript; Māori-English translation; ethically grounded translation.

In September 2007, a copy of a typewritten transcript of a manuscript dated 1923 and written by Ngakuru Pene Hare was given to a member of staff of the University of Waikato by Stephen Burke and Bella Wade, descendants of the author, who requested that the University provide a scholarly treatment and translation into English of the text. Also provided later were copies of letters written by the author and a copy of the original handwritten manuscript. The original manuscript, written in the Te Rarawa ki Hokianga dialect of te reo Māori of the author's time, consists of 239 leaves and contains accounts of at least 62 Ngāpuhi battles, most of which took place between 1820 and 1840. 

The research reported here seeks to identify issues and problems that must be addressed if a competent and ethically-grounded translation is to be produced.  Among the issues and problems identified are a number of critical ones. These include the paucity of information that is publicly available about the author, the context in which he lived and worked and the events about which he wrote. Also identified as being problematic are aspects of the text itself. Thus, for example, many of the conventions associated with contemporary writing in Māori (such as paragraphing and the signalling of word and sentence boundaries) are applied only sporadically. Some of the words and expressions used are archaic and/or esoteric, and symbolism that is deeply culturally-embedded characterises much of the text. Also of significance is the impact of writing on conventions associated with the oral transmission of information. The author's intention in producing the text is also identified as being of fundamental importance in relation to the process and product of translation, as are issues associated with the putative readership of that translation. Of paramount importance is the sacred and sensitive nature of the text itself and much of its content. 

In addressing these issues, a wide range of sources are drawn upon. These include the text itself and the transcription of the text, letters and other material written by, or directly influenced by the author, photographs that reveal important information about him, and a wide range of sources of information and opinion (written and oral) about the author and/ or the times and places in which he lived and the events about which he wrote. Also drawn upon is literature in the areas of linguistics and discourse analysis and the theory and practice of translation, including literature written by the growing number of Māori scholars who have focused on issues associated with translation involving Māori and English.

Among the recommendations made are that the translation, a gloss translation that includes explanatory notes, be undertaken, with tikanga Māori as guiding principles, under the mentorship of knowledgeable elders and in consultation with those to whom the manuscript belongs.

text: Mā Muri Ko Mua: An introduction to the issues associated with the translation of the Pene Haare manuscript Keywords: translation; translation theory; translation practice; Ngakuru Pene Haare; Te Rarawa; manuscript; Māori-English translation; ethically grounded translation.

In September 2007, a copy of a typewritten transcript of a manuscript dated 1923 and written by Ngakuru Pene Hare was given to a member of staff of the University of Waikato by Stephen Burke and Bella Wade, descendants of the author, who requested that the University provide a scholarly treatment and translation into English of the text. Also provided later were copies of letters written by the author and a copy of the original handwritten manuscript. The original manuscript, written in the Te Rarawa ki Hokianga dialect of te reo Māori of the author's time, consists of 239 leaves and contains accounts of at least 62 Ngāpuhi battles, most of which took place between 1820 and 1840. 

The research reported here seeks to identify issues and problems that must be addressed if a competent and ethically-grounded translation is to be produced.  Among the issues and problems identified are a number of critical ones. These include the paucity of information that is publicly available about the author, the context in which he lived and worked and the events about which he wrote. Also identified as being problematic are aspects of the text itself. Thus, for example, many of the conventions associated with contemporary writing in Māori (such as paragraphing and the signalling of word and sentence boundaries) are applied only sporadically. Some of the words and expressions used are archaic and/or esoteric, and symbolism that is deeply culturally-embedded characterises much of the text. Also of significance is the impact of writing on conventions associated with the oral transmission of information. The author's intention in producing the text is also identified as being of fundamental importance in relation to the process and product of translation, as are issues associated with the putative readership of that translation. Of paramount importance is the sacred and sensitive nature of the text itself and much of its content. 

In addressing these issues, a wide range of sources are drawn upon. These include the text itself and the transcription of the text, letters and other material written by, or directly influenced by the author, photographs that reveal important information about him, and a wide range of sources of information and opinion (written and oral) about the author and/ or the times and places in which he lived and the events about which he wrote. Also drawn upon is literature in the areas of linguistics and discourse analysis and the theory and practice of translation, including literature written by the growing number of Māori scholars who have focused on issues associated with translation involving Māori and English.

Among the recommendations made are that the translation, a gloss translation that includes explanatory notes, be undertaken, with tikanga Māori as guiding principles, under the mentorship of knowledgeable elders and in consultation with those to whom the manuscript belongs.

year: 2009