title: Evolution of the Tauranga Harbour Entrance: Influences of tsunami, geology and dredging

authors: de Lange, Willem P.

abstract: The eastern entrance to Tauranga Harbour has been modified by capital and maintenance dredging since 1968, raising concerns that there have been, or will be, adverse impacts. This paper reviews the effects that extreme events, such as tsunami, and the influence that the underlying geological structures have had on the evolution of the present day entrance; and assesses the possible effects of historic dredging. A regional tsunami around the start of the 15th Century removed ~3 km from the eastern end of Matakana Island. Seismic data indicate the harbour entrance was probably located ~2 km west of the present position. Panepane Pt accreted eastward between the 15th and 19th Centuries displacing the harbour entrance until further migration was prevented by the rhyolite dome of Mauao. 
Seismic and core data indicate that the present-day ebb tidal delta consists of a thin veneer of Holocene sediments over a relict topography of Pleistocene volcaniclastic sediments. These form subsurface ridges parallel to the coast and one is connected at the eastern end to Mauao. The Entrance Channel was excavated through this ridge in 1968. Previously, the Pleistocene ridge restricted the depth to which the ebb jet could excavate a channel through the delta to ~10 m.
 The first complete bathymetric survey of the harbour entrance was in 1852. At this time the entrance was wide and shallow. By 1954, Panepane Pt had accreted 300 m eastward, and the harbour entrance had deepened in response. Over this period the ebb jet orientation became increasingly oblique to the shoreline, and the width of the jet decreased with an increase in velocity and offshore extent.
 Dredging since 1968 has had two main direct effects on the morphology of the entrance: a shallow shelf of boulders has been largely removed, deepening the channel along the flanks of Mauao; and creating a deep channel through the Pleistocene ridge. Indirect effects have included further accretion of Panepane Pt, an increase in the offshore extent of the ebb tidal delta, and the development of multiple lines of swash bars on the swash platform.

text: Evolution of the Tauranga Harbour Entrance: Influences of tsunami, geology and dredging The eastern entrance to Tauranga Harbour has been modified by capital and maintenance dredging since 1968, raising concerns that there have been, or will be, adverse impacts. This paper reviews the effects that extreme events, such as tsunami, and the influence that the underlying geological structures have had on the evolution of the present day entrance; and assesses the possible effects of historic dredging. A regional tsunami around the start of the 15th Century removed ~3 km from the eastern end of Matakana Island. Seismic data indicate the harbour entrance was probably located ~2 km west of the present position. Panepane Pt accreted eastward between the 15th and 19th Centuries displacing the harbour entrance until further migration was prevented by the rhyolite dome of Mauao. 
Seismic and core data indicate that the present-day ebb tidal delta consists of a thin veneer of Holocene sediments over a relict topography of Pleistocene volcaniclastic sediments. These form subsurface ridges parallel to the coast and one is connected at the eastern end to Mauao. The Entrance Channel was excavated through this ridge in 1968. Previously, the Pleistocene ridge restricted the depth to which the ebb jet could excavate a channel through the delta to ~10 m.
 The first complete bathymetric survey of the harbour entrance was in 1852. At this time the entrance was wide and shallow. By 1954, Panepane Pt had accreted 300 m eastward, and the harbour entrance had deepened in response. Over this period the ebb jet orientation became increasingly oblique to the shoreline, and the width of the jet decreased with an increase in velocity and offshore extent.
 Dredging since 1968 has had two main direct effects on the morphology of the entrance: a shallow shelf of boulders has been largely removed, deepening the channel along the flanks of Mauao; and creating a deep channel through the Pleistocene ridge. Indirect effects have included further accretion of Panepane Pt, an increase in the offshore extent of the ebb tidal delta, and the development of multiple lines of swash bars on the swash platform.

year: 2015-09-16

title: Implementing the theory of multiple intelligences in the junior secondary school

authors: Scapens, Mennie (Mary-Ann)

subjects: theory of multiple intelligences

abstract: First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice.
The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms.
The following research questions provided the focus for the project:
1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme?
2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes?
3. What are the best ways to address these issues?
iii
A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation.
The following outcomes for teachers as a result of the MI project were noted:
(a) Increased awareness and understanding of student diversity.
(b) Extended teaching practice and enhanced teacher creativity.
(c) Improved planning framework.
(d) Teachers' beliefs about learning and intelligence were affirmed and extended.
(e) Teachers experienced improved confidence in their abilities as teachers.
(f) The emergence of a cohesive student-centred curriculum.
(g) Improved collegiality.
As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories:
(a) Barriers relating to teacher culture
(b) Barriers relating to management requirements
(c) Barriers relating to time
(d) Barriers relating to personnel
(e) Barriers relating to external pressures on the school
The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural
iv
framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.

text: Implementing the theory of multiple intelligences in the junior secondary school First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice.
The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms.
The following research questions provided the focus for the project:
1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme?
2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes?
3. What are the best ways to address these issues?
iii
A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation.
The following outcomes for teachers as a result of the MI project were noted:
(a) Increased awareness and understanding of student diversity.
(b) Extended teaching practice and enhanced teacher creativity.
(c) Improved planning framework.
(d) Teachers' beliefs about learning and intelligence were affirmed and extended.
(e) Teachers experienced improved confidence in their abilities as teachers.
(f) The emergence of a cohesive student-centred curriculum.
(g) Improved collegiality.
As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories:
(a) Barriers relating to teacher culture
(b) Barriers relating to management requirements
(c) Barriers relating to time
(d) Barriers relating to personnel
(e) Barriers relating to external pressures on the school
The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural
iv
framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.

year: 2007

title: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being.

authors: Webbon, Abigail

abstract: This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

text: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being. This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

year: 2024-11-14