title: Estimating Teviot River compensation flow to offset evaporation loss from Lake Onslow pumped storage

authors: Bardsley, W. Earl

subjects: lake evaporation

abstract: Lake Onslow in New Zealand’s Central Otago region is under consideration for a major expansion to become the upper reservoir of a significant pumped storage scheme with 5 TWh energy storage capacity. The increased evaporation loss would likely lead to a requirement for compensation input of new water to the lake to maintain its mean outflow to the Teviot River. A simple expression is obtained that gives an upper bound of 1.5 m3s-1 for compensation flow if the lake is expanded to 60 km2. The compensation water could be derived from the pumping operation at the expense of some energy loss. Alternatively, water input without energy loss might be achieved by diverting some flow into Lake Onslow from the nearby Taieri River.

text: Estimating Teviot River compensation flow to offset evaporation loss from Lake Onslow pumped storage Lake Onslow in New Zealand’s Central Otago region is under consideration for a major expansion to become the upper reservoir of a significant pumped storage scheme with 5 TWh energy storage capacity. The increased evaporation loss would likely lead to a requirement for compensation input of new water to the lake to maintain its mean outflow to the Teviot River. A simple expression is obtained that gives an upper bound of 1.5 m3s-1 for compensation flow if the lake is expanded to 60 km2. The compensation water could be derived from the pumping operation at the expense of some energy loss. Alternatively, water input without energy loss might be achieved by diverting some flow into Lake Onslow from the nearby Taieri River.

year: 2022

title: How to read the Qur’an [Book review]

authors: Pratt, Douglas

subjects: book review

abstract: This article reviews the book: “How to Read the Qur’an”, by Mona Siddiqui.

text: How to read the Qur’an [Book review] This article reviews the book: “How to Read the Qur’an”, by Mona Siddiqui.

year: 2009

title: On the stage Māori medium ITE: Listening to students’ voices

authors: Lee-Morgan, Jenny Bol Jun

subjects: Māori medium education

abstract: Māori-medium initial teacher education (ITE) is a small but highly important group ‘on stage’ in te ao Māori and New Zealand education. While education plays a major role in Māori language revitalisation, Māori language is also pivotal to Māori education if the aspiration ‘to live as Māori’ (Durie, 2001) is to be fulfilled. Māori-medium teachers are critical to the success of learners and their whānau who select a Māori-medium pathway and who can make a meaningful difference to the educational outcomes of Māori (Hōhepa, Hāwea, Tamatea, & Heaton, 2014). This article draws on the students’ voices in a two-year research project that centered on the development of a teaching and learning initiative within one Māori-medium ITE programme. Building on previous work by Hōhepa et al. (2014), this study adds another layer of students’ voices to understand more clearly language related issues and student experiences in Māori-medium ITE programmes. The article presents some of the complexities associated with Māori language regeneration facing students of Māori-medium ITE, with the understanding that whatever appears on the stage is always part of a greater narrative behind the scenes.

text: On the stage Māori medium ITE: Listening to students’ voices Māori-medium initial teacher education (ITE) is a small but highly important group ‘on stage’ in te ao Māori and New Zealand education. While education plays a major role in Māori language revitalisation, Māori language is also pivotal to Māori education if the aspiration ‘to live as Māori’ (Durie, 2001) is to be fulfilled. Māori-medium teachers are critical to the success of learners and their whānau who select a Māori-medium pathway and who can make a meaningful difference to the educational outcomes of Māori (Hōhepa, Hāwea, Tamatea, & Heaton, 2014). This article draws on the students’ voices in a two-year research project that centered on the development of a teaching and learning initiative within one Māori-medium ITE programme. Building on previous work by Hōhepa et al. (2014), this study adds another layer of students’ voices to understand more clearly language related issues and student experiences in Māori-medium ITE programmes. The article presents some of the complexities associated with Māori language regeneration facing students of Māori-medium ITE, with the understanding that whatever appears on the stage is always part of a greater narrative behind the scenes.

year: 2017