title: Hydrodynamic modelling of proposed expansion of the Port of Tauranga shipping channels and wharves

authors: Mullarney, Julia C.

abstract: The impact of the Stella Development Plan, specifically proposed wharf, reclamation and channel extensions, on the hydrodynamics of Tauranga Harbour were investigated using a depth-averaged barotropic numerical model, Delft3D. The model was calibrated and validated using field observations collected in March 2017 after the completion of capital dredging in 2016. The model calibration and validation scores for water level were consistently excellent. Calibration and validation scores for velocity were mostly excellent, but some locations outside the region of interest had lower scores; but are not considered to impact on the reported results. Water elevation changes resulting from the proposed extensions were less than the calibration and validation errors, and indicate negligible impact on tidal elevation and timing. The main impact of the extensions was a large decrease in flow speed within the deepened channel in Stella Passage. No signficant changes were evident beyond the extent of the channel extension, although there were some slight changes in flow direction associated with the abrupt depth transition into the new dredged channel. Comparison between the harbour hydrodynamics before and after the 2015/2016 capital dredging indicated that previous studies that investigated potential impacts of port and marina developments adjacent to Stella Passage will still be valid beyond the immediate area of wharf and channel extension.

text: Hydrodynamic modelling of proposed expansion of the Port of Tauranga shipping channels and wharves The impact of the Stella Development Plan, specifically proposed wharf, reclamation and channel extensions, on the hydrodynamics of Tauranga Harbour were investigated using a depth-averaged barotropic numerical model, Delft3D. The model was calibrated and validated using field observations collected in March 2017 after the completion of capital dredging in 2016. The model calibration and validation scores for water level were consistently excellent. Calibration and validation scores for velocity were mostly excellent, but some locations outside the region of interest had lower scores; but are not considered to impact on the reported results. Water elevation changes resulting from the proposed extensions were less than the calibration and validation errors, and indicate negligible impact on tidal elevation and timing. The main impact of the extensions was a large decrease in flow speed within the deepened channel in Stella Passage. No signficant changes were evident beyond the extent of the channel extension, although there were some slight changes in flow direction associated with the abrupt depth transition into the new dredged channel. Comparison between the harbour hydrodynamics before and after the 2015/2016 capital dredging indicated that previous studies that investigated potential impacts of port and marina developments adjacent to Stella Passage will still be valid beyond the immediate area of wharf and channel extension.

year: 2018

title: The policy of direct provision in Ireland: A violation of asylum seeker’s right to an adequate standard of housing

authors: Breen, Claire

subjects: Ireland

abstract: This article considers Ireland's policy of Direct Provision, which curtails severely the social welfare entitlements of asylum seekers. This article sets out the rights of asylum seekers in Ireland and explains the policy of Direct Provision. It analyses the right to adequate housing as provided for within the United Nations and the European legal frameworks. It acknowledges that such rights are subject to some limitations but argues that Ireland's policy of Direct Provision violates asylum seekers’ rights to an adequate standard of living, with particular focus on the right to adequate housing and the interrelated rights to food and health. It further argues that such limitations are discriminatory and that they undermine the fundamental principles of equality and human dignity. The article concludes that a correct interpretation of international and domestic law suggests that Ireland must abolish the policy of Direct Provision and revert to according social welfare entitlements on the basis of need rather than nationality.

text: The policy of direct provision in Ireland: A violation of asylum seeker’s right to an adequate standard of housing This article considers Ireland's policy of Direct Provision, which curtails severely the social welfare entitlements of asylum seekers. This article sets out the rights of asylum seekers in Ireland and explains the policy of Direct Provision. It analyses the right to adequate housing as provided for within the United Nations and the European legal frameworks. It acknowledges that such rights are subject to some limitations but argues that Ireland's policy of Direct Provision violates asylum seekers’ rights to an adequate standard of living, with particular focus on the right to adequate housing and the interrelated rights to food and health. It further argues that such limitations are discriminatory and that they undermine the fundamental principles of equality and human dignity. The article concludes that a correct interpretation of international and domestic law suggests that Ireland must abolish the policy of Direct Provision and revert to according social welfare entitlements on the basis of need rather than nationality.

year: 2008

title: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika

authors: Fitzpatrick, Katie

subjects: physical education

abstract: Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

text: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

year: 2005