title: Model versus nature: Hydrodynamics in mangrove pneumatophores

authors: Horstman, Erik M.

subjects: Vegetated flows

abstract: Water flows through submerged and emergent vegetation control the transport and deposition of sediment in coastal wetlands. Many past studies into the hydrodynamics of vegetation fields have used idealized vegetation mimics, mostly rigid dowels of uniform height. In this study, a canopy of real mangrove pneumatophores was reconstructed in a flume to quantify flow and turbulence within and above this canopy. At a constant flow forcing, an increase in pneumatophore density, from 71 m⁻² to 268 m⁻², was found to cause a reduction of the within-canopy flow velocities, whereas the over-canopy flows increased. Within-canopy velocities reduced to 46% and 27% of the free-stream velocities for the lowest and highest pneumatophore densities, respectively, resulting in stronger vertical shear and hence greater turbulence production around the top of the denser pneumatophore canopies. The maximum Reynolds stress was observed at 1.5 times the average pneumatophore height, in contrast to uniform-height canopies, in which the maximum occurs at approximately the height of the vegetation. The ratios of the within-canopy velocity to the free-stream velocity for the pneumatophores were found to be similar to previous observations with uniform-height vegetation mimics for the same vegetation densities. However, maxima of the scaled friction velocity were two times smaller over the real pneumatophore canopies than for idealized dowel canopies, due to the reduced velocity gradients over the variable-height pneumatophores compared to uniform-height dowels. These findings imply that results from previous studies with idealized and uniform vegetation mimics may have limited application when considering sediment transport and deposition in real vegetation, as the observed turbulence characteristics in nonuniform canopies deviate significantly from those in dowel canopies.

text: Model versus nature: Hydrodynamics in mangrove pneumatophores Water flows through submerged and emergent vegetation control the transport and deposition of sediment in coastal wetlands. Many past studies into the hydrodynamics of vegetation fields have used idealized vegetation mimics, mostly rigid dowels of uniform height. In this study, a canopy of real mangrove pneumatophores was reconstructed in a flume to quantify flow and turbulence within and above this canopy. At a constant flow forcing, an increase in pneumatophore density, from 71 m⁻² to 268 m⁻², was found to cause a reduction of the within-canopy flow velocities, whereas the over-canopy flows increased. Within-canopy velocities reduced to 46% and 27% of the free-stream velocities for the lowest and highest pneumatophore densities, respectively, resulting in stronger vertical shear and hence greater turbulence production around the top of the denser pneumatophore canopies. The maximum Reynolds stress was observed at 1.5 times the average pneumatophore height, in contrast to uniform-height canopies, in which the maximum occurs at approximately the height of the vegetation. The ratios of the within-canopy velocity to the free-stream velocity for the pneumatophores were found to be similar to previous observations with uniform-height vegetation mimics for the same vegetation densities. However, maxima of the scaled friction velocity were two times smaller over the real pneumatophore canopies than for idealized dowel canopies, due to the reduced velocity gradients over the variable-height pneumatophores compared to uniform-height dowels. These findings imply that results from previous studies with idealized and uniform vegetation mimics may have limited application when considering sediment transport and deposition in real vegetation, as the observed turbulence characteristics in nonuniform canopies deviate significantly from those in dowel canopies.

year: 2016

title: Teacher attrition from coaching in New Zealand Secondary Schools

authors: Pope, Clive C.

abstract: This report outlines the findings from the School Sport NZ research project undertaken by the University of Waikato during the period of September 2018 – August 2019. This Executive Summary details a brief overview of the background for the project, the design/methodology adopted for the research and a summary of the findings from the three phases of the research project. The results are presented with an enmeshing of both survey and interview data. Reference has been made to relevant documentation and/or research and pertinent literature where deemed appropriate

text: Teacher attrition from coaching in New Zealand Secondary Schools This report outlines the findings from the School Sport NZ research project undertaken by the University of Waikato during the period of September 2018 – August 2019. This Executive Summary details a brief overview of the background for the project, the design/methodology adopted for the research and a summary of the findings from the three phases of the research project. The results are presented with an enmeshing of both survey and interview data. Reference has been made to relevant documentation and/or research and pertinent literature where deemed appropriate

year: 2020

title: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity

authors: Moridnejad, Maryam

subjects: engineering

abstract: CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

text: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

year: 2024