title: Simulating breaking waves using smoothed particle hydrodynamics

authors: Vaughan, G.L.

abstract: Detailed computational modelling of fluid motion in the surf zone (such as under breaking waves) is difficult, because model domains must be long and narrow, and very high resolutions are required to obtain sufficiently detailed simulations. Existing modelling methods have deficiencies: one class of methods are restricted to simulating waves only to the point where the lip of the wave hits the water, while a second class experience significant numerical errors. A third class of methods are the Lagrangian particle-based methods, and while some of these have been applied to simulating breaking waves, their general usefulness for such work is not yet established. 
Here a model is created (named MARIAN) using smoothed particle hydrodynamics (SPH), an example of a Lagrangian particle-based method. This model is tested, and then used to simulate a number of processes relevant to coastal modelling, namely the propagation of waves in a numerical wave tank, the breaking of solitary waves on plane slopes, and the breaking of cnoidal waves over a real bathymetry. From comparisons of the results, merits and demerits in the model and method can be identified, and general conclusions as to how useful the model is for the task can be established. It is found that while some simulations are very good (a bursting dam, for example), and others are average (a seiching basin), some simulations important for work in the coastal zone are not good ( the propagation of waves in a numerical wave tank) and others are very poor (breaking waves). Clearly, there are limits as to what MARIAN can be used to simulate, and what these limits are is not apparent. 
From the model developed in this study it should be concluded that Lagrangian particle-based models designed for simulating breaking waves have shortcomings, and based on this work, other methods would currently be preferred. However other researchers have recently had more success by using variations on the methods employed here. In particular by using better viscosity formulations they resolved breaking waves reasonably well. In the work performed here it was ascertained that some methods used in the literature cause SPH models to fail in enforcing the fundamental principles of physics. While the current state of the model created here is unsatisfactory, there are promising improvements that could be made, and further research is likely to resolve some of the problems discussed here. Topics that would benefit from further research include finding ways to reduce runtimes and increase resolutions (by parallelizing source code, improving algorithms and identifying the free surface), and ways to increase accuracy (improving the quality of kernels employed, including the "missing boundary integrals", and ensuring consistency) while still enforcing the fundamental principles.

text: Simulating breaking waves using smoothed particle hydrodynamics Detailed computational modelling of fluid motion in the surf zone (such as under breaking waves) is difficult, because model domains must be long and narrow, and very high resolutions are required to obtain sufficiently detailed simulations. Existing modelling methods have deficiencies: one class of methods are restricted to simulating waves only to the point where the lip of the wave hits the water, while a second class experience significant numerical errors. A third class of methods are the Lagrangian particle-based methods, and while some of these have been applied to simulating breaking waves, their general usefulness for such work is not yet established. 
Here a model is created (named MARIAN) using smoothed particle hydrodynamics (SPH), an example of a Lagrangian particle-based method. This model is tested, and then used to simulate a number of processes relevant to coastal modelling, namely the propagation of waves in a numerical wave tank, the breaking of solitary waves on plane slopes, and the breaking of cnoidal waves over a real bathymetry. From comparisons of the results, merits and demerits in the model and method can be identified, and general conclusions as to how useful the model is for the task can be established. It is found that while some simulations are very good (a bursting dam, for example), and others are average (a seiching basin), some simulations important for work in the coastal zone are not good ( the propagation of waves in a numerical wave tank) and others are very poor (breaking waves). Clearly, there are limits as to what MARIAN can be used to simulate, and what these limits are is not apparent. 
From the model developed in this study it should be concluded that Lagrangian particle-based models designed for simulating breaking waves have shortcomings, and based on this work, other methods would currently be preferred. However other researchers have recently had more success by using variations on the methods employed here. In particular by using better viscosity formulations they resolved breaking waves reasonably well. In the work performed here it was ascertained that some methods used in the literature cause SPH models to fail in enforcing the fundamental principles of physics. While the current state of the model created here is unsatisfactory, there are promising improvements that could be made, and further research is likely to resolve some of the problems discussed here. Topics that would benefit from further research include finding ways to reduce runtimes and increase resolutions (by parallelizing source code, improving algorithms and identifying the free surface), and ways to increase accuracy (improving the quality of kernels employed, including the "missing boundary integrals", and ensuring consistency) while still enforcing the fundamental principles.

year: 2005

title: The use of Learning Stories as assessment in primary schools

authors: King, Amanda Jane

subjects: Learning Stories

abstract: New Zealand primary school teachers have shown interest in implementing learning through play programmes, and alongside this developing teaching pedagogy teachers are seeking an assessment method that appropriately aligns with the holistic nature of play.  Learning Stories, commonly used in New Zealand Early Childhood Education settings (Mitchell, 2008), are formative assessment documents used to assess observed learning during play.  Some primary school teachers with learning through play programmes have also started using Learning Stories to assess learning and progress of students.
Using a Sociocultural lens, this qualitative research explored how teachers from three New Zealand primary schools are using Learning Stories assessment.  Undertaken as an appreciative inquiry, this research, grounded in an interpretivist paradigm, used a multiple case study approach, collecting evidence through semi-structured interviews and gathering relevant documentation to investigate how the participant teachers from three case study primary schools were using Learning Stories.  
The research provides an insight into the participants’ views about the use of Learning Stories in their primary school settings.  There is little existing research about the use of Learning Stories in primary schools and this research provides interested educators with some of the benefits for using Learning Stories in a primary school context.  Key findings within this research indicate that Learning Stories are an effective way to assess both dispositional and academic progress, for highlighting learner strengths, and providing a framework to assess progress over time.

text: The use of Learning Stories as assessment in primary schools New Zealand primary school teachers have shown interest in implementing learning through play programmes, and alongside this developing teaching pedagogy teachers are seeking an assessment method that appropriately aligns with the holistic nature of play.  Learning Stories, commonly used in New Zealand Early Childhood Education settings (Mitchell, 2008), are formative assessment documents used to assess observed learning during play.  Some primary school teachers with learning through play programmes have also started using Learning Stories to assess learning and progress of students.
Using a Sociocultural lens, this qualitative research explored how teachers from three New Zealand primary schools are using Learning Stories assessment.  Undertaken as an appreciative inquiry, this research, grounded in an interpretivist paradigm, used a multiple case study approach, collecting evidence through semi-structured interviews and gathering relevant documentation to investigate how the participant teachers from three case study primary schools were using Learning Stories.  
The research provides an insight into the participants’ views about the use of Learning Stories in their primary school settings.  There is little existing research about the use of Learning Stories in primary schools and this research provides interested educators with some of the benefits for using Learning Stories in a primary school context.  Key findings within this research indicate that Learning Stories are an effective way to assess both dispositional and academic progress, for highlighting learner strengths, and providing a framework to assess progress over time.

year: 2021

title: Software development: Involving Tangata Whenua and incorporating Tikanga Māori

authors: Taia, Ivy

subjects: software engineering

abstract: Over the past fifty years, software development (SD) has been dominated by Western approaches, which is widely accepted as the standard way of doing things (Diaz Andrade et al., 2021). Consequently, many software applications for specific Indigenous cultures, especially health interventions and educational software (Dobson, Whittaker, Bartley, Connor, Chen, Ross & McCool, 2017; Fleer, 1989), were developed using traditional software engineering (SE) methodologies. Although these methodologies provide the workflows and methods for developing software, they do not provide guidelines for developing Indigenous software. While there have been numerous studies on diversity, such as gender and ethnicity in the field of Information Systems, there is very little research on the practices of involving Indigenous people and incorporating their traditional customs in the software development process. This thesis examines the participation of Indigenous people in software development. The research specifically focuses on Tangata Whenua (Māori people, the Indigenous population of Aotearoa New Zealand) and Tikanga Māori (Māori cultural methods). Our findings are useful to those attempting to enhance Indigenous representation in software development, especially those wanting to involve Māori people and their cultural methods in the development process and design of software.

text: Software development: Involving Tangata Whenua and incorporating Tikanga Māori Over the past fifty years, software development (SD) has been dominated by Western approaches, which is widely accepted as the standard way of doing things (Diaz Andrade et al., 2021). Consequently, many software applications for specific Indigenous cultures, especially health interventions and educational software (Dobson, Whittaker, Bartley, Connor, Chen, Ross & McCool, 2017; Fleer, 1989), were developed using traditional software engineering (SE) methodologies. Although these methodologies provide the workflows and methods for developing software, they do not provide guidelines for developing Indigenous software. While there have been numerous studies on diversity, such as gender and ethnicity in the field of Information Systems, there is very little research on the practices of involving Indigenous people and incorporating their traditional customs in the software development process. This thesis examines the participation of Indigenous people in software development. The research specifically focuses on Tangata Whenua (Māori people, the Indigenous population of Aotearoa New Zealand) and Tikanga Māori (Māori cultural methods). Our findings are useful to those attempting to enhance Indigenous representation in software development, especially those wanting to involve Māori people and their cultural methods in the development process and design of software.

year: 2025