title: When salient science is not enough to advance climate change adaptation: Lessons from Brazil and Australia

authors: Serrao-Neumann, Silvia

subjects: Boundary organisation

abstract: Increased social and environmental vulnerability to extreme climatic events and inherent aggravation of environmental and social problems has placed climate change adaptation as an urgent challenge for decision-makers. Understanding and using climate change information to advance the implementation of climate-friendly policies further compounds this challenge. A rich scholarly literature focusing on climate change adaptation endorses that investing in mechanisms that narrow the gap between climate change information production and its use is crucial to increase adaptive capacity. Based on this assumption, this paper investigates the extent to which two collaborative projects that functioned as boundary organisations in Brazil (CiAdapta project) and Australia (Climate Change Adaptation for Natural Resource Management in East Coast Australia) increased access to information, and enabled the continual and continuous usefulness of produced knowledge for climate change adaptation. Considering the distinction between usable and useful information, we applied six criteria to guide the data analysis and extract key lessons from each project. Our findings confirm that face-to-face interactions are more likely to result in research having the societal impact that is being increasingly required by research and funding bodies. Our findings also indicate that two key systemic changes are critical for the long-term influence of boundary organisations for advancing climate change adaptation. These include changes to the science, knowledge production process; and shift in the political culture.

text: When salient science is not enough to advance climate change adaptation: Lessons from Brazil and Australia Increased social and environmental vulnerability to extreme climatic events and inherent aggravation of environmental and social problems has placed climate change adaptation as an urgent challenge for decision-makers. Understanding and using climate change information to advance the implementation of climate-friendly policies further compounds this challenge. A rich scholarly literature focusing on climate change adaptation endorses that investing in mechanisms that narrow the gap between climate change information production and its use is crucial to increase adaptive capacity. Based on this assumption, this paper investigates the extent to which two collaborative projects that functioned as boundary organisations in Brazil (CiAdapta project) and Australia (Climate Change Adaptation for Natural Resource Management in East Coast Australia) increased access to information, and enabled the continual and continuous usefulness of produced knowledge for climate change adaptation. Considering the distinction between usable and useful information, we applied six criteria to guide the data analysis and extract key lessons from each project. Our findings confirm that face-to-face interactions are more likely to result in research having the societal impact that is being increasingly required by research and funding bodies. Our findings also indicate that two key systemic changes are critical for the long-term influence of boundary organisations for advancing climate change adaptation. These include changes to the science, knowledge production process; and shift in the political culture.

year: 2020

title: Storm-driven changes in rip channel patterns on an embayed beach

authors: Gallop, Shari L.

subjects: rip currents

abstract: This paper introduces a semi-automatic computer algorithm designed to detect rip current channels in video imagery. As a case study, this method is applied to 3.3 years of video data from an embayed beach to demonstrate the link between antecedent surf zone morphology, wave energy and up/down transitions in beach state. An objective measure of rip channel change was developed to define six significant rip reconfiguration events and relate these events to wave energy. Over the period of study no complete resets of the nearshore morphology occurred. The analysis indicates that direct correlation of rip patterns with the instantaneous wave conditions is not a useful way to demonstrate how rips and waves interact. The average wave energy over a period of ten days, combined with storm duration were good indicators of rip channel change, demonstrating that in general, beach morphology responds with a time lag to changes in forcing. Rip channels with a short cross-shore length and narrow alongshore spacing responded faster to changes in wave conditions than rips with a long cross-shore length and wider alongshore spacing. To force changes in the rip morphology, longer rip channels required wave events of higher energy and/or a longer duration. Offshore islands protect the beach under certain wave approach angles, sometimes resulting in a dual-width surf zone, which was narrow at the sheltered end and wide at the exposed end of the beach. The wider surf zone end was characterised by three dominant and persistent rip channels, whereas the narrow surf zone section contained a number of smaller rips which evolved rapidly under wave forcing. Our observations demonstrate the importance of rip channel size in controlling the response time of nearshore morphology.

text: Storm-driven changes in rip channel patterns on an embayed beach This paper introduces a semi-automatic computer algorithm designed to detect rip current channels in video imagery. As a case study, this method is applied to 3.3 years of video data from an embayed beach to demonstrate the link between antecedent surf zone morphology, wave energy and up/down transitions in beach state. An objective measure of rip channel change was developed to define six significant rip reconfiguration events and relate these events to wave energy. Over the period of study no complete resets of the nearshore morphology occurred. The analysis indicates that direct correlation of rip patterns with the instantaneous wave conditions is not a useful way to demonstrate how rips and waves interact. The average wave energy over a period of ten days, combined with storm duration were good indicators of rip channel change, demonstrating that in general, beach morphology responds with a time lag to changes in forcing. Rip channels with a short cross-shore length and narrow alongshore spacing responded faster to changes in wave conditions than rips with a long cross-shore length and wider alongshore spacing. To force changes in the rip morphology, longer rip channels required wave events of higher energy and/or a longer duration. Offshore islands protect the beach under certain wave approach angles, sometimes resulting in a dual-width surf zone, which was narrow at the sheltered end and wide at the exposed end of the beach. The wider surf zone end was characterised by three dominant and persistent rip channels, whereas the narrow surf zone section contained a number of smaller rips which evolved rapidly under wave forcing. Our observations demonstrate the importance of rip channel size in controlling the response time of nearshore morphology.

year: 2010

title: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners

authors: Johnson, Diane

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09