title: Development of a cave auto-sampler

authors: Jangali, Rahul Siddhartha

subjects: auto-sampler

abstract: Researchers at the University of Waikato visit caves on a periodic basis to collect samples of drip water, which over geological time frames form stalagmites and other formations. However, most caves are remotely located, which makes it an arduous task to reach the study site and is economically infeasible for frequent visits. This thesis presents the development of an autonomous cave autosampler deployable inside caves for extended periods to collect drip water and log the atmospheric conditions such as temperature, pressure, and carbon dioxide.
The auto-sampler is developed from two various aspects. Firstly, the collection and storage mechanism. Secondly, control systems, power management, and data logging. The sample drip water is collected from a positioned funnel and stored in an airtight 20ml sample vial through a syringe needle; a new sample vial comes into position on a weekly basis. A carousel styled turntable is designed to store fifty 20 ml sample vials in the minimum possible size. The sample vial position on the turntable is controlled by a stepper motor to maintain precise position relative to the syringe needle. Acrylic is selected as the primary material to reduce weight. Temperature, pressure and carbon dioxide readings are logged during switching operations. The electronics on the auto-sampler are turned off in an idle state, and the Arduino microcontroller is put into sleep mode to minimize power consumption.
The auto-sampler has been tested in lab conditions extensively for position control, power consumption and overall performance. During position control testing, the sample vials made it to the desired position relative to the syringe position on most of the cycles. There are few minor issue which a affects the consistency of the auto-samplers operation such as back play in the linear actuator and flexing of the turntable during piercing of the sample. Based on a 50 week deployment, the auto-sampler has an energy requirement of 113.6Ah.

text: Development of a cave auto-sampler Researchers at the University of Waikato visit caves on a periodic basis to collect samples of drip water, which over geological time frames form stalagmites and other formations. However, most caves are remotely located, which makes it an arduous task to reach the study site and is economically infeasible for frequent visits. This thesis presents the development of an autonomous cave autosampler deployable inside caves for extended periods to collect drip water and log the atmospheric conditions such as temperature, pressure, and carbon dioxide.
The auto-sampler is developed from two various aspects. Firstly, the collection and storage mechanism. Secondly, control systems, power management, and data logging. The sample drip water is collected from a positioned funnel and stored in an airtight 20ml sample vial through a syringe needle; a new sample vial comes into position on a weekly basis. A carousel styled turntable is designed to store fifty 20 ml sample vials in the minimum possible size. The sample vial position on the turntable is controlled by a stepper motor to maintain precise position relative to the syringe needle. Acrylic is selected as the primary material to reduce weight. Temperature, pressure and carbon dioxide readings are logged during switching operations. The electronics on the auto-sampler are turned off in an idle state, and the Arduino microcontroller is put into sleep mode to minimize power consumption.
The auto-sampler has been tested in lab conditions extensively for position control, power consumption and overall performance. During position control testing, the sample vials made it to the desired position relative to the syringe position on most of the cycles. There are few minor issue which a affects the consistency of the auto-samplers operation such as back play in the linear actuator and flexing of the turntable during piercing of the sample. Based on a 50 week deployment, the auto-sampler has an energy requirement of 113.6Ah.

year: 2018

title: Principal Professional Learning in New Zealand:  How does it happen?  Understanding the value of profound professional learning for experienced principals

authors: Graham, Arnna Rosa

subjects: lead learner

abstract: Profound professional learning for principals makes a difference to student achievement.  While indirect, the impact of effective principal practice has a ripple effect throughout the community of learners of a school.  The principal is, and should be, the lead learner of the school.  Authenticity in this action brings credibility.  This credibility establishes the principal as a significant role model.

This qualitative research provides some insight to the understanding and practices of experienced effective principals and their professional learning in a New Zealand context.  The findings suggest that there are measures of effectiveness for New Zealand principals, however ascertaining what to measure is somewhat difficult.  Knowledge of tools to support the identification of learning needs is limited and therefore not significant in the practice of these principals.  

Drivers and barriers to professional learning are identifiable.  Work/life balance is highlighted as both a measure of effectiveness and a filter for professional learning.  This is one of many filters explored.

Recognition is given to the positioning of New Zealand principalship in a post-modern paradigm and the conflict that arises when measures of neo-liberal accountabilities are employed.  

The significance of school context and culture are highlighted as conditions for profound professional learning.   The culture of traditional learning through principal clusters is challenged. Recommendations and considerations are offered to both principal colleagues and the Ministry of Education as a result of these findings.  These include the need for principal mentoring and secondment to external, national bodies as part of professional learning for all principals.  The value of professional learning is highlighted.  

More significantly principals are challenged to embrace and develop an authentic culture of professional learning.

text: Principal Professional Learning in New Zealand:  How does it happen?  Understanding the value of profound professional learning for experienced principals Profound professional learning for principals makes a difference to student achievement.  While indirect, the impact of effective principal practice has a ripple effect throughout the community of learners of a school.  The principal is, and should be, the lead learner of the school.  Authenticity in this action brings credibility.  This credibility establishes the principal as a significant role model.

This qualitative research provides some insight to the understanding and practices of experienced effective principals and their professional learning in a New Zealand context.  The findings suggest that there are measures of effectiveness for New Zealand principals, however ascertaining what to measure is somewhat difficult.  Knowledge of tools to support the identification of learning needs is limited and therefore not significant in the practice of these principals.  

Drivers and barriers to professional learning are identifiable.  Work/life balance is highlighted as both a measure of effectiveness and a filter for professional learning.  This is one of many filters explored.

Recognition is given to the positioning of New Zealand principalship in a post-modern paradigm and the conflict that arises when measures of neo-liberal accountabilities are employed.  

The significance of school context and culture are highlighted as conditions for profound professional learning.   The culture of traditional learning through principal clusters is challenged. Recommendations and considerations are offered to both principal colleagues and the Ministry of Education as a result of these findings.  These include the need for principal mentoring and secondment to external, national bodies as part of professional learning for all principals.  The value of professional learning is highlighted.  

More significantly principals are challenged to embrace and develop an authentic culture of professional learning.

year: 2010

title: Ngā Ara Auaha  - Creative practice student showcase

authors: Hill, Rodrigo

abstract: Ngā Ara Auaha simply translated means 'creative pathways' and comprises a collective exhibition featuring creative works from last year's undergraduate and postgraduate students across the University and working with creative practice research and outputs.

Ngā Ara Auaha is an annual student showcase, exhibiting the creative works of University of Waikato students (both undergraduate and postgraduate). The exhibition’s title refers to the ‘creative pathways’ taken by these students who have drawn on their own various creative practices, modes, and methods to think through their respective research journeys.

The call for submissions was open to students across all faculties and divisions of the University and as such the variety of works is vast. Multiple artistic mediums are featured in the same space, including photography and film, toi Māori, augmented media, fine art, design, and creative writing.

This exhibition showcases both the artistic skill of our students and the potential of creative methodologies in research. Expanding the rigid boundaries of the academy and blurring the lines between the ‘creative and critical’, with contributors adding to an established legacy of creative practice at the University of Waikato.

text: Ngā Ara Auaha  - Creative practice student showcase Ngā Ara Auaha simply translated means 'creative pathways' and comprises a collective exhibition featuring creative works from last year's undergraduate and postgraduate students across the University and working with creative practice research and outputs.

Ngā Ara Auaha is an annual student showcase, exhibiting the creative works of University of Waikato students (both undergraduate and postgraduate). The exhibition’s title refers to the ‘creative pathways’ taken by these students who have drawn on their own various creative practices, modes, and methods to think through their respective research journeys.

The call for submissions was open to students across all faculties and divisions of the University and as such the variety of works is vast. Multiple artistic mediums are featured in the same space, including photography and film, toi Māori, augmented media, fine art, design, and creative writing.

This exhibition showcases both the artistic skill of our students and the potential of creative methodologies in research. Expanding the rigid boundaries of the academy and blurring the lines between the ‘creative and critical’, with contributors adding to an established legacy of creative practice at the University of Waikato.

year: 2024