title: Parameterisation of sediment geochemistry for simulating water quality responses to long-term catchment and climate changes in polymictic, eutrophic Lake Rotorua, New Zealand

authors: Özkundakci, Deniz

subjects: DYRESM-CAEDYM

abstract: Numerical models of aquatic ecosystems that couple physics and biogeochemistry are valuable tools in aquatic ecosystem research. These models provide opportunities to test theories and to inform environmental management. In this study, we used the dynamic, process-based hydrodynamic-ecological model DYRESM-CAEDYM to simulate key ecosystem processes of Lake Rotorua, New Zealand, for six 8-year periods between 1920 and 2100 in order to evaluate the potential effects of future changes in land use and climate. Longterm variations in external boundary conditions (e.g. inflows) to the lake ecosystem are incorporated by varying the relevant input files in the DYRESMCAEDYM model. However, quantification of internal lake processes, specifically those at the sediment-water interface, presents a major challenge for long-term simulations. The sediment model within CAEDYM is ‘static’, with assumed constant sediment composition and a relatively simplistic process representation for nutrient and oxygen fluxes between sediment and water. Specifically, the model regulates sediment phosphate and ammonium release according to concentrations of oxidising species (i.e. oxygen and nitrate), and temperature in the overlying water layer. Sediment oxygen demand is controlled by dissolved oxygen concentrations and temperature in the water layer overlying the sediments. We used a ‘trial and error’ approach to estimate parameters for calibrating and validating the model, and regression modelling to infer the parameters beyond the calibration/validation simulation period (2001–2009). We observed a significant relationship in historic monitoring data between the external nitrogen load to the lake and its hypolimnetic oxygen demand as well as the bottom-sediment nitrogen concentrations. This relationship was used to hindcast and forecast model parameters for sediment nutrient release and oxygen demand in the six model simulation periods. The inclusion of a dynamic response of sediment nutrient release and oxygen demand parameters to changes in external nutrient loads enabled a more conceptually concise simulation of water quality for the simulations. This model is currently being used by regional environmental management authorities for developing an Action Plan for the restoration of Lake Rotorua.

text: Parameterisation of sediment geochemistry for simulating water quality responses to long-term catchment and climate changes in polymictic, eutrophic Lake Rotorua, New Zealand Numerical models of aquatic ecosystems that couple physics and biogeochemistry are valuable tools in aquatic ecosystem research. These models provide opportunities to test theories and to inform environmental management. In this study, we used the dynamic, process-based hydrodynamic-ecological model DYRESM-CAEDYM to simulate key ecosystem processes of Lake Rotorua, New Zealand, for six 8-year periods between 1920 and 2100 in order to evaluate the potential effects of future changes in land use and climate. Longterm variations in external boundary conditions (e.g. inflows) to the lake ecosystem are incorporated by varying the relevant input files in the DYRESMCAEDYM model. However, quantification of internal lake processes, specifically those at the sediment-water interface, presents a major challenge for long-term simulations. The sediment model within CAEDYM is ‘static’, with assumed constant sediment composition and a relatively simplistic process representation for nutrient and oxygen fluxes between sediment and water. Specifically, the model regulates sediment phosphate and ammonium release according to concentrations of oxidising species (i.e. oxygen and nitrate), and temperature in the overlying water layer. Sediment oxygen demand is controlled by dissolved oxygen concentrations and temperature in the water layer overlying the sediments. We used a ‘trial and error’ approach to estimate parameters for calibrating and validating the model, and regression modelling to infer the parameters beyond the calibration/validation simulation period (2001–2009). We observed a significant relationship in historic monitoring data between the external nitrogen load to the lake and its hypolimnetic oxygen demand as well as the bottom-sediment nitrogen concentrations. This relationship was used to hindcast and forecast model parameters for sediment nutrient release and oxygen demand in the six model simulation periods. The inclusion of a dynamic response of sediment nutrient release and oxygen demand parameters to changes in external nutrient loads enabled a more conceptually concise simulation of water quality for the simulations. This model is currently being used by regional environmental management authorities for developing an Action Plan for the restoration of Lake Rotorua.

year: 2012

title: The effects of sex and sex-role typing behaviour on children’s problem-solving behaviour and outerdirectedness

authors: Ho, Robert

abstract: The effects of sex and sex-role typing behaviour on children’s problem solving ability and glancing behaviour (outerdirectedness) were investigated. Two hundred and fifty five subjects were tested in a series of six experiments. 
Experiment I was a pilot study involving adult student subjects whose glancing behaviour and problem solving skills were tested in three experimental tasks - the Rod and Frame Test, the object assembly tasks and the card game. In Experiments II and III, children were categorized into various sex roles by means of the Children’s Androgyny Scale (C.A.S.), and the effects of sex and sex role typing behaviour on their problem solving ability and glancing behaviour were studied using the RFT and object assembly tasks. In Experiments IV and V, the effects of sex and sex role typing behaviour were investigated under the more ‘social’ condition of the concept identification task. In Experiment VI, the learning strategies utilized by different types of subjects were investigated by means of the discrimination task. 
The findings from Experiment I revealed that adult student subjects, regardless of sex, engaged in very little glancing behaviour and its restricted range resulted in the non-significant difference in glancing behaviour between male and female subjects. As a result of this failure to demonstrate this important difference between the sexes, it was decided to abandon the use of adult subjects and to utilize children as subjects for the remainder of the research. 
The findings from Experiment II failed to demonstrate any effects of sex role typing behaviour on subject’s performance on the RFT. The introduction of external cues in the experimental procedure in Experiment III yielded results that partially supported the hypotheses that children’s problem solving ability and glancing behaviour can be differentially affected by their sex role typing behaviour. In Experiments IV and V, the subjects were tested with task problems that included ‘social’ cues, and the results supported the hypothesis that children’s problem solving ability can be differentially affected by their sex role typing behaviour by demonstrating both the adaptability of the androgynous subjects and the behavioural restriction of the sex typed subjects in their performance on the experimental tasks. No effect of sex role typing behaviour on subject’s glancing behaviour was demonstrated. The results also indicated that subjects of different sex and sex role orientation have different problem solving strategies. From the results, it appears that the female feminine subject’s task approach orientation was characterized by a cue learning (reliance on external cues) strategy while the male masculine subject’s task approach orientation was characterized by the problem learning (task oriented) strategy. The androgynous subject’s task approach orientation appeared to be more flexible, varying between cue learning and problem learning depending on the nature of the situation. Experiment VI was designed to investigate these different learning strategies utilized by different types of subjects, and the findings corroborate the findings from Experiments IV and V that female feminine subjects do indeed use a cue learning strategy in their problem solving. The performance of the androgynous subjects of both sexes indicated that they were able to use either strategy effectively.
Overall, the results of the research supported the hypothesis that sex and sex role typing behaviour by children do result in differential problem solving skills, with androgynous subjects being better problem solvers than sex typed subjects at tasks designed specifically to elicit masculine or feminine responses. The findings were attributed to the differential socialization process for males and females. Implications of the findings were discussed.

text: The effects of sex and sex-role typing behaviour on children’s problem-solving behaviour and outerdirectedness The effects of sex and sex-role typing behaviour on children’s problem solving ability and glancing behaviour (outerdirectedness) were investigated. Two hundred and fifty five subjects were tested in a series of six experiments. 
Experiment I was a pilot study involving adult student subjects whose glancing behaviour and problem solving skills were tested in three experimental tasks - the Rod and Frame Test, the object assembly tasks and the card game. In Experiments II and III, children were categorized into various sex roles by means of the Children’s Androgyny Scale (C.A.S.), and the effects of sex and sex role typing behaviour on their problem solving ability and glancing behaviour were studied using the RFT and object assembly tasks. In Experiments IV and V, the effects of sex and sex role typing behaviour were investigated under the more ‘social’ condition of the concept identification task. In Experiment VI, the learning strategies utilized by different types of subjects were investigated by means of the discrimination task. 
The findings from Experiment I revealed that adult student subjects, regardless of sex, engaged in very little glancing behaviour and its restricted range resulted in the non-significant difference in glancing behaviour between male and female subjects. As a result of this failure to demonstrate this important difference between the sexes, it was decided to abandon the use of adult subjects and to utilize children as subjects for the remainder of the research. 
The findings from Experiment II failed to demonstrate any effects of sex role typing behaviour on subject’s performance on the RFT. The introduction of external cues in the experimental procedure in Experiment III yielded results that partially supported the hypotheses that children’s problem solving ability and glancing behaviour can be differentially affected by their sex role typing behaviour. In Experiments IV and V, the subjects were tested with task problems that included ‘social’ cues, and the results supported the hypothesis that children’s problem solving ability can be differentially affected by their sex role typing behaviour by demonstrating both the adaptability of the androgynous subjects and the behavioural restriction of the sex typed subjects in their performance on the experimental tasks. No effect of sex role typing behaviour on subject’s glancing behaviour was demonstrated. The results also indicated that subjects of different sex and sex role orientation have different problem solving strategies. From the results, it appears that the female feminine subject’s task approach orientation was characterized by a cue learning (reliance on external cues) strategy while the male masculine subject’s task approach orientation was characterized by the problem learning (task oriented) strategy. The androgynous subject’s task approach orientation appeared to be more flexible, varying between cue learning and problem learning depending on the nature of the situation. Experiment VI was designed to investigate these different learning strategies utilized by different types of subjects, and the findings corroborate the findings from Experiments IV and V that female feminine subjects do indeed use a cue learning strategy in their problem solving. The performance of the androgynous subjects of both sexes indicated that they were able to use either strategy effectively.
Overall, the results of the research supported the hypothesis that sex and sex role typing behaviour by children do result in differential problem solving skills, with androgynous subjects being better problem solvers than sex typed subjects at tasks designed specifically to elicit masculine or feminine responses. The findings were attributed to the differential socialization process for males and females. Implications of the findings were discussed.

year: 1978

title: Exploring Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā: A mixed methods study looking at Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā within the Waikato region

authors: Teinakore, Samantha

subjects: Te Whare Tapa Whā

abstract: Background: Te Whare Tapa Whā is a well-recognised Māori model of health and wellbeing which is embraced within the health system in Aotearoa/ New Zealand. Although it can be applied in different specialties, the impacts generated from this model were first noticed in mental health, as this model was created by Mason Durie who is a psychiatrist. Research has shown this model provided an opportunity for Māori to have a voice in their health.
Objective: This study aims were to explore mental health nurses’ perceptions of the Māori Health model, Te Whare Tapa Whā, and how their beliefs and values may impact them implementing this model into their care.
Methods: A mixed methods approach was utilised for this study. Phase one was about gathering quantitative data, collecting statistical data through surveys. The first phase helped with the formulate interview schedule, which was the beginning of the next phase. Phase two was semi structured interviews which helped with the gathering of qualitative data. Data were analysed using descriptive statistics and thematic analysis.
Participants: Mental health nurses within the Waikato region were the participants for this research study. A survey was distributed to mental health nurses in the Waikato area and 53 responded. After the survey, semi structured one on one interviews were conducted with the researcher. Total of 8 interviews; (n = 6) Māori mental health nurses and (n = 2) Non-Māori mental health nurses.
Results: The survey showed that more than half the nurses had a positive perspective on Te Whare Tapa Whā and felt it was good for nursing care. They were able to identify barriers to implementation. There were mixed responses on feeling supported to use Te Whare Tapa Whā in the workplace. Four over-arching themes were identified from the interviews . These were; Māori, clinical practice, organisation level and individual factors.
Conclusion: Overall, all mental health nurses had a positive perception of Te Whare Tapa Whā and the impacts it can have on nursing care. Most identified barriers which can impact whether they can actually use it in practice. Māori and non-Māori nurses had different depths of knowledge, cultural worldviews and clinical practice experiences, creating complexities with implementation. These beliefs, perceptions and experiences were highlighted in this study.

text: Exploring Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā: A mixed methods study looking at Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā within the Waikato region Background: Te Whare Tapa Whā is a well-recognised Māori model of health and wellbeing which is embraced within the health system in Aotearoa/ New Zealand. Although it can be applied in different specialties, the impacts generated from this model were first noticed in mental health, as this model was created by Mason Durie who is a psychiatrist. Research has shown this model provided an opportunity for Māori to have a voice in their health.
Objective: This study aims were to explore mental health nurses’ perceptions of the Māori Health model, Te Whare Tapa Whā, and how their beliefs and values may impact them implementing this model into their care.
Methods: A mixed methods approach was utilised for this study. Phase one was about gathering quantitative data, collecting statistical data through surveys. The first phase helped with the formulate interview schedule, which was the beginning of the next phase. Phase two was semi structured interviews which helped with the gathering of qualitative data. Data were analysed using descriptive statistics and thematic analysis.
Participants: Mental health nurses within the Waikato region were the participants for this research study. A survey was distributed to mental health nurses in the Waikato area and 53 responded. After the survey, semi structured one on one interviews were conducted with the researcher. Total of 8 interviews; (n = 6) Māori mental health nurses and (n = 2) Non-Māori mental health nurses.
Results: The survey showed that more than half the nurses had a positive perspective on Te Whare Tapa Whā and felt it was good for nursing care. They were able to identify barriers to implementation. There were mixed responses on feeling supported to use Te Whare Tapa Whā in the workplace. Four over-arching themes were identified from the interviews . These were; Māori, clinical practice, organisation level and individual factors.
Conclusion: Overall, all mental health nurses had a positive perception of Te Whare Tapa Whā and the impacts it can have on nursing care. Most identified barriers which can impact whether they can actually use it in practice. Māori and non-Māori nurses had different depths of knowledge, cultural worldviews and clinical practice experiences, creating complexities with implementation. These beliefs, perceptions and experiences were highlighted in this study.

year: 2023