title: Multi-decadal coastal change in New Zealand: Evidence, mechanisms and implications

authors: Bryan, Karin R.

subjects: coastal change

abstract: Coastal research and monitoring on New Zealand beaches have typically examined seasonal and event-driven (storms) changes in the coast. However, historical records are now of sufficient length to indicate that change occurs at longer timescales. This paper presents examples of multi-decadal change at three case-study locations around New Zealand. Results show that morphological adjustment of the coast occurs at multi-decadal scales and is much larger than short-term dynamics. Physical mechanisms driving changes are ill defined but may be associated with El Niños and La Niña episodes which modulate waves and sea level, as well as changes in sediment supply.

text: Multi-decadal coastal change in New Zealand: Evidence, mechanisms and implications Coastal research and monitoring on New Zealand beaches have typically examined seasonal and event-driven (storms) changes in the coast. However, historical records are now of sufficient length to indicate that change occurs at longer timescales. This paper presents examples of multi-decadal change at three case-study locations around New Zealand. Results show that morphological adjustment of the coast occurs at multi-decadal scales and is much larger than short-term dynamics. Physical mechanisms driving changes are ill defined but may be associated with El Niños and La Niña episodes which modulate waves and sea level, as well as changes in sediment supply.

year: 2008

title: Effect of Mn on the Properties of Powder Metallurgy Ti-2.5Al-xMn Alloys.

authors: Alshammari, Yousef Namlan

subjects: blended elemental

abstract: Titanium alloys are the ideal material for a wide range of structural applications, but their high cost compared to other metals hinders their adoption. Powder metallurgy and cheap alloying elements can be used to create new Ti alloys. In this study, the simultaneous addition of Al and Mn is considered to manufacture and characterise ternary Ti-2.5Al-Mn alloys obtained via pressing and sintering by varying the Mn content (1-10 wt.%). It is found that the addition of the alloying elements reduces compressibility. Consequently, the amount of porosity increases (8.5 → 10.8%) with the amount of Mn as the alloys were processed under the same conditions. The progressive addition of Mn refines the classical lamellar microstructure and, eventually, transforms it into an equiaxed β-grain structure with acicular α grains. The microstructural changes lead to continuous increases in strength (ultimate tensile strength: 694 → 851 MPa) and hardness (225 → 325 HV30) with an associated loss of ductility (elongation to failure: 13.9 → 1.0%). However, the obtained ternary Ti-2.5Al-Mn alloys have similar or better overall mechanical behaviour than most of the binary Ti-Mn alloys obtained through a variety of manufacturing methods.

text: Effect of Mn on the Properties of Powder Metallurgy Ti-2.5Al-xMn Alloys. Titanium alloys are the ideal material for a wide range of structural applications, but their high cost compared to other metals hinders their adoption. Powder metallurgy and cheap alloying elements can be used to create new Ti alloys. In this study, the simultaneous addition of Al and Mn is considered to manufacture and characterise ternary Ti-2.5Al-Mn alloys obtained via pressing and sintering by varying the Mn content (1-10 wt.%). It is found that the addition of the alloying elements reduces compressibility. Consequently, the amount of porosity increases (8.5 → 10.8%) with the amount of Mn as the alloys were processed under the same conditions. The progressive addition of Mn refines the classical lamellar microstructure and, eventually, transforms it into an equiaxed β-grain structure with acicular α grains. The microstructural changes lead to continuous increases in strength (ultimate tensile strength: 694 → 851 MPa) and hardness (225 → 325 HV30) with an associated loss of ductility (elongation to failure: 13.9 → 1.0%). However, the obtained ternary Ti-2.5Al-Mn alloys have similar or better overall mechanical behaviour than most of the binary Ti-Mn alloys obtained through a variety of manufacturing methods.

year: 2023-07-10

title: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms

authors: Eley, Elizabeth Martha Ann

subjects: micro-interactions

abstract: New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

text: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

year: 2020