title: Teaching history is talking history

authors: Weston, Rowland

abstract: Like many teachers, my early practice was in equal parts reiteration and  repudiation of the models to which I had been exposed as a student. As a consequence of my own shyness I took great efforts not to place students in uncomfortable positions, particularly with regard to speaking in class. In retrospect, I can appreciate that I did not encourage or provide adequate opportunities for discussion. As I designed and reflected on my own pedagogic initiatives, it became clear that discussion underpinned the learning taking place in all classroom activities. Brookfield and Preskill have thoroughly and perspicaciously enumerated the myriad learning benefits accruing from the use of ―discussion as a way of teaching‖; and I am now convinced that it is integral to the learning process. Thus, I attempt to create a classroom in which students are encouraged to talk and feel comfortable doing so.

text: Teaching history is talking history Like many teachers, my early practice was in equal parts reiteration and  repudiation of the models to which I had been exposed as a student. As a consequence of my own shyness I took great efforts not to place students in uncomfortable positions, particularly with regard to speaking in class. In retrospect, I can appreciate that I did not encourage or provide adequate opportunities for discussion. As I designed and reflected on my own pedagogic initiatives, it became clear that discussion underpinned the learning taking place in all classroom activities. Brookfield and Preskill have thoroughly and perspicaciously enumerated the myriad learning benefits accruing from the use of ―discussion as a way of teaching‖; and I am now convinced that it is integral to the learning process. Thus, I attempt to create a classroom in which students are encouraged to talk and feel comfortable doing so.

year: 2011

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: Drawing on linguistic concepts to teach te reo Māori; Drawing on te reo Māori to teach linguistic concepts

authors: Wessels, Kanauhea Janion

subjects: linguistic pedagogy

abstract: In this paper, we explore the intersections in our teaching practice between the discipline of linguistics and te reo Māori. From the perspective of language teaching, in pedagogic materials for te reo Māori, we have observed that linguistic concepts are not typically highlighted (cf. Moorfield 2001, Jacobs 2012). From the perspective of teaching linguistics, te reo Māori is seldom employed to illustrate or assess linguistic concepts, although it commonly features in accounts of language revitalization. Content that does occur is limited (cf. Burridge & Stebbins, 2016). 
As a tertiary lecturer of the Māori language, I (Kanauhea) consider how, in my teaching practice, I draw on my technical knowledge of linguistics to enhance my explanations of language structures and their functions, where these are unfamiliar to language learners. As a tertiary linguistics lecturer, I (Julie) consider ways in which I draw on my beginner knowledge of te reo Māori to enhance my teaching of linguistic concepts, reflecting on materials I have developed to teach and assess students. 
We argue that students of te reo can benefit from linguistic understandings on their language learning journeys. Equally, as Aotearoa New Zealand's indigenous language, te reo Māori should have a strong presence in linguistic teaching materials, and our linguistics students should graduate with an indepth knowledge of te reo Māori structures.

text: Drawing on linguistic concepts to teach te reo Māori; Drawing on te reo Māori to teach linguistic concepts In this paper, we explore the intersections in our teaching practice between the discipline of linguistics and te reo Māori. From the perspective of language teaching, in pedagogic materials for te reo Māori, we have observed that linguistic concepts are not typically highlighted (cf. Moorfield 2001, Jacobs 2012). From the perspective of teaching linguistics, te reo Māori is seldom employed to illustrate or assess linguistic concepts, although it commonly features in accounts of language revitalization. Content that does occur is limited (cf. Burridge & Stebbins, 2016). 
As a tertiary lecturer of the Māori language, I (Kanauhea) consider how, in my teaching practice, I draw on my technical knowledge of linguistics to enhance my explanations of language structures and their functions, where these are unfamiliar to language learners. As a tertiary linguistics lecturer, I (Julie) consider ways in which I draw on my beginner knowledge of te reo Māori to enhance my teaching of linguistic concepts, reflecting on materials I have developed to teach and assess students. 
We argue that students of te reo can benefit from linguistic understandings on their language learning journeys. Equally, as Aotearoa New Zealand's indigenous language, te reo Māori should have a strong presence in linguistic teaching materials, and our linguistics students should graduate with an indepth knowledge of te reo Māori structures.

year: 2023