title: Let's get connected: A new graph theory-based approach and toolbox for understanding braided river morphodynamics

authors: Connor-Streich, Gabriel

subjects: Science & Technology

abstract: Our understanding of braided river morphodynamics has improved significantly in recent years, however, there are still large knowledge gaps relating to both long‐term and event‐based change in braided river morphologies. Furthermore, we still lack methods that can take full advantage of the increasing availability of remotely sensed datasets that are well suited to braided river research. Network analysis based on graph theory, the mathematics of networks, offers a largely unexplored toolbox that can be applied to remotely sensed data to quantify the structure and function of braided rivers across nearly the full range of spatiotemporal scales relevant to braided river evolution. In this article, important commonalities between braided rivers and other types of complex network are described, providing a compelling argument for the wider uptake of complex network analysis methods in the study of braided rivers. We provide an overview of the extraction of graph representations of braided river networks from remotely sensed data and detail a suite of metrics for quantitative analysis of these networks. Application of these metrics as new tools for multiscale characterization of braided river planforms that improve upon traditional, spatially averaged approaches is discussed and potential approaches to network‐based analysis of braided river dynamics are proposed, drawing on a range of different concepts from braided river research and other network sciences. Finally, the potential for using graph theory metrics to validate numerical models of braided rivers is discussed.

text: Let's get connected: A new graph theory-based approach and toolbox for understanding braided river morphodynamics Our understanding of braided river morphodynamics has improved significantly in recent years, however, there are still large knowledge gaps relating to both long‐term and event‐based change in braided river morphologies. Furthermore, we still lack methods that can take full advantage of the increasing availability of remotely sensed datasets that are well suited to braided river research. Network analysis based on graph theory, the mathematics of networks, offers a largely unexplored toolbox that can be applied to remotely sensed data to quantify the structure and function of braided rivers across nearly the full range of spatiotemporal scales relevant to braided river evolution. In this article, important commonalities between braided rivers and other types of complex network are described, providing a compelling argument for the wider uptake of complex network analysis methods in the study of braided rivers. We provide an overview of the extraction of graph representations of braided river networks from remotely sensed data and detail a suite of metrics for quantitative analysis of these networks. Application of these metrics as new tools for multiscale characterization of braided river planforms that improve upon traditional, spatially averaged approaches is discussed and potential approaches to network‐based analysis of braided river dynamics are proposed, drawing on a range of different concepts from braided river research and other network sciences. Finally, the potential for using graph theory metrics to validate numerical models of braided rivers is discussed.

year: 2018

title: Speed bumps and l-plates: Female deputy principals' perceptions of the barriers in aspiring to principalship

authors: Neidhardt, Catherine

subjects: leadership

abstract: The majority of New Zealand's teaching workforce is female. In leadership positions,
women outnumber men in the deputy principal role, yet are significantly
underrepresented in principalship. How do women themselves explain this leadership
disparity? This small-scale qualitative research study explores the perceived barriers
in aspiring to principalship that are held by female deputy principals in the primary
sector. It utilises semi-structured interviews to gather data from seven female deputy
principals in primary schools in the Bay of Plenty. Data is analysed thematically in
order to extrapolate the significant barriers identified by the participants.
While international academic literature has acknowledged the disproportional gender
representation within principalship and identified potential factors, the New Zealand
research base is still limited. Further research into the barriers facing female
leadership may benefit future female aspiring principals in New Zealand by providing
an awareness of the potential challenges and offer possible strategies to contend with
the identified barriers.
The research findings indicate a common set of factors perceived to pose barriers to
women aspiring to principalship. These include: the impact of gender, the evolving
role of principalship, the demands of management versus leadership, the maintenance
of work/life balance, familial obligations, participant's self perceptions and the desire
for a  best fit  school as a first time principal.
This study suggests that further professional support structures and leadership
development opportunities be created to respond to the specific needs of aspiring
female principals. The provision of targeted programmes would go some way
towards addressing the barriers identified by participants and ensuring the promotion
and cultivation of aspiring female leaders that is necessary to sustain future
educational leadership in New Zealand primary schools.

text: Speed bumps and l-plates: Female deputy principals' perceptions of the barriers in aspiring to principalship The majority of New Zealand's teaching workforce is female. In leadership positions,
women outnumber men in the deputy principal role, yet are significantly
underrepresented in principalship. How do women themselves explain this leadership
disparity? This small-scale qualitative research study explores the perceived barriers
in aspiring to principalship that are held by female deputy principals in the primary
sector. It utilises semi-structured interviews to gather data from seven female deputy
principals in primary schools in the Bay of Plenty. Data is analysed thematically in
order to extrapolate the significant barriers identified by the participants.
While international academic literature has acknowledged the disproportional gender
representation within principalship and identified potential factors, the New Zealand
research base is still limited. Further research into the barriers facing female
leadership may benefit future female aspiring principals in New Zealand by providing
an awareness of the potential challenges and offer possible strategies to contend with
the identified barriers.
The research findings indicate a common set of factors perceived to pose barriers to
women aspiring to principalship. These include: the impact of gender, the evolving
role of principalship, the demands of management versus leadership, the maintenance
of work/life balance, familial obligations, participant's self perceptions and the desire
for a  best fit  school as a first time principal.
This study suggests that further professional support structures and leadership
development opportunities be created to respond to the specific needs of aspiring
female principals. The provision of targeted programmes would go some way
towards addressing the barriers identified by participants and ensuring the promotion
and cultivation of aspiring female leaders that is necessary to sustain future
educational leadership in New Zealand primary schools.

year: 2009

title: Exploring synergies between Māori pedagogy and communicative language teaching

authors: Nock, Sophie

subjects: Māori language

abstract: The primary aim of this paper is to explore potential synergies between Māori pedagogy and what is known as 'communicative language teaching'. A brief outline of some changes and developments in approaches to language teaching and learning over the last few decades is followed by a summary of some of the main characteristics of communicative language teaching (CLT) and of different approaches to the conceptualization of Māori pedagogy. Some of the primary characteristics of communicative language teaching are then explored in the context of Māori pedagogy and it is argued that there are some important synergies between the two.

text: Exploring synergies between Māori pedagogy and communicative language teaching The primary aim of this paper is to explore potential synergies between Māori pedagogy and what is known as 'communicative language teaching'. A brief outline of some changes and developments in approaches to language teaching and learning over the last few decades is followed by a summary of some of the main characteristics of communicative language teaching (CLT) and of different approaches to the conceptualization of Māori pedagogy. Some of the primary characteristics of communicative language teaching are then explored in the context of Māori pedagogy and it is argued that there are some important synergies between the two.

year: 2008-11-30