title: Assessment of the performance of a turbulence closure model: along the tidally-influenced Kaipara River to the estuary, NZ

authors: Dejeans, Bérengère S.

subjects: turbulence

abstract: The success of many coastal management projects hinges on the ability to predict the dispersal and settling of sediment particles. Hydrodynamic models have enabled the efficient simulation of sediment transport scenarios at large spatial scales and long time scales. However, these models have limited predictive capacity owing to an incomplete understanding of the processes involved. Turbulence has been shown to have a substantial influence on sediment transport by influencing flocculation (i.e. aggregation of particles), hence driving the behaviour of particles (e.g. deposition, erosion, mixing). Turbulence tends to promote aggregation at low shear stresses and cause floc breakups at high shear stresses. However, despite the key role of turbulence in coastal modelling, there is not a unique approach but several methods to describe turbulence, each based on a different combination of assumptions. We present modelling results exploring the performance of one closure scheme implemented in a hydrodynamic and sediment transport model, Delft3D. The assessment of the performance of the model is based on comparisons with measured data collected in the heavily sediment-laden Kaipara river, New Zealand. Data was collected in October 2013 using Lagrangian “flocdrifter” platforms released at multiple locations to capture both hydrodynamic and sediment data. In general the model was found to be able to reproduce the right order of magnitude of dissipation rates. However, turbulence characteristics in some sections of the river, usually in the vicinity of abrupt bends, are relatively poorly reproduced. Future work will aim to use the present model to improve the conceptual understanding of fundamental physical processes, in particular the effect of turbulence on flocculation, and floc formation and breakup in estuarine and riverine systems.

text: Assessment of the performance of a turbulence closure model: along the tidally-influenced Kaipara River to the estuary, NZ The success of many coastal management projects hinges on the ability to predict the dispersal and settling of sediment particles. Hydrodynamic models have enabled the efficient simulation of sediment transport scenarios at large spatial scales and long time scales. However, these models have limited predictive capacity owing to an incomplete understanding of the processes involved. Turbulence has been shown to have a substantial influence on sediment transport by influencing flocculation (i.e. aggregation of particles), hence driving the behaviour of particles (e.g. deposition, erosion, mixing). Turbulence tends to promote aggregation at low shear stresses and cause floc breakups at high shear stresses. However, despite the key role of turbulence in coastal modelling, there is not a unique approach but several methods to describe turbulence, each based on a different combination of assumptions. We present modelling results exploring the performance of one closure scheme implemented in a hydrodynamic and sediment transport model, Delft3D. The assessment of the performance of the model is based on comparisons with measured data collected in the heavily sediment-laden Kaipara river, New Zealand. Data was collected in October 2013 using Lagrangian “flocdrifter” platforms released at multiple locations to capture both hydrodynamic and sediment data. In general the model was found to be able to reproduce the right order of magnitude of dissipation rates. However, turbulence characteristics in some sections of the river, usually in the vicinity of abrupt bends, are relatively poorly reproduced. Future work will aim to use the present model to improve the conceptual understanding of fundamental physical processes, in particular the effect of turbulence on flocculation, and floc formation and breakup in estuarine and riverine systems.

year: 2017

title: The ‘relationship managers’: Towards a theorising of the Teacher-in-Role / Student relationship

authors: Aitken, Vivienne Jane

subjects: education

abstract: This paper considers how arts practices (in this case drama) can invigorate learning and teaching across the curriculum. It explores the potential of the ‘teaching-in-role’ strategy to generate experiential learning environments and allow new assessment and management possibilities to emerge. The paper does this by comparing teaching-in-role with the relationship between theatre makers and audience members, in the process identifying the creative tensions that emerge when the theories and practices of arts education are compared with those of the arts industries.
Tensions inevitably arise when drawing parallels between theatre and classroom drama, particularly process drama (not intended for an audience). While the goals of theatre and classroom drama may be very different, it is reasonable to argue that teaching-in-role, like theatre performance, is posited on a relationship between two parties. This relationship requires a shared understanding of social, behavioural and aesthetic conventions, and an agreement on how power will be shared. By scrutinizing teaching-in-role and theatre through a common lens of ‘relationship’ new resonances emerge, which usefully inform pedagogical practice in the classroom.

text: The ‘relationship managers’: Towards a theorising of the Teacher-in-Role / Student relationship This paper considers how arts practices (in this case drama) can invigorate learning and teaching across the curriculum. It explores the potential of the ‘teaching-in-role’ strategy to generate experiential learning environments and allow new assessment and management possibilities to emerge. The paper does this by comparing teaching-in-role with the relationship between theatre makers and audience members, in the process identifying the creative tensions that emerge when the theories and practices of arts education are compared with those of the arts industries.
Tensions inevitably arise when drawing parallels between theatre and classroom drama, particularly process drama (not intended for an audience). While the goals of theatre and classroom drama may be very different, it is reasonable to argue that teaching-in-role, like theatre performance, is posited on a relationship between two parties. This relationship requires a shared understanding of social, behavioural and aesthetic conventions, and an agreement on how power will be shared. By scrutinizing teaching-in-role and theatre through a common lens of ‘relationship’ new resonances emerge, which usefully inform pedagogical practice in the classroom.

year: 2007

title: Re-creating legal space for the first law of Aotearoa-New Zealand

authors: Joseph, Robert

subjects: law

abstract: Some of the historic and contemporary statutory and case law examples of a hybrid Maori-British common law legal system in Aotearoa-New Zealand are discussed. The importance and role performed by the First Law, the tikanga Maori customary law is highlighted.

text: Re-creating legal space for the first law of Aotearoa-New Zealand Some of the historic and contemporary statutory and case law examples of a hybrid Maori-British common law legal system in Aotearoa-New Zealand are discussed. The importance and role performed by the First Law, the tikanga Maori customary law is highlighted.

year: 2009