title: Effects of a small-bladed macroalgal canopy on benthic boundary layer dynamics: implications for nutrient transport

authors: Kregting, Louise T.

subjects: macroalgae

abstract: Field and laboratory velocity profiles were used to quantify boundary layer dynamics within communities of a small (<0.2 m tall), dense canopy-forming seaweed Adamsiella chauvinii (Rhodophyta) in a soft-sediment habitat and to examine the role of hydrodynamics in modulating nutrient supply. At the ‘canopy scale’ there was a mixing layer at the fluid−canopy interface where turbulent kinetic energy was greatest, potentially enhancing nutrient uptake in this region. In the lower half of the canopy, a drag-dominated area of very low water velocity (<0.01 m s−1) occurred. Spectral analysis revealed a reduction in energy within the canopy of around 1 Hz. The hydrodynamic parameters obtained from flume measurements were in good agreement with those recorded in the field. To understand the implications of the hydrodynamic environment on nutrient uptake, a flushing ratio was developed that compares the time for macroalgae to remove all nutrients from the canopy volume relative to the timescale for flushing. Results suggest that when nutrient demand is low, the canopy is well flushed and not mass-transfer limited. However when nutrient demand is high, the canopy can deplete nutrients more quickly than they can be replenished by ambient flows and are potentially mass-transfer limited.

text: Effects of a small-bladed macroalgal canopy on benthic boundary layer dynamics: implications for nutrient transport Field and laboratory velocity profiles were used to quantify boundary layer dynamics within communities of a small (<0.2 m tall), dense canopy-forming seaweed Adamsiella chauvinii (Rhodophyta) in a soft-sediment habitat and to examine the role of hydrodynamics in modulating nutrient supply. At the ‘canopy scale’ there was a mixing layer at the fluid−canopy interface where turbulent kinetic energy was greatest, potentially enhancing nutrient uptake in this region. In the lower half of the canopy, a drag-dominated area of very low water velocity (<0.01 m s−1) occurred. Spectral analysis revealed a reduction in energy within the canopy of around 1 Hz. The hydrodynamic parameters obtained from flume measurements were in good agreement with those recorded in the field. To understand the implications of the hydrodynamic environment on nutrient uptake, a flushing ratio was developed that compares the time for macroalgae to remove all nutrients from the canopy volume relative to the timescale for flushing. Results suggest that when nutrient demand is low, the canopy is well flushed and not mass-transfer limited. However when nutrient demand is high, the canopy can deplete nutrients more quickly than they can be replenished by ambient flows and are potentially mass-transfer limited.

year: 2011

title: The Social Construction of Bottled Water Consumption in New Zealand

authors: Kunze, Isabelle Miriam

subjects: Geography

abstract: This thesis examines the ways in which bottled water consumption is socially constructed and associated with place, nature, gender and health. Consuming bottled water is related to ideas of both sustaining the environment and the body. I explore how performances of both the environment and consuming bodies constitute each other. Consumer performances in Hamilton and various visual and textual representations illustrate spatialities, socialities and subjectivities of bottled water consumption.

Geographies of consumption and feminist geographies and methodologies provide the framework for my research. I conducted eleven semi-structured interviews on the Waikato University Campus in Hamilton with participants different in age, gender and ethnicity. Bottled water advertising in international and national lifestyle magazines and newspapers, as well as bottled water websites, are also examined through the lens of critical discourse analysis.

The first part of this thesis focuses on bottled water consumption in regard to the environment and explores how the natural and pure image of bottled water is currently linked to notions of green and sustainable consumption. The second part examines the embodiment of the environment in regards to sustaining healthy, pregnant, sporty, sexed and 'green' bodies while looking at gender, health, and consumer performances and subjectivities.

Linking bottled water consumption to the environment and the body not only enriches geographies of consumption but also emphasises the paradoxes associated with consuming bottled water.

text: The Social Construction of Bottled Water Consumption in New Zealand This thesis examines the ways in which bottled water consumption is socially constructed and associated with place, nature, gender and health. Consuming bottled water is related to ideas of both sustaining the environment and the body. I explore how performances of both the environment and consuming bodies constitute each other. Consumer performances in Hamilton and various visual and textual representations illustrate spatialities, socialities and subjectivities of bottled water consumption.

Geographies of consumption and feminist geographies and methodologies provide the framework for my research. I conducted eleven semi-structured interviews on the Waikato University Campus in Hamilton with participants different in age, gender and ethnicity. Bottled water advertising in international and national lifestyle magazines and newspapers, as well as bottled water websites, are also examined through the lens of critical discourse analysis.

The first part of this thesis focuses on bottled water consumption in regard to the environment and explores how the natural and pure image of bottled water is currently linked to notions of green and sustainable consumption. The second part examines the embodiment of the environment in regards to sustaining healthy, pregnant, sporty, sexed and 'green' bodies while looking at gender, health, and consumer performances and subjectivities.

Linking bottled water consumption to the environment and the body not only enriches geographies of consumption but also emphasises the paradoxes associated with consuming bottled water.

year: 2008

title: Working across cultures in indigenous science education

authors: Michie, Michael George

subjects: cross-cultural

abstract: The research in this thesis considers the ability of westerners, primarily teachers, to work cross-culturally with indigenous students in four of the settler states, Australia, New Zealand, Canada and the USA. It looks particularly at identity learning as a way in which westerners enhance their understanding and attitudes to another culture. Identity learning, and culture shock as an associated process, is examined in relation to the ideas of border crossing and culture brokerage. A number of issues were raised, some through the literature, which became foci for the research. Examination of border crossing indicated that some westerners were successful as cross-cultural communicators but did not suggest why. Discussions of cultural borders gave rise to their critique as being essentialised but failed to suggest how this was to be overcome. Anthropological models did not give any characterisation to the role of culture broker, although the ethnohistory literature gave some insight. The influence of culture shock on westerners working in indigenous communities in the settler states was not particularly understood nor its relationship to identity learning explored. A qualitative methodology is used involving a series of interviews with eight participants who were considered to be experienced in cross-cultural communication with a background in education. From the interviews a series of narratives were written which revealed their experiences and understandings particularly about their border crossings, culture brokerage and opinions regarding teaching indigenous students and teaching them science. These narratives became the major source of data for analysis. This research shows that many westerners who are successful working in cross-cultural settings value the culture of their indigenous hosts. This is the consequence of enhanced identity learning and can be the result of culture shock. Not all westerners learn to value the other culture and may either leave the community or stay for some other reason. Border crossers are able to think beyond the limitations of an essentialised ‘we and they’ dichotomy and locate themselves in other ways relative to the border. Culture brokerage is a strategy that individuals choose to use, sometimes on the behalf of a government or institution. The characteristics of an effective culture broker are those of a border crosser and this establishes a nexus between border crossing and culture brokerage. Suggestions regarding preparation to teach in indigenous communities reflect the enhancement of identity learning and promotion of border crossing. Preservice training should include experience practicum teaching with indigenous students. Effective teaching of indigenous students could be supported by hiring experienced teachers and extending their stays. All teachers who go to work in indigenous communities need to be aware of culture shock and its possible impact and mechanisms for minimising its impact need to be established through mentoring programs. The context of the students needs to be taken into account by consideration of their culture and appropriate interpretation of the curriculum and implementation of teaching strategies. Teachers need to acknowledge that they are in positions of power but need to negotiate that respectfully with their indigenous students. As teachers of science they need to have a more inclusive idea of the nature of science so they can facilitate the border crossings of their indigenous students.

text: Working across cultures in indigenous science education The research in this thesis considers the ability of westerners, primarily teachers, to work cross-culturally with indigenous students in four of the settler states, Australia, New Zealand, Canada and the USA. It looks particularly at identity learning as a way in which westerners enhance their understanding and attitudes to another culture. Identity learning, and culture shock as an associated process, is examined in relation to the ideas of border crossing and culture brokerage. A number of issues were raised, some through the literature, which became foci for the research. Examination of border crossing indicated that some westerners were successful as cross-cultural communicators but did not suggest why. Discussions of cultural borders gave rise to their critique as being essentialised but failed to suggest how this was to be overcome. Anthropological models did not give any characterisation to the role of culture broker, although the ethnohistory literature gave some insight. The influence of culture shock on westerners working in indigenous communities in the settler states was not particularly understood nor its relationship to identity learning explored. A qualitative methodology is used involving a series of interviews with eight participants who were considered to be experienced in cross-cultural communication with a background in education. From the interviews a series of narratives were written which revealed their experiences and understandings particularly about their border crossings, culture brokerage and opinions regarding teaching indigenous students and teaching them science. These narratives became the major source of data for analysis. This research shows that many westerners who are successful working in cross-cultural settings value the culture of their indigenous hosts. This is the consequence of enhanced identity learning and can be the result of culture shock. Not all westerners learn to value the other culture and may either leave the community or stay for some other reason. Border crossers are able to think beyond the limitations of an essentialised ‘we and they’ dichotomy and locate themselves in other ways relative to the border. Culture brokerage is a strategy that individuals choose to use, sometimes on the behalf of a government or institution. The characteristics of an effective culture broker are those of a border crosser and this establishes a nexus between border crossing and culture brokerage. Suggestions regarding preparation to teach in indigenous communities reflect the enhancement of identity learning and promotion of border crossing. Preservice training should include experience practicum teaching with indigenous students. Effective teaching of indigenous students could be supported by hiring experienced teachers and extending their stays. All teachers who go to work in indigenous communities need to be aware of culture shock and its possible impact and mechanisms for minimising its impact need to be established through mentoring programs. The context of the students needs to be taken into account by consideration of their culture and appropriate interpretation of the curriculum and implementation of teaching strategies. Teachers need to acknowledge that they are in positions of power but need to negotiate that respectfully with their indigenous students. As teachers of science they need to have a more inclusive idea of the nature of science so they can facilitate the border crossings of their indigenous students.

year: 2011