Join me in celebrating the very substantive contribution to academe made by Professor Mathieu Sellier and Professor Greg O’Beirne in the next presentation in the Professorial Lecture Series for 2019.
Date : Thursday, 5 September, from 4.30 – 6.30pm
Venue: E14 – Engineering Core
I encourage all staff and postgraduate students to attend this lecture, to actively support our new professors, and take the opportunity to appreciate the fantastic research being undertaken in parts of the university we may be less familiar with.
‘Moving the boundaries of fluid mechanics’ – Presented by Professor Mathieu Sellier
Abstract: Many flows encountered in our daily lives involve a moving boundary. The shape of a raindrop, for example, evolves as it falls through the air. Likewise, the free surface of a river deforms as it encounters obstacles. While the mathematical ingredients required to describe such flows have been known since the late 19th century and are encapsulated in the infamous Navier-Stokes equations, solving complex flows with a moving boundary or interface still poses significant challenges and provides stimulating cross-disciplinary research opportunities. The question at the centre of the research I will present is “if information about the evolution of a moving interface is available, can we indirectly infer unknown properties of the flow?” Such a question falls in the realm of inverse problems for which one knows the effect but is looking for the cause. Specifically, I will talk about how it is possible to estimate the fluid properties of lava just by looking at how it flows or what is the best way to rotate a pan to cook the perfect crêpe.
‘Speech, noise, and the Matrix’ – Presented by Professor Greg A. O’Beirne
People with hearing impairment or auditory processing problems find it harder than most to understand speech in background noise, or when parts of the speech signal are missing or distorted. Despite this, most hearing tests still present either pure tones or single words in quiet, and usually use expensive equipment to do it.
To overcome these shortcomings and better assess the ability to communicate in challenging acoustic environments, my lab has produced a number of innovative adaptive tests of speech intelligibility and auditory processing. These include i) the UCAST-FW – a filtered word test for the diagnosis of auditory processing disorder; ii) internet-based Digit Triplet Tests to screen for sensorineural hearing loss in New Zealand English, Te Reo Māori, and Malay; and iii) the University of Canterbury Auditory-Visual Matrix Sentence Test – a speech-in-noise test in New Zealand English and Malay that allows rapid testing of adults and school-age children, including their ability to use visual cues to supplement the auditory signal.
I’ll discuss how permanent hearing impairment reduces speech clarity even when sounds are audible, and how the testing platform we’ve developed provides an integrated set of tools for improving hearing screening and speech testing in New Zealand, Australia, and south-east Asia.
The top five competition projects will each receive $20,000 funding to help with experimentation, proof-of-concept and/or technology/service development.
The Research and Innovation (R&I) team are on hand to give advice and support during the submission process. The R&I team also provide a number of workshops in the lead up to the submission date to help you think about the different aspects of commercialising your idea or invention. Workshop details will be shared on Intercom.
Applications close Friday 18 October 2019, at 6pm.
To celebrate, we caught up with the Supreme Winner from 2017, Glynne Mackey. We wanted to share her story of sustainability and social justice with you, and inspire you to think of who you will nominating for a Sustainability Award this year.
In the meantime, enjoy hearing from Glynne Mackey, Senior Lecturer in the College of Education, Health and Human Development.
Nga mihi nui.
Sustainability and social justice has been significant during my childhood and young adult years. As a primary school teacher, I could see how excited and engaged children became when learning about their world; the environment; their relationships with their family, place and community. Since I began lecturing in 2004, I have been involved in teaching courses on sustainability and social justice to both early childhood and primary UC students.
You’re a senior lecturer in teacher education. Tell us about your work at UC, and how you came to develop courses on sustainability and social justice.
I came as a lecturer in the early childhood programmes at the College of Education. A colleague was trialling a year 3 course for preservice early childhood teachers and I asked to be involved. It is great to be able to teach in the area where I have interest and passion. This was a compulsory course and gave all EC teachers the knowledge and confidence to take their learning into teaching teams where they were employed. Since 2012, Sustainability and Social Justice has been an option for all EC and Primary students in the final year of their degree. I have worked with other inspired lecturers in this course, each has added new perspectives and new energy. The course now has a focus on the values associated with sustainability and social justice, such as caring for self, others and the environment; being an advocate for children and the environment; recognising children’s agency; teachers and children taking action in the community; and reflecting on how they, as teachers, have a responsibility to the centre or school community to uphold the principles of sustainability and social justice.
My involvement is not just about teaching. I have joined University groups and committees and presently on the UC Sustainability Reference Group. I have also developed a Sustainability Strategy for the College of Education, Health and Human Development.
What has been a significant moment for you on this journey?
There have been several moments! The most powerful moments come from past students I meet who tell me what the course still means to their teaching practice and how they have continued to make it part of their teaching commitment and philosophy. I know from their enthusiasm that children will be contributing to make their communities a better place.
Another significant moment has been to have had influence on the document for all teachers in Aotearoa New Zealand. ‘Our Code. Our Standards’ (Education Council, 2017) sets out the professional responsibilities for the teaching profession ‘in shaping futures by promoting and protecting the principles of human rights, sustainability and social justice’. With the statement now embedded in the document, there will be a requirement for teacher education, teacher registration and professional development programmes to show evidence of how this professional responsibility will be achieved from early childhood, through primary and secondary.
You won the Supreme Award at the 2017 Sustainability Awards! Wow! Could you tell us more about this?
Amazing! When I counted up the years I have been teaching degree courses and the number of students involved, it becomes apparent that education has the power to change and impact on the learning of children and young people. The ripples from the courses have spread widely into early childhood and primary. Winning the award is recognition of the importance of teacher education to lead change and build relationships and my role in being part of that. I am encouraged by UC initiatives that promote research and teaching in areas of sustainability and social justice.
Where to next for you?
Through my research, I have made strong international connections with a growing research community involved in early childhood education for sustainability. These connections continue to provide opportunity for me to collaborate in academic publications, attend international conferences and contribute to international documents on education for sustainability and social justice.
My present research with colleagues will produce a resource for teachers to reflect, review and document their sustainability practices and explore social justice issues. The resource or tool kit easily accessed by all teachers is intended to motivate and inspire teaching teams and individual teachers to extend their sustainable practices and respond in a meaningful way to social and cultural issues in their educational setting.
This message was brought to you by the UC Sustainability Office. Stay connected and follow us on Facebook, Instagram or sign up to our newsletter to stay in the loop about campus sustainability. This blog is part of our communications plan for the 2019 UC Sustainability Awards. For more information, and for the Awards nomination form, see our website.