title: The influence of Hall currents, plasma viscosity and electron inertia on magnetic reconnection solutions

authors: Senanayake, Tissa

subjects: Magnetic reconnection

abstract: This thesis examines magnetic reconnection in the solar corona. Magnetic reconnection is the only mechanism which allows the magnetic topology of magnetized  plasmas to be changed. Many of the dynamic processes in the Sun's atmosphere are believed to be  driven by magnetic reconnection and studying the behaviour of such phenomena is a key step to understanding the reconnection mechanism. In Chapters 1 to 3, we discuss the physical and mathematical framework on which current magnetohydrodynamic
reconnection models are based.


The aim of the thesis is to investigate theoretical  models of magnetic reconnection using  variety of analytic  and numerical techniques within the theoretical frame work of magnetohydrodynamics (MHD).

In Chapter 4 we use a line-tied X-point collapse model for compressible plasmas to investigate the role of viscosity on the energy release mechanism. This model also provides the basis for the investigation of Chapter 5 which explores the impact of Hall currents in the transient X-point energy dissipation.

Chapter 6 is concerned with how reconnection is modified in the presence of generalized Ohm's law which  includes both Hall current and electron inertia contributions. In contrast to the  closed  X-point collapse geometry adopted for compressible plasmas previously, we find it more convenient to explore this problem using an  open  incompressible geometry in which plasma is continually entering and exiting  the reconnection region. Specially, we find the scaling of the Hall-MHD system size analytically, rather than numerically as in the X-point problem of Chapter 5. Chapter 7 summarizes the results of investigations in Chapters 4, 5 and 6.

text: The influence of Hall currents, plasma viscosity and electron inertia on magnetic reconnection solutions This thesis examines magnetic reconnection in the solar corona. Magnetic reconnection is the only mechanism which allows the magnetic topology of magnetized  plasmas to be changed. Many of the dynamic processes in the Sun's atmosphere are believed to be  driven by magnetic reconnection and studying the behaviour of such phenomena is a key step to understanding the reconnection mechanism. In Chapters 1 to 3, we discuss the physical and mathematical framework on which current magnetohydrodynamic
reconnection models are based.


The aim of the thesis is to investigate theoretical  models of magnetic reconnection using  variety of analytic  and numerical techniques within the theoretical frame work of magnetohydrodynamics (MHD).

In Chapter 4 we use a line-tied X-point collapse model for compressible plasmas to investigate the role of viscosity on the energy release mechanism. This model also provides the basis for the investigation of Chapter 5 which explores the impact of Hall currents in the transient X-point energy dissipation.

Chapter 6 is concerned with how reconnection is modified in the presence of generalized Ohm's law which  includes both Hall current and electron inertia contributions. In contrast to the  closed  X-point collapse geometry adopted for compressible plasmas previously, we find it more convenient to explore this problem using an  open  incompressible geometry in which plasma is continually entering and exiting  the reconnection region. Specially, we find the scaling of the Hall-MHD system size analytically, rather than numerically as in the X-point problem of Chapter 5. Chapter 7 summarizes the results of investigations in Chapters 4, 5 and 6.

year: 2007

title: Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders

authors: Tebbutt, Carol Joy

subjects: dialogue

abstract: The complex and multilayered world of the 21st century no longer appears to support the conventional idea of great leadership being the result of the efforts of a single individual. Indeed the idea of learning communities, where educators are seen as active participants in developing educational procedures at all levels and are at the centre of the educational change process, is now widely promoted. In order to succeed in the process of building leadership in a learning community, relationships and communication are seen as key aspects, with some authors promoting dialogue as integral to the process.

This small-scale qualitative study uses a semi-structured interview process to gather data from eight educational leaders, working within New Zealand, who had participated in extended professional dialogues at the International Leadership Institutes (ILI) in the Waikato. The study explores the influence of that process on their professional capabilities as leaders and considers the nature and extent of their learning. It also looks at how dialogue continues to impact on their leadership practice after they have experienced repeated ILIs.

Theoretical and empirical research suggests that professional dialogue promotes critical thinking and inquiry through a process of consent and dissent to achieve a co-construction of knowledge. Dialogue enables a group to explore why certain presuppositions, ideas and beliefs exist within the group and to reveal why they are interacting in certain ways. It is a process that observes, collectively, how hidden values and intentions can control our behaviour and seeks to surface these in order to construct new ways of interacting and new knowledge. This study found that by working in groups through a process of dialogue, not only did the group extend its capabilities beyond that of the sum of the individuals, but that self awareness and understanding developed and continued to have an effect on thinking and behaviour long after the actual ILI was completed.

The findings are of use for those who seek to use dialogue as a successful communication tool in their own leadership contexts. While the findings are specific to the program under investigation, including its structure and local, historical context, they can be related to the wider world of education which asks for all involved to be focused on learning. How we learn and how we learn together is a major concern of leaders in learning. This study calls on educational leaders to explore dialogically how to enable their colleagues to be more successful in the work at hand and how to develop collective thinking, closer relationships and an ongoing way to approach diversity and change in our society.

text: Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders The complex and multilayered world of the 21st century no longer appears to support the conventional idea of great leadership being the result of the efforts of a single individual. Indeed the idea of learning communities, where educators are seen as active participants in developing educational procedures at all levels and are at the centre of the educational change process, is now widely promoted. In order to succeed in the process of building leadership in a learning community, relationships and communication are seen as key aspects, with some authors promoting dialogue as integral to the process.

This small-scale qualitative study uses a semi-structured interview process to gather data from eight educational leaders, working within New Zealand, who had participated in extended professional dialogues at the International Leadership Institutes (ILI) in the Waikato. The study explores the influence of that process on their professional capabilities as leaders and considers the nature and extent of their learning. It also looks at how dialogue continues to impact on their leadership practice after they have experienced repeated ILIs.

Theoretical and empirical research suggests that professional dialogue promotes critical thinking and inquiry through a process of consent and dissent to achieve a co-construction of knowledge. Dialogue enables a group to explore why certain presuppositions, ideas and beliefs exist within the group and to reveal why they are interacting in certain ways. It is a process that observes, collectively, how hidden values and intentions can control our behaviour and seeks to surface these in order to construct new ways of interacting and new knowledge. This study found that by working in groups through a process of dialogue, not only did the group extend its capabilities beyond that of the sum of the individuals, but that self awareness and understanding developed and continued to have an effect on thinking and behaviour long after the actual ILI was completed.

The findings are of use for those who seek to use dialogue as a successful communication tool in their own leadership contexts. While the findings are specific to the program under investigation, including its structure and local, historical context, they can be related to the wider world of education which asks for all involved to be focused on learning. How we learn and how we learn together is a major concern of leaders in learning. This study calls on educational leaders to explore dialogically how to enable their colleagues to be more successful in the work at hand and how to develop collective thinking, closer relationships and an ongoing way to approach diversity and change in our society.

year: 2012

title: Evaluation of the whanau carers training programme delivered by LIFE Unlimited

authors: Ashwell, Allanah

subjects: Maori

abstract: In response to the needs of Maori informal carers, a training programme was developed for whanau carers in the Waikato region.  It was delivered by LIFE Unlimited.  It is a unique training programme in that it is community driven and focuses on informal caregivers who are Maori.  The overarching aim of the whanau carers training programme is to provide increased training and support of informal carers.  This report aimed to evaluate the effectiveness of the whanau carers training programme, including: the unique nature of the programme, the critical success factors, the barriers to success if any, and suggested improvements.  The report concludes the programme has had a positive and definite impact upon the whanau carers.  The evaluation team observed that the overall programme works very well and fulfils its stated obligations to the Ministry of Health.  The programmes are delivered well, and are well received by the client group.

text: Evaluation of the whanau carers training programme delivered by LIFE Unlimited In response to the needs of Maori informal carers, a training programme was developed for whanau carers in the Waikato region.  It was delivered by LIFE Unlimited.  It is a unique training programme in that it is community driven and focuses on informal caregivers who are Maori.  The overarching aim of the whanau carers training programme is to provide increased training and support of informal carers.  This report aimed to evaluate the effectiveness of the whanau carers training programme, including: the unique nature of the programme, the critical success factors, the barriers to success if any, and suggested improvements.  The report concludes the programme has had a positive and definite impact upon the whanau carers.  The evaluation team observed that the overall programme works very well and fulfils its stated obligations to the Ministry of Health.  The programmes are delivered well, and are well received by the client group.

year: 2004-02