title: Anisotropic viscous dissipation in three-dimensional magnetic merging solutions

authors: Litvinenko, Yuri E.

subjects: magnetohydrodynamics (MHD) – sun

abstract: Aims: We consider viscous and resistive energy dissipation in the flaring solar corona. Methods: We compute energy dissipation rates, associated with magnetic merging in three dimensions. We examine an exact 3D solution for steady magnetic merging in a viscous resistive incompressible plasma. We use the Braginskii stress tensor to model viscous effects and derive scalings for the resistive and viscous dissipation rates. We evaluate the dissipation rates for typical parameters of solar active regions. Results: Large-scale advective flows required to sustain resistive current sheets are shown to be associated with significant viscous losses.

text: Anisotropic viscous dissipation in three-dimensional magnetic merging solutions Aims: We consider viscous and resistive energy dissipation in the flaring solar corona. Methods: We compute energy dissipation rates, associated with magnetic merging in three dimensions. We examine an exact 3D solution for steady magnetic merging in a viscous resistive incompressible plasma. We use the Braginskii stress tensor to model viscous effects and derive scalings for the resistive and viscous dissipation rates. We evaluate the dissipation rates for typical parameters of solar active regions. Results: Large-scale advective flows required to sustain resistive current sheets are shown to be associated with significant viscous losses.

year: 2009

title: An Investigation of the Integration of Science, Mathematics and Technology within a Technological Design Context

authors: Mathew Thomas, Tiju

abstract: This research focused on studying the integration of science, mathematics and technology in a technological design context. The daily classroom practices of a teacher and 19 of his students (aged 15-16) in a technology class were analysed with a focus on the knowledge and skills used while designing individualised projects (street luge gravity-powered vehicle) with a view to identifying the integration of cross-disciplinary knowledge. This research is aligned with the elements of both interpretive and critical theory paradigms. The focus of the interpretive paradigm rests on how students construct meaning from their personal experiences and their world view. Critical theory is used to create a platform for integration by understanding the current practices and phenomena in a technology classroom to develop strategies that could be implemented in other classrooms to create an integrative learning environment.

text: An Investigation of the Integration of Science, Mathematics and Technology within a Technological Design Context This research focused on studying the integration of science, mathematics and technology in a technological design context. The daily classroom practices of a teacher and 19 of his students (aged 15-16) in a technology class were analysed with a focus on the knowledge and skills used while designing individualised projects (street luge gravity-powered vehicle) with a view to identifying the integration of cross-disciplinary knowledge. This research is aligned with the elements of both interpretive and critical theory paradigms. The focus of the interpretive paradigm rests on how students construct meaning from their personal experiences and their world view. Critical theory is used to create a platform for integration by understanding the current practices and phenomena in a technology classroom to develop strategies that could be implemented in other classrooms to create an integrative learning environment.

year: 2017

title: Relational Responsive Pedagogy, Teachers and Māori students Listening and Learning from each other

authors: Joyce, Chrisandra Itirana

subjects: Relational Pedagogy

abstract: This thesis examines the culturally responsive and relational pedagogical practices of a group of teachers in one Phase four Te Kotahitanga school. It then considers the influences of these pedagogies on four Māori students.
The thesis begins by seeking to understand the two different worldviews in Aotearoa/New Zealand (a Western worldview and a Māori worldview) and some of the discourses that have emerged in the shared Māori and colonial history of this country. It examines kaupapa Māori as both a movement of resistance to the dominant Western worldview that came with colonisation; and a movement of revitalisation to Māori ways of knowing and understanding the world that began to be lost at the same time. It focuses on Te Kotahitanga as a kaupapa Māori response in secondary schools.
The collaborative storying of teachers and Māori students in a Te Kotahitanga school alongside their data of practice and achievement are discussed and examined. Shifts across three levels of the school are identified and understood alongside the Te Kotahitanga professional development cycle. These understandings are discussed in relation to Māori metaphors.  The overall implications of Māori metaphors in relation to the research questions are then considered.
This thesis concludes with considerations and implications for others in addressing the on-going educational disparities of Māori students in mainstream educational settings in New Zealand.

text: Relational Responsive Pedagogy, Teachers and Māori students Listening and Learning from each other This thesis examines the culturally responsive and relational pedagogical practices of a group of teachers in one Phase four Te Kotahitanga school. It then considers the influences of these pedagogies on four Māori students.
The thesis begins by seeking to understand the two different worldviews in Aotearoa/New Zealand (a Western worldview and a Māori worldview) and some of the discourses that have emerged in the shared Māori and colonial history of this country. It examines kaupapa Māori as both a movement of resistance to the dominant Western worldview that came with colonisation; and a movement of revitalisation to Māori ways of knowing and understanding the world that began to be lost at the same time. It focuses on Te Kotahitanga as a kaupapa Māori response in secondary schools.
The collaborative storying of teachers and Māori students in a Te Kotahitanga school alongside their data of practice and achievement are discussed and examined. Shifts across three levels of the school are identified and understood alongside the Te Kotahitanga professional development cycle. These understandings are discussed in relation to Māori metaphors.  The overall implications of Māori metaphors in relation to the research questions are then considered.
This thesis concludes with considerations and implications for others in addressing the on-going educational disparities of Māori students in mainstream educational settings in New Zealand.

year: 2012