title: Scaling of anisotropy in hydromagnetic turbulence

authors: Matthaeus, William H.

subjects: turbulence

abstract: We present evidence that anisotropy of low frequency plasma turbulence scales linearly with the ratio of fluctuating to total magnetic field strength for a useful range of parameters, for incompressible, weakly compressible, and driven magnetohydrodynamic turbulence.

text: Scaling of anisotropy in hydromagnetic turbulence We present evidence that anisotropy of low frequency plasma turbulence scales linearly with the ratio of fluctuating to total magnetic field strength for a useful range of parameters, for incompressible, weakly compressible, and driven magnetohydrodynamic turbulence.

year: 1998

title: Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom

authors: Barnard, Roger

subjects: culture of learning

abstract: Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection.

text: Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection.

year: 2009

title: Te kawa whakauru ora: Transformative pathways to flourishing whānau

authors: Raharuhi, Te Urukeiha

subjects: flourishing whānau

abstract: Flourishing is more than a combination of wellbeing factors or the absence of disease. It is a state of vitality, optimism and potential. We flourish when we feel positive about our ability to make choices to improve our lives. We flourish when we have opportunities to make valuable contributions to those we care most about, in ways that are meaningful to us. 

There is a wealth of research about whānau wellbeing. However, it is difficult to discern how it directly benefits whānau. Furthermore, deficit approaches to whānau wellbeing research publicise negative stereotypes that are alienating for Māori and detrimental to our flourishing. Te Kawa Whakauru Ora explores a process of identifying transformative pathways to flourishing whānau. It is not a generic approach that represents whānau as homogenous. Nor does it equate whānau with household or nuclear family. This research inquiry into flourishing whānau occurs within the scope of whakapapa and explores diversity within my whānau. 

This research inquiry compares whānau participation in individual wellbeing activities with participation in whānau events. Whānau events are identified by whānau as the only occasions where we experience whakapapa, whanaungatanga and aspects of flourishing that are unique to our collective wellbeing. The research inquiry then focuses on trialling a process of identifying pathways to flourishing whānau through participation in whānau events. When we participate in whānau events, we simultaneously access many aspects of flourishing to varying degrees. Te reo Māori and Māori concepts that are accessible to all whānau regardless of our level of proficiency, are tools to raise our awareness about these. When coupled with an existing research framework, a process for time series analysis of flourishing whānau is created, allowing us to document and compare the contexts of flourishing experienced at different events. 

The trial process of identifying transformative pathways to flourishing whānau is described in detail throughout this thesis to engage with whānau wanting to document the contexts within which they access flourishing. The research process recognises that the potential for pathways to be transformative increases when these are identified by each whānau. This thesis is thus different from existing research about whānau wellbeing because it demonstrates and strengthens whānau research capability.

text: Te kawa whakauru ora: Transformative pathways to flourishing whānau Flourishing is more than a combination of wellbeing factors or the absence of disease. It is a state of vitality, optimism and potential. We flourish when we feel positive about our ability to make choices to improve our lives. We flourish when we have opportunities to make valuable contributions to those we care most about, in ways that are meaningful to us. 

There is a wealth of research about whānau wellbeing. However, it is difficult to discern how it directly benefits whānau. Furthermore, deficit approaches to whānau wellbeing research publicise negative stereotypes that are alienating for Māori and detrimental to our flourishing. Te Kawa Whakauru Ora explores a process of identifying transformative pathways to flourishing whānau. It is not a generic approach that represents whānau as homogenous. Nor does it equate whānau with household or nuclear family. This research inquiry into flourishing whānau occurs within the scope of whakapapa and explores diversity within my whānau. 

This research inquiry compares whānau participation in individual wellbeing activities with participation in whānau events. Whānau events are identified by whānau as the only occasions where we experience whakapapa, whanaungatanga and aspects of flourishing that are unique to our collective wellbeing. The research inquiry then focuses on trialling a process of identifying pathways to flourishing whānau through participation in whānau events. When we participate in whānau events, we simultaneously access many aspects of flourishing to varying degrees. Te reo Māori and Māori concepts that are accessible to all whānau regardless of our level of proficiency, are tools to raise our awareness about these. When coupled with an existing research framework, a process for time series analysis of flourishing whānau is created, allowing us to document and compare the contexts of flourishing experienced at different events. 

The trial process of identifying transformative pathways to flourishing whānau is described in detail throughout this thesis to engage with whānau wanting to document the contexts within which they access flourishing. The research process recognises that the potential for pathways to be transformative increases when these are identified by each whānau. This thesis is thus different from existing research about whānau wellbeing because it demonstrates and strengthens whānau research capability.

year: 2025