title: Wave energy dissipation by anisotropic viscosity in magnetic x-points

authors: Craig, Ian J.D.

subjects: MHD—plasmas—sun

abstract: The viscous dissipation of axial field disturbances in planar magnetic X-points is examined. It is emphasized that an accurate treatment requires a nonisotropic tensor viscosity whose components are governed by the local magnetic field. Numerical solutions are constructed, which compare the buildup of viscous forces using the tensor formulation against a simplified model based on conventional shear viscosity. The scaling of the global energy-loss rate with the viscosity coefficient is shown to follow       for both the traditional shear viscosity and the Braginskii bulk viscosity. This suggests that viscous wave dissipation can occur quite rapidly, in a few tens of Alfvén times. The results imply that large-scale disturbances, generated by magnetic reconnection in the solar corona, should dissipate in a time on the order of a few minutes and significantly contribute to coronal heating.

text: Wave energy dissipation by anisotropic viscosity in magnetic x-points The viscous dissipation of axial field disturbances in planar magnetic X-points is examined. It is emphasized that an accurate treatment requires a nonisotropic tensor viscosity whose components are governed by the local magnetic field. Numerical solutions are constructed, which compare the buildup of viscous forces using the tensor formulation against a simplified model based on conventional shear viscosity. The scaling of the global energy-loss rate with the viscosity coefficient is shown to follow       for both the traditional shear viscosity and the Braginskii bulk viscosity. This suggests that viscous wave dissipation can occur quite rapidly, in a few tens of Alfvén times. The results imply that large-scale disturbances, generated by magnetic reconnection in the solar corona, should dissipate in a time on the order of a few minutes and significantly contribute to coronal heating.

year: 2007-10

title: Na gunu yaqona ena kena ivalavala vei keda na itaukei, na vakasama vata kei na vakatulewa e sala muria mai; vata kei na ituvaki vinaka ni vakasama nei koya na dau ni vakau motoka. Traditional kava-drinking, cognition and driver fitness [Fijian]

authors: Aporosa, S. 'Apo'

abstract: E robota vakarabailevu na Pasivika na tubu ni itei ni yaqona, se ‘na nodra itei na Kalou Vu’. E vakayagataki me wainimate vakaViti, e tuki tale ga na wakana ka lose ena waidroka ka tauvuloni me gunuvi ka igunugunu veivakacegui. E tiko na ikilai vakavanua ni yaqona, ia baleta ni sa gunuvi vakasivia ena loma ni vica na auwa, sa vure cake mai na kauwai ena vuku ni kena revurevu ki na nodra tataqomaki na draiva. A sa vulica o Dr ‘Apo’ Aporosa, e dua na Research Fellow ena univesiti ni Waikato e Niusiladi na revurevu ni kena vakayagataki vakavanua na yaqona ki na ituvaki vinaka ni vakasama kei na veika e vakavurea ena ituvaki vinaka ni draiva. E vulica o Dr ‘Apo’ Aporosa na revurevu ni vakayagataki vakavanua ni yaqona ki na ituvaki vinaka ni vakasama kei na veika e vakavurea ena ituvaki vinaka ni draiva. 

(Kava, or ‘the plant of the gods’, grows widely across tropical Moananuiākea (the Pacific). Used in traditional medicine, its roots are also pounded and strained through water to make a drink with relaxant effects. Kava has deep cultural significance, but because it is drunk in large quantities over several hours, concerns have been raised about its effects on driver safety. Dr ‘Apo’ Aporosa, a Research Fellow at the University of Waikato in New Zealand, has studied the impact of traditional kava use on cognition and its implications for driver fitness. The findings of that research are presented here in the Fijian language.)

text: Na gunu yaqona ena kena ivalavala vei keda na itaukei, na vakasama vata kei na vakatulewa e sala muria mai; vata kei na ituvaki vinaka ni vakasama nei koya na dau ni vakau motoka. Traditional kava-drinking, cognition and driver fitness [Fijian] E robota vakarabailevu na Pasivika na tubu ni itei ni yaqona, se ‘na nodra itei na Kalou Vu’. E vakayagataki me wainimate vakaViti, e tuki tale ga na wakana ka lose ena waidroka ka tauvuloni me gunuvi ka igunugunu veivakacegui. E tiko na ikilai vakavanua ni yaqona, ia baleta ni sa gunuvi vakasivia ena loma ni vica na auwa, sa vure cake mai na kauwai ena vuku ni kena revurevu ki na nodra tataqomaki na draiva. A sa vulica o Dr ‘Apo’ Aporosa, e dua na Research Fellow ena univesiti ni Waikato e Niusiladi na revurevu ni kena vakayagataki vakavanua na yaqona ki na ituvaki vinaka ni vakasama kei na veika e vakavurea ena ituvaki vinaka ni draiva. E vulica o Dr ‘Apo’ Aporosa na revurevu ni vakayagataki vakavanua ni yaqona ki na ituvaki vinaka ni vakasama kei na veika e vakavurea ena ituvaki vinaka ni draiva. 

(Kava, or ‘the plant of the gods’, grows widely across tropical Moananuiākea (the Pacific). Used in traditional medicine, its roots are also pounded and strained through water to make a drink with relaxant effects. Kava has deep cultural significance, but because it is drunk in large quantities over several hours, concerns have been raised about its effects on driver safety. Dr ‘Apo’ Aporosa, a Research Fellow at the University of Waikato in New Zealand, has studied the impact of traditional kava use on cognition and its implications for driver fitness. The findings of that research are presented here in the Fijian language.)

year: 2023

title: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school

authors: Takurua, Nātana

subjects: Maori

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009