title: A master equation approach to nonlinear optics and chemical reactions

authors: McNeil, Kenneth James

abstract: Part 1 of this thesis consists of a theoretical quantum statistical analysis of several nonlinear optical processes. As an introduction a master equation describing the time behaviour of the field in a general irreversible nonlinear interaction between an optical photon field and a number of two level atoms is given. This master equation is then used to calculate the exact time dependent statistical properties of the light fields in certain special processes: two photon emission by atoms, two photon absorption by atoms and Raman scattering of photons by atoms. The steady states of the emission-absorption processes are examined, and found to have interesting statistical properties not found in the field states normally met with. Part 1 is concluded with a brief examination of approximate methods of solutions for the nonlinear processes studied.
Part 2 is a brief study of the nature of concentration fluctuations and correlations in chemically reacting systems, using the stochastic master equation approach. The time dependent fluctuations and spatial correlations are discussed for a space dependent model of a linear chemically reacting system. These results are compared with those obtained when correlations are ignored. The steady state behaviour of a particular nonlinear chemical system is then examined. Deterministic and non space-dependent stochastic analysis show that when certain system parameters are varied, the system’s behaviour is very similar to that of a thermodynamic system which undergoes a second order phase transition. A space-dependent analysis is then given, and this makes the analogy very close indeed.

text: A master equation approach to nonlinear optics and chemical reactions Part 1 of this thesis consists of a theoretical quantum statistical analysis of several nonlinear optical processes. As an introduction a master equation describing the time behaviour of the field in a general irreversible nonlinear interaction between an optical photon field and a number of two level atoms is given. This master equation is then used to calculate the exact time dependent statistical properties of the light fields in certain special processes: two photon emission by atoms, two photon absorption by atoms and Raman scattering of photons by atoms. The steady states of the emission-absorption processes are examined, and found to have interesting statistical properties not found in the field states normally met with. Part 1 is concluded with a brief examination of approximate methods of solutions for the nonlinear processes studied.
Part 2 is a brief study of the nature of concentration fluctuations and correlations in chemically reacting systems, using the stochastic master equation approach. The time dependent fluctuations and spatial correlations are discussed for a space dependent model of a linear chemically reacting system. These results are compared with those obtained when correlations are ignored. The steady state behaviour of a particular nonlinear chemical system is then examined. Deterministic and non space-dependent stochastic analysis show that when certain system parameters are varied, the system’s behaviour is very similar to that of a thermodynamic system which undergoes a second order phase transition. A space-dependent analysis is then given, and this makes the analogy very close indeed.

year: 1976

title: ‘Shoot for the moon!’ Students' identities as writers in the context of the classroom

authors: Wearmouth, Janice

subjects: student writing identities

abstract: A study of students' identities as writers was carried out in the classroom of a New Zealand primary teacher who had been formally identified by a national body of teachers as having excellent practice in supporting literacy acquisition. The researchers, Professor Janice Wearmouth, from the University of Bedfordshire, Mere Berryman, from the University of Waikato, New Zealand, and Lisa Whittle, from the Department of Conservation, Wellington, New Zealand, aimed to compare high and low literacy achievers' identities as writers within the context of this teacher's pedagogy and the learning environment of her classroom. The researchers concluded that all students, both high and low achievers, were developing very positive writing identities in a context where the teacher's method of supporting her students' writing was very well planned through a process-writing approach. This teacher had a very high degree of subject and pedagogical content knowledge and an acute awareness of her students' literacy learning needs. Her approach had an immediacy of responsiveness in relation to every student's learning and, above all, had recognition of the overwhelming importance of positive relationships in the classroom, teacher to student and peer to peer.

text: ‘Shoot for the moon!’ Students' identities as writers in the context of the classroom A study of students' identities as writers was carried out in the classroom of a New Zealand primary teacher who had been formally identified by a national body of teachers as having excellent practice in supporting literacy acquisition. The researchers, Professor Janice Wearmouth, from the University of Bedfordshire, Mere Berryman, from the University of Waikato, New Zealand, and Lisa Whittle, from the Department of Conservation, Wellington, New Zealand, aimed to compare high and low literacy achievers' identities as writers within the context of this teacher's pedagogy and the learning environment of her classroom. The researchers concluded that all students, both high and low achievers, were developing very positive writing identities in a context where the teacher's method of supporting her students' writing was very well planned through a process-writing approach. This teacher had a very high degree of subject and pedagogical content knowledge and an acute awareness of her students' literacy learning needs. Her approach had an immediacy of responsiveness in relation to every student's learning and, above all, had recognition of the overwhelming importance of positive relationships in the classroom, teacher to student and peer to peer.

year: 2011-06

title: Putting the draft learning progression framework - Maori in the New Zealand Curriculum - to work: An Illustration

authors: Johnson, Diane

subjects: Māori language education

abstract: How language curricula are implemented in the classroom is of critical importance. Here, we take one achievement objective from the draft Learning Progression Framework for Māori in mainstream classes and demonstrate one way in which it can be realised as a core integrated skills lesson, that is, as a lesson that introduces new language (core lesson) through all four skills - reading, writing, listening and speaking (an integrated skills lesson). The lesson is preceded by a discussion of the type of planning that accompanies the implementation of language curricula.

text: Putting the draft learning progression framework - Maori in the New Zealand Curriculum - to work: An Illustration How language curricula are implemented in the classroom is of critical importance. Here, we take one achievement objective from the draft Learning Progression Framework for Māori in mainstream classes and demonstrate one way in which it can be realised as a core integrated skills lesson, that is, as a lesson that introduces new language (core lesson) through all four skills - reading, writing, listening and speaking (an integrated skills lesson). The lesson is preceded by a discussion of the type of planning that accompanies the implementation of language curricula.

year: 2003-09