title: Exploring children's perspectives: Multiple ways of seeing and knowing the child.

authors: Peters, Sally

subjects: young children

abstract: This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children's perspectives. The current interest in listening to children's voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their "voice" can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children's perspectives in research and education? To explore children's perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.

text: Exploring children's perspectives: Multiple ways of seeing and knowing the child. This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children's perspectives. The current interest in listening to children's voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their "voice" can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children's perspectives in research and education? To explore children's perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.

year: 2011

title: Conditions for sustainment of magnetohydrodynamic turbulence driven by Alfvén waves

authors: Dmitruk, Pablo

subjects: Alfvén waves

abstract: In a number of space and astrophysical plasmas,turbulence is driven by the supply of wave energy. In the context of incompressible magnetohydrodynamics (MHD) there are basic physical reasons, associated with conservation of cross helicity, why this kind of driving may be ineffective in sustaining turbulence. Here an investigation is made into some basic requirements for sustaining steady turbulence and dissipation in the context of incompressible MHD in a weakly inhomogeneous open field line region, driven by the supply of unidirectionally propagating waves at a boundary. While such wave driving cannot alone sustain turbulence, the addition of reflection permits sustainment. Another sustainment issue is the action of the nonpropagating or quasi-two dimensional part of the spectrum; this is particularly important in setting up a steady cascade. Thus, details of the waveboundary conditions also affect the ease of sustaining a cascade. Supply of a broadband spectrum of waves can overcome the latter difficulty but not the former, that is, the need for reflections. Implications for coronal heating and other astrophysical applications, as well as simulations, are suggested.

text: Conditions for sustainment of magnetohydrodynamic turbulence driven by Alfvén waves In a number of space and astrophysical plasmas,turbulence is driven by the supply of wave energy. In the context of incompressible magnetohydrodynamics (MHD) there are basic physical reasons, associated with conservation of cross helicity, why this kind of driving may be ineffective in sustaining turbulence. Here an investigation is made into some basic requirements for sustaining steady turbulence and dissipation in the context of incompressible MHD in a weakly inhomogeneous open field line region, driven by the supply of unidirectionally propagating waves at a boundary. While such wave driving cannot alone sustain turbulence, the addition of reflection permits sustainment. Another sustainment issue is the action of the nonpropagating or quasi-two dimensional part of the spectrum; this is particularly important in setting up a steady cascade. Thus, details of the waveboundary conditions also affect the ease of sustaining a cascade. Supply of a broadband spectrum of waves can overcome the latter difficulty but not the former, that is, the need for reflections. Implications for coronal heating and other astrophysical applications, as well as simulations, are suggested.

year: 2001

title: Claiming space and restoring harmony within hui whakatika

authors: Berryman, Mere

subjects: Maori

abstract: The time has come for indigenous, specifically Māori psychologies, to move from the margins, and claim legitimate space within the discipline of psychology (MPRU, 2007). Phinney and Rotheram (1987) argue that there are ethnicallylinked ways of thinking, feeling and acting that are acquired through socialisation. The message implicit in this statement has profound implications for a discipline that seeks to understand and respond to the intricacies of human behaviour. Although the epistemological paradigms emerging from the experiences of indigenous minorities such as Māori may offer a challenge to mainstream knowledge and perspectives (Gordon, 1997), it is clear that disregarding such alternatives may well leave the discipline of psychology impoverished. On the other hand, paying attention to alternative paradigms may well serve to enrich this discipline. This paper presents two successful Hui Whakatika that were led by Māori in mainstream settings. Particular dimensions of, and congruencies between both are explored. The first highlights the vital role of a kaumatua in facilitating and guiding the entire process; the second focuses on the role and experiences of a kaitakawaenga as he works collaboratively with whānau members to find resolution and restore harmony.

text: Claiming space and restoring harmony within hui whakatika The time has come for indigenous, specifically Māori psychologies, to move from the margins, and claim legitimate space within the discipline of psychology (MPRU, 2007). Phinney and Rotheram (1987) argue that there are ethnicallylinked ways of thinking, feeling and acting that are acquired through socialisation. The message implicit in this statement has profound implications for a discipline that seeks to understand and respond to the intricacies of human behaviour. Although the epistemological paradigms emerging from the experiences of indigenous minorities such as Māori may offer a challenge to mainstream knowledge and perspectives (Gordon, 1997), it is clear that disregarding such alternatives may well leave the discipline of psychology impoverished. On the other hand, paying attention to alternative paradigms may well serve to enrich this discipline. This paper presents two successful Hui Whakatika that were led by Māori in mainstream settings. Particular dimensions of, and congruencies between both are explored. The first highlights the vital role of a kaumatua in facilitating and guiding the entire process; the second focuses on the role and experiences of a kaitakawaenga as he works collaboratively with whānau members to find resolution and restore harmony.

year: 2008