title: Topics in Energy Release and Particle Acceleration in the Heliosphere

authors: Armstrong, Craig Keith

subjects: astrophysics

abstract: This thesis investigates both the release of energy in solar flares, and the acceleration and transport of particles in various astrophysical situations. While numerical simulations are central to this thesis, these are always motivated by analytical arguments.

A review of flare energy release is given in Chapter 2, with results presented in Chapters 3 and 4. The main goal of the flare work is to investigate the effect of viscosity on energy release rates. Scaling arguments and exact solutions of the magnetohydrodynamic equations are used to interpret the results of two-dimensional numerical simulations of magnetic reconnection. The results support viscous energy dissipation accounting for a significant fraction of flare energy release.

Chapter 5 contains an introduction to astrophysical particle acceleration, using the Fokker-Planck formulation. The theory introduced in this chapter is used to study electron transport in solar flare loops (Section 5.5). A key aspect of the analysis is the expression of the Fokker-Planck equation as a system of stochastic differential equations. A generalisation to the flare loop hard X-ray emission prediction of Conway et al. (1998) is obtained, giving a stronger dependence on density for dispersed initial distributions.

Chapter 6 uses the methods of the previous chapter to study the acceleration of cosmic-rays at the heliospheric termination shock. The applicability of the focused acceleration mechanism of Schlickeiser and Shalchi (2008) is examined using numerical simulations, which are interpreted using analytical arguments based on averaging the stochastic equations. The results show significant limitations in assuming a near-isotropic distribution, a requirement for the focused acceleration mechanism. In addition, momentum diffusion provides a significant effect that cannot be neglected.  The theory is extended to include focused deceleration and pure momentum diffusion.

text: Topics in Energy Release and Particle Acceleration in the Heliosphere This thesis investigates both the release of energy in solar flares, and the acceleration and transport of particles in various astrophysical situations. While numerical simulations are central to this thesis, these are always motivated by analytical arguments.

A review of flare energy release is given in Chapter 2, with results presented in Chapters 3 and 4. The main goal of the flare work is to investigate the effect of viscosity on energy release rates. Scaling arguments and exact solutions of the magnetohydrodynamic equations are used to interpret the results of two-dimensional numerical simulations of magnetic reconnection. The results support viscous energy dissipation accounting for a significant fraction of flare energy release.

Chapter 5 contains an introduction to astrophysical particle acceleration, using the Fokker-Planck formulation. The theory introduced in this chapter is used to study electron transport in solar flare loops (Section 5.5). A key aspect of the analysis is the expression of the Fokker-Planck equation as a system of stochastic differential equations. A generalisation to the flare loop hard X-ray emission prediction of Conway et al. (1998) is obtained, giving a stronger dependence on density for dispersed initial distributions.

Chapter 6 uses the methods of the previous chapter to study the acceleration of cosmic-rays at the heliospheric termination shock. The applicability of the focused acceleration mechanism of Schlickeiser and Shalchi (2008) is examined using numerical simulations, which are interpreted using analytical arguments based on averaging the stochastic equations. The results show significant limitations in assuming a near-isotropic distribution, a requirement for the focused acceleration mechanism. In addition, momentum diffusion provides a significant effect that cannot be neglected.  The theory is extended to include focused deceleration and pure momentum diffusion.

year: 2014

title: Exploring effective digital technologies programmes: Perspectives of middle school teachers and leaders

authors: Buckle, Shannon

subjects: Digital Technologies

abstract: Recognising the growing demand for digital skills in the 21st century, the Ministry of Education (MoE) introduced a Digital Technologies (DT) element to the Technology Curriculum in 2018, aiming to equip students with the knowledge and capabilities to thrive in a technology-driven world. However, the implementation of this new curriculum, mandated to start in 2020, presented challenges for schools, leaders and teachers, particularly regarding teacher confidence, skill development, and pedagogical approaches. 

This thesis examines the implementation of the digital technologies content of the New Zealand Technology Curriculum (DTC) in New Zealand middle schools, specifically focusing on how schools can effectively implement DT programmes. The research adopts a qualitative, interpretivist, collective Case Study approach, focusing on two middle schools in the Waikato region. Data was gathered through focus groups, document analysis, classroom observations, and interviews with teachers and leaders at the participating schools. This data was then analysed thematically. The findings highlight the crucial roles that both school leaders and teachers play in the effective implementation of DT programmes. The research identified two central themes: ‘Leaders as Catalysts for Digital Advancement’ and ‘Teachers as Digital Technologies Champions’.

Leaders were found to catalyse digital advancement by:
• Establishing clear goals and expectations.
• Allocating resources strategically.
• Attending to their own learning.
• Supporting teachers to build their confidence and competence in DT.

Teachers, in turn, championed successful DT programmes by:
• Understanding and responding to the rationale and purposes for digital technologies.
• Demonstrating learning dispositions towards innovation and change.
• Deliberately utilising a range of DT tools.
• Leveraging pedagogical strategies to enhance engagement and achievement.

The research emphasises the importance of aligning leadership actions with teacher needs to create a supportive environment for DT implementation. Furthermore, a Digital Technologies Content Implementation Tool (DTCIT V2) has been proposed, through partnering the findings of the study with the TPACK model and other scholarship. Literature suggests that the challenges associated with implementation of the DTC – confidence, skill and pedagogy, can be addressed through teachers developing their content knowledge, technological knowledge and curriculum integration.

The findings highlight the need for ongoing, tailored professional learning and development (PLD) opportunities to address teacher anxieties and build confidence and competence in delivering the DTC. It is hoped that the findings of this research will assist teachers and leaders to move through the challenges of implementing the DTC and develop effective Digital Technologies programmes for their learners.

text: Exploring effective digital technologies programmes: Perspectives of middle school teachers and leaders Recognising the growing demand for digital skills in the 21st century, the Ministry of Education (MoE) introduced a Digital Technologies (DT) element to the Technology Curriculum in 2018, aiming to equip students with the knowledge and capabilities to thrive in a technology-driven world. However, the implementation of this new curriculum, mandated to start in 2020, presented challenges for schools, leaders and teachers, particularly regarding teacher confidence, skill development, and pedagogical approaches. 

This thesis examines the implementation of the digital technologies content of the New Zealand Technology Curriculum (DTC) in New Zealand middle schools, specifically focusing on how schools can effectively implement DT programmes. The research adopts a qualitative, interpretivist, collective Case Study approach, focusing on two middle schools in the Waikato region. Data was gathered through focus groups, document analysis, classroom observations, and interviews with teachers and leaders at the participating schools. This data was then analysed thematically. The findings highlight the crucial roles that both school leaders and teachers play in the effective implementation of DT programmes. The research identified two central themes: ‘Leaders as Catalysts for Digital Advancement’ and ‘Teachers as Digital Technologies Champions’.

Leaders were found to catalyse digital advancement by:
• Establishing clear goals and expectations.
• Allocating resources strategically.
• Attending to their own learning.
• Supporting teachers to build their confidence and competence in DT.

Teachers, in turn, championed successful DT programmes by:
• Understanding and responding to the rationale and purposes for digital technologies.
• Demonstrating learning dispositions towards innovation and change.
• Deliberately utilising a range of DT tools.
• Leveraging pedagogical strategies to enhance engagement and achievement.

The research emphasises the importance of aligning leadership actions with teacher needs to create a supportive environment for DT implementation. Furthermore, a Digital Technologies Content Implementation Tool (DTCIT V2) has been proposed, through partnering the findings of the study with the TPACK model and other scholarship. Literature suggests that the challenges associated with implementation of the DTC – confidence, skill and pedagogy, can be addressed through teachers developing their content knowledge, technological knowledge and curriculum integration.

The findings highlight the need for ongoing, tailored professional learning and development (PLD) opportunities to address teacher anxieties and build confidence and competence in delivering the DTC. It is hoped that the findings of this research will assist teachers and leaders to move through the challenges of implementing the DTC and develop effective Digital Technologies programmes for their learners.

year: 2025

title: E hoki mai nei ki te ūkaipō | Return to your place of nourishment [Te Kōputu a te Whanga a Toi | Whakatāne Art Gallery]

authors: Apiata, Hāwea

subjects: toi Māori

abstract: E Hoki Mai Nei ki te Ūkaipō | Return to Your Place of Nourishment brings together works by four wāhine Māori artists, Aimee Ratana, Aisha Roberts, Hollie Tawhiao and Maraea Timutimu, which explore narratives of pakanga
(conflict) through toi (art). In this show, the four artists weave together their unique practices and stories to present a cohesive yet diverse examination of conflicts, with a particular focus on the artists’ own whānau, hapū, and iwi narratives.
Curated by Hāwea Apiata.

text: E hoki mai nei ki te ūkaipō | Return to your place of nourishment [Te Kōputu a te Whanga a Toi | Whakatāne Art Gallery] E Hoki Mai Nei ki te Ūkaipō | Return to Your Place of Nourishment brings together works by four wāhine Māori artists, Aimee Ratana, Aisha Roberts, Hollie Tawhiao and Maraea Timutimu, which explore narratives of pakanga
(conflict) through toi (art). In this show, the four artists weave together their unique practices and stories to present a cohesive yet diverse examination of conflicts, with a particular focus on the artists’ own whānau, hapū, and iwi narratives.
Curated by Hāwea Apiata.

year: 2025-04-17