title: A two-component transport model for solar wind fluctuations: Waves plus quasi-2D turbulence

authors: Oughton, Sean

subjects: solar wind

abstract: We present a model for the transport of solar wind fluctuations, based on the assumption that they can be well-represented using two distinct components: a quasi-2D turbulence piece and a wave-like piece. For each component, coupled transport equations for its energy, cross helicity, and characteristic lengthscale(s) are derived, along with an equation for the proton temperature. This energy-containing “two-component” model includes the effects of solar wind expansion and advection, driving by stream shear and pickup ions, and nonlinear cascades. Nonlinear effects are modeled using a recently developed one-point phenomenology for such a two-component model of homogeneous MHD turbulence [1]. Heating due to these nonlinear effects is included in the temperature equation. Numerical solutions are discussed and compared with observations

text: A two-component transport model for solar wind fluctuations: Waves plus quasi-2D turbulence We present a model for the transport of solar wind fluctuations, based on the assumption that they can be well-represented using two distinct components: a quasi-2D turbulence piece and a wave-like piece. For each component, coupled transport equations for its energy, cross helicity, and characteristic lengthscale(s) are derived, along with an equation for the proton temperature. This energy-containing “two-component” model includes the effects of solar wind expansion and advection, driving by stream shear and pickup ions, and nonlinear cascades. Nonlinear effects are modeled using a recently developed one-point phenomenology for such a two-component model of homogeneous MHD turbulence [1]. Heating due to these nonlinear effects is included in the temperature equation. Numerical solutions are discussed and compared with observations

year: 2010

title: Task-Based Learning: An Opportunity for Focused Learning in Technology Education

authors: Doyle, Andrew

abstract: This chapter begins by outlining what is meant by Task-based Learning (TBL). The focus will be centred on the need to first define the content of the task. This is particularly important in Technology Education, because of the ideas of intentionality and establishing a shared goal in the TBL literature (Stelma, 2014). This is a challenge for the technology educator due to the ways in which content is conceived within the subject. The philosophy of technology invariably describes technological knowledge as action oriented, and resultantly, opposed to having a bespoke body of declarative knowledge that traditionally defined school subjects. Technology Education is necessarily more eclectic in its selection of what content is considered relevant. Ultimately this leaves the technology educator with more decisions surrounding the nature tasks to be used, the technological context of tasks, and how the task is framed to learners. Thus, although the focus of this chapter is pedagogical, it is first necessary to question the purpose behind tasks in Technology Education. This exploration of the organisation of teaching and learning within Technology Education leads to the question; why are you adopting Task-based Learning?

text: Task-Based Learning: An Opportunity for Focused Learning in Technology Education This chapter begins by outlining what is meant by Task-based Learning (TBL). The focus will be centred on the need to first define the content of the task. This is particularly important in Technology Education, because of the ideas of intentionality and establishing a shared goal in the TBL literature (Stelma, 2014). This is a challenge for the technology educator due to the ways in which content is conceived within the subject. The philosophy of technology invariably describes technological knowledge as action oriented, and resultantly, opposed to having a bespoke body of declarative knowledge that traditionally defined school subjects. Technology Education is necessarily more eclectic in its selection of what content is considered relevant. Ultimately this leaves the technology educator with more decisions surrounding the nature tasks to be used, the technological context of tasks, and how the task is framed to learners. Thus, although the focus of this chapter is pedagogical, it is first necessary to question the purpose behind tasks in Technology Education. This exploration of the organisation of teaching and learning within Technology Education leads to the question; why are you adopting Task-based Learning?

year: 2023-02-27

title: Hoea a mai tōu waka – Claiming spaces for Māori tamariki and rangatahi in cognitive behaviour therapy

authors: Cargo, Tania

subjects: Maori

abstract: Cognitive Behaviour Therapy (CBT) has been shown to be an effective therapeutic intervention for a variety of psychological difficulties for children and youth (Barrett, Healey-Farrell, March, 2004; Stulemeijer, de Jong, Fiselier, Hoogveld, Bleijenberg, 2005; Butler, Chapman, Forman & Beck, 2006). However there is very little literature on its utility with indigenous children or youth, most of the literature has tended to look at “minority” populations and has focused on psychological outcomes (Weersing & Weisz, 2002; McNeil, Capage, Bennett, 2002).

text: Hoea a mai tōu waka – Claiming spaces for Māori tamariki and rangatahi in cognitive behaviour therapy Cognitive Behaviour Therapy (CBT) has been shown to be an effective therapeutic intervention for a variety of psychological difficulties for children and youth (Barrett, Healey-Farrell, March, 2004; Stulemeijer, de Jong, Fiselier, Hoogveld, Bleijenberg, 2005; Butler, Chapman, Forman & Beck, 2006). However there is very little literature on its utility with indigenous children or youth, most of the literature has tended to look at “minority” populations and has focused on psychological outcomes (Weersing & Weisz, 2002; McNeil, Capage, Bennett, 2002).

year: 2008