title: Modeling focused acceleration of cosmic-ray particles by stochastic methods

authors: Armstrong, Craig Keith

subjects: acceleration of particles

abstract: Schlickeiser & Shalchi suggested that a first-order Fermi mechanism of focused particle acceleration could be important in several astrophysical applications. In order to investigate focused acceleration, we express the Fokker-Planck equation as an equivalent system of stochastic differential equations. We simplify the system for a set of physically motivated parameters, extend the analytical theory, and determine the evolving particle distribution numerically. While our numerical results agree with the focused acceleration rate of Schlickeiser & Shalchi for a weakly anisotropic particle distribution, we establish significant limitations of the analytical approach. Momentum diffusion is found to be more significant than focused acceleration at early times. Most critically, the particle distribution rapidly becomes anisotropic, leading to a much slower momentum gain rate. We discuss the consequences of our results for the role of focused acceleration in astrophysics.

text: Modeling focused acceleration of cosmic-ray particles by stochastic methods Schlickeiser & Shalchi suggested that a first-order Fermi mechanism of focused particle acceleration could be important in several astrophysical applications. In order to investigate focused acceleration, we express the Fokker-Planck equation as an equivalent system of stochastic differential equations. We simplify the system for a set of physically motivated parameters, extend the analytical theory, and determine the evolving particle distribution numerically. While our numerical results agree with the focused acceleration rate of Schlickeiser & Shalchi for a weakly anisotropic particle distribution, we establish significant limitations of the analytical approach. Momentum diffusion is found to be more significant than focused acceleration at early times. Most critically, the particle distribution rapidly becomes anisotropic, leading to a much slower momentum gain rate. We discuss the consequences of our results for the role of focused acceleration in astrophysics.

year: 2012

title: Film-induced heritage site conservation: The case of echoes of the rainbow

authors: Pan, Steve

abstract: It has been contended that a link exists between films and the creation of tourist locations. A film can have an unintended consequence that leads to community actions and subsequent policy initiatives that are supportive of conservation of potential tourism cultural assets. This article analyses the processes by which one such film created a heightened awareness of the heritage values of a location setting in Hong Kong that led to changes in public policy. This case study highlights media’s role in shaping and changing public opinion. It examines through framing analysis the way in which public debate changed, thereby highlighting the way in which conservation activists and other stakeholders played out competing roles and the manner in which they sought to influence media coverage of the site. The article also points out the need to establish a set of consistent standards of conserving heritage sites rather than relying on a film to be the “savior.”

text: Film-induced heritage site conservation: The case of echoes of the rainbow It has been contended that a link exists between films and the creation of tourist locations. A film can have an unintended consequence that leads to community actions and subsequent policy initiatives that are supportive of conservation of potential tourism cultural assets. This article analyses the processes by which one such film created a heightened awareness of the heritage values of a location setting in Hong Kong that led to changes in public policy. This case study highlights media’s role in shaping and changing public opinion. It examines through framing analysis the way in which public debate changed, thereby highlighting the way in which conservation activists and other stakeholders played out competing roles and the manner in which they sought to influence media coverage of the site. The article also points out the need to establish a set of consistent standards of conserving heritage sites rather than relying on a film to be the “savior.”

year: 2012

title: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom

authors: Corlett, Melissa Jane

abstract: This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

text: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

year: 2022