title: The third-order law for increments in magnetohydrodynamic turbulence with constant shear

authors: Wan, Minping

subjects: magnetohydrodynamic turbulence

abstract: We extend the theory for third-order structure functions in homogeneous incompressible
magnetohydrodynamic turbulence to the case in which a constant velocity shear is present. A generalization is found of the usual relation Politano and Pouquet, Phys. Rev. E 57, 21  1998  between third-order structure functions and the dissipation rate in steady inertial range turbulence, in which the shear plays a crucial role. In particular, the presence of shear leads to a third-order law which is notsimply proportional to the relative separation. Possible implications for laboratory and space plasmas are discussed.

text: The third-order law for increments in magnetohydrodynamic turbulence with constant shear We extend the theory for third-order structure functions in homogeneous incompressible
magnetohydrodynamic turbulence to the case in which a constant velocity shear is present. A generalization is found of the usual relation Politano and Pouquet, Phys. Rev. E 57, 21  1998  between third-order structure functions and the dissipation rate in steady inertial range turbulence, in which the shear plays a crucial role. In particular, the presence of shear leads to a third-order law which is notsimply proportional to the relative separation. Possible implications for laboratory and space plasmas are discussed.

year: 2009

title: Using collaborative CoRe design in chemistry education to promote effective partnerships between associate and student teachers

authors: Hume, Anne Christine

abstract: This article is a follow-up to my paper published in 2010 (Hume, 2010). In that paper I reported on the use of Content Representations (CoRes) in a chemistry education course to give student teachers insights into the professional knowledge of experienced practitioners: notably their pedagogical content knowledge (PCK), which is “… [the] understanding of how particular topics, problems, or issues are organised, represented, and adapted to the diverse interests and abilities of learning, and presented for instruction” (Shulman, 1987, p. 8). introduced by Shulman (1987) as an academic construct to describe a tacit category of teachers’ professional knowledge base, the exact nature of PCK has been extensively explored and debated. From this debate some agreement has emerged about the components that comprise a teacher’s PCK. This has been identified by Magnusson et al. (1999) as a teacher’s:
• orientations towards science teaching (since teachers’ knowledge and beliefs related to their teaching goals and approaches will influence their classroom practice);
• knowledge of curriculum;
• knowledge of assessment (since what is to be assessed, how and why also influences a teacher’s practice);
• knowledge of students’ understanding of science;
• knowledge of instructional strategies.

text: Using collaborative CoRe design in chemistry education to promote effective partnerships between associate and student teachers This article is a follow-up to my paper published in 2010 (Hume, 2010). In that paper I reported on the use of Content Representations (CoRes) in a chemistry education course to give student teachers insights into the professional knowledge of experienced practitioners: notably their pedagogical content knowledge (PCK), which is “… [the] understanding of how particular topics, problems, or issues are organised, represented, and adapted to the diverse interests and abilities of learning, and presented for instruction” (Shulman, 1987, p. 8). introduced by Shulman (1987) as an academic construct to describe a tacit category of teachers’ professional knowledge base, the exact nature of PCK has been extensively explored and debated. From this debate some agreement has emerged about the components that comprise a teacher’s PCK. This has been identified by Magnusson et al. (1999) as a teacher’s:
• orientations towards science teaching (since teachers’ knowledge and beliefs related to their teaching goals and approaches will influence their classroom practice);
• knowledge of curriculum;
• knowledge of assessment (since what is to be assessed, how and why also influences a teacher’s practice);
• knowledge of students’ understanding of science;
• knowledge of instructional strategies.

year: 2011

title: Are historical perpetual leases on Maori owned land (Native reserves) a basis for currently enforceable fiduciary obligations?

authors: Dimitrov, Dara

subjects: fiduciary obligations

abstract: Colonial perpetual leases over what were once native reserves continue to trouble the New Zealand government. The colonial Public Trust Office was tasked with managing and administering Māori property affairs, with a focus on the administration of the native reserves. However, if the perpetual leases continue to be viewed through the contractual lens, relief for the Māori landowners will not be forthcoming. Therefore, examining the rationale for imposing fiduciary duties upon the colonial Public Trust Office is essential. Where traditional legal fiduciary literature explores the onerous proscriptive duties that bind persons occupying a fiduciary position, this article establishes that the extensive statutory role assigned to colonial Public Trust officers in managing the native reserves for their Māori beneficiaries created a fiduciary relationship. Moreover, this article shows that, when the colonial Public Trust Office exercised its powers, this often led to conflicts of interest with their Māori beneficiaries.

text: Are historical perpetual leases on Maori owned land (Native reserves) a basis for currently enforceable fiduciary obligations? Colonial perpetual leases over what were once native reserves continue to trouble the New Zealand government. The colonial Public Trust Office was tasked with managing and administering Māori property affairs, with a focus on the administration of the native reserves. However, if the perpetual leases continue to be viewed through the contractual lens, relief for the Māori landowners will not be forthcoming. Therefore, examining the rationale for imposing fiduciary duties upon the colonial Public Trust Office is essential. Where traditional legal fiduciary literature explores the onerous proscriptive duties that bind persons occupying a fiduciary position, this article establishes that the extensive statutory role assigned to colonial Public Trust officers in managing the native reserves for their Māori beneficiaries created a fiduciary relationship. Moreover, this article shows that, when the colonial Public Trust Office exercised its powers, this often led to conflicts of interest with their Māori beneficiaries.

year: 2024