title: Space exploration: Approaches to inhabiting digital spaces and their influence on education

authors: Calder, Nigel Stuart

abstract: What happens when we go online, interact and leave our digital footprints? What is the nature of the online spaces that teachers and their students inhabit and the implications of being in these spaces? In this article we have explored these questions by following the theoretical inspirations by James Paul Gee about affinity spaces and Martin Heidegger’s notions on dwelling. The article interweaves its argument with examples from several research projects to argue that online environments allow for opportunities to play and personalize, to be creative, and that these forms of expressions are an interplay of social and technical elements. While the control within digital spaces is not transparent, we contend that there are opportunities for the user to exert influence on and within digital spaces, and to transform them in varying ways and scope. Sometimes those spaces facilitate autonomy and self-selection, which in turn initiates or confirms transformation. With the growth and increased sophistication of virtual realities and artificial intelligence, we need to understand the nature of the educational engagement within these spaces. We also need to understand this mutually influencial engagement between the user and these digital spaces, and be vigilant as to who might be exerting the most influential control.

text: Space exploration: Approaches to inhabiting digital spaces and their influence on education What happens when we go online, interact and leave our digital footprints? What is the nature of the online spaces that teachers and their students inhabit and the implications of being in these spaces? In this article we have explored these questions by following the theoretical inspirations by James Paul Gee about affinity spaces and Martin Heidegger’s notions on dwelling. The article interweaves its argument with examples from several research projects to argue that online environments allow for opportunities to play and personalize, to be creative, and that these forms of expressions are an interplay of social and technical elements. While the control within digital spaces is not transparent, we contend that there are opportunities for the user to exert influence on and within digital spaces, and to transform them in varying ways and scope. Sometimes those spaces facilitate autonomy and self-selection, which in turn initiates or confirms transformation. With the growth and increased sophistication of virtual realities and artificial intelligence, we need to understand the nature of the educational engagement within these spaces. We also need to understand this mutually influencial engagement between the user and these digital spaces, and be vigilant as to who might be exerting the most influential control.

year: 2021

title: Sheared coronal arcades: An evaluation of recent studies

authors: Craig, Ian J.D.

abstract: We show that the family of magnetic force-free equilibria obtained by Low using the generating function method is really a sequence of Gold-Hoyle flux tubes. This sequence is stable under a wide range of solar conditions since each member, specified by the shear parameter μ, is anchored to the photosphere along an axial slice. We go on to demonstrate that recent magnetic relaxation simulations by Klimchuk and Sturrock are fundamentally incapable of representing the unconnected helical field lines inherent in the high-shear (μ > 1) Low solutions. Nonetheless, we believe that the numerical simulations are more likely to describe the equilibria of highly sheared arcades since they involve no change in topology with increasing shear. This view is reinforced by magnetic energy calculations which confirm that the Gold-Hoyle solutions are more energetic for μ > 1 than the numerical equilibria of Klimchuk and Sturrock.

text: Sheared coronal arcades: An evaluation of recent studies We show that the family of magnetic force-free equilibria obtained by Low using the generating function method is really a sequence of Gold-Hoyle flux tubes. This sequence is stable under a wide range of solar conditions since each member, specified by the shear parameter μ, is anchored to the photosphere along an axial slice. We go on to demonstrate that recent magnetic relaxation simulations by Klimchuk and Sturrock are fundamentally incapable of representing the unconnected helical field lines inherent in the high-shear (μ > 1) Low solutions. Nonetheless, we believe that the numerical simulations are more likely to describe the equilibria of highly sheared arcades since they involve no change in topology with increasing shear. This view is reinforced by magnetic energy calculations which confirm that the Gold-Hoyle solutions are more energetic for μ > 1 than the numerical equilibria of Klimchuk and Sturrock.

year: 1990

title: Editorial

authors: Clarkin-Phillips, Jeanette

abstract: As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

text: Editorial As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

year: 2019