title: Constructing digital library interfaces

authors: Nichols, David M.

subjects: XSLT

abstract: The software technologies used to create web interfaces for digital libraries are discussed using examples from Greenstone 3.

text: Constructing digital library interfaces The software technologies used to create web interfaces for digital libraries are discussed using examples from Greenstone 3.

year: 2007

title: Current sheet formation in uniformly twisted magnetic flux tubes

authors: Ali, Farhad

abstract: A viable mechanism for coronal heating is conversion of magnetic field energy into heat through magnetic reconnection in current sheets. Two processes capable of generating current sheets in the solar corona are studied here. The corkscrew kink instability of an axisymmetric magnetic flux tube, as a result of uniform twisting, is addressed first. Linear growth rates of the instability due to a helical perturbation are calculated for a variety of tubes. It is shown that plasma pressure and tube radius reduction are stabilising.

The helically symmetric geometry allows us to use an effectively two-dimensional formulation. A magneto-frictional code is developed to simulate relaxation to a second helical equilibrium of the tubes. Lower energy equilibria resulting from the kink are studied. Only one tube, whose twist decays with radius, is shown to result in a true field singularity or a current sheet. The Gold-Hoyle tube relaxes to a smooth kinked equilibrium. Tubes having reversal of a field component result in current concentrations as they kink and relax to a neighboring equilibrium. Plasma pressure reduces the strength of the kink in all cases.

The second process resulting in current sheet formation is the interaction of multiple flux tubes. The same frictional code is used to show that repelling tubes move away from each other as the superposed field relaxes to equilibrium. Twisting them together results in current concentrations. Attracting tubes with no neutral point also give rise to current concentrations when they are twisted together and relax to equilibrium. Current sheets are formed when attracting flux tubes, whose initial combined field have a neutral point, coalesce in the absence of plasma pressure. Introducing plasma pressure prevents current sheet formation when the tubes are not twisted together. In case the tubes are twisted together we again see current sheets, the lack of symmetry permitting plasma to flow out from between approaching flux surfaces, allowing them to come into contact. Interaction of unequal attracting tubes results in curved current sheets.

text: Current sheet formation in uniformly twisted magnetic flux tubes A viable mechanism for coronal heating is conversion of magnetic field energy into heat through magnetic reconnection in current sheets. Two processes capable of generating current sheets in the solar corona are studied here. The corkscrew kink instability of an axisymmetric magnetic flux tube, as a result of uniform twisting, is addressed first. Linear growth rates of the instability due to a helical perturbation are calculated for a variety of tubes. It is shown that plasma pressure and tube radius reduction are stabilising.

The helically symmetric geometry allows us to use an effectively two-dimensional formulation. A magneto-frictional code is developed to simulate relaxation to a second helical equilibrium of the tubes. Lower energy equilibria resulting from the kink are studied. Only one tube, whose twist decays with radius, is shown to result in a true field singularity or a current sheet. The Gold-Hoyle tube relaxes to a smooth kinked equilibrium. Tubes having reversal of a field component result in current concentrations as they kink and relax to a neighboring equilibrium. Plasma pressure reduces the strength of the kink in all cases.

The second process resulting in current sheet formation is the interaction of multiple flux tubes. The same frictional code is used to show that repelling tubes move away from each other as the superposed field relaxes to equilibrium. Twisting them together results in current concentrations. Attracting tubes with no neutral point also give rise to current concentrations when they are twisted together and relax to equilibrium. Current sheets are formed when attracting flux tubes, whose initial combined field have a neutral point, coalesce in the absence of plasma pressure. Introducing plasma pressure prevents current sheet formation when the tubes are not twisted together. In case the tubes are twisted together we again see current sheets, the lack of symmetry permitting plasma to flow out from between approaching flux surfaces, allowing them to come into contact. Interaction of unequal attracting tubes results in curved current sheets.

year: 2001

title: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School

authors: Anderson, Diana

subjects: Harakeke

abstract: Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

text: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

year: 2009