title: Exact solutions for steady state incompressible magnetic reconnection

authors: Craig, Ian J.D.

abstract: The problem of steady state magnetic reconnection in incompressible, resistive plasmas is addressed. It is shown that families of exact analytic solutions can be derived by exploiting the formal symmetry between the magnetic field lines and the streamlines of the flow. These solutions, while incorporating previous models for antiparallel magnetic merging, assume no inherent topological symmetry for the reconnective geometry. It is demonstrated that fast reconnection occurs within a narrow X-type configuration defined by the intersection of two separatrix lines. One separatrix line is undistinguished physically, but the other is contiguous with a global current sheet across which there is no plasma flow. The implication is that fast reconnection is more likely to be associated with strong shearing motions close to the neutral point rather than with the conventional stagnation point flow topology.

text: Exact solutions for steady state incompressible magnetic reconnection The problem of steady state magnetic reconnection in incompressible, resistive plasmas is addressed. It is shown that families of exact analytic solutions can be derived by exploiting the formal symmetry between the magnetic field lines and the streamlines of the flow. These solutions, while incorporating previous models for antiparallel magnetic merging, assume no inherent topological symmetry for the reconnective geometry. It is demonstrated that fast reconnection occurs within a narrow X-type configuration defined by the intersection of two separatrix lines. One separatrix line is undistinguished physically, but the other is contiguous with a global current sheet across which there is no plasma flow. The implication is that fast reconnection is more likely to be associated with strong shearing motions close to the neutral point rather than with the conventional stagnation point flow topology.

year: 1995

title: Induction Experiences of Beginning Secondary Teachers in Solomon Islands

authors: Bosamata, James

subjects: induction

abstract: Research shows teacher induction programmes are crucial in supporting new teachers as they move into the profession. Widely implemented in different ways in many countries they have a shared purpose, which is to provide beginning teachers with an effective and supported transition into the teaching profession. In Solomon Islands, beginning teacher induction is yet to be made formal, standardised and systematic. This study investigated the induction experiences of beginning secondary teachers in Solomon Islands. While there is considerable research on beginning teacher induction in other countries, especially the developed countries, very little research has been carried out in Melanesian countries such as Solomon Islands. Data was collected through semi-structured interviews. Five themes emerged as central to beginning secondary teacher induction in Solomon Islands: barriers to effective beginning teacher induction; lack of formal beginning teacher induction; mentoring as an induction approach; need for professional development; and the influence of school leadership. Beginning secondary teachers in Solomon Islands encounter significant problems and challenges during their first years of teaching and for many they become barriers to success. The absence of any kind of formal induction programme for beginning secondary teachers in Solomon Islands appears to be a major contributor to the creation of these barriers. However, there was evidence of mentoring being used as an informal induction approach along with varying degrees of professional guidance and support by some school leaders. The positive influence of school leadership support was identified as a further critical factor in the induction of beginning secondary teachers. The development of an effective induction programme has important implications for beginning teachers in Solomon Islands and those involved in their professional learning. It is recommended that Solomon Islands aim to develop a national beginning teacher induction programme with a strong commitment to ongoing professional development for all stakeholders and an emphasis on professional mentoring as an induction approach.

text: Induction Experiences of Beginning Secondary Teachers in Solomon Islands Research shows teacher induction programmes are crucial in supporting new teachers as they move into the profession. Widely implemented in different ways in many countries they have a shared purpose, which is to provide beginning teachers with an effective and supported transition into the teaching profession. In Solomon Islands, beginning teacher induction is yet to be made formal, standardised and systematic. This study investigated the induction experiences of beginning secondary teachers in Solomon Islands. While there is considerable research on beginning teacher induction in other countries, especially the developed countries, very little research has been carried out in Melanesian countries such as Solomon Islands. Data was collected through semi-structured interviews. Five themes emerged as central to beginning secondary teacher induction in Solomon Islands: barriers to effective beginning teacher induction; lack of formal beginning teacher induction; mentoring as an induction approach; need for professional development; and the influence of school leadership. Beginning secondary teachers in Solomon Islands encounter significant problems and challenges during their first years of teaching and for many they become barriers to success. The absence of any kind of formal induction programme for beginning secondary teachers in Solomon Islands appears to be a major contributor to the creation of these barriers. However, there was evidence of mentoring being used as an informal induction approach along with varying degrees of professional guidance and support by some school leaders. The positive influence of school leadership support was identified as a further critical factor in the induction of beginning secondary teachers. The development of an effective induction programme has important implications for beginning teachers in Solomon Islands and those involved in their professional learning. It is recommended that Solomon Islands aim to develop a national beginning teacher induction programme with a strong commitment to ongoing professional development for all stakeholders and an emphasis on professional mentoring as an induction approach.

year: 2011

title: Action for improvement in our own contexts

authors: Bruce Ferguson, Pip

subjects: education

abstract: Discusses: The pedagogy of Paulo Freire – importance of emancipatory, not ‘banking’, education. Who needs emancipatory education in NZ, and why? Consideration of issues affecting Māori success in the New Zealand education system.

text: Action for improvement in our own contexts Discusses: The pedagogy of Paulo Freire – importance of emancipatory, not ‘banking’, education. Who needs emancipatory education in NZ, and why? Consideration of issues affecting Māori success in the New Zealand education system.

year: 2012