title: Anisotropic three-dimensional MHD turbulence

authors: Matthaeus, William H.

subjects: MHD

abstract: Direct spectral method simulation of the three-dimensional magnetohydrodynamics (MHD) equations is used to explore anisotropy that develops from initially isotropic fluctuations as a consequence of a uniform applied magnetic field. Spectral and variance anisotropies are investigated in both compressible and incompressible MHD. The nature of the spectral anisotropy is consistent with the model of Shebalin et al. [1983] in which the spectrum broadens in the perpendicular wavenumber direction, the anisotropy being greater for smaller wavenumbers. Here this effect is seen for both incompressible and polytropic compressible MHD. In contrast, the longitudinal (compressive) velocity fluctuations remain isotropic. Variance anisotropy is observed for low plasma beta compressible MHD but not for incompressible MHD. Solar wind observations are qualitatively consistent with both variance and spectral anisotropies of the type discussed here.

text: Anisotropic three-dimensional MHD turbulence Direct spectral method simulation of the three-dimensional magnetohydrodynamics (MHD) equations is used to explore anisotropy that develops from initially isotropic fluctuations as a consequence of a uniform applied magnetic field. Spectral and variance anisotropies are investigated in both compressible and incompressible MHD. The nature of the spectral anisotropy is consistent with the model of Shebalin et al. [1983] in which the spectrum broadens in the perpendicular wavenumber direction, the anisotropy being greater for smaller wavenumbers. Here this effect is seen for both incompressible and polytropic compressible MHD. In contrast, the longitudinal (compressive) velocity fluctuations remain isotropic. Variance anisotropy is observed for low plasma beta compressible MHD but not for incompressible MHD. Solar wind observations are qualitatively consistent with both variance and spectral anisotropies of the type discussed here.

year: 1996

title: An investigation into the benefits of peer coaching: Students supporting students

authors: Hooker, Tracey Ann

subjects: Peer Coaching

abstract: There have been many studies carried out which investigate the concepts of coaching and mentoring (Lu, 2010) but there is often confusion between the two models as no clear classification between coaching and mentoring is provided (Fletcher, 2007). This highlights the importance of finding a definition of coaching or mentoring that fits the particular aim of the situation or study. The peer coaching partnerships in this study are reciprocal relationships with another person where issues can be discussed, goals set and solutions found (Robertson, 2005). These relationships develop into ones based on trust and respect where effective and open dialogue is established (Buzbee-Little, 2005; Robertson 2005; Slater & Simmons, 2001). This mixed methods research is located in the tertiary education sector where a group of student teachers studying on a field-based initial teacher education programme (Early Childhood Education) are about to set out on a peer coaching journey. Students undertaking a field-based programme of study face somewhat different pressures to their pre-service colleagues. One of the main differences is the fact that most students undertaking field-based training in early childhood education also work in the early childhood settings where the complete their practicum’s (the practical competent of the training programme) for up to four days per week (Bell, 2004; Kane, Burke, Cullen, et al., 2005). Within this practicum setting it is often difficult for students to differentiate between when they are wearing their ‘student hat’ and when they are wearing their ‘employee hat’. One of the benefits of a peer coaching partnership for field-based initial teacher education students could be extra support from someone who is facing the same situation outside of the tertiary provider. The participant’s peer coaching stories are told through narratives as they embark on their peer coaching journeys, continue on these journeys as peer coaching in action and then reach the conclusion of this phase of their peer coaching partnerships. The research investigates how students are supported at tertiary level when involved in peer coaching partnerships and whether both partners identify the same benefits. The factors which the participants think are important to maintain successful peer coaching partnerships are also examined. Previous studies have found many benefits of peer coaching. These include being able to give something back, providing encouragement and support and learning from each other, and are well documented in the coaching literature as being consistent benefits of peer coaching (Anderson, Barksdale, & Hite, 2005; Donegan, Ostrosky & Fowler, 2000; Swafford, 1998). This study, however, indicates that there are other benefits of being involved in a peer coaching partnership as a tertiary student. Having someone to ask the ‘silly’ questions, increased communication skills, the importance of training and pairings and the use of technology to enhance the partnerships were all identified as benefits by the participants. It is evident that there are significant benefits for tertiary students to be involved in a peer coaching partnership, and in fact that these relationships can contribute to successful study and student retention. By providing another means of support for tertiary students in a field-based initial teacher education programme retention rates can be increased. The participants in this study all agreed that peer coaching is an effective support network for tertiary students if the right training is given, if students are involved for the right reasons and if pairings are made thoughtfully by the facilitator.

text: An investigation into the benefits of peer coaching: Students supporting students There have been many studies carried out which investigate the concepts of coaching and mentoring (Lu, 2010) but there is often confusion between the two models as no clear classification between coaching and mentoring is provided (Fletcher, 2007). This highlights the importance of finding a definition of coaching or mentoring that fits the particular aim of the situation or study. The peer coaching partnerships in this study are reciprocal relationships with another person where issues can be discussed, goals set and solutions found (Robertson, 2005). These relationships develop into ones based on trust and respect where effective and open dialogue is established (Buzbee-Little, 2005; Robertson 2005; Slater & Simmons, 2001). This mixed methods research is located in the tertiary education sector where a group of student teachers studying on a field-based initial teacher education programme (Early Childhood Education) are about to set out on a peer coaching journey. Students undertaking a field-based programme of study face somewhat different pressures to their pre-service colleagues. One of the main differences is the fact that most students undertaking field-based training in early childhood education also work in the early childhood settings where the complete their practicum’s (the practical competent of the training programme) for up to four days per week (Bell, 2004; Kane, Burke, Cullen, et al., 2005). Within this practicum setting it is often difficult for students to differentiate between when they are wearing their ‘student hat’ and when they are wearing their ‘employee hat’. One of the benefits of a peer coaching partnership for field-based initial teacher education students could be extra support from someone who is facing the same situation outside of the tertiary provider. The participant’s peer coaching stories are told through narratives as they embark on their peer coaching journeys, continue on these journeys as peer coaching in action and then reach the conclusion of this phase of their peer coaching partnerships. The research investigates how students are supported at tertiary level when involved in peer coaching partnerships and whether both partners identify the same benefits. The factors which the participants think are important to maintain successful peer coaching partnerships are also examined. Previous studies have found many benefits of peer coaching. These include being able to give something back, providing encouragement and support and learning from each other, and are well documented in the coaching literature as being consistent benefits of peer coaching (Anderson, Barksdale, & Hite, 2005; Donegan, Ostrosky & Fowler, 2000; Swafford, 1998). This study, however, indicates that there are other benefits of being involved in a peer coaching partnership as a tertiary student. Having someone to ask the ‘silly’ questions, increased communication skills, the importance of training and pairings and the use of technology to enhance the partnerships were all identified as benefits by the participants. It is evident that there are significant benefits for tertiary students to be involved in a peer coaching partnership, and in fact that these relationships can contribute to successful study and student retention. By providing another means of support for tertiary students in a field-based initial teacher education programme retention rates can be increased. The participants in this study all agreed that peer coaching is an effective support network for tertiary students if the right training is given, if students are involved for the right reasons and if pairings are made thoughtfully by the facilitator.

year: 2011

title: Are we really colour-blind? The normalisation of mass female incarceration

authors: Norris, Adele N.

abstract: The sharp rise in female incarceration rates in both the United States and New Zealand has received increased attention. Even more pressing are the racial disparities among imprisoned females. This exploratory case study examines 13 peer-reviewed articles published between 2005 and 2016 to understand the nature of colour-blind ideology in discussions of female imprisonment in New Zealand. Several themes emerged including the homogenisation of female prisoners. Apart from moderately linking vast racial disparities between incarcerated White women and Indigenous women to ill-defined colonial practices, contemporary explanations for the substantial racial disparities receive little attention. This article concludes that the absence of a critical lens toward contemporary forms and experiences of racism undergirding the mass criminalisation of Indigenous people perpetuates a colour blindness that in turn works to normalise mass female incarceration. Even in attempts to be unbiased, the way race/ethnicity, gender, age, and class are discussed in academic research exploring female incarceration seems to reflect the influential nature of controlling images rather than critique them.

text: Are we really colour-blind? The normalisation of mass female incarceration The sharp rise in female incarceration rates in both the United States and New Zealand has received increased attention. Even more pressing are the racial disparities among imprisoned females. This exploratory case study examines 13 peer-reviewed articles published between 2005 and 2016 to understand the nature of colour-blind ideology in discussions of female imprisonment in New Zealand. Several themes emerged including the homogenisation of female prisoners. Apart from moderately linking vast racial disparities between incarcerated White women and Indigenous women to ill-defined colonial practices, contemporary explanations for the substantial racial disparities receive little attention. This article concludes that the absence of a critical lens toward contemporary forms and experiences of racism undergirding the mass criminalisation of Indigenous people perpetuates a colour blindness that in turn works to normalise mass female incarceration. Even in attempts to be unbiased, the way race/ethnicity, gender, age, and class are discussed in academic research exploring female incarceration seems to reflect the influential nature of controlling images rather than critique them.

year: 2017