title: A two-component phenomenology for homogeneous magnetohydrodynamic turbulence

authors: Oughton, Sean

subjects: mathematics

abstract: A one-point closure model for energy decay in three-dimensional magnetohydrodynamic (MHD) turbulence is developed. The model allows for influence of a large-scale magnetic field that may be of strength sufficient to induce Alfvén wave propagation effects, and takes into account components of turbulence in which either the wave-like character is negligible or is dominant. This two-component model evolves energy and characteristic length scales, and may be useful as a simple description of homogeneous MHD turbulent decay. In concert with spatial transport models, it can form the basis for approximate treatment of low-frequency plasma turbulence in a variety of solar, space, and astrophysical contexts.

text: A two-component phenomenology for homogeneous magnetohydrodynamic turbulence A one-point closure model for energy decay in three-dimensional magnetohydrodynamic (MHD) turbulence is developed. The model allows for influence of a large-scale magnetic field that may be of strength sufficient to induce Alfvén wave propagation effects, and takes into account components of turbulence in which either the wave-like character is negligible or is dominant. This two-component model evolves energy and characteristic length scales, and may be useful as a simple description of homogeneous MHD turbulent decay. In concert with spatial transport models, it can form the basis for approximate treatment of low-frequency plasma turbulence in a variety of solar, space, and astrophysical contexts.

year: 2006-04-21

title: Defining and deploying the concept of 'precarious employment': Valuable idea or empirical fallacy?

authors: East, Dayna Erin

abstract: The definition.

We define precarious employment as work for remuneration that is deemed more-or-less precarious based on three indicators explicitly related to the regularity of the employment contract:

- the job can be terminated with little or no prior notice from the employer
- working hours and/or earnings are uncertain/irregular
- a contract for ongoing employment is non-existent.

Across different typologies and definitions, job insecurity is the core/essential element (or common denominator) of precarious employment.

Precarious employment, so defined, will be experienced differently by heterogeneous workers who possess different buffers against its insecurity.

Regardless of the subjective experience, workers can objectively be said to be (or not) in precarious employment.

text: Defining and deploying the concept of 'precarious employment': Valuable idea or empirical fallacy? The definition.

We define precarious employment as work for remuneration that is deemed more-or-less precarious based on three indicators explicitly related to the regularity of the employment contract:

- the job can be terminated with little or no prior notice from the employer
- working hours and/or earnings are uncertain/irregular
- a contract for ongoing employment is non-existent.

Across different typologies and definitions, job insecurity is the core/essential element (or common denominator) of precarious employment.

Precarious employment, so defined, will be experienced differently by heterogeneous workers who possess different buffers against its insecurity.

Regardless of the subjective experience, workers can objectively be said to be (or not) in precarious employment.

year: 2025

title: Wāhine Māori engagement with literacies

authors: Masters-Awatere, Bridgette

subjects: Literacy

abstract: Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

text: Wāhine Māori engagement with literacies Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

year: 2023-09-28