title: Fast magnetic reconnection and the coalescence instability

authors: Craig, Ian J.D.

subjects: mathematics

abstract: The magnetic reconnection that occurs during the nonlinear development of the coalescence instability is considered. The structure of the reconnection region at the time of maximum current as a function of the resistivity η is analyzed in detail using a compressible magnetohydrodynamic fluid code. It is shown that the numerical results concur remarkably well with a simple scaling analysis which predicts the dependence of the reconnection region structure on η. It is argued that the flow topology is crucial in maintaining the ``fast'' reconnection rate. The results indicate a flux pileup solution in which the flux annihilation rate is approximately independent of η, whereas the Ohmic dissipation rate scales as η −1/3. The possibility that these scalings break down at lower values of η is discussed.

text: Fast magnetic reconnection and the coalescence instability The magnetic reconnection that occurs during the nonlinear development of the coalescence instability is considered. The structure of the reconnection region at the time of maximum current as a function of the resistivity η is analyzed in detail using a compressible magnetohydrodynamic fluid code. It is shown that the numerical results concur remarkably well with a simple scaling analysis which predicts the dependence of the reconnection region structure on η. It is argued that the flow topology is crucial in maintaining the ``fast'' reconnection rate. The results indicate a flux pileup solution in which the flux annihilation rate is approximately independent of η, whereas the Ohmic dissipation rate scales as η −1/3. The possibility that these scalings break down at lower values of η is discussed.

year: 1993-03

title: Designing an e-portfolio environment for assessment of a collaborative technology project

authors: Edwards, Richard

abstract: E-portfolios can be used to record both the development process and the outcomes of technology design projects. Preparation of an appropriate e-portfolio environment, including the choice and set-up of the software, provision of both formal and informal support, and alignment with the assessment task, all require deliberate attention to design principles. This paper draws from the literature to identify important design considerations for an e-portfolio environment being used in an investigation of the feasibility of using e- portfolios for assessing individual performance in a collaborative technology project. It explores similar e- portfolio development projects and theoretical positions to develop a set of specifications and key considerations as a framework for the current project and as a contribution to ongoing discussions in this area.

text: Designing an e-portfolio environment for assessment of a collaborative technology project E-portfolios can be used to record both the development process and the outcomes of technology design projects. Preparation of an appropriate e-portfolio environment, including the choice and set-up of the software, provision of both formal and informal support, and alignment with the assessment task, all require deliberate attention to design principles. This paper draws from the literature to identify important design considerations for an e-portfolio environment being used in an investigation of the feasibility of using e- portfolios for assessing individual performance in a collaborative technology project. It explores similar e- portfolio development projects and theoretical positions to develop a set of specifications and key considerations as a framework for the current project and as a contribution to ongoing discussions in this area.

year: 2015

title: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment?

authors: Lemon, Katrina Suezanne

subjects: Alternative Education

abstract: This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

text: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment? This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

year: 2017