Initiating Community Engagement for Enhancing Preservice Teacher Education

Facilitating community engagement in education is promoted and emphasised in university policies and strategic plans. How can a university facilitate innovations to develop collaborative partnerships with its community? This paper presents leadership processes for initiating community engagement with an Australian university and highlights examples of innovations in Science Education for Sustainable Living (SESL) with preservice teachers’ reflections on their teaching practices. Data collection included observations of practice, interviews, minutes of meetings, and written correspondence with a wide range of participants (i.e., senior QUT staff, lecturers, preservice teachers, principals, school executives and teachers, and other community members). A four-step process for implementing SESL innovations provided an example of university-community engagement, and was used as a catalyst for preservice teachers (n=14) to reflect on SESL, which provided opportunities for enhancing their science teaching practices. Results indicated that connecting the community with preservice teacher education aided in promoting understandings of sustainable living and kept environmental issues on the agenda. The four-step process implemented by the preservice teachers for SESL assisted to conceptually advance understandings of scientific causes and effects in order to propose appropriate solutions. Initiating university-community engagement required articulating visionary directions, understanding change processes, motivating potential key stakeholders, and promoting collaboration and team effort. In addition, distributing leadership aided in facilitating university-community collaboration and allowed for the implementation of a wider range of innovations. It was concluded that distributing leadership will be essential in order to sustain university-community engagement, particularly as key stakeholders in leadership roles can deploy energy and resources at levels required for successful collaborations

Are ghost surfaces quadratic-flux-minimizing?

Two candidates for "almost-invariant" toroidal surfaces passing through magnetic islands, namely quadratic-flux-minimizing (QFMin) surfaces and ghost surfaces, use families of periodic pseudo-orbits (i.e. paths for which the action is not exactly extremal). QFMin pseudo-orbits, which are coordinate-dependent, are field lines obtained from a modified magnetic field, and ghost-surface pseudo-orbits are obtained by displacing closed field lines in the direction of steepest descent of magnetic action, $\oint \vec{A}\cdot\mathbf{dl}$. A generalized Hamiltonian definition of ghost surfaces is given and specialized to the usual Lagrangian definition. A modified Hamilton's Principle is introduced that allows the use of Lagrangian integration for calculation of the QFMin pseudo-orbits. Numerical calculations show QFMin and Lagrangian ghost surfaces give very similar results for a chaotic magnetic field perturbed from an integrable case, and this is explained using a perturbative construction of an auxiliary poloidal angle for which QFMin and Lagrangian ghost surfaces are the same up to second order. While presented in the context of 3-dimensional magnetic field line systems, the concepts are applicable to defining almost-invariant tori in other $1{1/2}$ degree-of-freedom nonintegrable Lagrangian/Hamiltonian systems.Comment: 8 pages, 3 figures. Revised version includes post-publication corrections in text, as described in Appendix C Erratu

Converting theory to practice: University-school collaboration on devising strategies for mentoring pedagogical knowledge

There appears no shortage of theorists for preservice teacher education; however many ideas are abandoned without practical applications. Indeed, it can take years for theories to materialise into practice, if they materialise at all. The quality of preservice teacher education is central for enhancing an education system, and mentors’ roles can assist to shape preservice teachers’ development within the school context. Yet mentoring can be haphazard without being underpinned by a theoretical framework. A mentoring model (personal attributes, system requirements, pedagogical knowledge, modelling, and feedback) has emerged from research and the literature to guide mentors’ practices. This qualitative study investigates mentors’ pedagogical knowledge as one factor crucial to the mentoring process. More specifically, this study involves a questionnaire and audio-recorded focus group meetings with experienced mentors (n=14) who deliberated on devising practical applications for mentoring pedagogical knowledge. Findings revealed that these experienced mentors pinpointed practical applications around a mentor’s role for providing pedagogical knowledge to the mentee. These strategies were varied and demonstrated that any one mentoring practice may be approached from a number of different angles. Nevertheless, there were core mentoring practices in pedagogical knowledge such as showing the mentee how to plan for teaching, articulating classroom management approaches, and talking about how to connect learning to assessment. Mentors may require education on current mentoring practices with practical strategies that are linked to theoretical underpinnings

Action-gradient-minimizing pseudo-orbits and almost-invariant tori

Transport in near-integrable, but partially chaotic, $1 1/2$ degree-of-freedom Hamiltonian systems is blocked by invariant tori and is reduced at \emph{almost}-invariant tori, both associated with the invariant tori of a neighboring integrable system. "Almost invariant" tori with rational rotation number can be defined using continuous families of periodic \emph{pseudo-orbits} to foliate the surfaces, while irrational-rotation-number tori can be defined by nesting with sequences of such rational tori. Three definitions of "pseudo-orbit," \emph{action-gradient--minimizing} (AGMin), \emph{quadratic-flux-minimizing} (QFMin) and \emph{ghost} orbits, based on variants of Hamilton's Principle, use different strategies to extremize the action as closely as possible. Equivalent Lagrangian (configuration-space action) and Hamiltonian (phase-space action) formulations, and a new approach to visualizing action-minimizing and minimax orbits based on AGMin pseudo-orbits, are presented.Comment: Accepted for publication in a special issue of Communications in Nonlinear Science and Numerical Simulation (CNSNS) entitled "The mathematical structure of fluids and plasmas : a volume dedicated to the 60th birthday of Phil Morrison

Cosmological Parameters from the Comparison of the 2MASS Gravity Field with Peculiar Velocity Surveys

We compare the peculiar velocity field within 65 $h^{-1}$ Mpc predicted from 2MASS photometry and public redshift data to three independent peculiar velocity surveys based on type Ia supernovae, surface brightness fluctuations in ellipticals, and Tully-Fisher distances to spirals. The three peculiar velocity samples are each in good agreement with the predicted velocities and produce consistent results for \beta_{K}=\Omega\sbr{m}^{0.6}/b_{K}. Taken together the best fit $\beta_{K} = 0.49 \pm 0.04$. We explore the effects of morphology on the determination of $\beta$ by splitting the 2MASS sample into E+S0 and S+Irr density fields and find both samples are equally good tracers of the underlying dark matter distribution, but that early-types are more clustered by a relative factor b\sbr{E}/b\sbr{S} \sim 1.6. The density fluctuations of 2MASS galaxies in $8 h^{-1}$ Mpc spheres in the local volume is found to be \sigma\sbr{8,K} = 0.9. From this result and our value of $\beta_{K}$, we find \sigma_8 (\Omega\sbr{m}/0.3)^{0.6} = 0.91\pm0.12. This is in excellent agreement with results from the IRAS redshift surveys, as well as other cosmological probes. Combining the 2MASS and IRAS peculiar velocity results yields \sigma_8 (\Omega\sbr{m}^/0.3)^{0.6} = 0.85\pm0.05.Comment: 11 pages, ApJ accepte

Workplaces in the cinema

Purpose – The purpose of this paper is to explore the representation of workplaces in the cinema and discuss its relevance to facilities management research. Design/methodology/approach – An analysis of representation of work and the workplace in three films is made. These are Metropolis (1927), Wall Street (1987) and Clerks (1994). Cross-case themes are then discussed. Findings – Although the three films are of different time periods and genres a number of common themes emerge. These include level of control over the work process, alienation from the product of work and social capital gained. This may have implications for how workplaces are perceived and interpreted. Analysis of representations of the workplace in popular culture may contribute to user-centred approaches to facilities management. Research limitations/implications – The study is limited to three films. A different choice might produce different results. Practical implications – Understanding representations of the workplace in popular culture may give insights into user responses to management actions. Originality/value – Although there is a research literature on the analysis of popular culture within organizational studies this has not been taken up by facilities management researchers. This paper explores the relevance of the analysis of an aspect of popular culture for facilities management