A numerical scheme for two-dimensional, open channel flows with non-rectangular geometries

An algorithm based on flux difference splitting is presented for the solution of two-dimensional, open channel flows. A transformation maps a non-rectangular, physical domain into a rectangular one. The governing equations are then the shallow water equations, including terms of slope and friction, in a generalized coordinate system. A regular mesh on a rectangular computational domain can then be employed. The resulting scheme has good jump capturing properties and the advantage of using boundary/body-fitted meshes. The scheme is applied to a problem of flow in a river whose geometry induces a region of supercritical flow.

The MaPS project: mapping teacher conceptions of musical development

The chapter starts from the premise that an historically- and institutionally-formed orientation to music education at primary level in European countries privileges a nineteenth century Western European music aesthetic, with its focus on formal characteristics such as melody and rhythm. While there is a move towards a multi-faceted understanding of musical ability, a discrete intelligence and willingness to accept musical styles or 'open-earedness', there remains a paucity of documented evidence of this in research at primary school level. To date there has been no study undertaken which has the potential to provide policy makers and practitioners with insights into the degree of homogeneity or universality in conceptions of musical ability within this educational sector. Against this background, a study was set up to explore the following research questions: 1. What conceptions of musical ability do primary teachers hold a) of themselves and; b) of their pupils? 2. To what extent are these conceptions informed by Western classical practices? A mixed methods approach was used which included survey questionnaire and semi-structured interview. Questionnaires have been sent to all classroom teachers in a random sample of primary schools in the South East of England. This was followed up with a series of semi-structured interviews with a sub-sample of respondents. The main ideas are concerned with the attitudes, beliefs and working theories held by teachers in contemporary primary school settings. By mapping the extent to which a knowledge base for teaching can be resistant to change in schools, we can problematise primary schools as sites for diversity and migration of cultural ideas. Alongside this, we can use the findings from the study undertaken in an English context as a starting point for further investigation into conceptions of music, musical ability and assessment held by practitioners in a variety of primary school contexts elsewhere in Europe; our emphasis here will be on the development of shared understanding in terms of policies and practices in music education. Within this broader framework, our study can have a significant impact internationally, with potential to inform future policy making, curriculum planning and practice.

Identifying the Open-Closed Field Line Boundary

Of all the various definitions of the polar cap boundary that have been used in the past, the most physically meaningful and significant is the boundary between open and closed field lines. Locating this boundary is very important as it defines which regions and phenomena are on open field lines and which are on closed. This usually has fundamental implications for the mechanisms invoked. Unfortunately, the open-closed boundary is usually very difficult to identify, particularly where it maps to an active reconnection site. This paper looks at the topological reconnection classes that can take place, both at the magnetopause and in the cross-tail current sheet and discusses the implications for identifying the open-closed boundary when reconnection is giving velocity filter dispersion of signatures. On the dayside, it is shown that the dayside boundary plasma sheet and low-latitude boundary layer precipitations are well explained as being on open field lines, energetic ions being present because of reflection of central plasma sheet ions off the two Alfvén waves launched by the reconnection site (the outer one of which is the magnetopause). This also explains otherwise anomalous features of the dayside convection pattern in the cusp region. On the nightside, similar considerations place the open-closed boundary somewhat poleward of the velocity-dispersed ion structures which are a signature of the plasma sheet boundary layer ion flows in the tail.