Abstract. We report observations of the T Tauri system at 8.4 GHz with a VLBI array comprising the VLBA, VLA and Effelsberg 100 m telescopes. We detected a compact source offset approximately 40 mas from the best infrared position of the T Tau Sb component. This source was unresolved, and constrained to be less than 0.5 mas in size, corresponding to 0.07 AU or 15 R at a distance of 140 pc. The other system components (T Tau Sa, T Tau N) were not detected in the VLBI data. The separate VLA map contains extended flux not accounted for by the compact VLBI source, indicating the presence of extended emission on arcsecond scales. The compact source shows rapid variability, which together with circular polarization and its compact nature indicate that the observed flux arises from a magnetically-dominated region. Brightness temperatures in the MK range point to gyrosynchrotron as the emission mechanism for the steady component. The rapid variations are accompanied by dramatic changes in polarization, and we record an at times 100% polarized component during outbursts. This strongly suggests a coherent emission process, most probably an electron cyclotron maser. With this assumption it is possible to estimate the strength of the local magnetic field to be 1.5−3 kilogauss.

The term schoolwide pedagogy was once rarely heard and yet has now become a part of most discussions around school improvement. But what does it really mean and why is the presence of a schoolwide pedagogical framework important? Some would say that in their school the adoption of an authoritative approach such as Habits of Mind, Bloom’s Taxonomies or the Productive Pedagogies is a schoolwide pedagogical framework. To some extent they are, but what is often lacking is the intellectual and social capacity that is built through collective professional sharing and articulation of strongly held beliefs about contextually relevant teaching and learning practices. Without this sense of ownership, teacher adoption ends up being sporadic at best with some teachers paying only lip service to imposed quality frameworks. In schools that have engaged with the processes of the Innovative Designs for Enhancing Achievements in Schools ( IDEAS) project, personal pedagogical principles and authoritative pedagogical principles are contextualized by the school community as a whole. The story from one school is used to demonstrate the enduring strength of commitment when a school creates its own SWP.

Abstract

The MHONGOOSE (MeerKAT H i Observations of Nearby Galactic Objects: Observing Southern Emitters) survey maps the distribution and kinematics of the neutral atomic hydrogen (H i) gas in and around 30 nearby star-forming spiral and dwarf galaxies to extremely low H i column densities. The H i column density sensitivity (3σ over 16 km s −1 ) ranges from ∼ 5 • 10 17 cm −2 at 90 ′′ resolution to ∼ 4 • 10 19 cm −2 at the highest resolution of 7 ′′ . The H i mass sensitivity (3σ over 50 km s −1 ) is ∼ 5.5 • 10 5 M ⊙ at a distance of 10 Mpc (the median distance of the sample galaxies). The velocity resolution of the data is 1.4 km s −1 . One of the main science goals of the survey is the detection of cold, accreting gas in the outskirts of the sample galaxies. The sample was selected to cover a range in H i masses, from 10 7 M ⊙ to almost 10 11 M ⊙ , to optimally sample possible accretion scenarios and environments. The distance to the sample galaxies ranges from 3 to 23 Mpc. In this paper, we present the sample selection, survey design, and observation and reduction procedures. We compare the integrated H i fluxes based on the MeerKAT data with those derived from single-dish measurement and find good agreement, indicating that our MeerKAT observations are recovering all flux. We present H i moment maps of the entire sample based on the first ten percent of the survey data, and find that a comparison of the zeroth-and second-moment values shows a clear separation between the physical properties of the H i in areas with star formation and areas without, related to the formation of a cold neutral medium. Finally, we give an overview of the H i-detected companion and satellite galaxies in the 30 fields, five of which have not previously been catalogued. We find a clear relation between the number of companion galaxies and the mass of the main target galaxy.

"Inclusion!" is the catch cry heard across both educational and community contexts and yet the reality is often less than ideal. The diversity and complexity of student needs within regular classrooms are both an asset and a challenge for schools and classroom teachers. We believe, with Nelson Mandela, that "Education is the most powerful weapon which you can use to change the world" and in order for such a dream to be achieved, it is essential that the pedagogical practices that support the needs of diverse learners are clearly understood and supported by both teachers and school leaders. Most existing research emphasises the need to improve the skill sets of both teacher graduates and practising teachers as a means of enhancing student support. We suggest that it cannot stop at the individual classroom practice level. To maximise student outcomes, inclusive pedagogical practices must be school wide, and well understood, thus resulting in a culture of inclusion becoming embedded in school wide practices and maintained over the long term. Inclusive schoolwide pedagogical (SWP) frameworks and shared practices lie at the heart of the two case study examples used to illustrate the key messages from our research.