The knowledge we have about the sun’s corona is based on observations made from afar. It is impossible, therefore, to speculate about the three-dimensional structure of the corona directly. This article outlines the history of the study of the structure of the corona, and describes new techniques which for the first time enable us to know the structure of the corona in detail. A description is given of the change in the structure over the life cycle of the sun, together with new information about the connection between the magnetic field and coronal density and new results concerning the rotation rates of the corona. The results show that knowledge about the corona can be greatly increased by applying new tomography techniques, enabling and stimulating further studies of the corona in years to come.

Mae'r clipiau yma yn olrhain hanes cynhadledd achos er mwyn gwarchod plant. Mae’r clipiau yn cynnig enghraifft i fyfyrwyr o’r modd y cynhelir Cynhadledd Achos. Yn yr achos hwn, trafodir dau blentyn ifanc o’r enw Siân a Dylan. Mae Siân yn bump oed, a Dylan yn fabi deunaw mis oed. Pwrpas cynnal y Gynhadledd Achos yw i benderfynu a ddylai’r plant barhau ar y gofrestr amddiffyn plant ai peidio. Mae'r fideo wedi ei rannu mewn i 8 rhan. Dychmygol yw’r cymeriadau yn yr adnodd hwn, ond mae’r math yma o sefyllfa yn gyffredin iawn o fewn cyd-destun y Gynhadledd Achos.

Darlith gan Alan Llwyd ar Kate, ei gofiant i Kate Roberts. Recordiwyd y ddarlith yn Ysgol y Gymraeg, Prifysgol Bangor, ym mis Mawrth 2012. Cyllidwyd y digwyddiad drwy gyfrwng grant bach gan y Coleg Cymraeg Cenedlaethol.

Cyfres o glipiau digidol yn pwysleisio’r manteision o astudio a gweithio trwy gyfrwng y Gymraeg ym myd Busnes.

The literature contains many studies on code-switching. The socio-cultural method of studying networking in the classroom as described by Mercer (2000) is based on a detailed analysis of the discourse of language classes. Mercer noted a number of linguistic techniques used by teachers. This article analyses the views of trainee-teachers on code-switching as a practice in the classroom. In the study, the class practice of two trainee teachers, bilingual in Welsh and English, was examined. The two were observed and their teaching recorded. Interviews were also held with the trainee teachers to ask them about their attitudes to the use of the first language in a secondary-school class where English is a second language. The collected data is analysed using Critical Discourse analysis methods. Specific consideration is given to what extent the trainee teachers succeeded in teaching in a way that was within the attainment of the bilingual pupils under their care. The occasions when the teachers switched from English to Welsh for a minute could be seen to correspond to the code-switching functions noted by Camilleri. The code-switching suggests a legitimate way of using common linguistic resources as a teaching support in the classroom.

This article focuses on the effects of music on sufferers of dementia as a means of communicating through familiar songs within a Welsh context. The fieldwork is based on the author’s experience singing to the accompaniment of the Celtic harp at an assessment unit for dementia and at resident homes for the elderly on the Llŷn Peninsula during the Summer of 2010 and presents insights gained from observing patients recalling familiar songs when conversation was difficult. On this basis, the article examines the way in which music can assist patients who suffer from this condition, describing and analysing the results.

Since the Nineteenth Century, choral singing has played a prominent part in Welsh culture and society. In the latter part of the Twentieth Century, there were increasing demands to consider the influences of quality of life and well-being on health. As a result, there is a growing field of research that considers the role of the community arts, and choral singing in particular, as social capital, and the way in which they can influence personal and social health and well-being. Due to this growing recognition, this article will consider research that examines the relationship between amateur choir-singing in Wales – as both a musical and social event – and general health and well-being.

This paper is based on a pilot study aimed at defining and identifying the most common speech errors made by candidates for the WJEC’s Use of Welsh examinations at Intermediate and Advanced Levels in the CQFW, during the oral tests associated with these examinations. The paper explores how the speech errors observed can be classified, and if it is possible to use the resulting data to discover whether they can be regarded as linguistic variables in their own right and used to explore their relationship with non-linguistic factors such as context, age, upbringing and social background as part of a comprehensive study based on a much larger sample of informants.

During the summer of 2010, as part of a project by Dr T. Robin Chapman and Dr Dafydd Sills-Jones, Welsh speakers of all generations and backgrounds were questioned about the poems of T. H. Parry-Williams, at the National Library and on the Eisteddfod field. The format was that of asking everyone to select a poem, to read it aloud, and then to explain why they had chosen it in an open-ended interview. The aim was to investigate the current status of the poetry of T.H. Parry-Williams, by analysing different readings on the basis of rhetoric and performance. Although no effort was made to secure a scientifically representative sample, both male and female readers were attracted, from different parts of Wales, and of all ages from early twenties to retirement age. It was expected that the project would raise questions about the reception given to the poems of T. H. Parry-Williams amongst the members of the public who took part in the experiment. Who would choose which poem? How would different performances of the same poem reveal geographical or generational differences? What would be the relationship between the performances and the reasons and stories that appeared during the interviews? There were also methodological questions to be resolved across an interdisciplinary gulf. How would audiovisual and literary techniques inter-relate? How would it be possible to analyse the readings, without following the usual interpretative trails? An exhibition of the interviews was staged in December of the same year in the form of a series of video screens showing the interviews in parallel and concurrent format. Although the project belongs to two similar analytical traditions, namely literary analysis and the analysis of film, the exhibition brought them together through a third tradition, exemplified in video artworks such as the audiovisual installations ‘Forty Part Motet’ and ‘Videos Transamericas’. Thus, this demonstrative/analytical mode posed a challenge to both researchers, and was an inventive journey into a new methodological domain. Although the researchers are agreed on the fundamental research question posed by the project, which is to seek to assess the position occupied by T.H. in Welsh culture thirty five years after his death, it became apparent during their collaboration that this was on the basis of markedly different ideas of the significance of the methods used and the findings obtained. Robin Chapman’s background is in recent Welsh literature. Dafydd Sills-Jones has experience of working in the field of documentary production, and is interested in the performing aspects of such productions. What follows is an epilogue where both use the project’s common ground to explain their methods to each other – and to themselves. The hope is that it will be a means not only for them to say something about our two disciplines, but that it will be an opportunity also to investigate in more general terms the (creative) tension that manifests itself in interdisciplinary collaboration.

Using the contemporary status of the Welsh language in post-16 education and the administration of justice as models, the aim of this article is to identify a paradigm of minority language non-use that arises despite the formal provision of bilingual services and resources. Thereafter, weaknesses in this paradigm will be explored in order to evaluate how existing legislation and policies may be employed in a manner that facilitates a change in linguistic behaviour from that which normalises minority language non-use to one that maximises the opportunities for meaningful linguistic choices.

Darlith Flynyddol y Coleg Cymraeg Cenedlaethol 2011: Seiliau Cyfansoddiadol y Ddeddfwrfa Gymraeg, gan yr Athro Richard Wyn Jones. Traddodwyd y ddarlith yn Eisteddfod Genedlaethol Wrecsam a'r Fro.

This article reports on the findings of initial work undertaken to assess the contribution of service users / carers to social work education at a higher education institution in Wales and also critically discusses the contribution of service users / carers to social work education. The role of service users / carers in this context continues to be unclear. We suggest that this is reflected in the comments of service users / carers, who often talk about the value of their contribution to social work education in terms of personal benefits - often therapeutic – which they experience from taking part. Social work students are enthusiastic about the contribution of service users / carers to their education, and believe it is useful, but they have varying ideas on how and what the contribution of service users / carers could and should be.