title: Evaluating Jacquet's GL(n) Whittaker function

authors: Broughan, Kevin A.

subjects: mathematics

abstract: Algorithms for the explicit symbolic and numeric evaluation of Jacquet's Whittaker function for the GL(n,R)based generalized upper half-plane for n≥2, and an implementation for symbolic evaluation in the Mathematica package GL(n)pack, are described. This requires a comparison of the different definitions of Whittaker function which have appeared in the literature.

text: Evaluating Jacquet's GL(n) Whittaker function Algorithms for the explicit symbolic and numeric evaluation of Jacquet's Whittaker function for the GL(n,R)based generalized upper half-plane for n≥2, and an implementation for symbolic evaluation in the Mathematica package GL(n)pack, are described. This requires a comparison of the different definitions of Whittaker function which have appeared in the literature.

year: 2008

title: Tracing new ground, from language to languaging, and from languaging to assemblages: rethinking languaging through the multilingual and ontological turns

authors: Gurney, Laura

subjects: Multilingualism

abstract: This paper traces recent theorisation stemming from the multilingual turn and brings this into dialogue with assemblage thinking, discussing the critical potential of bringing these perspectives together to explore what language is and how it is understood. The argument maps salient features of the multilingual turn which have extended the fields of applied and socio-linguistics beyond a preoccupation with separable languages embedded within a code-based depiction of linguistic behaviour. Within this body of research, we highlight the influential theoretical frames of (trans)languaging and metrolingualism, which position language as a dynamic process – and practice – rather than a product. We then begin to think through language/languaging as assemblage, a process which heralds an ontological shift. In so doing, we consider the ontological turn within and beyond linguistics to extend the potential of critical language studies, breaking with hegemonic language ideology via a radical reconsideration of the temporality, complexity and materiality of language.

text: Tracing new ground, from language to languaging, and from languaging to assemblages: rethinking languaging through the multilingual and ontological turns This paper traces recent theorisation stemming from the multilingual turn and brings this into dialogue with assemblage thinking, discussing the critical potential of bringing these perspectives together to explore what language is and how it is understood. The argument maps salient features of the multilingual turn which have extended the fields of applied and socio-linguistics beyond a preoccupation with separable languages embedded within a code-based depiction of linguistic behaviour. Within this body of research, we highlight the influential theoretical frames of (trans)languaging and metrolingualism, which position language as a dynamic process – and practice – rather than a product. We then begin to think through language/languaging as assemblage, a process which heralds an ontological shift. In so doing, we consider the ontological turn within and beyond linguistics to extend the potential of critical language studies, breaking with hegemonic language ideology via a radical reconsideration of the temporality, complexity and materiality of language.

year: 2019

title: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika

authors: Fitzpatrick, Katie

subjects: physical education

abstract: Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

text: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

year: 2005