title: Superintegrability on the two-dimensional hyperboloid. II

authors: Kalnins, Ernie G.

subjects: Mathematics

abstract: This work is devoted to the investigation of the quantum mechanical systems on the two-dimensional hyperboloid which admits separation of variables in at least two coordinate systems. Here we consider two potentials introduced in a paper of C. P. Boyer, E. G. Kalnins, and P. Winternitz [J. Math. Phys. 24, 2022 (1983)], which have not yet been studied. We give an example of an interbasis expansion and work out the structure of the quadratic algebra generated by the integrals of motion.

text: Superintegrability on the two-dimensional hyperboloid. II This work is devoted to the investigation of the quantum mechanical systems on the two-dimensional hyperboloid which admits separation of variables in at least two coordinate systems. Here we consider two potentials introduced in a paper of C. P. Boyer, E. G. Kalnins, and P. Winternitz [J. Math. Phys. 24, 2022 (1983)], which have not yet been studied. We give an example of an interbasis expansion and work out the structure of the quadratic algebra generated by the integrals of motion.

year: 1999-05

title: Information Requirements in Natural Resources Law: Geothermal, Fisheries and Petroleum Compared

authors: Parson, Phoebe Ruth

subjects: Natural resources law

abstract: The purpose of this research is to demonstrate the key role of legal provisions for information in natural resource law, particularly legal provisions within a resource manager and resource developer relationship.  Using three legislative regimes, the research examines and compares information provisions’ functions substantively and procedurally. The research shows that limitations in existing provisions for information under these regimes provide important lessons for articulating optimum legal characteristics for information provisions in natural resources law for the future. The main research question: What legal characteristics are desirable in information requirements for managing natural resources? guides the analysis.
Information is at the heart of natural resource decision-making. Information provisions are instrumental in assessing the practical, economic and legal feasibility of resource development and in gauging a resource developer’s compliance with law. To understand what legal characteristics are desirable in information provisions, the thesis compares the management of three natural resources: the geothermal resource under the Resource Management Act 1991, the ocean fisheries resource under the Fisheries Act 1996, and the petroleum resource under the Crown Minerals Act 1991.  In New Zealand, either a central or regional government agency authorises and manages the use of these “subsurface” resources, with statutory requirements for information applying to both a state agency (the resource manager) and to a private developer exploiting a resource. Public accountability for resource management is established through the provision of accurate and relevant information.
The thesis uses a natural resource law lens to examine the (usually) bilateral agreement between resource manager and resource developer. Such agreements take the form of a resource-use permit or licence. To ensure that the terms of the agreement are met, a resource user must regularly provide an agency with information (and data) on how a resource is exploited. Under each legislative regime, non-statutory information management tools such as adaptive management and technical peer review facilitate and provide oversight of the natural resource agreement. The thesis analyses these mechanisms including the use of technical modelling as a regulatory tool. Using regulation theory, the research also explores the influence of the regulatory relationship on the fulfilment of information provisions and the extent to which resource users are involved in rule development and resource co-management, revealing how information problems can arise with process informality and public accountability. 


The research is significant overall because increasing demands on natural resources mean accountable decision-making is increasingly expected. Justifiable and defensible reasons for decisions are vital to long-term sustainable resource management and to human survival and flourishing. While economic justifications for resource development remain relevant, the thesis demonstrates that equitable resource management that benefits multiple interests, including the rights of Māori in natural resources, is needed. 
Significantly, despite substantial advances in industrial-scale geothermal resource exploitation and significant developments in geothermal policy and rules in New Zealand, no thorough legal analysis of geothermal resource management law has occurred in recent decades. By using the geothermal resource as its main case study resource, this research fills a gap in the legal literature. A review of geothermal resources law is therefore valuable and timely in guiding the future management of geothermal resources into a low-carbon energy future.
Commonalities in information challenges across the three resources examined emphasise the key role of legal provisions for information broadly in natural resources law. As Aotearoa New Zealand proceeds with its largest suite of resource management law reform in thirty years, the key role of legal provisions for information in natural resources law must be realised. The study concludes that legal provisions for information in natural resources law must support multilateral interests, contain functional clarity, and provide formalised processes and links with meta-goals that reach beyond each legal regime’s purpose.

text: Information Requirements in Natural Resources Law: Geothermal, Fisheries and Petroleum Compared The purpose of this research is to demonstrate the key role of legal provisions for information in natural resource law, particularly legal provisions within a resource manager and resource developer relationship.  Using three legislative regimes, the research examines and compares information provisions’ functions substantively and procedurally. The research shows that limitations in existing provisions for information under these regimes provide important lessons for articulating optimum legal characteristics for information provisions in natural resources law for the future. The main research question: What legal characteristics are desirable in information requirements for managing natural resources? guides the analysis.
Information is at the heart of natural resource decision-making. Information provisions are instrumental in assessing the practical, economic and legal feasibility of resource development and in gauging a resource developer’s compliance with law. To understand what legal characteristics are desirable in information provisions, the thesis compares the management of three natural resources: the geothermal resource under the Resource Management Act 1991, the ocean fisheries resource under the Fisheries Act 1996, and the petroleum resource under the Crown Minerals Act 1991.  In New Zealand, either a central or regional government agency authorises and manages the use of these “subsurface” resources, with statutory requirements for information applying to both a state agency (the resource manager) and to a private developer exploiting a resource. Public accountability for resource management is established through the provision of accurate and relevant information.
The thesis uses a natural resource law lens to examine the (usually) bilateral agreement between resource manager and resource developer. Such agreements take the form of a resource-use permit or licence. To ensure that the terms of the agreement are met, a resource user must regularly provide an agency with information (and data) on how a resource is exploited. Under each legislative regime, non-statutory information management tools such as adaptive management and technical peer review facilitate and provide oversight of the natural resource agreement. The thesis analyses these mechanisms including the use of technical modelling as a regulatory tool. Using regulation theory, the research also explores the influence of the regulatory relationship on the fulfilment of information provisions and the extent to which resource users are involved in rule development and resource co-management, revealing how information problems can arise with process informality and public accountability. 


The research is significant overall because increasing demands on natural resources mean accountable decision-making is increasingly expected. Justifiable and defensible reasons for decisions are vital to long-term sustainable resource management and to human survival and flourishing. While economic justifications for resource development remain relevant, the thesis demonstrates that equitable resource management that benefits multiple interests, including the rights of Māori in natural resources, is needed. 
Significantly, despite substantial advances in industrial-scale geothermal resource exploitation and significant developments in geothermal policy and rules in New Zealand, no thorough legal analysis of geothermal resource management law has occurred in recent decades. By using the geothermal resource as its main case study resource, this research fills a gap in the legal literature. A review of geothermal resources law is therefore valuable and timely in guiding the future management of geothermal resources into a low-carbon energy future.
Commonalities in information challenges across the three resources examined emphasise the key role of legal provisions for information broadly in natural resources law. As Aotearoa New Zealand proceeds with its largest suite of resource management law reform in thirty years, the key role of legal provisions for information in natural resources law must be realised. The study concludes that legal provisions for information in natural resources law must support multilateral interests, contain functional clarity, and provide formalised processes and links with meta-goals that reach beyond each legal regime’s purpose.

year: 2022

title: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education

authors: Rathore, Devika

abstract: An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

text: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

year: 2024