title: Exploring connections of children and counselling within education contexts

authors: Flanagan, Paul G.

abstract: This presentation will report on two studies related to children in Aotearoa New Zealand. First, a study that examined the effects for children of the language about sexuality and childhood used by their parents, teachers and counsellors. Second, a current study that scopes the practice of counselling in primary schools. These two studies invite analysis of the intersection of childhood, counselling and education. The presentation will examine ideas of counselling as a location for supporting children’s identity development within primary schools. Such support will be viewed through critical lenses of political, historical and cultural contexts of childhood in Aotearoa New Zealand.

text: Exploring connections of children and counselling within education contexts This presentation will report on two studies related to children in Aotearoa New Zealand. First, a study that examined the effects for children of the language about sexuality and childhood used by their parents, teachers and counsellors. Second, a current study that scopes the practice of counselling in primary schools. These two studies invite analysis of the intersection of childhood, counselling and education. The presentation will examine ideas of counselling as a location for supporting children’s identity development within primary schools. Such support will be viewed through critical lenses of political, historical and cultural contexts of childhood in Aotearoa New Zealand.

year: 2021

title: Models for quadratic algebras associated with second order superintegrable systems in 2D

authors: Kalnins, Ernie G.

subjects: superintegrability

abstract: There are 13 equivalence classes of 2D second order quantum and classical superintegrable systems with nontrivial potential, each associated with a quadratic algebra of hidden symmetries. We study the finite and infinite irreducible representations of the quantum quadratic algebras though the construction of models in which the symmetries act on spaces of functions of a single complex variable via either differential operators or difference operators. In another paper we have already carried out parts of this analysis for the generic nondegenerate superintegrable system on the complex 2-sphere. Here we carry it out for a degenerate superintegrable system on the 2-sphere. We point out the connection between our results and a position dependent mass Hamiltonian studied by Quesne. We also show how to derive simple models of the classical quadratic algebras for superintegrable systems and then obtain the quantum models from the classical models, even though the classical and quantum quadratic algebras are distinct.

text: Models for quadratic algebras associated with second order superintegrable systems in 2D There are 13 equivalence classes of 2D second order quantum and classical superintegrable systems with nontrivial potential, each associated with a quadratic algebra of hidden symmetries. We study the finite and infinite irreducible representations of the quantum quadratic algebras though the construction of models in which the symmetries act on spaces of functions of a single complex variable via either differential operators or difference operators. In another paper we have already carried out parts of this analysis for the generic nondegenerate superintegrable system on the complex 2-sphere. Here we carry it out for a degenerate superintegrable system on the 2-sphere. We point out the connection between our results and a position dependent mass Hamiltonian studied by Quesne. We also show how to derive simple models of the classical quadratic algebras for superintegrable systems and then obtain the quantum models from the classical models, even though the classical and quantum quadratic algebras are distinct.

year: 2008-01

title: Indigenizing outdoor play in New Zealand: A conversation analysis approach

authors: Bateman, Amanda

abstract: This chapter focuses on a single case analysis of one trip to a local bush reserve in New Zealand. The observations included in this chapter begin by exploring the way in which a promise to the Maori God Tane Mahuta is managed by the teachers and children at the beginning of the excursion. The promise made is part of the mundane, everyday activity engaged in by these children and teachers during their weekly visit to the bush reserve, where every child is required to recite a phrase that promises not to hurt the creatures, animals or plants of Tane Mahuta when they are playing in the forest. In the first of the video-recorded episodes, explicit reference to Tane Mahuta is initially oriented through one of the children reciting the promise, unprompted, at the beginning of the recording. The second observation reveals one of the teachers explaining to a child the rules of entering the forest: that you have to ask permission from Tane Mahuta before you enter. When a child does not want to say the promise, he is encouraged to do so collaboratively with the teacher before entering the forest. Only once the child has said the promise does he enter, demonstrating the importance of the verbal commitment and participation in the accountable action of promise-making by the participants prior to entering the forest.

text: Indigenizing outdoor play in New Zealand: A conversation analysis approach This chapter focuses on a single case analysis of one trip to a local bush reserve in New Zealand. The observations included in this chapter begin by exploring the way in which a promise to the Maori God Tane Mahuta is managed by the teachers and children at the beginning of the excursion. The promise made is part of the mundane, everyday activity engaged in by these children and teachers during their weekly visit to the bush reserve, where every child is required to recite a phrase that promises not to hurt the creatures, animals or plants of Tane Mahuta when they are playing in the forest. In the first of the video-recorded episodes, explicit reference to Tane Mahuta is initially oriented through one of the children reciting the promise, unprompted, at the beginning of the recording. The second observation reveals one of the teachers explaining to a child the rules of entering the forest: that you have to ask permission from Tane Mahuta before you enter. When a child does not want to say the promise, he is encouraged to do so collaboratively with the teacher before entering the forest. Only once the child has said the promise does he enter, demonstrating the importance of the verbal commitment and participation in the accountable action of promise-making by the participants prior to entering the forest.

year: 2017