title: Mixed basis matrix elements for the subgroup reductions of SO(2,1)

authors: Kalnins, Ernie G.

subjects: Mathematics

abstract: By using the irreducible decomposition on the two-dimensional light cone, the mixed basis matrix elements for the three subgroup reductions of SO(2,1) are calculated. These matrix elements are calculated for the principal series only and can be expressed in terms of well-known special functions. As a consequence of appearing in this context, some new properties of these special functions are given.

text: Mixed basis matrix elements for the subgroup reductions of SO(2,1) By using the irreducible decomposition on the two-dimensional light cone, the mixed basis matrix elements for the three subgroup reductions of SO(2,1) are calculated. These matrix elements are calculated for the principal series only and can be expressed in terms of well-known special functions. As a consequence of appearing in this context, some new properties of these special functions are given.

year: 1973-05

title: A Study of Green Space Access in the Waikato Region

authors: Wackrow, Aidan

abstract: Access to green space provides a wide range of social, economic, health and environmental benefits. However, there are disparities in the ways that people access these benefits. This research aimed to examine how access to green space was spatially distributed across the Waikato region, whether a relationship existed between access to green space and socioeconomic deprivation, and what the planning and policy implications of this were.
In order to quantify access to green space, a Geographic Information System (GIS) analysis was undertaken using the Access to Natural Greenspace Standard (ANGSt) model, an English distance based accessibility measure. The ANGSt model measures how many people meet each of four standards based on travel distance to different sized green spaces. The results of this analysis were compared with New Zealand Deprivation (NZDep) index scores in order to determine if socioeconomic deprivation had any effect on access to green space. Semi- structured interviews were then undertaken in order to ground the results in current planning theory and practice.
The results of the GIS analysis showed that, generally, urban populations had better access to small green spaces within walking distance, while rural populations had better access to large green spaces. This study was unable to find evidence of a relationship between deprivation and green space access.
While most people in the region have access to a green space, there are still areas where access is lacking. Further study is needed in order to better understand the determinants of accessibility and how equitable access to the benefits of nature can be achieved.

text: A Study of Green Space Access in the Waikato Region Access to green space provides a wide range of social, economic, health and environmental benefits. However, there are disparities in the ways that people access these benefits. This research aimed to examine how access to green space was spatially distributed across the Waikato region, whether a relationship existed between access to green space and socioeconomic deprivation, and what the planning and policy implications of this were.
In order to quantify access to green space, a Geographic Information System (GIS) analysis was undertaken using the Access to Natural Greenspace Standard (ANGSt) model, an English distance based accessibility measure. The ANGSt model measures how many people meet each of four standards based on travel distance to different sized green spaces. The results of this analysis were compared with New Zealand Deprivation (NZDep) index scores in order to determine if socioeconomic deprivation had any effect on access to green space. Semi- structured interviews were then undertaken in order to ground the results in current planning theory and practice.
The results of the GIS analysis showed that, generally, urban populations had better access to small green spaces within walking distance, while rural populations had better access to large green spaces. This study was unable to find evidence of a relationship between deprivation and green space access.
While most people in the region have access to a green space, there are still areas where access is lacking. Further study is needed in order to better understand the determinants of accessibility and how equitable access to the benefits of nature can be achieved.

year: 2016

title: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools?

authors: McLocklan, Sue

subjects: Maori student achievement

abstract: The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

text: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools? The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

year: 2013