title: Pest Fish Control - Fact Sheet

authors: Tempero, Grant Wayne

abstract: Due to their negative impacts on water quality and native biodiversity in New Zealand, regional councils have included a number of introduced freshwater fish species such as koi carp, rudd, brown bullhead catfish, goldfish, tench, gambusia (mosquitofish) and European perch (Figure 1) in their pest management plans. The Department of Conservation and regional councils undertake control and eradication programmes around New Zealand every year in order to contain their spread and reduce their impacts. Nearly all regions of mainland New Zealand have at least one of these species but they are most prevalent in the Auckland and Waikato regions. LERNZ has been researching the population ecology and capture methods of pest fish populations in order to develop efficient methods for their control.

text: Pest Fish Control - Fact Sheet Due to their negative impacts on water quality and native biodiversity in New Zealand, regional councils have included a number of introduced freshwater fish species such as koi carp, rudd, brown bullhead catfish, goldfish, tench, gambusia (mosquitofish) and European perch (Figure 1) in their pest management plans. The Department of Conservation and regional councils undertake control and eradication programmes around New Zealand every year in order to contain their spread and reduce their impacts. Nearly all regions of mainland New Zealand have at least one of these species but they are most prevalent in the Auckland and Waikato regions. LERNZ has been researching the population ecology and capture methods of pest fish populations in order to develop efficient methods for their control.

year: 2015

title: Exact and quasiexact solvability of second-order superintegrable quantum systems: I. Euclidean space preliminaries

authors: Kalnins, Ernie G.

subjects: Mathematics

abstract: We show that second-order superintegrable systems in two-dimensional and three-dimensional Euclidean space generate both exactly solvable (ES) and quasiexactly solvable (QES) problems in quantum mechanics via separation of variables, and demonstrate the increased insight into the structure of such problems provided by superintegrability. A principal advantage of our analysis using nondegenerate superintegrable systems is that they are multiseparable. Most past separation of variables treatments of QES problems via partial differential equations have only incorporated separability, not multiseparability. Also, we propose another definition of ES and QES. The quantum mechanical problem is called ES if the solution of Schrödinger equation can be expressed in terms of hypergeometric functions mFn and is QES if the Schrödinger equation admits polynomial solutions with coefficients necessarily satisfying a three-term or higher order of recurrence relations. In three dimensions we give an example of a system that is QES in one set of separable coordinates, but is not ES in any other separable coordinates. This example encompasses Ushveridze's tenth-order polynomial QES problem in one set of separable coordinates and also leads to a fourth-order polynomial QES problem in another separable coordinate set.

text: Exact and quasiexact solvability of second-order superintegrable quantum systems: I. Euclidean space preliminaries We show that second-order superintegrable systems in two-dimensional and three-dimensional Euclidean space generate both exactly solvable (ES) and quasiexactly solvable (QES) problems in quantum mechanics via separation of variables, and demonstrate the increased insight into the structure of such problems provided by superintegrability. A principal advantage of our analysis using nondegenerate superintegrable systems is that they are multiseparable. Most past separation of variables treatments of QES problems via partial differential equations have only incorporated separability, not multiseparability. Also, we propose another definition of ES and QES. The quantum mechanical problem is called ES if the solution of Schrödinger equation can be expressed in terms of hypergeometric functions mFn and is QES if the Schrödinger equation admits polynomial solutions with coefficients necessarily satisfying a three-term or higher order of recurrence relations. In three dimensions we give an example of a system that is QES in one set of separable coordinates, but is not ES in any other separable coordinates. This example encompasses Ushveridze's tenth-order polynomial QES problem in one set of separable coordinates and also leads to a fourth-order polynomial QES problem in another separable coordinate set.

year: 2006-03

title: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms

authors: Eley, Elizabeth Martha Ann

subjects: micro-interactions

abstract: New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

text: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

year: 2020