title: The general theory of R-separation for Helmholtz equations

authors: Kalnins, Ernie G.

subjects: Mathematics

abstract: We develop the theory of R-separation for the Helmholtz equation on a pseudo-Riemannian manifold (including the possibility of null coordinates) and show that it, and not ordinary variable separation, is the natural analogy of additive separation for the Hamilton–Jacobi equation. We provide a coordinate-free characterization of variable separation in terms of commuting symmetry operators.

text: The general theory of R-separation for Helmholtz equations We develop the theory of R-separation for the Helmholtz equation on a pseudo-Riemannian manifold (including the possibility of null coordinates) and show that it, and not ordinary variable separation, is the natural analogy of additive separation for the Hamilton–Jacobi equation. We provide a coordinate-free characterization of variable separation in terms of commuting symmetry operators.

year: 1983-05

title: Flexibility on whose terms?

authors: Twiname, Linda J.

subjects: flexibility

abstract: Purpose – As part of an ongoing project on worker well-being, this paper aims to examine the application of flexible work arrangements through the experiences of core workers in a small, European-owned, New Zealand manufacturing firm. 
Design/methodology/approach – A participatory action research approach is taken. 
Findings – The research reveals that flexible employment arrangements utilised in this firm did not afford protection to core workers as theory suggests. Both core and peripheral workers were exposed to pressure primarily to extend their hours of work and to reduce their expectations regarding remuneration. Production level increases were not reflected in increases in numbers of core workers; in fact perceived job security was low. Core workers felt pressure to work extended hours out of their commitment to the firm, each other, and to maintain their own employment. 
Practical implications – The use of more democratic processes inherent in action research oriented at workplace well-being are shown to have had some value toward enhancing worker well-being. 
Originality/value – The paper demonstrates that the participative project placed pressure upon management and that it had the potential to redress a power imbalance within the employment relationship.

text: Flexibility on whose terms? Purpose – As part of an ongoing project on worker well-being, this paper aims to examine the application of flexible work arrangements through the experiences of core workers in a small, European-owned, New Zealand manufacturing firm. 
Design/methodology/approach – A participatory action research approach is taken. 
Findings – The research reveals that flexible employment arrangements utilised in this firm did not afford protection to core workers as theory suggests. Both core and peripheral workers were exposed to pressure primarily to extend their hours of work and to reduce their expectations regarding remuneration. Production level increases were not reflected in increases in numbers of core workers; in fact perceived job security was low. Core workers felt pressure to work extended hours out of their commitment to the firm, each other, and to maintain their own employment. 
Practical implications – The use of more democratic processes inherent in action research oriented at workplace well-being are shown to have had some value toward enhancing worker well-being. 
Originality/value – The paper demonstrates that the participative project placed pressure upon management and that it had the potential to redress a power imbalance within the employment relationship.

year: 2006

title: Sylvia’s place: Ashton-Warner as New Zealand educational theorist.

authors: Middleton, Sue

subjects: educational theorist

abstract: Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

text: Sylvia’s place: Ashton-Warner as New Zealand educational theorist. Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

year: 2009