title: Generalized Stäckel matrices

authors: Kalnins, Ernie G.

subjects: Mathematics

abstract: Stäckel and differential-Stäckel matrices are generalized so that the matrix elements may be functions of the derivatives of the dependent variable as well as the independent variable. The inverses of these matrices are characterized and it is shown that for significant classes of linear and nonlinear partial differential equations, variable separation is accomplished via this generalized Stäckel mechanism.

text: Generalized Stäckel matrices Stäckel and differential-Stäckel matrices are generalized so that the matrix elements may be functions of the derivatives of the dependent variable as well as the independent variable. The inverses of these matrices are characterized and it is shown that for significant classes of linear and nonlinear partial differential equations, variable separation is accomplished via this generalized Stäckel mechanism.

year: 1985-09

title: The ever-changing landscape of New Zealand vocational education and training: The Reform of Vocational Education (RoVE) and the current and planned changes sought by the current coalition government

authors: Piercy-Cameron, Gemma

abstract: A market model to industry training was introduced in 1992 since then vocational education and training has been in a state of constant change.

My presentation will:
- Assess the capacity of the current VET system to deliver long-term improvement to vocational training,
- Explain RoVE reforms,
- Outline current changes, 
- Offer views on likely impacts, on-going issues.

text: The ever-changing landscape of New Zealand vocational education and training: The Reform of Vocational Education (RoVE) and the current and planned changes sought by the current coalition government A market model to industry training was introduced in 1992 since then vocational education and training has been in a state of constant change.

My presentation will:
- Assess the capacity of the current VET system to deliver long-term improvement to vocational training,
- Explain RoVE reforms,
- Outline current changes, 
- Offer views on likely impacts, on-going issues.

year: 2025

title: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens

authors: Wearmouth, Janice

subjects: restorative practice

abstract: The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

text: Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.

year: 2012