title: Transitions and transience

authors: Mitchell, Linda

abstract: A governmental focus is on supporting ‘priority’ families to take part in early childhood education. This presentation discusses findings from Stage 4 of an evaluation of the Ministry’s Early Childhood Education Participation Programme, a rare New Zealand study that found out about the views and experiences of priority families directly and how	these were met or not. In Stage 4, we Children in the early years: Pedagogy, policy and community connectedness Page 6 examined the early learning experiences of 18 children in early childhood education and as they transitioned to school. Our presentation will highlight the experiences of some of the children and families involved, particularly in relation to challenges arising from their transient lives. Data presented will illustrate some of the situations that arose and the ways in which they challenge expectations of ECE participation and of transition to school processes. The presentation concludes with possible implications and provocations for ECE participation as a prerequisite to positive transition experiences.

text: Transitions and transience A governmental focus is on supporting ‘priority’ families to take part in early childhood education. This presentation discusses findings from Stage 4 of an evaluation of the Ministry’s Early Childhood Education Participation Programme, a rare New Zealand study that found out about the views and experiences of priority families directly and how	these were met or not. In Stage 4, we Children in the early years: Pedagogy, policy and community connectedness Page 6 examined the early learning experiences of 18 children in early childhood education and as they transitioned to school. Our presentation will highlight the experiences of some of the children and families involved, particularly in relation to challenges arising from their transient lives. Data presented will illustrate some of the situations that arose and the ways in which they challenge expectations of ECE participation and of transition to school processes. The presentation concludes with possible implications and provocations for ECE participation as a prerequisite to positive transition experiences.

year: 2017

title: Quadrics on complex Riemannian spaces of constant curvature, separation of variables, and the Gaudin magnet

authors: Kalnins, Ernie G.

subjects: Mathematics

abstract: Integrable systems that are connected with orthogonal separation of variables in complex Riemannian spaces of constant curvature are considered herein. An isomorphism with the hyperbolic Gaudin magnet, previously pointed out by one of the authors, extends to coordinates of this type. The complete classification of these separable coordinate systems is provided by means of the corresponding L matrices for the Gaudin magnet. The limiting procedures (or  calculus) which relate various degenerate orthogonal coordinate systems play a crucial role in the classification of all such systems.

text: Quadrics on complex Riemannian spaces of constant curvature, separation of variables, and the Gaudin magnet Integrable systems that are connected with orthogonal separation of variables in complex Riemannian spaces of constant curvature are considered herein. An isomorphism with the hyperbolic Gaudin magnet, previously pointed out by one of the authors, extends to coordinates of this type. The complete classification of these separable coordinate systems is provided by means of the corresponding L matrices for the Gaudin magnet. The limiting procedures (or  calculus) which relate various degenerate orthogonal coordinate systems play a crucial role in the classification of all such systems.

year: 1994-04

title: In service provision for teachers of Maori language and teachers who teach through the medium of Maori: A working model reviewed

authors: Johnson, Diane

subjects: te reo Māori

abstract: This paper reports on the design, administration and effectiveness of an in-service programme designed by the University of Waikato in partnership with the New Zealand Ministry of Education. The programme aims to: improve language proficiency; assist with the interpretation and implementation of Māori curriculum statements; address issues involved in teaching Māori and teaching through the medium of Māori; assist with lesson planning and lesson delivery, materials development and testing and assessment.

text: In service provision for teachers of Maori language and teachers who teach through the medium of Maori: A working model reviewed This paper reports on the design, administration and effectiveness of an in-service programme designed by the University of Waikato in partnership with the New Zealand Ministry of Education. The programme aims to: improve language proficiency; assist with the interpretation and implementation of Māori curriculum statements; address issues involved in teaching Māori and teaching through the medium of Māori; assist with lesson planning and lesson delivery, materials development and testing and assessment.

year: 2001-02