title: Lie theory and separation of variables. 8. Semisubgroup coordinates for Ψtt - ∆2Ψ = 0

authors: Kalnins, Ernie G.

subjects: Mathematics

abstract: We classify and study all coordinate systems which permit R-separation of variables for the wave equation in three space–time variables and such that at least one of the variables corresponds to a one-parameter symmetry group of the wave equation. We discuss 33 such systems and relate them to orbits of commuting operators in the enveloping algebra of the conformal group SO (3,2).

text: Lie theory and separation of variables. 8. Semisubgroup coordinates for Ψtt - ∆2Ψ = 0 We classify and study all coordinate systems which permit R-separation of variables for the wave equation in three space–time variables and such that at least one of the variables corresponds to a one-parameter symmetry group of the wave equation. We discuss 33 such systems and relate them to orbits of commuting operators in the enveloping algebra of the conformal group SO (3,2).

year: 1975-12

title: Multiple level enhancement of children's picture books with augmented reality

authors: Vanderschantz, Nicholas

subjects: computer science

abstract: This paper reports a case study on using Augmented Reality (AR) in children’s books. in which we explored the use of various types of interactions at different levels. An AR enhanced 2-page spread is developed to explore interactivity in printed books. We describe the design process and the insights gained into the requirements for AR enhancement of children’s books.

text: Multiple level enhancement of children's picture books with augmented reality This paper reports a case study on using Augmented Reality (AR) in children’s books. in which we explored the use of various types of interactions at different levels. An AR enhanced 2-page spread is developed to explore interactivity in printed books. We describe the design process and the insights gained into the requirements for AR enhancement of children’s books.

year: 2018

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