title: A Poststructural Autoethnography: Self as event

authors: Moneypenny, Paula Dian

subjects: Poststructural autoethnography

abstract: This thesis takes the form of a poststructural autoethnography. It explores self as event in order to illustrate the fluid nature of self identities, and is informed by the writings of Michel Foucault, Jacques Derrida, Gilles Deleuze and Felix Guattari. In tandem with these theorists, I turn to the work of Michael White, narrative therapist, in my use of his Migration of Identity map (White, 1995) and the eight-point conversational map he developed to address personal failure (White, 2002). 

The launching points for my research were selected stories that significantly shaped my life, specifically two storylines of how I became mired in problem stories of blame and failure that lead to exhaustion and burnout. Taking a poststructural narrative therapeutic perspective has opened up space to bring forward subordinate, alternative stories that were previously overpowered by problem stories. In the process of troubling the discourses, and sedimented practices of those events and their subsequent effects, I have had opportunity to open up the possibility of transformation – taking off in lines of flight. Through plugging in to Deleuzo-Guattarian concepts, I also explore a professional relationship I had with my plastic surgeon across the decomposition and re-composition of facial identity.

Drawing on the work of Deleuze and Guattari (1987) made transformation possible, a freeing up of the constraining lines of force, movement that takes the research subject (my self) into different territory of being. The research became an opportunity to explore a migration of identity and to act to open the possibility for conceiving of self as fluid, a work in progress, self as a work of art. 

Writing plays an important part in this research and in bringing the self into existence. To this end, the thesis charts the course of a journey of compassionately witnessing self, and in the process, both reveals and troubles the positions offered and refused by the subject. 

Finally, this autoethnography is a journey towards ethical reflexive practice as it connects me to my desire to do the right thing – to become an ethical counselling practitioner, and to highlight the movement of becoming. I understand this reflexivity to be a continual process that makes possible a questioning of practice that explores effects of the work I do, how it contributes to others’ lives, and how others contribute to my life. I explore the process of becoming different through this witnessing of self, and, in the process, discover how this makes a compassionate witnessing of other possible. Witnessing of other brings me closer to doing hope in community, while, at the same time, scales it down to make it do-able, reasonable hope. This heightened awareness makes possible the witnessing of sparkling moments in therapeutic conversations and makes visible the possible in the impossible, and the impossible in the possible.

text: A Poststructural Autoethnography: Self as event This thesis takes the form of a poststructural autoethnography. It explores self as event in order to illustrate the fluid nature of self identities, and is informed by the writings of Michel Foucault, Jacques Derrida, Gilles Deleuze and Felix Guattari. In tandem with these theorists, I turn to the work of Michael White, narrative therapist, in my use of his Migration of Identity map (White, 1995) and the eight-point conversational map he developed to address personal failure (White, 2002). 

The launching points for my research were selected stories that significantly shaped my life, specifically two storylines of how I became mired in problem stories of blame and failure that lead to exhaustion and burnout. Taking a poststructural narrative therapeutic perspective has opened up space to bring forward subordinate, alternative stories that were previously overpowered by problem stories. In the process of troubling the discourses, and sedimented practices of those events and their subsequent effects, I have had opportunity to open up the possibility of transformation – taking off in lines of flight. Through plugging in to Deleuzo-Guattarian concepts, I also explore a professional relationship I had with my plastic surgeon across the decomposition and re-composition of facial identity.

Drawing on the work of Deleuze and Guattari (1987) made transformation possible, a freeing up of the constraining lines of force, movement that takes the research subject (my self) into different territory of being. The research became an opportunity to explore a migration of identity and to act to open the possibility for conceiving of self as fluid, a work in progress, self as a work of art. 

Writing plays an important part in this research and in bringing the self into existence. To this end, the thesis charts the course of a journey of compassionately witnessing self, and in the process, both reveals and troubles the positions offered and refused by the subject. 

Finally, this autoethnography is a journey towards ethical reflexive practice as it connects me to my desire to do the right thing – to become an ethical counselling practitioner, and to highlight the movement of becoming. I understand this reflexivity to be a continual process that makes possible a questioning of practice that explores effects of the work I do, how it contributes to others’ lives, and how others contribute to my life. I explore the process of becoming different through this witnessing of self, and, in the process, discover how this makes a compassionate witnessing of other possible. Witnessing of other brings me closer to doing hope in community, while, at the same time, scales it down to make it do-able, reasonable hope. This heightened awareness makes possible the witnessing of sparkling moments in therapeutic conversations and makes visible the possible in the impossible, and the impossible in the possible.

year: 2013

title: Experimental Investigation of the Performance of a Building Integrated Thermal Solar Collector for Domestic Water Heating

authors: Rohorua, William Tou'anga

subjects: BIT

abstract: The recent increased interest in renewable energy has created a need for research in the area of solar technology, particularly solar water heating collectors and systems. In this study a new design of a building integrated thermal (BIT) collector was developed and experimentally tested. The subsequent result of this was the viability of its use in a water heating system for domestic application in a country like New Zealand, can be investigated.

Experimental results showed that the unglazed and glazed collector can achieve thermal efficiencies of 39% and 75%, respectively. A comparison of the glazed BIT with an integrated collector of a similar design showed that the maximum thermal efficiency of 75% was relatively high; however, the downside to this is that high losses also occurred. 

A theoretical viewpoint of the collector showed that the improvement in efficiency was attributed to the high fin efficiency which resulted from using a high thermal conductivity material relative to the integrated collector previously studied. Moreover, the high heat loss from the collector was shown to be a result of the lack of side insulation and the presence of air gaps between the collector and the rear insulation, contributing to the overall heat loss from the collector and system.

A control strategy was also developed for the control of the system and simulated tests showed that the controller was indeed effective in controlling the system. However, it was highlighted that an improvement is needed for the method of simulating the load required by the household. Additionally, transient simulation of the developed system showed that accurate predictions of the systems performance can be made. Moreover, using a hypothetical scenario where the heat loss from the BIT collector-system is reduced, it was shown that a significant improvement in its performance for water heating can be made.

This work has shown that the use of integrated collectors for domestic household heating in New Zealand is indeed viable. The potential for the control of these systems to achieve high efficiencies is also recommended, by using advance control strategies.

text: Experimental Investigation of the Performance of a Building Integrated Thermal Solar Collector for Domestic Water Heating The recent increased interest in renewable energy has created a need for research in the area of solar technology, particularly solar water heating collectors and systems. In this study a new design of a building integrated thermal (BIT) collector was developed and experimentally tested. The subsequent result of this was the viability of its use in a water heating system for domestic application in a country like New Zealand, can be investigated.

Experimental results showed that the unglazed and glazed collector can achieve thermal efficiencies of 39% and 75%, respectively. A comparison of the glazed BIT with an integrated collector of a similar design showed that the maximum thermal efficiency of 75% was relatively high; however, the downside to this is that high losses also occurred. 

A theoretical viewpoint of the collector showed that the improvement in efficiency was attributed to the high fin efficiency which resulted from using a high thermal conductivity material relative to the integrated collector previously studied. Moreover, the high heat loss from the collector was shown to be a result of the lack of side insulation and the presence of air gaps between the collector and the rear insulation, contributing to the overall heat loss from the collector and system.

A control strategy was also developed for the control of the system and simulated tests showed that the controller was indeed effective in controlling the system. However, it was highlighted that an improvement is needed for the method of simulating the load required by the household. Additionally, transient simulation of the developed system showed that accurate predictions of the systems performance can be made. Moreover, using a hypothetical scenario where the heat loss from the BIT collector-system is reduced, it was shown that a significant improvement in its performance for water heating can be made.

This work has shown that the use of integrated collectors for domestic household heating in New Zealand is indeed viable. The potential for the control of these systems to achieve high efficiencies is also recommended, by using advance control strategies.

year: 2013

title: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment

authors: Shandley, Rosina Mary

subjects: Māori Medium Education

abstract: In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

text: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

year: 2013