title: Obstacles on the path: An exposition of the experience of car-free living

authors: Lewis, Bryan Patrick

subjects: Car-free

abstract: The contemporary focus by local and central government on the promotion of sustainable transport options has highlighted the need for commuting to move away from the current dependence on private cars to more public and active (walking and cycling) modes of transport. Given the prominence of the motor car in personal transport options however, choosing to live car-free in this car dependent culture appears at first glance to be an irrational choice. This research explores the lived experiences of a group of Hamilton residents who have made such a choice. Using a grounded theory approach, the thesis presents the results of interviews with nine car-free Hamilton residents who shared their personal transport stories, which include their childhood experiences, but focus on their current everyday practices and experiences. Through semi-structured interviews, the costs and benefits of a car-free lifestyle are articulated and analysed. Their motivations for choosing to forgo cars and their solutions for overcoming potential barriers to car-free living are also reported and explored. The collected data generated a range of themes which are presented in three chapters, each covering a specific aspect of the participants’ stories. The first group of themes relate to the public sphere, the second to the private realm and the final group emanates from specific elements of car-free living that the thesis sought to clarify through the participants’ stories. The key finding is that living car-free within Hamilton City is viewed by the participants as a well reasoned and eminently sensible choice, which produces multiple benefits. In addition to their reduced environmental footprints, the participants value the social interaction associated with active and public transport. Their consensus is that they are healthier, wealthier and more involved members of the community. The most problematic areas of living without a car were associated with recreational and social activities, which often do not coincide with public transport schedules or involve distances too great for active transport. The benefits far outweigh any disadvantages however, and ultimately, this thesis concludes that a motor car is not necessary for the everyday activities of urban living in Hamilton and any associated inconveniences are not as insurmountable as generally imagined.

text: Obstacles on the path: An exposition of the experience of car-free living The contemporary focus by local and central government on the promotion of sustainable transport options has highlighted the need for commuting to move away from the current dependence on private cars to more public and active (walking and cycling) modes of transport. Given the prominence of the motor car in personal transport options however, choosing to live car-free in this car dependent culture appears at first glance to be an irrational choice. This research explores the lived experiences of a group of Hamilton residents who have made such a choice. Using a grounded theory approach, the thesis presents the results of interviews with nine car-free Hamilton residents who shared their personal transport stories, which include their childhood experiences, but focus on their current everyday practices and experiences. Through semi-structured interviews, the costs and benefits of a car-free lifestyle are articulated and analysed. Their motivations for choosing to forgo cars and their solutions for overcoming potential barriers to car-free living are also reported and explored. The collected data generated a range of themes which are presented in three chapters, each covering a specific aspect of the participants’ stories. The first group of themes relate to the public sphere, the second to the private realm and the final group emanates from specific elements of car-free living that the thesis sought to clarify through the participants’ stories. The key finding is that living car-free within Hamilton City is viewed by the participants as a well reasoned and eminently sensible choice, which produces multiple benefits. In addition to their reduced environmental footprints, the participants value the social interaction associated with active and public transport. Their consensus is that they are healthier, wealthier and more involved members of the community. The most problematic areas of living without a car were associated with recreational and social activities, which often do not coincide with public transport schedules or involve distances too great for active transport. The benefits far outweigh any disadvantages however, and ultimately, this thesis concludes that a motor car is not necessary for the everyday activities of urban living in Hamilton and any associated inconveniences are not as insurmountable as generally imagined.

year: 2010

title: Characterisation and prediction of state of health of rechargeable batteries

authors: Dunn, Christopher

subjects: electrochemical impedance spectroscopy (EIS)

abstract: Electrochemical impedance spectroscopy (EIS) is used extensively in battery research, but usually at frequencies that do not reflect real-world usage patterns. This has resulted in equivalent circuit models (ECMs) that are over-complicated, and suboptimal battery management systems. It is logical to measure batteries at frequencies reflecting their daily or weekly charge-discharge cycles, i.e., of the order of microhertz. This is generally not done, however, because of difficulties that include extreme measurement durations and the need for care to avoid issues such as charge distribution problems, charge drift, and the risk of overcharging or flattening the battery. This research demonstrates the feasibility of extra-low frequency (ELF) EIS measurement using standard, non-specialised measurement equipment, and the optimisation of frequency domain data through the superimposition of small-signal measurement tones on larger square wave currents.

Study of charge movement rates in the frequency domain and voltage responses in the time domain in batteries indicates connections between voltage sweep rate in cyclic voltammetry (CV) and current magnitude in incremental capacity analysis (ICA). The key factor determining what the investigator sees, e.g., reversibility  of electrode processes or evidence of individual electrochemical reactions, is rate of movement of charge. Thus, controlled current can be used to obtain CV-type data from a battery, something that would be hazardous if done conventionally using a voltage ramp.

Repeatable, low-error EIS measurements at ELFs are essential for inferring battery ECM components, including constant phase elements (CPEs). The fractional order of a CPE is linked to battery state of health (SoH) and energy efficiency. This thesis shows that efficiency measurements with waveforms representative of real battery usage can be used to track battery SoH accurately.

text: Characterisation and prediction of state of health of rechargeable batteries Electrochemical impedance spectroscopy (EIS) is used extensively in battery research, but usually at frequencies that do not reflect real-world usage patterns. This has resulted in equivalent circuit models (ECMs) that are over-complicated, and suboptimal battery management systems. It is logical to measure batteries at frequencies reflecting their daily or weekly charge-discharge cycles, i.e., of the order of microhertz. This is generally not done, however, because of difficulties that include extreme measurement durations and the need for care to avoid issues such as charge distribution problems, charge drift, and the risk of overcharging or flattening the battery. This research demonstrates the feasibility of extra-low frequency (ELF) EIS measurement using standard, non-specialised measurement equipment, and the optimisation of frequency domain data through the superimposition of small-signal measurement tones on larger square wave currents.

Study of charge movement rates in the frequency domain and voltage responses in the time domain in batteries indicates connections between voltage sweep rate in cyclic voltammetry (CV) and current magnitude in incremental capacity analysis (ICA). The key factor determining what the investigator sees, e.g., reversibility  of electrode processes or evidence of individual electrochemical reactions, is rate of movement of charge. Thus, controlled current can be used to obtain CV-type data from a battery, something that would be hazardous if done conventionally using a voltage ramp.

Repeatable, low-error EIS measurements at ELFs are essential for inferring battery ECM components, including constant phase elements (CPEs). The fractional order of a CPE is linked to battery state of health (SoH) and energy efficiency. This thesis shows that efficiency measurements with waveforms representative of real battery usage can be used to track battery SoH accurately.

year: 2024

title: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve

authors: Ford, Therese

subjects: Culture

abstract: Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

text: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

year: 2010