title: Superintegrability on the two-dimensional hyperboloid. II

authors: Kalnins, Ernie G.

subjects: Mathematics

abstract: This work is devoted to the investigation of the quantum mechanical systems on the two-dimensional hyperboloid which admits separation of variables in at least two coordinate systems. Here we consider two potentials introduced in a paper of C. P. Boyer, E. G. Kalnins, and P. Winternitz [J. Math. Phys. 24, 2022 (1983)], which have not yet been studied. We give an example of an interbasis expansion and work out the structure of the quadratic algebra generated by the integrals of motion.

text: Superintegrability on the two-dimensional hyperboloid. II This work is devoted to the investigation of the quantum mechanical systems on the two-dimensional hyperboloid which admits separation of variables in at least two coordinate systems. Here we consider two potentials introduced in a paper of C. P. Boyer, E. G. Kalnins, and P. Winternitz [J. Math. Phys. 24, 2022 (1983)], which have not yet been studied. We give an example of an interbasis expansion and work out the structure of the quadratic algebra generated by the integrals of motion.

year: 1999-05

title: “Being treated as an equal is how I feel supported”: Expanding conceptualisations of “normal” to include gender, sex characteristic, and sexuality diversity on the university campus

authors: Brown, Juliana

subjects: gender

abstract: International research has a plethora of findings which show that gender, sex characteristic, and sexuality diverse (GSSD) staff and students are discriminated against and treated as ‘unwelcome’ on tertiary campuses at higher rates than their cisgender, endosex, and heterosexual (cis-endo-hetero) counterparts. Further research has demonstrated that GSSD people have greater potential to thrive academically (specific to students) and personally when universities foster campus climates that are inclusive of their identities. In Aotearoa New Zealand, there is a dearth of literature about the experiences of GSSD people on university campuses. This thesis research was conducted to help address the knowledge gap.
A community psychology and mixed methods approach was used in this study to understand GSSD staff and student perceptions of the campus climate at the University of Waikato, as well as to determine how to best achieve improvement, if needed. The first research stage included seven focus groups with GSSD staff and students, with initial analysis of the qualitative data collected from these focus groups being used to inform Stage Two: a campus climate survey. The survey was conducted with the intention to gain a broad range of views from university staff and students who identified as GSSD and as cis-endo-hetero (N = 343).
GSSD participants largely described The University of Waikato as a heteronormative, endonormative, and cisnormative environment. Further analysis also brought to light the mononormativity experienced by GSSD people who are non-monogamous. Full analysis of Stage One data resulted in the finding of ‘the (in)visible self’, which refers to the ways in which participants made their GSSD identities visible or invisible in the campus space at different times for varying reasons, including for the sake of their wellbeing. Participants in the focus groups also expressed the need for the university to actively include and educate about GSSD identities on campus so that GSSD people can more safely be ‘visible’ as themselves. These Stage One findings were supported by the qualitative data generated from the Stage Two survey; however, GSSD people in the survey expressed an additional desire for their identities to not just be included and educated about, but to also be considered ‘normal’ at university. Of particular interest is that this notion of ‘normal’ did not incorporate homonormative or transnormative rhetoric.
Overall, this research expands on the limited existing literature in Aotearoa New Zealand to demonstrate there is a local need for universities to critically re-examine their practices, policies, and educational content in relation to gender, sex characteristics, and sexuality, with this thesis identifying the most promising intervention options, according to participants. People with a range of GSSD voices should be included in any intervention efforts (rather than GSSD people being treated like a homogenous group). Having GSSD voices included in any interventions is also important given my thesis research found that cis- endo-hetero people overestimated the acceptance of some GSSD groups on campus (e.g., non-binary people, bisexual and pansexual people) compared to the perceptions of GSSD participants themselves. The thorough disruption of heteronormative, endonormative, and cisnormative discourses on campus would create a climate in which being GSSD is considered normal (i.e., not remarkable, or forcibly [in]visible) and cisgender, endosex, and heterosexual identities are not normative (i.e., perceived as what should be normal) in university policy, educational content, and everyday interactions.

text: “Being treated as an equal is how I feel supported”: Expanding conceptualisations of “normal” to include gender, sex characteristic, and sexuality diversity on the university campus International research has a plethora of findings which show that gender, sex characteristic, and sexuality diverse (GSSD) staff and students are discriminated against and treated as ‘unwelcome’ on tertiary campuses at higher rates than their cisgender, endosex, and heterosexual (cis-endo-hetero) counterparts. Further research has demonstrated that GSSD people have greater potential to thrive academically (specific to students) and personally when universities foster campus climates that are inclusive of their identities. In Aotearoa New Zealand, there is a dearth of literature about the experiences of GSSD people on university campuses. This thesis research was conducted to help address the knowledge gap.
A community psychology and mixed methods approach was used in this study to understand GSSD staff and student perceptions of the campus climate at the University of Waikato, as well as to determine how to best achieve improvement, if needed. The first research stage included seven focus groups with GSSD staff and students, with initial analysis of the qualitative data collected from these focus groups being used to inform Stage Two: a campus climate survey. The survey was conducted with the intention to gain a broad range of views from university staff and students who identified as GSSD and as cis-endo-hetero (N = 343).
GSSD participants largely described The University of Waikato as a heteronormative, endonormative, and cisnormative environment. Further analysis also brought to light the mononormativity experienced by GSSD people who are non-monogamous. Full analysis of Stage One data resulted in the finding of ‘the (in)visible self’, which refers to the ways in which participants made their GSSD identities visible or invisible in the campus space at different times for varying reasons, including for the sake of their wellbeing. Participants in the focus groups also expressed the need for the university to actively include and educate about GSSD identities on campus so that GSSD people can more safely be ‘visible’ as themselves. These Stage One findings were supported by the qualitative data generated from the Stage Two survey; however, GSSD people in the survey expressed an additional desire for their identities to not just be included and educated about, but to also be considered ‘normal’ at university. Of particular interest is that this notion of ‘normal’ did not incorporate homonormative or transnormative rhetoric.
Overall, this research expands on the limited existing literature in Aotearoa New Zealand to demonstrate there is a local need for universities to critically re-examine their practices, policies, and educational content in relation to gender, sex characteristics, and sexuality, with this thesis identifying the most promising intervention options, according to participants. People with a range of GSSD voices should be included in any intervention efforts (rather than GSSD people being treated like a homogenous group). Having GSSD voices included in any interventions is also important given my thesis research found that cis- endo-hetero people overestimated the acceptance of some GSSD groups on campus (e.g., non-binary people, bisexual and pansexual people) compared to the perceptions of GSSD participants themselves. The thorough disruption of heteronormative, endonormative, and cisnormative discourses on campus would create a climate in which being GSSD is considered normal (i.e., not remarkable, or forcibly [in]visible) and cisgender, endosex, and heterosexual identities are not normative (i.e., perceived as what should be normal) in university policy, educational content, and everyday interactions.

year: 2024-05-19

title: Indigenising the screen: Screenplay and critical analysis for The Prophet

authors: Bristowe, Joseph Curtis

subjects: indiginization

abstract: This thesis tests the hypothesis that it is possible to both decolonise and indigenise the New Zealand cinema screen. Secondary research reveals how those discourses that promoted roles and expectations for Māori within the New Zealand film industry were based principally upon historical colonial ideologies imposed by various means upon the native populous, and subsequently reproduced. These discourses of race, gender and religion perpetuate negative belief systems about Māori and contribute to the reproduction of stereotypical images of Māori, such as the irrational, naive, simpleminded and warlike Māori man, or the domesticated, lustful and sexually available Māori woman. 

Research by creative practice advances the project of decolonising the New Zealand screen through the writing of a feature length screenplay based on careful research and intimate cultural knowledge, and by working according to an appropriate kaupapa Māori framework. The resulting screenplay, The Prophet, brings to life the multitude of forces that coalesced to shape the life of 19th century Māori warrior and prophet, Te Kooti Arikirangi Te Tūruki. In his death, as in his life, he remains an enigmatic figure. In written accounts and in Pākehā memories he appears as a violent rebel, mass murderer and religious fanatic. This epic re-telling focuses on the character of Te Kooti, showing him to be a man who accomplished great feats in the face of injustice, adversity and hardship. 
A critical analysis of the screenplay reveals how I adopted a unique cross cultural writing approach drawing upon both the 'classic' western narrative structure as well as kaupapa Māori pūrākau oral tradition. I argue that this approach combines effectively to materialise strong anti-colonial perspectives aimed specifically at subverting long-held and dominant colonial discourses. Such an approach to scriptwriting rejects the tradition of being defined, constructed and represented through discourses that serve to promote the interests of the Pākehā majority and, in doing so, urges the utilisation of Māori philosophies, concepts and practices in the scriptwriting/film production process.

text: Indigenising the screen: Screenplay and critical analysis for The Prophet This thesis tests the hypothesis that it is possible to both decolonise and indigenise the New Zealand cinema screen. Secondary research reveals how those discourses that promoted roles and expectations for Māori within the New Zealand film industry were based principally upon historical colonial ideologies imposed by various means upon the native populous, and subsequently reproduced. These discourses of race, gender and religion perpetuate negative belief systems about Māori and contribute to the reproduction of stereotypical images of Māori, such as the irrational, naive, simpleminded and warlike Māori man, or the domesticated, lustful and sexually available Māori woman. 

Research by creative practice advances the project of decolonising the New Zealand screen through the writing of a feature length screenplay based on careful research and intimate cultural knowledge, and by working according to an appropriate kaupapa Māori framework. The resulting screenplay, The Prophet, brings to life the multitude of forces that coalesced to shape the life of 19th century Māori warrior and prophet, Te Kooti Arikirangi Te Tūruki. In his death, as in his life, he remains an enigmatic figure. In written accounts and in Pākehā memories he appears as a violent rebel, mass murderer and religious fanatic. This epic re-telling focuses on the character of Te Kooti, showing him to be a man who accomplished great feats in the face of injustice, adversity and hardship. 
A critical analysis of the screenplay reveals how I adopted a unique cross cultural writing approach drawing upon both the 'classic' western narrative structure as well as kaupapa Māori pūrākau oral tradition. I argue that this approach combines effectively to materialise strong anti-colonial perspectives aimed specifically at subverting long-held and dominant colonial discourses. Such an approach to scriptwriting rejects the tradition of being defined, constructed and represented through discourses that serve to promote the interests of the Pākehā majority and, in doing so, urges the utilisation of Māori philosophies, concepts and practices in the scriptwriting/film production process.

year: 2009