title: Everyone, no-one, someone and the Native Hawaiian learner: How expanded equality narratives might account for guarantee/reality gaps, historico-legal context and an admission policy which is actually levelling the playing field

authors: Hemi, Keakaokawai Varner

subjects: Indigenous education rights

abstract: This thesis asks how a school which was established to help a group of children consistently identified with disparities in education achieve equality—and which has actually done so—could be sued for discrimination because it prefers those children in admissions. In search of answers, this thesis critically analyzes the narratives of equality evident in the United States Ninth Circuit Court of Appeal’s reasoning in Doe v Kamehameha Schools, arguing that the dissent, majority and concurrence opinions suggest three conflicting narratives of equality—what the thesis calls the adamant everyone/no-one, weak someone and limited indigenous learner narratives.  It demonstrates how these narratives reflect an identity-specific, racialized history of slavery and segregation but fail to account entirely for either the unique historico-legal history of the Native Hawaiian people or the huge gap between formal constitutional guarantees of equality and everyday realities of complex discrimination and disparities almost unrelentingly attracted to Native Hawaiian identity.  It recommends an expansion of these narratives within federal law consistent with liberal theory, international law and the legal experience of a sister settler jurisdiction—Aotearoa New Zealand.  More importantly, it demonstrates that such expansion is consistent with substantial equality, non-discrimination and rights of self-determination that may have the greatest capacity for reconciling the guarantee/reality gap.  Finally, specific good, better and best recommendations are made including philosophical consistency with the expanded multi-narrative, and the intentional importation of the human right to education and Article 14 of the UN Declaration on the Rights of Indigenous Peoples 2007 into federal law.

text: Everyone, no-one, someone and the Native Hawaiian learner: How expanded equality narratives might account for guarantee/reality gaps, historico-legal context and an admission policy which is actually levelling the playing field This thesis asks how a school which was established to help a group of children consistently identified with disparities in education achieve equality—and which has actually done so—could be sued for discrimination because it prefers those children in admissions. In search of answers, this thesis critically analyzes the narratives of equality evident in the United States Ninth Circuit Court of Appeal’s reasoning in Doe v Kamehameha Schools, arguing that the dissent, majority and concurrence opinions suggest three conflicting narratives of equality—what the thesis calls the adamant everyone/no-one, weak someone and limited indigenous learner narratives.  It demonstrates how these narratives reflect an identity-specific, racialized history of slavery and segregation but fail to account entirely for either the unique historico-legal history of the Native Hawaiian people or the huge gap between formal constitutional guarantees of equality and everyday realities of complex discrimination and disparities almost unrelentingly attracted to Native Hawaiian identity.  It recommends an expansion of these narratives within federal law consistent with liberal theory, international law and the legal experience of a sister settler jurisdiction—Aotearoa New Zealand.  More importantly, it demonstrates that such expansion is consistent with substantial equality, non-discrimination and rights of self-determination that may have the greatest capacity for reconciling the guarantee/reality gap.  Finally, specific good, better and best recommendations are made including philosophical consistency with the expanded multi-narrative, and the intentional importation of the human right to education and Article 14 of the UN Declaration on the Rights of Indigenous Peoples 2007 into federal law.

year: 2016

title: Lock-in thermography using miniature infra-red cameras and integrated actuators for defect identification in composite materials

authors: Ólafsson, G.

abstract: A novel approach for thermographic Non-Destructive Evaluation (NDE) of laminated polymer composite structures is presented. The technique is based on Lock-In Thermography (LIT), which traditionally uses an external heat source. Here a new means of internal heating, via a lightweight embedded actuator capable of providing highly repeatable and uniform heating is presented. The equipment cost, complexity and hence size is reduced by removing the need for high power external thermal excitation. Instead, the necessary temperature modulation of the internal actuator is achieved with a compact and low-cost Arduino controlled circuit. The size and cost of the equipment is further reduced by demonstrating that a miniature printed circuit board mounted thermal core type micro-bolometer can be used effectively for LIT. The performance of the thermal core is quantitatively compared with the more expensive and bulky traditional infra-red cameras. It is shown that the thermal core can detect defects with similar overall performance as a cooled photon detector and an uncooled micro-bolometer. The low-cost, compact nature and small mass of the thermal core offers great potential in thermographic inspection opening the possibility of deploying devices permanently on structures in conjunction with the embedded actuators for in-situ monitoring in the service environment.

text: Lock-in thermography using miniature infra-red cameras and integrated actuators for defect identification in composite materials A novel approach for thermographic Non-Destructive Evaluation (NDE) of laminated polymer composite structures is presented. The technique is based on Lock-In Thermography (LIT), which traditionally uses an external heat source. Here a new means of internal heating, via a lightweight embedded actuator capable of providing highly repeatable and uniform heating is presented. The equipment cost, complexity and hence size is reduced by removing the need for high power external thermal excitation. Instead, the necessary temperature modulation of the internal actuator is achieved with a compact and low-cost Arduino controlled circuit. The size and cost of the equipment is further reduced by demonstrating that a miniature printed circuit board mounted thermal core type micro-bolometer can be used effectively for LIT. The performance of the thermal core is quantitatively compared with the more expensive and bulky traditional infra-red cameras. It is shown that the thermal core can detect defects with similar overall performance as a cooled photon detector and an uncooled micro-bolometer. The low-cost, compact nature and small mass of the thermal core offers great potential in thermographic inspection opening the possibility of deploying devices permanently on structures in conjunction with the embedded actuators for in-situ monitoring in the service environment.

year: 2022

title: Behind the label: Complexities of identifying Māori whānau in an away from home hospital transfer

authors: Masters-Awatere, Bridgette

subjects: Māori whānau

abstract: This paper highlights two methodological issues that arose for a group of Māori researchers during the first few months of a Māori CoRE funded project. The issues were in relation to defining 1) the evolving construction of Māori whānau in New Zealand, and 2) an away from home hospital transfer. Through the process of reflexive practice about our knowledge constructs the research team highlight some of the complexities that we as indigenous researchers had to navigate when working within a cultural context. We describe the details of the Hospital Transfers project and reflect on the learning experienced during the pilot interview phase of a three year project.

text: Behind the label: Complexities of identifying Māori whānau in an away from home hospital transfer This paper highlights two methodological issues that arose for a group of Māori researchers during the first few months of a Māori CoRE funded project. The issues were in relation to defining 1) the evolving construction of Māori whānau in New Zealand, and 2) an away from home hospital transfer. Through the process of reflexive practice about our knowledge constructs the research team highlight some of the complexities that we as indigenous researchers had to navigate when working within a cultural context. We describe the details of the Hospital Transfers project and reflect on the learning experienced during the pilot interview phase of a three year project.

year: 2017