title: Bubbles and lockdown in Aotearoa New Zealand: the language of self-isolation in #Covid19NZ tweets.

authors: Burnette, Jessie

subjects: COVID-19

abstract: In March 2020, as cases of COVID-19 were found in Aotearoa New Zealand, the government moved to eliminate community transmission of the virus through self-isolation. During this month, as the population discussed if, when and how households would be asked to stay at home, terms such as lockdown-the state of (national) closure-and bubble-the household isolating together-became common parts of everyday conversation.In this article, we blend quantitative and qualitative research methodologies from corpus linguistics, literary studies and the medical humanities to compare the affective range of the terms lockdown and bubble as they were used in tweets containing the hashtag #Covid19NZ. Both lockdown and bubble are metaphors of containment that provided different ways of understanding and engaging with government stay-at-home measures by highlighting and minimising different aspects of the event. We found that while the strong, prison connotations of lockdown were reflected in discussions of the measure as a tough form of control exercised from above, the lighter associations of the term bubble led to the perception of this measure as more malleable and conducive to exertion of individual control. Yet, although the seemingly restrictive range of lockdown made it a useful term for the expression of negative affect, the term was actually more frequently used with neutral or unclear affect to share information. Conversely, while bubble tweets expressed more positive sentiment, humour and support towards government stay-at-home measures, this rendered the term surprisingly restrictive in its potential uses: its lightness makes it an effective way to limit the expression of antilockdown sentiment. As Kiwi Twitter users faced the uncertainty of the first COVID-19 lockdown, the pre-existing connotations of the metaphors used to frame stay-at-home measures also helped frame their own experiences of these measures.

text: Bubbles and lockdown in Aotearoa New Zealand: the language of self-isolation in #Covid19NZ tweets. In March 2020, as cases of COVID-19 were found in Aotearoa New Zealand, the government moved to eliminate community transmission of the virus through self-isolation. During this month, as the population discussed if, when and how households would be asked to stay at home, terms such as lockdown-the state of (national) closure-and bubble-the household isolating together-became common parts of everyday conversation.In this article, we blend quantitative and qualitative research methodologies from corpus linguistics, literary studies and the medical humanities to compare the affective range of the terms lockdown and bubble as they were used in tweets containing the hashtag #Covid19NZ. Both lockdown and bubble are metaphors of containment that provided different ways of understanding and engaging with government stay-at-home measures by highlighting and minimising different aspects of the event. We found that while the strong, prison connotations of lockdown were reflected in discussions of the measure as a tough form of control exercised from above, the lighter associations of the term bubble led to the perception of this measure as more malleable and conducive to exertion of individual control. Yet, although the seemingly restrictive range of lockdown made it a useful term for the expression of negative affect, the term was actually more frequently used with neutral or unclear affect to share information. Conversely, while bubble tweets expressed more positive sentiment, humour and support towards government stay-at-home measures, this rendered the term surprisingly restrictive in its potential uses: its lightness makes it an effective way to limit the expression of antilockdown sentiment. As Kiwi Twitter users faced the uncertainty of the first COVID-19 lockdown, the pre-existing connotations of the metaphors used to frame stay-at-home measures also helped frame their own experiences of these measures.

year: 2022-07-27

title: The measurement of knife sharpness and the impact of sharpening technique on edge durability

authors: Mulder, Joshua

abstract: We discuss the definition and measurement of knife sharpness. Using a commercial knife sharpness test system we identify a controlled cutting regime that progressively dulls blades, and use this to compare the durability of the edge on a modern knife sharpened with a commercial electrically-driven abrasive-belt knife sharpener with the same blade sharpened manually with a whetstone. Starting at similar sharpness levels we observe that the cold-sharpened edge is significantly more durable.

text: The measurement of knife sharpness and the impact of sharpening technique on edge durability We discuss the definition and measurement of knife sharpness. Using a commercial knife sharpness test system we identify a controlled cutting regime that progressively dulls blades, and use this to compare the durability of the edge on a modern knife sharpened with a commercial electrically-driven abrasive-belt knife sharpener with the same blade sharpened manually with a whetstone. Starting at similar sharpness levels we observe that the cold-sharpened edge is significantly more durable.

year: 2016

title: Through the eyes of whānau: Destruction of cultural identity through education

authors: Ngaamo, Raewyn Brenda

subjects: Māori

abstract: This thesis examines how the schooling experiences of a dual cultural heritage whānau influenced the development of their identity, their language and culture across three generations. Koro, Tuakana, Teina and Moko share their experiences with us and through these stories reveal how they were forced through the colonising beliefs and practices of schooling to reshape themselves in a bid to belong. The compromise and abuse of cultural identity in wider society, replicated and validated in schooling, created a vicious and dehumanising experience for each of them. School was a major site of assimilation for this whānau. They experienced racism, rejection, low expectations and cultural disconnection across the three generations. They suffered particularly as dual heritage children who experienced rejection and racial micro aggressions from both Pākehā and Māori alike. Instead of education being a means to realise their potential and to achieve success it was actually the vehicle for the destruction of their cultural identity.

text: Through the eyes of whānau: Destruction of cultural identity through education This thesis examines how the schooling experiences of a dual cultural heritage whānau influenced the development of their identity, their language and culture across three generations. Koro, Tuakana, Teina and Moko share their experiences with us and through these stories reveal how they were forced through the colonising beliefs and practices of schooling to reshape themselves in a bid to belong. The compromise and abuse of cultural identity in wider society, replicated and validated in schooling, created a vicious and dehumanising experience for each of them. School was a major site of assimilation for this whānau. They experienced racism, rejection, low expectations and cultural disconnection across the three generations. They suffered particularly as dual heritage children who experienced rejection and racial micro aggressions from both Pākehā and Māori alike. Instead of education being a means to realise their potential and to achieve success it was actually the vehicle for the destruction of their cultural identity.

year: 2019