title: Cross-Needle analog meter to monitor charge time for Lithium-Ion single cell

authors: Mohri, Hiroshi

subjects: Cross-Needle Meter

abstract: The Cross-Needle panel meter is an analog Standing wave ratio meter with a modified panel. It consists of two meters which are mirrored horizontally and 38mm apart. One needle indicates the forward travelling wave on a trans-mission line, while the other needle indicates reverse travelling wave. A third scale, occupying the area swept by both needles, shows Standing Wave Ratio (SWR), essentially reflection coefficient, typically of an antenna connected to a radio transmitter. This thesis reports on an adaption of this idea. The first needle shows current into a battery, the second needle indicates the voltage of the battery. There is also a third scale using contour lines which show the amount of time left until the battery is fully charged.
The contour lines are calculated and drawn using analytic geometry by predetermining the rotation of the two needles. Hence the amount of time left for the battery to fully charge can be read by simply looking at where the the two needles cross and estimating from the closest contour line that displays charge time. The input current scale is expanded logarithmically with a wide range from 1mA to 10A. This scale also evenly spreads the contour lines from 10 minutes to 1 week as opposed to a linear current scale, which causes the contour lines beyond 6 hours to cluster making it difficult to observe the charge time at low charge current inputs. The battery voltage scale is offset to suit the battery voltage range.
The meter has been implemented using an embedded microprocessor on a PCB that mounts at the rear of the meter housing. The prototype has been calibrated for a single 18650 Lithium-Ion battery which is a popular scenario for portable equipment. This project provides a manufacturing solution for a low cost, low power, portable Lithium-ion battery monitor which can be easily replicated.

text: Cross-Needle analog meter to monitor charge time for Lithium-Ion single cell The Cross-Needle panel meter is an analog Standing wave ratio meter with a modified panel. It consists of two meters which are mirrored horizontally and 38mm apart. One needle indicates the forward travelling wave on a trans-mission line, while the other needle indicates reverse travelling wave. A third scale, occupying the area swept by both needles, shows Standing Wave Ratio (SWR), essentially reflection coefficient, typically of an antenna connected to a radio transmitter. This thesis reports on an adaption of this idea. The first needle shows current into a battery, the second needle indicates the voltage of the battery. There is also a third scale using contour lines which show the amount of time left until the battery is fully charged.
The contour lines are calculated and drawn using analytic geometry by predetermining the rotation of the two needles. Hence the amount of time left for the battery to fully charge can be read by simply looking at where the the two needles cross and estimating from the closest contour line that displays charge time. The input current scale is expanded logarithmically with a wide range from 1mA to 10A. This scale also evenly spreads the contour lines from 10 minutes to 1 week as opposed to a linear current scale, which causes the contour lines beyond 6 hours to cluster making it difficult to observe the charge time at low charge current inputs. The battery voltage scale is offset to suit the battery voltage range.
The meter has been implemented using an embedded microprocessor on a PCB that mounts at the rear of the meter housing. The prototype has been calibrated for a single 18650 Lithium-Ion battery which is a popular scenario for portable equipment. This project provides a manufacturing solution for a low cost, low power, portable Lithium-ion battery monitor which can be easily replicated.

year: 2018

title: Exploring the relationship between sexually explicit material and rape myth acceptance among heterosexual New Zealand men

authors: MacTavish, Leah Joy

subjects: Rape Myth Acceptance

abstract: This study explored the relationship between exposure to sexually explicit material of women (SEM) and rape myth acceptance (RMA), as well as the relationship between various sexual attitudes, RMA and SEM among New Zealand men. The aim of the study was to contribute to the understanding and knowledge of RMA (specifically, the potential influences of RMA) in hopes of guiding future rape proclivity interventions within New Zealand and elsewhere. 

182 NZ males chose to participate in the study via an online survey with 115 participants completing the full survey. The online survey revealed participants reported sexual attitudes, RMA, and SEM over the two months prior or during a typical week/weekday. Overall, it was discovered that the sample reported endorsing the sexual attitudes: ‘Permissiveness’, ‘Communion’, and ‘Instrumentality’ with no sexual attitude being vastly more endorsed by participants than the other. It was also revealed that the majority of participants did not report to highly endorse rape myths as measured by the Updated Illinois Rape Myth Acceptance Scale (UIRMAS) and rape-themed vignettes. The majority of participants also reported a low level of exposure to sexually explicit material of women either over the two months prior or during a typical week/weekday. However, it was found that a minority of participants did report high levels of RMA and SEM.  

Through a bivariate analysis, it was discovered that there was a significant positive relationship between the sexual attitude, ‘Instrumentality’ and RMA suggesting that those participants who viewed sex as instrumental to their needs may have also highly endorsed rape myths. However, no significant relationship between the variables (sexual attitudes, RMA with SEM) could be established as results of the study were analysed collectively to maintain participant anonymity. Thus, it was unknown if the participants who highly endorsed rape myths also had a high level of SEM for example.

text: Exploring the relationship between sexually explicit material and rape myth acceptance among heterosexual New Zealand men This study explored the relationship between exposure to sexually explicit material of women (SEM) and rape myth acceptance (RMA), as well as the relationship between various sexual attitudes, RMA and SEM among New Zealand men. The aim of the study was to contribute to the understanding and knowledge of RMA (specifically, the potential influences of RMA) in hopes of guiding future rape proclivity interventions within New Zealand and elsewhere. 

182 NZ males chose to participate in the study via an online survey with 115 participants completing the full survey. The online survey revealed participants reported sexual attitudes, RMA, and SEM over the two months prior or during a typical week/weekday. Overall, it was discovered that the sample reported endorsing the sexual attitudes: ‘Permissiveness’, ‘Communion’, and ‘Instrumentality’ with no sexual attitude being vastly more endorsed by participants than the other. It was also revealed that the majority of participants did not report to highly endorse rape myths as measured by the Updated Illinois Rape Myth Acceptance Scale (UIRMAS) and rape-themed vignettes. The majority of participants also reported a low level of exposure to sexually explicit material of women either over the two months prior or during a typical week/weekday. However, it was found that a minority of participants did report high levels of RMA and SEM.  

Through a bivariate analysis, it was discovered that there was a significant positive relationship between the sexual attitude, ‘Instrumentality’ and RMA suggesting that those participants who viewed sex as instrumental to their needs may have also highly endorsed rape myths. However, no significant relationship between the variables (sexual attitudes, RMA with SEM) could be established as results of the study were analysed collectively to maintain participant anonymity. Thus, it was unknown if the participants who highly endorsed rape myths also had a high level of SEM for example.

year: 2018

title: Activating belonging: Towards a critcial ensemble pedagogy

authors: Brown, Gaenor

abstract: Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

text: Activating belonging: Towards a critcial ensemble pedagogy Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

year: 2025