title: Triangular Bézier sub-surfaces on a triangular Bézier surface

authors: Chen, Wenyu

subjects: composition

abstract: This paper considers the problem of computing the Bézier representation for a triangular sub-patch on a triangular Bézier surface. The triangular sub-patch is defined as a composition of the triangular surface and a domain surface that is also a triangular Bézier patch. Based on de Casteljau recursions and shifting operators, previous methods express the control points of the triangular sub-patch as linear combinations of the construction points that are constructed from the control points of the triangular Bézier surface. The construction points contain too many redundancies. This paper derives a simple explicit formula that computes the composite triangular sub-patch in terms of the blossoming points that correspond to distinct construction points and then an efficient algorithm is presented to calculate the control points of the sub-patch.

text: Triangular Bézier sub-surfaces on a triangular Bézier surface This paper considers the problem of computing the Bézier representation for a triangular sub-patch on a triangular Bézier surface. The triangular sub-patch is defined as a composition of the triangular surface and a domain surface that is also a triangular Bézier patch. Based on de Casteljau recursions and shifting operators, previous methods express the control points of the triangular sub-patch as linear combinations of the construction points that are constructed from the control points of the triangular Bézier surface. The construction points contain too many redundancies. This paper derives a simple explicit formula that computes the composite triangular sub-patch in terms of the blossoming points that correspond to distinct construction points and then an efficient algorithm is presented to calculate the control points of the sub-patch.

year: 2011

title: From the Unknowing to the Sexualised Subject: The Development of Childhood Sexuality within the Modernist Era through the works of Henry James, Anais Nin, and Vladimir Nabokov.

authors: Jackson, Shaynah

subjects: modernism

abstract: Through the works of Henry James, Anais Nin and Vladimir Nabokov, this project shows how the modernist child develops from the unknowing to the sexualised subject. 
It begins with Henry James’s proto-modernist conceptualisation of children as unknowable: childhood cannot be represented with any certainty because children lack the means to represent themselves. They are objects within discourse, but, in James, their status as subjects is epistemologically ambiguous.  This unknowable child foreshadows the modernist reimagining of childhood sexuality. Chapter Two turns to Anais Nin, whose relationship to Freudian psychoanalysis underscores her vision of childhood.  She articulates that vision through a series of short stories in which childhood becomes increasingly estranged from the familiar symbol of innocence, and trends toward its perverse sexualisation. Chapter Three demonstrates the dangers of childhood as a blank conceptual space in Vladimir Nabokov’s Lolita.  In her departure from innocence, the late modernist child find herself re-embodied as a sexual fantasy for the adult gaze. 
This thesis considers representations of childhood that treat children as conceptual spaces rather than as human subjects. The narrative production of silent children who present no challenge to the imposition of adult desire simultaneously produces adults with an unchecked prerogative to inform the terms of childhood. The premise of the sexualized child was then, as it is now, an alarming cultural force.

text: From the Unknowing to the Sexualised Subject: The Development of Childhood Sexuality within the Modernist Era through the works of Henry James, Anais Nin, and Vladimir Nabokov. Through the works of Henry James, Anais Nin and Vladimir Nabokov, this project shows how the modernist child develops from the unknowing to the sexualised subject. 
It begins with Henry James’s proto-modernist conceptualisation of children as unknowable: childhood cannot be represented with any certainty because children lack the means to represent themselves. They are objects within discourse, but, in James, their status as subjects is epistemologically ambiguous.  This unknowable child foreshadows the modernist reimagining of childhood sexuality. Chapter Two turns to Anais Nin, whose relationship to Freudian psychoanalysis underscores her vision of childhood.  She articulates that vision through a series of short stories in which childhood becomes increasingly estranged from the familiar symbol of innocence, and trends toward its perverse sexualisation. Chapter Three demonstrates the dangers of childhood as a blank conceptual space in Vladimir Nabokov’s Lolita.  In her departure from innocence, the late modernist child find herself re-embodied as a sexual fantasy for the adult gaze. 
This thesis considers representations of childhood that treat children as conceptual spaces rather than as human subjects. The narrative production of silent children who present no challenge to the imposition of adult desire simultaneously produces adults with an unchecked prerogative to inform the terms of childhood. The premise of the sexualized child was then, as it is now, an alarming cultural force.

year: 2016

title: Māori transitions into tertiary education

authors: Amundsen, Diana Leigh

subjects: Maori

abstract: This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

text: Māori transitions into tertiary education This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

year: 2019