Coloniser discourses in Capital Television nightly news, Waitangi Day 1996 : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Philosophy in Development Studies at Massey University

Coloniser's discourses which attempted to justify and redeem many of the devastating processes of colonisation around the world have been (re)constructed and repeated in Aotearoa since the 1840's. They include notions of 'progress', 'civilisation', 'social evolution', and the categorisation of bodies into 'races' and 'genders'. These discourses have shaped many of the identities of people living in Aotearoa as well as the political, economic and social developmental path of this country. In 1996 I argue many of these coloniser discourses are repeated and reinforced through the television current affairs and news coverage of Waitangi Day 1996. This being so I argue that imagery is a vital area for academic study because it is through images that we present ourselves to ourselves. Following Clifford and Foucault I approach the 1996 Waitangi Day television news coverage as (re)presentations and constructions of 'truth'. I argue these 'truths' always involve a (re)production of certain political, economic and social discourses at the expense of others. I use theorists such as Irwin, Evans, Dyer and hooks to explore and explain the ways in which different discourses and experiences, some of which may be called anti-colonial, are marginalised by coloniser discourses and journalistic conventions. Using a post structuralist discourse analysis I identify how discourses of 'race' and 'gender' are deployed in Wellington's Capital Television nightly news coverage on 1996 Waitangi Day. In this programme, which claims to present an unmediated 'truth' surrounding the events of 1996 Waitangi Day, I argue that certain voices and experiences are given legitimacy while others are silenced and marginalised. I conclude that generally it is European/New Zealand and male voices which are heard at the expense of Māori and women. I argue that those who do wish to highlight the legacy of colonial ideas in the television media, through legitimate protest, for example Māori sovereignty groups and Pākehā supporters, are marginalised as 'protesters' and 'stirrers' disconnected from their communities and from 'real New Zealanders' on this particular day

Wavefunction Collapse and Random Walk

Wavefunction collapse models modify Schrodinger's equation so that it describes the rapid evolution of a superposition of macroscopically distinguishable states to one of them. This provides a phenomenological basis for a physical resolution to the so-called "measurement problem." Such models have experimentally testable differences from standard quantum theory. The most well developed such model at present is the Continuous Spontaneous Localization (CSL) model in which a fluctuating classical field interacts with particles to cause collapse. One "side effect" of this interaction is that the field imparts momentum to particles, causing a small blob of matter to undergo random walk. Here we explore this in order to supply predictions which could be experimentally tested. We examine the translational diffusion of a sphere and a disc, and the rotational diffusion of a disc, according to CSL. For example, we find that a disc of radius 2 cdot 10^{-5} cm and thickness 0.5 cdot 10^{-5} cm diffuses through 2 pi rad in about 70sec (this assumes the "standard" CSL parameter values). The comparable rms diffusion of standard quantum theory is smaller than this by a factor 10^-3. At the reported pressure of < 5 cdot10^{-17} Torr, achieved at 4.2^{circ} K, the mean time between air molecule collisions with the disc is approximately 45min (and the diffusion caused by photon collisons is utterly negligible). This is ample time for observation of the putative CSL diffusion over a wide range of parameters. This encourages consideration of how such an experiment may actually be performed, and the paper closes with some thoughts on this subjectComment: 27 pages, 2 figure

Improving the Fun Factor at Valpo: A Student Retention Strategy

Retention is identified by the university as problem that needs be addressed a part of the overall strategy to improve enrollment at Valpo. This team brainstormed about possible retention issues and discovered that often students describe the campus as “boring” or “uneventful.” Valpo students were polled via the Internet and additional questionnaire handouts on campus. Many students felt as though they lacked information about events on campus and that their RA did not interact with them enough. This data established the extensiveness and the depth of the “lack of fun” problem. Research further revealed that a lot of the events/activities that the students wanted to see at Valpo were already here. So there is definitely a communication breakdown. Students expressed the need for more outreach and encouragement, especially from their immediate authority figure, their RAs, to inform them of what’s going on at Valpo. There was an expressed need for a newsletter that updated students on campus activities via email. (The Torch is too inflexible). Changes need to be made to inform students about campus events. Students proposed a student email newsletter similar to the one sent out to staff (the Campus Chronicle). Students also expressed concern about how the events and activities are promoted to the students, which generally excludes others – the “silo” effect. Since most students must live on campus until they’re upperclassmen, this further increased the issue students have with lack of “fun” on campus. The campaign team will be presenting these research findings to different groups such as IMC and Residential Life

COWpads: Sharing iPads in a range of secondary school classrooms

This article outlines a mid-point snapshot of the progress of a small teaching-as-inquiry project at Hillcrest High School in 2013. Three teachers (music, mathematics, French) volunteered to focus on using iPads in a COW (computers on wheels, hence the term COWPads) configuration with a junior class during 2013. Each teacher created their own teaching-as-inquiry question focused on specific aspects of their practice. A University of Waikato researcher supported the teachers by observing classes and meeting regularly for feedback, reflection and discussion. Halfway through the year the following themes have emerged: the technical challenges to using a device designed for personal use as a shared device; a positive impact on students’ concentration levels and spans when using iPads, and shifts in teachers’ pedagogical design and practice. The teachers individually contribute their voices to this article, describing their initial experiences of using iPads on a regular basis and what they concentrated on most during the first few months of the project