Korematsu and Beyond: Japanese Americans and the Origins of Strict Scrutiny

The authors examine the role that the Japanese American Citizens League played in the development of the strict scrutiny doctrine partly responsible for the ruling in Brown v. Board of Education. The plight of Japanese Americans during their WWII internment gave them experience in implementing this doctrine, which they passed on to the NAACP

Source and vortex distributions in the linearised theory of steady supersonic flow

The hyperbolic character of the differential equation satisfied by the velocity potential in linearised supersonic flow entails the presence of fractional infinities in the fundamental solutions of the equation. Difficulties arising from this fact can be overcome by the introduction of Hadmard’s ‘finite part of an infinite integral’. Together with the definition of certain counterparts of the familiar vector operators this leads to a natural development of the analogy between incompressible flow and linearised supersonic flow. In particular, formulae are derived for the field of flow due to an arbitrary distribution of supersonic sources and vortices. Applications to Aerofoil theory, including the calculation of the downwash in the wake of an aerofoil, are given in a separate report

A functional evolution of the Leucobryaceae

Recent conclusions on the limits of the Leucobryaceae and on the function of the Leucobryaceous leaf are used as basis for further observations on evolution of the group. Eight genera are recognized in the family; 1. Leucobryum, 2. Steyermarkiella, 3. Ochrobryum, 4. Arthrocormus, 5. Schistomitrium, 6. Holomitriopsis, 7. Cladopodanthus, and 8. Octoblepharum. The leaf form, capsule shape, and peristome substructure of Leucobryum seems to derive from a Campylopus-type member of the Dicranaceae. Four basic stages are noted in the functional evolution of the family. 1. The stratification of the leaf into leucocysts and chlorocyst layers with leucocysts holding water and internally generated gas; 2. The shift from soil substrates seen mostly in Temperate Zone Leucobryum to rotten wood substrates or epiphytism; 3. Increasing reliance on vegetative reproduction with reduction of reliance on sporophytes; 4. Morphogenetic increase of the number of chlorocysts in the leaf. Geographical concentrations of the genera are noted, and distributions between hemispheres are apparently mostly by way of the South Atlantic. The use of functional considerations in evolutionary studies is emphasized. The retention of paraphyletic groups in taxonomy is defended

From \u3ci\u3eHeo\u3c/i\u3e to \u3ci\u3eZir\u3c/i\u3e: A History of Gender Expression in the English Language

With the growing presence of the LGBTQ+ community on the global stage, the matter of gender has been rushed to the forefront of the public consciousness. News outlets have hotly debated the topic of gender expression, a topic which has motivated mass demonstrations and acts of violence, and this has promoted a linguistic conversation at the international level. This thesis is intended to provide the historical context for the contemporary debate on gender expression in the English language, and explores both the grammatical background (the Indo-European origins of linguistic gender, the development of the modern pronoun system, etc.) and the conceptual background (the Greek origins of “gender” as they differ from modern usage)

The Necessity of Holistic Values, Approaches, and Practices in Social Work

Despite growing evidence of the effectiveness of holistic perspectives in social work, there is not one all-encompassing definition or view of wholeness or holistic wellbeing in the field of social work. A holistic perspective is inherent in social work values, approaches, and practices, but there are often limits to a holistic perspective that are difficult to change. Based on a review of current holistic values, approaches, and practices in social work, it is necessary to determine a consistent definition of wholeness, educate clients and other professionals about holistic approaches, and conduct more research on the effect and ways to measure wholeness

Discourses of teaching in selected childcare settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University

Teachers who work fulltime in community-based childcare settings are responsible for the care and education of children who range in age from babies to children aged 5 years of age. Teachers working in this capacity commonly care for children for extended periods of time, acting 'in loco parentis' as they respond to children throughout the day. Teachers who work in such settings experience their work within a particular working reality. They tend to have shorter holidays, staggered breaks and longer face to face hours with children than others who work with young children in early childhood education. Furthermore, recent moves to professionalize the sector have created increased accountability for all teachers in early childhood education, including those who work in childcare. The present study interviewed 6 teachers who work in community-based settings. Teachers were asked to talk at length about their work. They were encouraged to communicate what their work was like and how they experienced it. They were asked to describe in detail an actual day in their work and to recount particular stories that epitomized their views and their experiences. The interview transcripts were then analysed to make explicit how teachers understood and made meaning in their work. In-depth analysis of the interviews revealed eight discourses that were significant in the teachers' work. These were: a normative mother care discourse, a child-centred discourse, a professional discourse, a team-player discourse, a manager of the day, people and environment discourse, a child-in-context discourse and a forum for care discourse. The particular nature of the discourses that were identified threw light on the work of teachers and the experiences that the teachers consequently had. The discourses were analysed in relation to the current literature and in relation to the material realities of the teachers' work. Certain world-views were seen to be opened up to the teachers from their positions within discourses. The positions that teachers took up in the various discourses were explored in regard to the kinds of relationships that teachers made with children and with parents/whānau and in regard to care of their own self. The study concludes by advocating for increased awareness of the discourses that constitute the work. It is important that teachers understand how certain subject positions are available to them in particular discourses and how these subject positions offer a particular view of the world. Also, as teachers take up positions, certain ways of being with children and with parents open up, and other ways of being with children and parents/whānau close down