title: Diurnal changes in the heterotrophic uptake of glycolate and glucose in two lakes

authors: Rawley, Brian Andrew

subjects: Antarctica

abstract: A study was made of diurnal changes in the heterotrophic uptake kinetics of both ¹⁴C-glucose and ¹⁴C- glycolate in two small stratified lakes, Lake Rotomanuka in New Zealand and Lake Fryxell in Antarctica. The purpose of the investigation was to study the effect that diurnal changes in the extracellular release of certain substrates by algae might have on the uptake of those substrates by aquatic microheterotrophs. The heterotrophic uptake technique of Parsons and Strickland.(196l) was modified to provide a technique which was more convenient for field-work. In an effort to exclude the effects of migration and heterogeneous population distribution on substrate uptake, the microbial population in each lake was observed using a combination of (a) direct counts of bacteria (using acridine orange staining and epi-fluorescent microscopy); (b) measurement of chlorophyll α and bacterio-chlorophyll and (c) measurement of the reduction of INT dye. The natural concentration of glycolate was measured on some occasions using a modification of the technique of Shah and Wright (1974).

text: Diurnal changes in the heterotrophic uptake of glycolate and glucose in two lakes A study was made of diurnal changes in the heterotrophic uptake kinetics of both ¹⁴C-glucose and ¹⁴C- glycolate in two small stratified lakes, Lake Rotomanuka in New Zealand and Lake Fryxell in Antarctica. The purpose of the investigation was to study the effect that diurnal changes in the extracellular release of certain substrates by algae might have on the uptake of those substrates by aquatic microheterotrophs. The heterotrophic uptake technique of Parsons and Strickland.(196l) was modified to provide a technique which was more convenient for field-work. In an effort to exclude the effects of migration and heterogeneous population distribution on substrate uptake, the microbial population in each lake was observed using a combination of (a) direct counts of bacteria (using acridine orange staining and epi-fluorescent microscopy); (b) measurement of chlorophyll α and bacterio-chlorophyll and (c) measurement of the reduction of INT dye. The natural concentration of glycolate was measured on some occasions using a modification of the technique of Shah and Wright (1974).

year: 1982

title: Heterosexual couples, gender discourse, and the production of relational subjectivity

authors: Morris, Brian

subjects: Gender

abstract: This study is situated in feminist and poststructural theory. The focus of the study is heterosexual relationships. In particular, the study investigates the shaping effects of patriarchal discourses on the relational subjectivity of a woman partner; how a woman partner responds to and refuses this shaping; and why and how a man might change his positioning in relation to his partner. The data were generated through focus group discussions with women, and individual interviews with men. An initial women’s focus group generated core data for analysis, which was followed by interviews with men, and then a final focus group of women. Documentary practices, derived from narrative therapy, were used to capture and bridge discussions between these three stages of data generation. A poststructural analysis investigated the production of relational subjectivity in the context of heterosexual relationships. Analysis of data included a focus on relational subjectivity as reported by one of the initial focus group women. A deconstructive analysis of material from the initial focus group showed the shaping of women’s relational subjectivities at the intersection of dominant patriarchal and resistant practices. This deconstructive analysis is supported by analyses of material from the men’s interviews, and from the final focus group of women. Further, based in knowledge generated from the initial women’s focus group, an idea for heterosexual relationship as egalitarian is developed in the analysis. The thesis argues that heterosexual relationship is often dominated by patriarchal ideas and practices that privilege the male partner. The thesis offers a philosophical location with the potential to reposition heterosexual relationship to a safe and egalitarian place. An exploration is offered about how men might take up ethical practices so that the repositioning of heterosexual relationship can be maintained, and patriarchally sustained male privilege held accountable. The thesis suggests that the ethical ideas and practices offered for egalitarian heterosexual relationship might be extrapolated to gender relations in general. My accountability as a male researcher is embedded in the process of the study, with feminist supervisors, in the research methodology with the final focus group of women, and in critical reflexivity in the data analysis. In particular, an example is provided which shows the researcher reflexively analysing one moment in the data generation where a research participant was offered a possible non-preferred position. The contribution of this study is to bring Derridean ideas on ethical action to relational subjectivity in heterosexual relationship. Its timeliness is evidenced by the demand from the women participants, and others, for men to engage in respectful and ethical relationship practices. At the same time the study argues that its timeliness is still in the making, produced in the democracy to come that is being brought into existence when the potential for respectful and ethical relationship is enacted in practice. The responsibility for inventing such practices rests with men.

text: Heterosexual couples, gender discourse, and the production of relational subjectivity This study is situated in feminist and poststructural theory. The focus of the study is heterosexual relationships. In particular, the study investigates the shaping effects of patriarchal discourses on the relational subjectivity of a woman partner; how a woman partner responds to and refuses this shaping; and why and how a man might change his positioning in relation to his partner. The data were generated through focus group discussions with women, and individual interviews with men. An initial women’s focus group generated core data for analysis, which was followed by interviews with men, and then a final focus group of women. Documentary practices, derived from narrative therapy, were used to capture and bridge discussions between these three stages of data generation. A poststructural analysis investigated the production of relational subjectivity in the context of heterosexual relationships. Analysis of data included a focus on relational subjectivity as reported by one of the initial focus group women. A deconstructive analysis of material from the initial focus group showed the shaping of women’s relational subjectivities at the intersection of dominant patriarchal and resistant practices. This deconstructive analysis is supported by analyses of material from the men’s interviews, and from the final focus group of women. Further, based in knowledge generated from the initial women’s focus group, an idea for heterosexual relationship as egalitarian is developed in the analysis. The thesis argues that heterosexual relationship is often dominated by patriarchal ideas and practices that privilege the male partner. The thesis offers a philosophical location with the potential to reposition heterosexual relationship to a safe and egalitarian place. An exploration is offered about how men might take up ethical practices so that the repositioning of heterosexual relationship can be maintained, and patriarchally sustained male privilege held accountable. The thesis suggests that the ethical ideas and practices offered for egalitarian heterosexual relationship might be extrapolated to gender relations in general. My accountability as a male researcher is embedded in the process of the study, with feminist supervisors, in the research methodology with the final focus group of women, and in critical reflexivity in the data analysis. In particular, an example is provided which shows the researcher reflexively analysing one moment in the data generation where a research participant was offered a possible non-preferred position. The contribution of this study is to bring Derridean ideas on ethical action to relational subjectivity in heterosexual relationship. Its timeliness is evidenced by the demand from the women participants, and others, for men to engage in respectful and ethical relationship practices. At the same time the study argues that its timeliness is still in the making, produced in the democracy to come that is being brought into existence when the potential for respectful and ethical relationship is enacted in practice. The responsibility for inventing such practices rests with men.

year: 2015

title: Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako

authors: Horne, Sharon Karey

subjects: Addressing

abstract: This research involved interviewing five Māori whānau, with children attending four of six schools across a  Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori.
A review of the literature highlighted precolonial ways of teaching and learning where whānau were highly involved in the education of their children and where teaching and learning was reciprocal and where the mana of children, whānau and hapū were important.
Applying culturally responsive methodologies and using group focussed, semi-structured interviews to collect whānau perspectives it was revealed that many Māori children were neither enjoying education nor achieving success as Māori. Māori whānau spoke sincerely about their own experiences and those of their children.  Critical and consistent messages from Māori whānau identified what must be addressed if Māori children are to reach their full potential and enjoy and achieve education success with their Māori cultural identity secure. 
This thesis identifies that it is crucial for school leaders and teachers to listen to what whānau are saying if educators are to take greater responsibility for the performance of Māori students’ learning and cultural identity by delivering their teaching performance against the cultural competencies stated in Tātaiako.  Addressing, reducing and removing the ongoing challenges and disparities Māori children and whānau face in education is essential. However, unless school leaders and teachers believe they have to change, then Māori will continue to get from schooling what they have always got. That is not good enough for Māori whānau and nor is it good enough for anyone’s whānau. This thesis discusses how together we can make this happen.

text: Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako This research involved interviewing five Māori whānau, with children attending four of six schools across a  Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori.
A review of the literature highlighted precolonial ways of teaching and learning where whānau were highly involved in the education of their children and where teaching and learning was reciprocal and where the mana of children, whānau and hapū were important.
Applying culturally responsive methodologies and using group focussed, semi-structured interviews to collect whānau perspectives it was revealed that many Māori children were neither enjoying education nor achieving success as Māori. Māori whānau spoke sincerely about their own experiences and those of their children.  Critical and consistent messages from Māori whānau identified what must be addressed if Māori children are to reach their full potential and enjoy and achieve education success with their Māori cultural identity secure. 
This thesis identifies that it is crucial for school leaders and teachers to listen to what whānau are saying if educators are to take greater responsibility for the performance of Māori students’ learning and cultural identity by delivering their teaching performance against the cultural competencies stated in Tātaiako.  Addressing, reducing and removing the ongoing challenges and disparities Māori children and whānau face in education is essential. However, unless school leaders and teachers believe they have to change, then Māori will continue to get from schooling what they have always got. That is not good enough for Māori whānau and nor is it good enough for anyone’s whānau. This thesis discusses how together we can make this happen.

year: 2020