title: Getting research students started: a tale of two courses

authors: Witten, Ian H.

abstract: As graduate programs in Computer Science grow and mature and undergraduate populations stabilize, an increasing proportion of our resources is being devoted to the training of researchers in the field. Many inefficiencies are evident in our graduate programs. These include undesirably long average times to thesis completion, students' poor work habits and general lack of professionalism, and the unnecessary duplication of having supervisors introduce their students individually to the basics of research. Solving these problems requires specifically targeted education to get students started in their graduate research and introduce them to the skills and tools needed to complete it efficiently and effectively. We have used two different approaches in our respective departments. One is a (half-) credit course on research skills; the other a one-week intensive non-credit "survival course" at the beginning of the year. The advantage of the former is the opportunity to cover material in depth and for students to practice their skills; the latter is much less demanding on students and is easier to fit into an existing graduate program.

text: Getting research students started: a tale of two courses As graduate programs in Computer Science grow and mature and undergraduate populations stabilize, an increasing proportion of our resources is being devoted to the training of researchers in the field. Many inefficiencies are evident in our graduate programs. These include undesirably long average times to thesis completion, students' poor work habits and general lack of professionalism, and the unnecessary duplication of having supervisors introduce their students individually to the basics of research. Solving these problems requires specifically targeted education to get students started in their graduate research and introduce them to the skills and tools needed to complete it efficiently and effectively. We have used two different approaches in our respective departments. One is a (half-) credit course on research skills; the other a one-week intensive non-credit "survival course" at the beginning of the year. The advantage of the former is the opportunity to cover material in depth and for students to practice their skills; the latter is much less demanding on students and is easier to fit into an existing graduate program.

year: 1992

title: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators?

authors: Grinter, Amy

abstract: Understanding how nutrition choices of adolescent boys are influenced by social pressures in a New Zealand single-sex boys’ school is critical in informing science educators on how to design and deliver nutrition education. While there is a body of literature on social influences such as family (Berge et al., 2016), peers (Ragelienė & Grønhøj, 2020) and social media influence (Derenne & Beresin, 2006) on adolescents and children, much of the research had a focus on young females and overlooked the niche influences that shape the nutrition choices of adolescents’ at a single sex boys school. Adolescence marks a significant change period, including the shift in value of opinion from their parents to their peers (Mazzeo et al., 2024). Additionally, compulsory subjects at school are coming to an end. Therefore, there is a great responsibility on educators to highlight the importance of the nuanced factors that affect nutrition consumption throughout their lives and equip adolescents with a more realistic approach to nutrition that extends beyond calories and macronutrients.
With this in mind, and to gather some initial data this study sought out to explore: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators? Given the scope of the study, a mixed-methods survey was conducted with Year 11 students (16 years and older) combining quantitative questions with a small number of open-ended questions to capture nuanced perspectives associated with nutrition.
This study not only considers the formal teaching of nutrition but also the informal culture of the school environment and how these factors play their part in influencing the choices adolescents make about their food habits. Year 11 students are at a key developmental stage of transitioning from childhood to adolescence. The findings from this study raise several implications for educators. A clear takeaway is the need to address the existing narrow scope adolescents have when it comes to nutrition. For many boys, nutrition has been reduced to a narrow mindset focusing on protein consumption, macronutrient balancing and body image. This mindset, reflected in many of the survey responses, prioritises physical measurements such as physique or athletic performance, rather than their overall health or well-being. 
Social media was raised as a contributor to this mindset with most participants reporting daily exposure to social media and fitness influencers who promote this hyper fixation on macronutrients. This culture of misinformation is corroborated by school sporting environments, where coachers try to deliver simplified nutrition advice, reinforcing this narrow, macronutrient tracking mindset. Compounding this issue is the segmented approach to nutrition education within the school curriculum, as well as the school culture and canteen options, which fail to cultivate healthy eating messages.
These findings suggest the need for an educational reform. A more integrated approach that can suitably portray the nuanced and multifaceted factors that influence nutrition choices is required. Finally, this survey’s results indicated education is not sufficient alone to harbour healthy eating, but the school environment must also reflect and promote healthy eating. Therefore, nutrition should not be segmented to individual topics, but taught across departments in science, physical education (P.E.) and health, social studies and be displayed in everyday school practices. Additionally, providing education to sports coaches and trainers will enable them to offer more well-rounded, holistic nutrition advice to their students. Without considering an education reform, schools run the risk of continuing to instil this narrow-sighted ideology about nutrition.

text: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators? Understanding how nutrition choices of adolescent boys are influenced by social pressures in a New Zealand single-sex boys’ school is critical in informing science educators on how to design and deliver nutrition education. While there is a body of literature on social influences such as family (Berge et al., 2016), peers (Ragelienė & Grønhøj, 2020) and social media influence (Derenne & Beresin, 2006) on adolescents and children, much of the research had a focus on young females and overlooked the niche influences that shape the nutrition choices of adolescents’ at a single sex boys school. Adolescence marks a significant change period, including the shift in value of opinion from their parents to their peers (Mazzeo et al., 2024). Additionally, compulsory subjects at school are coming to an end. Therefore, there is a great responsibility on educators to highlight the importance of the nuanced factors that affect nutrition consumption throughout their lives and equip adolescents with a more realistic approach to nutrition that extends beyond calories and macronutrients.
With this in mind, and to gather some initial data this study sought out to explore: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators? Given the scope of the study, a mixed-methods survey was conducted with Year 11 students (16 years and older) combining quantitative questions with a small number of open-ended questions to capture nuanced perspectives associated with nutrition.
This study not only considers the formal teaching of nutrition but also the informal culture of the school environment and how these factors play their part in influencing the choices adolescents make about their food habits. Year 11 students are at a key developmental stage of transitioning from childhood to adolescence. The findings from this study raise several implications for educators. A clear takeaway is the need to address the existing narrow scope adolescents have when it comes to nutrition. For many boys, nutrition has been reduced to a narrow mindset focusing on protein consumption, macronutrient balancing and body image. This mindset, reflected in many of the survey responses, prioritises physical measurements such as physique or athletic performance, rather than their overall health or well-being. 
Social media was raised as a contributor to this mindset with most participants reporting daily exposure to social media and fitness influencers who promote this hyper fixation on macronutrients. This culture of misinformation is corroborated by school sporting environments, where coachers try to deliver simplified nutrition advice, reinforcing this narrow, macronutrient tracking mindset. Compounding this issue is the segmented approach to nutrition education within the school curriculum, as well as the school culture and canteen options, which fail to cultivate healthy eating messages.
These findings suggest the need for an educational reform. A more integrated approach that can suitably portray the nuanced and multifaceted factors that influence nutrition choices is required. Finally, this survey’s results indicated education is not sufficient alone to harbour healthy eating, but the school environment must also reflect and promote healthy eating. Therefore, nutrition should not be segmented to individual topics, but taught across departments in science, physical education (P.E.) and health, social studies and be displayed in everyday school practices. Additionally, providing education to sports coaches and trainers will enable them to offer more well-rounded, holistic nutrition advice to their students. Without considering an education reform, schools run the risk of continuing to instil this narrow-sighted ideology about nutrition.

year: 2025

title: Re-designing the national imaginary: The development of Matariki as a contemporary festival

authors: Hardy, Ann

subjects: Aotearoa/New Zealand

abstract: This article considers the factors shaping the contemporary redevelopment in Aotearoa/ New Zealand of the indigenous commemoration of the rising of the constellation Matariki as a marker of seasonal change.  Through interviews with producers of media materials celebrating Matariki, it examines the ideological, cultural, and economic factors determining the encoding of the materials, investigating in particular the ways in which Matariki can resource a marketplace for spiritual commodities.

text: Re-designing the national imaginary: The development of Matariki as a contemporary festival This article considers the factors shaping the contemporary redevelopment in Aotearoa/ New Zealand of the indigenous commemoration of the rising of the constellation Matariki as a marker of seasonal change.  Through interviews with producers of media materials celebrating Matariki, it examines the ideological, cultural, and economic factors determining the encoding of the materials, investigating in particular the ways in which Matariki can resource a marketplace for spiritual commodities.

year: 2012