title: New directions: The deconstructing 'Tis Pity?: Derrida, Barthes and Ford

authors: Houlahan, Mark

subjects: John Ford's tragedy

abstract: At the famous climax of `Tis Pity, Giovanni enters the last scene of the play and, as he knows, his life, `with a heart upon his dagger', with which he-hearted implement he stabs his enemy and brother-in-law Soranzo, before himself being fatally stabbed in the ensuing melée. The heart, it seems, is Annahella's, removed from her after Giovanni's loving, surgical sacrifice of his pregnant sister/wife in the scene before. The `seems' here is crucial, for at first this is not clear, neither to the onstage audience, waiting for Giovanni to arrive at the banquet, nor to an audience watching the play or those reading it. The eloquent Giovanni exults in providing the explanation to both groups.

text: New directions: The deconstructing 'Tis Pity?: Derrida, Barthes and Ford At the famous climax of `Tis Pity, Giovanni enters the last scene of the play and, as he knows, his life, `with a heart upon his dagger', with which he-hearted implement he stabs his enemy and brother-in-law Soranzo, before himself being fatally stabbed in the ensuing melée. The heart, it seems, is Annahella's, removed from her after Giovanni's loving, surgical sacrifice of his pregnant sister/wife in the scene before. The `seems' here is crucial, for at first this is not clear, neither to the onstage audience, waiting for Giovanni to arrive at the banquet, nor to an audience watching the play or those reading it. The eloquent Giovanni exults in providing the explanation to both groups.

year: 2010

title: The Biology and Biochemistry of PhoH2 proteins

authors: Andrews, Emma Sophie Vout

subjects: Mycobacteria

abstract: PhoH2 proteins are found in a diverse range of organisms. To date little is known about these proteins and the role they play in the organisms in which they reside. PhoH2 is a PIN PhoH domain fusion, and these proteins are currently annotated as having unknown function and are described as PhoH like. PhoH domains are thought to be ATPases and all characterised PIN domain proteins are RNases. Most efforts have focussed on determining the role of PIN domain proteins that comprise the toxic component (VapC) of VapBC toxin antitoxin systems, in which the PIN domain is coexpressed as part of an operon with an inhibitor (VapB). In the remaining cases where PIN domain proteins can be found such as PIN PhoH domain fusions, these cases remain unexamined. This thesis describes the biological and biochemical characterisation of the PIN PhoH protein, PhoH2 from Mycobacterium tuberculosis and Mycobacterium smegmatis, along with a preliminary structural characterisation of a thermophilic PhoH2 protein homologue. 

The phoH2 gene from both mycobacterial organisms was found to be expressed as part of a long mRNA transcript. Examination of these transcripts revealed possible alternative 5’ start sites out of frame with the phoH2 gene. For protein overexpression, and ‘normal’ growth and colony formation with conditional overexpression, phoH2 from M. tuberculosis required 152 bp of the 5’ sequence directly upstream of the annotated phoH2 gene (annotated here as phoH2alt). PhoH2 proteins: PhoH2alt MTB, PhoH2alt MSMEG and PhoH2MSMEG show ATP/Mg²⁺ dependent, sequence specific RNA unwinding and cleavage. The sequence (A C) (A/U) (A/U) (G/C) U was deduced as a substrate for PhoH2, and PhoH2alt MTB also demonstrated unwinding and cleavage activity on its upstream ~152 base RNA transcript, suggesting a potential autoregulatory mechanism. Structural analysis of a thermophilic PhoH2 protein homologue has provided preliminary crystallographic data which along with electron microscopy suggest a ring like hexameric PhoH2 oligomer.

text: The Biology and Biochemistry of PhoH2 proteins PhoH2 proteins are found in a diverse range of organisms. To date little is known about these proteins and the role they play in the organisms in which they reside. PhoH2 is a PIN PhoH domain fusion, and these proteins are currently annotated as having unknown function and are described as PhoH like. PhoH domains are thought to be ATPases and all characterised PIN domain proteins are RNases. Most efforts have focussed on determining the role of PIN domain proteins that comprise the toxic component (VapC) of VapBC toxin antitoxin systems, in which the PIN domain is coexpressed as part of an operon with an inhibitor (VapB). In the remaining cases where PIN domain proteins can be found such as PIN PhoH domain fusions, these cases remain unexamined. This thesis describes the biological and biochemical characterisation of the PIN PhoH protein, PhoH2 from Mycobacterium tuberculosis and Mycobacterium smegmatis, along with a preliminary structural characterisation of a thermophilic PhoH2 protein homologue. 

The phoH2 gene from both mycobacterial organisms was found to be expressed as part of a long mRNA transcript. Examination of these transcripts revealed possible alternative 5’ start sites out of frame with the phoH2 gene. For protein overexpression, and ‘normal’ growth and colony formation with conditional overexpression, phoH2 from M. tuberculosis required 152 bp of the 5’ sequence directly upstream of the annotated phoH2 gene (annotated here as phoH2alt). PhoH2 proteins: PhoH2alt MTB, PhoH2alt MSMEG and PhoH2MSMEG show ATP/Mg²⁺ dependent, sequence specific RNA unwinding and cleavage. The sequence (A C) (A/U) (A/U) (G/C) U was deduced as a substrate for PhoH2, and PhoH2alt MTB also demonstrated unwinding and cleavage activity on its upstream ~152 base RNA transcript, suggesting a potential autoregulatory mechanism. Structural analysis of a thermophilic PhoH2 protein homologue has provided preliminary crystallographic data which along with electron microscopy suggest a ring like hexameric PhoH2 oligomer.

year: 2013

title: Young Maori males experiences in a secondary school context as sporting, academic and cultural identities.

authors: Porteous, Erin

subjects: Male Maori

abstract: This research focused on the journey of male Māori through secondary school and the effect on their identities in terms of sport, culture and academia. The two key areas of focus were how the culture of the school, including cultural stereotypes, impacts on male Māori learner self-concept, and whether the effect of creating an all Māori boys form class has resulted in an increased sense of belonging and engagement. 
The research was conducted as a case study underpinned by an interpretive methodology, using a focus group interview. The group was made up of five boys, chosen from a newly formed all boys’ Year 11 Māori form class. The boys were selected in conjunction with their form teacher and the schools Kaitiaki, in order to reflect a range of sporting, academic and cultural levels. 
The research findings found that although the boys view of their experiences in school seemed positive overall, they described common incidences and reactions to racial discrimination. The exposure to embedded racial stereotypes and behaviours caused them to create their own solutions, often through threatening violence or aggressive reactions. It appears that when young male Māori are more closely connected to Māori culture, they are more likely they are to create these responses. 
Teachers remain integral to the engagement and belonging of a young male Māori in secondary school. In support of the findings from Kia Eke Panuku (2013), this study found that male Māori require positive relationships with their teachers to engage in the subject and school in a general sense. Relationships based on ako and manaakitanga are key to these students viewing their experiences in school as successful.
Another finding showed the importance of sport and physical activity to young male Māori, though success in this area has been a limiting factor in contributing to overall success in secondary school. The placing of male Māori as a ‘physical being’ (Hokowhitu, 2003a; Hokowhitu, 2003b; Hokowhitu, 2004) creates spaces where Māori can be successful, such as practical based subjects like physical education. This success is perceived as acceptable yet often isolates them away from success in other areas (Erueti & Palmer, 2014), feeding into the stereotype itself.
The success of the all boys’ Māori form class was scrutinised by this study, and found the intended outcomes had not necessarily been met. The overall impact was that the boys had been grouped with a Māori form teacher and the intentions of additional support had been overlooked due to time pressures and deficit thinking in terms of capabilities of the class members.  For the Māori boys in this study, the challenges of overcome historical cultural stereotypes added to the challenge of succeeding at secondary school. The expectation that they walk successfully between the realms of Māori and pākehā to achieve in the current education system coupled with the feeling they needed to act ‘pākehā’ in order to achieve is particularly disturbing. The inequity for them in denying part of their identity seems a hefty price to pay for educational success.
This study highlights the need for schools, communities and individual teachers to recognise these racial and systemic inequities and work tirelessly to develop strategies to eliminate them, in order to create to take a giant step towards equity for all New Zealanders within education.

text: Young Maori males experiences in a secondary school context as sporting, academic and cultural identities. This research focused on the journey of male Māori through secondary school and the effect on their identities in terms of sport, culture and academia. The two key areas of focus were how the culture of the school, including cultural stereotypes, impacts on male Māori learner self-concept, and whether the effect of creating an all Māori boys form class has resulted in an increased sense of belonging and engagement. 
The research was conducted as a case study underpinned by an interpretive methodology, using a focus group interview. The group was made up of five boys, chosen from a newly formed all boys’ Year 11 Māori form class. The boys were selected in conjunction with their form teacher and the schools Kaitiaki, in order to reflect a range of sporting, academic and cultural levels. 
The research findings found that although the boys view of their experiences in school seemed positive overall, they described common incidences and reactions to racial discrimination. The exposure to embedded racial stereotypes and behaviours caused them to create their own solutions, often through threatening violence or aggressive reactions. It appears that when young male Māori are more closely connected to Māori culture, they are more likely they are to create these responses. 
Teachers remain integral to the engagement and belonging of a young male Māori in secondary school. In support of the findings from Kia Eke Panuku (2013), this study found that male Māori require positive relationships with their teachers to engage in the subject and school in a general sense. Relationships based on ako and manaakitanga are key to these students viewing their experiences in school as successful.
Another finding showed the importance of sport and physical activity to young male Māori, though success in this area has been a limiting factor in contributing to overall success in secondary school. The placing of male Māori as a ‘physical being’ (Hokowhitu, 2003a; Hokowhitu, 2003b; Hokowhitu, 2004) creates spaces where Māori can be successful, such as practical based subjects like physical education. This success is perceived as acceptable yet often isolates them away from success in other areas (Erueti & Palmer, 2014), feeding into the stereotype itself.
The success of the all boys’ Māori form class was scrutinised by this study, and found the intended outcomes had not necessarily been met. The overall impact was that the boys had been grouped with a Māori form teacher and the intentions of additional support had been overlooked due to time pressures and deficit thinking in terms of capabilities of the class members.  For the Māori boys in this study, the challenges of overcome historical cultural stereotypes added to the challenge of succeeding at secondary school. The expectation that they walk successfully between the realms of Māori and pākehā to achieve in the current education system coupled with the feeling they needed to act ‘pākehā’ in order to achieve is particularly disturbing. The inequity for them in denying part of their identity seems a hefty price to pay for educational success.
This study highlights the need for schools, communities and individual teachers to recognise these racial and systemic inequities and work tirelessly to develop strategies to eliminate them, in order to create to take a giant step towards equity for all New Zealanders within education.

year: 2016