title: Case study: An in-depth exploration of male survivors of female-perpetrated domestic violence

authors: Jervis, Samantha

subjects: Abuse

abstract: Male survivors of female-perpetrated violence are often overlooked within the academic, social, and judicial systems. The current thesis highlights this gap in research as well as provides readers with a deeper understanding of the difficulties faced by male survivors. Using a case-study based approach, and narrative inquiry a single participant was interviewed over multiple meetings. This allowed the researcher to get a more in-depth and complete picture of his experiences. His story was then told and analysed using the existing literature as a means of comparison and contrast. Unfortunately, it appears as though victims often feel re-victimized by the legal system and service providers to whom they turn for assistance. This was the case with the participant and was corroborated by participants in existing studies. The research revealed that extensive physical, social and mental supports are available for female victims of violence; in contrast, there is very little available to men. Despite growing recognition of male victimisation, it is still a difficult subject to discuss. The legitimacy and validity of men as victims of domestic violence are still feverishly debated amongst academics and mainstream media. The hope is, that with further research and attention, the same forms of assistance that are available to women will be created and offered to men. It is imperative that such supports are designed specifically for men, rather than simply adjusting those services already available to women. Gender differences in the perpetration of violence and the experiences with service providers must be taken into consideration. Throughout the interview and research processes, it was evident that the participant was searching for validation of his experiences and required services that support the gender specific needs of men.

text: Case study: An in-depth exploration of male survivors of female-perpetrated domestic violence Male survivors of female-perpetrated violence are often overlooked within the academic, social, and judicial systems. The current thesis highlights this gap in research as well as provides readers with a deeper understanding of the difficulties faced by male survivors. Using a case-study based approach, and narrative inquiry a single participant was interviewed over multiple meetings. This allowed the researcher to get a more in-depth and complete picture of his experiences. His story was then told and analysed using the existing literature as a means of comparison and contrast. Unfortunately, it appears as though victims often feel re-victimized by the legal system and service providers to whom they turn for assistance. This was the case with the participant and was corroborated by participants in existing studies. The research revealed that extensive physical, social and mental supports are available for female victims of violence; in contrast, there is very little available to men. Despite growing recognition of male victimisation, it is still a difficult subject to discuss. The legitimacy and validity of men as victims of domestic violence are still feverishly debated amongst academics and mainstream media. The hope is, that with further research and attention, the same forms of assistance that are available to women will be created and offered to men. It is imperative that such supports are designed specifically for men, rather than simply adjusting those services already available to women. Gender differences in the perpetration of violence and the experiences with service providers must be taken into consideration. Throughout the interview and research processes, it was evident that the participant was searching for validation of his experiences and required services that support the gender specific needs of men.

year: 2023

title: Environmental and biogeographical drivers of the Leptospermum scoparium (mānuka) phyllosphere microbiome

authors: Noble, Anya Sophia

subjects: phyllosphere

abstract: A substantial body of research exists on the physiology and genetics of Leptospermum scoparium (mānuka); however, the mānuka phyllosphere has not yet been investigated. This research, therefore, provides the first exploration of the bacterial communities comprising the mānuka phyllosphere. In total, 89 samples were collected from five native mānuka forests during the November 2016 – January 2017 mānuka flowering season, and examined alongside spatial, environmental, and host-tree related metadata. Cultivation-independent methods, including DNA extraction and 16S rRNA gene PCR amplicon sequencing analysis, were used to characterise phyllosphere communities. Using a combination of statistical tests, the BLAST algorithm, and a PICRUSt analysis, a habitat-specific core microbiome comprising members of Acidobacteria, Alphaproteobacteria, Bacteroidetes, and Verrucomicrobia, was present in all samples. Distinct microbial biogeographical patterning was also identified in the mānuka phyllosphere whereby spatially structured gradients in environmental variables, such as temperature and precipitation, correlated with bacterial community structure.  The results from this study provide new insight pertaining to the structure, composition, and driving factors of the bacterial communities of the mānuka phyllosphere and shed light on theories of microbial ecology, such as microbial biogeography and core microbiomes. This research has the potential to open new avenues in both mānuka and microbial ecology fields of investigation within New Zealand.

text: Environmental and biogeographical drivers of the Leptospermum scoparium (mānuka) phyllosphere microbiome A substantial body of research exists on the physiology and genetics of Leptospermum scoparium (mānuka); however, the mānuka phyllosphere has not yet been investigated. This research, therefore, provides the first exploration of the bacterial communities comprising the mānuka phyllosphere. In total, 89 samples were collected from five native mānuka forests during the November 2016 – January 2017 mānuka flowering season, and examined alongside spatial, environmental, and host-tree related metadata. Cultivation-independent methods, including DNA extraction and 16S rRNA gene PCR amplicon sequencing analysis, were used to characterise phyllosphere communities. Using a combination of statistical tests, the BLAST algorithm, and a PICRUSt analysis, a habitat-specific core microbiome comprising members of Acidobacteria, Alphaproteobacteria, Bacteroidetes, and Verrucomicrobia, was present in all samples. Distinct microbial biogeographical patterning was also identified in the mānuka phyllosphere whereby spatially structured gradients in environmental variables, such as temperature and precipitation, correlated with bacterial community structure.  The results from this study provide new insight pertaining to the structure, composition, and driving factors of the bacterial communities of the mānuka phyllosphere and shed light on theories of microbial ecology, such as microbial biogeography and core microbiomes. This research has the potential to open new avenues in both mānuka and microbial ecology fields of investigation within New Zealand.

year: 2018

title: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning

authors: Maisey, Carma

subjects: Poutama Pounamu

abstract: The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

text: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

year: 2022