title: Taking the road less travelled: Exploring the link between curiosity and resilience with 1NZSAS

authors: Bojilova, Alexandrina

subjects: Resilience

abstract: The pivotal question- ‘what goes right?’ in resilience must be explored further. We need to reconstruct resilience- beyond recovery or equanimity and towards capaci-ty for learning and thriving. This research unveils curiosity as a vital enabler for resilience. The relationship is studied in the context of resilience as a holistic, multifaceted and developable capability.
The primary aim of this research is to understand ‘what goes right’ for individuals who perform and thrive in ongoing change, ambiguity and significant risks, and to study the contextual conditions enabling their resilience. The overarching re-search question asks: “How is resilience built, sustained and developed to support capacity for thriving?” or put simply, “What goes right?”. The three supporting questions are “In what ways does curiosity serve as a resilience enabler? “What are the heuristics individuals employ to sustain and grow resilient mindsets?”, and “What are the contextual conditions that support access to resilience?”.
This research employs the principles of social constructivism as a methodological framework. It uses semi-structured interviews and narratives to capture detailed insights from 35 New Zealand Special Air Service (1NZSAS) members, for whom resilience is a critical value-in-action. 
The present research extends understanding of and applied ways to resilience, by reconstructing it through the prisms of curiosity. It frames and explores the heu-ristics individuals nurture and rely upon to thrive in and grow through challenges and setbacks. This research also outlines the contextual conditions that enable capacity for resilience in some of the most demanding conditions. The present research presents an integrated model of the findings, using curiosity and resili-ence as the axis that shape, drive and sustain capacity for thriving in ambiguity and change. Further to academic contribution, this thesis offers invaluable contri-butions to practitioners and leaders, as well as individuals willing to broaden and build greater access to resilience.

text: Taking the road less travelled: Exploring the link between curiosity and resilience with 1NZSAS The pivotal question- ‘what goes right?’ in resilience must be explored further. We need to reconstruct resilience- beyond recovery or equanimity and towards capaci-ty for learning and thriving. This research unveils curiosity as a vital enabler for resilience. The relationship is studied in the context of resilience as a holistic, multifaceted and developable capability.
The primary aim of this research is to understand ‘what goes right’ for individuals who perform and thrive in ongoing change, ambiguity and significant risks, and to study the contextual conditions enabling their resilience. The overarching re-search question asks: “How is resilience built, sustained and developed to support capacity for thriving?” or put simply, “What goes right?”. The three supporting questions are “In what ways does curiosity serve as a resilience enabler? “What are the heuristics individuals employ to sustain and grow resilient mindsets?”, and “What are the contextual conditions that support access to resilience?”.
This research employs the principles of social constructivism as a methodological framework. It uses semi-structured interviews and narratives to capture detailed insights from 35 New Zealand Special Air Service (1NZSAS) members, for whom resilience is a critical value-in-action. 
The present research extends understanding of and applied ways to resilience, by reconstructing it through the prisms of curiosity. It frames and explores the heu-ristics individuals nurture and rely upon to thrive in and grow through challenges and setbacks. This research also outlines the contextual conditions that enable capacity for resilience in some of the most demanding conditions. The present research presents an integrated model of the findings, using curiosity and resili-ence as the axis that shape, drive and sustain capacity for thriving in ambiguity and change. Further to academic contribution, this thesis offers invaluable contri-butions to practitioners and leaders, as well as individuals willing to broaden and build greater access to resilience.

year: 2021

title: Isomerism of Complexes Containing Thiourea Dianion Ligands

authors: Spenceley, Jane Estelle

subjects: Thiourea

abstract: This thesis reports the synthesis and characterisation of eight new platinum thiourea complexes. Thiourea dianion complexes of the type (Ph₃P)₂PtSC(=NR)NPh, R=Me, Et, Prⁿ, Prⁱ, Buⁿ and (Ph₃P)₂PtSC(=NPh)NR R=Buͭ , p-tol, and the thiourea monoanion complex of the type [(Ph₃P)₂PtSC(=NEtH)NPh]⁺ were synthesised. This research confirms the prediction made by Henderson et al that asymmetrically substituted thiourea dianion complexes could form isomers. NMR studies show that the kinetically favoured isomer is formed initially, and then undergoes a solution phase isomerisation process to form the thermodynamically favoured isomer. Evidence that this isomerisation is affected by difference in substituent size and the energy difference between the two structures was obtained both experimentally, by use of NMR spectroscopy techniques, and theoretically using DFT calculations. Theoretically optimised geometries of each isomer allowed the calculation of ΔG(GPtrem-GPtadj) for each pair. NMR techniques were used to monitor the isomerisation process, which was clearly visible in both ¹H and ³¹P spectra. The relative substituent size, difference in energy between the two structures and rate of isomerisation appear to be proportional to each other. The greater the substituent size difference, the greater the difference in energy and faster the rate of isomerisation from the kinetically favoured isomer to the thermodynamically favoured isomer.

text: Isomerism of Complexes Containing Thiourea Dianion Ligands This thesis reports the synthesis and characterisation of eight new platinum thiourea complexes. Thiourea dianion complexes of the type (Ph₃P)₂PtSC(=NR)NPh, R=Me, Et, Prⁿ, Prⁱ, Buⁿ and (Ph₃P)₂PtSC(=NPh)NR R=Buͭ , p-tol, and the thiourea monoanion complex of the type [(Ph₃P)₂PtSC(=NEtH)NPh]⁺ were synthesised. This research confirms the prediction made by Henderson et al that asymmetrically substituted thiourea dianion complexes could form isomers. NMR studies show that the kinetically favoured isomer is formed initially, and then undergoes a solution phase isomerisation process to form the thermodynamically favoured isomer. Evidence that this isomerisation is affected by difference in substituent size and the energy difference between the two structures was obtained both experimentally, by use of NMR spectroscopy techniques, and theoretically using DFT calculations. Theoretically optimised geometries of each isomer allowed the calculation of ΔG(GPtrem-GPtadj) for each pair. NMR techniques were used to monitor the isomerisation process, which was clearly visible in both ¹H and ³¹P spectra. The relative substituent size, difference in energy between the two structures and rate of isomerisation appear to be proportional to each other. The greater the substituent size difference, the greater the difference in energy and faster the rate of isomerisation from the kinetically favoured isomer to the thermodynamically favoured isomer.

year: 2014

title: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika

authors: Bidois, Devyn

abstract: Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

text: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

year: 2024