title: Cellulases from extremely thermophilic bacteria

authors: Sharrock, Keith R.

subjects: biology

abstract: Cellulose is the most abundant biopolymer on earth, and is the major component of urban waste. Thus cellulose must be seen as a very significant renewable source of chemical foodstocks when fossil fuels become restricted.

text: Cellulases from extremely thermophilic bacteria Cellulose is the most abundant biopolymer on earth, and is the major component of urban waste. Thus cellulose must be seen as a very significant renewable source of chemical foodstocks when fossil fuels become restricted.

year: 1983

title: Passing lane & other stories

authors: Raleigh, Mary Isobel

subjects: Short fiction

abstract: Abstract
The process of growing into ourselves is one that we navigate through interactions with other people and, in turn, through interactions with the self. We learn from how the world refracts back to us and lodges deep within. This can be a bewildering experience as we attempt to discover who we are, trying to filter the continuous feedback thrown our way without losing ourselves. We build an absolute sense of self from the inside out. Despite the damage inflicted along the way, we seek to share and be understood.
This collection of stories intersplices experiences of what it is to be female - curious, observant, open, angry, lover of life, artist, idealist. It takes us on a journey forward and back through time, in the way our flickering minds and memories work to seek sense-making of the past from an ever-changing position in the now. As our lived experiences accumulate, time’s gift is that we can see with clarity what was hidden from view at the time.
Inspired by the idea of the arc from innocence to enlightenment we all traverse, I sought to allow fragments of female experience to explore themselves on the page. What happens when the unexpected happens? How do we reconcile fantasy with reality? How do we cope when expected to contort ourselves for others? Can we know ourselves entirely?
Womens’ lives are frequently fragmented and interrupted. We are always seeking to juggle the necessities of ordinary life, accept compromises, suppress or follow desires. I wanted to explore the lived reality of this fragmentation in the approach I took to these pieces of writing and how despite this, somehow, we still manage to hold on and savour life. Some of the stories are of traditional length, whereas others are shorter and more splintered. My goal was to capture the sense of how moments flicker by in our lives yet so many of them are poignant and extraordinary, gone in a flash and not always held on to.
The voices in these pieces are a female chorus, one woman on many different days, having many different epiphanies, or many women on a single day all experiencing life simultaneously. They are female harmonics seeking to make sense of the world. 
The stories are narrated by unnamed female narrators, ranging in age from four to 49. They are in first person ‘I’ or third person ‘she’ with two narratives in second person ‘you’ to express a different energy. I sought to draw the collection together using this approach with the hope that it allows the reader intimately inside the world of the narrator.
From vulnerable and tender to sardonic and impatient, these female personae are honest and raw, funny and insightful. The plural She who speaks here seeks to understand how life shapes a person.

text: Passing lane & other stories Abstract
The process of growing into ourselves is one that we navigate through interactions with other people and, in turn, through interactions with the self. We learn from how the world refracts back to us and lodges deep within. This can be a bewildering experience as we attempt to discover who we are, trying to filter the continuous feedback thrown our way without losing ourselves. We build an absolute sense of self from the inside out. Despite the damage inflicted along the way, we seek to share and be understood.
This collection of stories intersplices experiences of what it is to be female - curious, observant, open, angry, lover of life, artist, idealist. It takes us on a journey forward and back through time, in the way our flickering minds and memories work to seek sense-making of the past from an ever-changing position in the now. As our lived experiences accumulate, time’s gift is that we can see with clarity what was hidden from view at the time.
Inspired by the idea of the arc from innocence to enlightenment we all traverse, I sought to allow fragments of female experience to explore themselves on the page. What happens when the unexpected happens? How do we reconcile fantasy with reality? How do we cope when expected to contort ourselves for others? Can we know ourselves entirely?
Womens’ lives are frequently fragmented and interrupted. We are always seeking to juggle the necessities of ordinary life, accept compromises, suppress or follow desires. I wanted to explore the lived reality of this fragmentation in the approach I took to these pieces of writing and how despite this, somehow, we still manage to hold on and savour life. Some of the stories are of traditional length, whereas others are shorter and more splintered. My goal was to capture the sense of how moments flicker by in our lives yet so many of them are poignant and extraordinary, gone in a flash and not always held on to.
The voices in these pieces are a female chorus, one woman on many different days, having many different epiphanies, or many women on a single day all experiencing life simultaneously. They are female harmonics seeking to make sense of the world. 
The stories are narrated by unnamed female narrators, ranging in age from four to 49. They are in first person ‘I’ or third person ‘she’ with two narratives in second person ‘you’ to express a different energy. I sought to draw the collection together using this approach with the hope that it allows the reader intimately inside the world of the narrator.
From vulnerable and tender to sardonic and impatient, these female personae are honest and raw, funny and insightful. The plural She who speaks here seeks to understand how life shapes a person.

year: 2022

title: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School

authors: Anderson, Diana

subjects: Harakeke

abstract: Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

text: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

year: 2009