title: Extreme southern locations for moss sporophytes in Antarctica

authors: Seppelt, Rodney D.

subjects: bryophyte

abstract: Abundant immature sporophytes of the moss Pottia heimii are reported from the Lower Taylor Valley, McMurdo Dry Valleys and from Cape Chocolate, Victoria Land. These finds extend the reported southern limit for the occurrence of abundant moss sporophytes to 77° 55′S.

text: Extreme southern locations for moss sporophytes in Antarctica Abundant immature sporophytes of the moss Pottia heimii are reported from the Lower Taylor Valley, McMurdo Dry Valleys and from Cape Chocolate, Victoria Land. These finds extend the reported southern limit for the occurrence of abundant moss sporophytes to 77° 55′S.

year: 1992

title: Notice from the Editor

authors: Selby, Michael J.

abstract: Notice from the Editor from Volume 5, Number 2, 1971 of Earth Science Journal.

text: Notice from the Editor Notice from the Editor from Volume 5, Number 2, 1971 of Earth Science Journal.

year: 1971

title: Cultural identity and academic achievement among Māori undergraduate university students

authors: Bennett, Simon T.

subjects: Maori

abstract: Cultural identity and academic achievement were investigated among a nonrandom
sample of 72 undergraduate Māori university students studying at Massey
University. Student problems were examined to identify the types of difficulties
most prevalent among this population. The degree to which cultural identity
moderates the relationship between student problems and academic achievement
was then examined. Major findings were that (a) there is a consistent negative
relationship between student problems and academic achievement; and (b) cultural
identity moderates the effect of student problems on academic achievement, in that:
a high degree of problems were associated with decreases in grade point average
among respondents with low cultural identity; while among respondents with high
cultural identity, high levels of student problems had little negative effect on grade
point average. Despite the study having limitations, the findings have important
implications for Māori students, deliverers of tertiary education, tertiary education
providers, and those involved in the development and implementation of tertiary
education policy.

text: Cultural identity and academic achievement among Māori undergraduate university students Cultural identity and academic achievement were investigated among a nonrandom
sample of 72 undergraduate Māori university students studying at Massey
University. Student problems were examined to identify the types of difficulties
most prevalent among this population. The degree to which cultural identity
moderates the relationship between student problems and academic achievement
was then examined. Major findings were that (a) there is a consistent negative
relationship between student problems and academic achievement; and (b) cultural
identity moderates the effect of student problems on academic achievement, in that:
a high degree of problems were associated with decreases in grade point average
among respondents with low cultural identity; while among respondents with high
cultural identity, high levels of student problems had little negative effect on grade
point average. Despite the study having limitations, the findings have important
implications for Māori students, deliverers of tertiary education, tertiary education
providers, and those involved in the development and implementation of tertiary
education policy.

year: 2003