title: Inclusion of LGBTIQ perspectives in school-based sexuality education in Aotearoa/New Zealand: an exploratory study

authors: Ellis, Sonja J.

subjects: Social Sciences

abstract: In Aotearoa/New Zealand, sexuality education is one of seven key areas of learning in the Health and Physical Education (HPE) subject area within The New Zealand Curriculum. Since 2015, sexual diversity (lesbian, gay, bisexual identities and perspectives) and gender diversity (transgender; non-binary gender) have been explicitly included in the curriculum guidelines for teaching sexuality education in schools. Based on survey data collected from a convenience sample of 73 participants aged between 16 and 19, this study focused on the prevalence of sexuality education provision, its content and the inclusion of sexuality and gender diversity in the wider school environment. Despite sexuality education being a mandatory part of HPE, only around three-quarters of respondents remembered having been taught it at some point in years 9 and 10. Sexuality education was also reported to primarily attend to conventional content areas (e.g. heterosex; biological function) and therefore was not inclusive of sexuality and gender diversity. Inclusion in the wider school environment was also limited; mainly being restricted to easy to implement measures (e.g. allowing same-sex partners at balls; having a rainbow ally group). The implications of these findings for the development, wellbeing and human rights of young people are also discussed.

text: Inclusion of LGBTIQ perspectives in school-based sexuality education in Aotearoa/New Zealand: an exploratory study In Aotearoa/New Zealand, sexuality education is one of seven key areas of learning in the Health and Physical Education (HPE) subject area within The New Zealand Curriculum. Since 2015, sexual diversity (lesbian, gay, bisexual identities and perspectives) and gender diversity (transgender; non-binary gender) have been explicitly included in the curriculum guidelines for teaching sexuality education in schools. Based on survey data collected from a convenience sample of 73 participants aged between 16 and 19, this study focused on the prevalence of sexuality education provision, its content and the inclusion of sexuality and gender diversity in the wider school environment. Despite sexuality education being a mandatory part of HPE, only around three-quarters of respondents remembered having been taught it at some point in years 9 and 10. Sexuality education was also reported to primarily attend to conventional content areas (e.g. heterosex; biological function) and therefore was not inclusive of sexuality and gender diversity. Inclusion in the wider school environment was also limited; mainly being restricted to easy to implement measures (e.g. allowing same-sex partners at balls; having a rainbow ally group). The implications of these findings for the development, wellbeing and human rights of young people are also discussed.

year: 2020-12-30

title: Spectroscopy of OSSO and other sulfur compounds thought to be present in the Venus atmosphere.

authors: Frandsen, Benjamin N.

subjects: Kinetic parameters

abstract: The spectroscopy of cis-OSSO and trans-OSSO is explored and put into the context of the Venusian atmosphere, along with other sulfur compounds potentially present there, namely, S₂O, C₁-S₂O₂, trigonal-S₂O₂, and S₃. UV-vis spectra were calculated using the nuclear ensemble approach. The calculated OSSO spectra are shown to match well with the 320-400 nm near-UV absorption previously measured on Venus, and we discuss the challenges of assigning OSSO as the Venusian near-UV absorber. The largest source of uncertainty is getting accurate concentrations of sulfur monoxide (³SO) in the upper cloud layer of Venus (60-70 km altitude) since the ³SO self-reaction is what causes cis- and trans-OSSO to form. Additionally, we employed the matrix-isolation technique to trap OSSO formed by microwave discharging a gas mixture of argon and SO₂ and then depositing the mixture onto a cold window (6-12 K). Anharmonic vibrational transition frequencies and intensities were calculated at the coupled cluster level to corroborate the matrix-isolation FTIR spectra. The computationally calculated UV-vis and experimentally recorded IR spectra presented in this work aid future attempts at detecting these sulfur compounds in the Venusian atmosphere.

text: Spectroscopy of OSSO and other sulfur compounds thought to be present in the Venus atmosphere. The spectroscopy of cis-OSSO and trans-OSSO is explored and put into the context of the Venusian atmosphere, along with other sulfur compounds potentially present there, namely, S₂O, C₁-S₂O₂, trigonal-S₂O₂, and S₃. UV-vis spectra were calculated using the nuclear ensemble approach. The calculated OSSO spectra are shown to match well with the 320-400 nm near-UV absorption previously measured on Venus, and we discuss the challenges of assigning OSSO as the Venusian near-UV absorber. The largest source of uncertainty is getting accurate concentrations of sulfur monoxide (³SO) in the upper cloud layer of Venus (60-70 km altitude) since the ³SO self-reaction is what causes cis- and trans-OSSO to form. Additionally, we employed the matrix-isolation technique to trap OSSO formed by microwave discharging a gas mixture of argon and SO₂ and then depositing the mixture onto a cold window (6-12 K). Anharmonic vibrational transition frequencies and intensities were calculated at the coupled cluster level to corroborate the matrix-isolation FTIR spectra. The computationally calculated UV-vis and experimentally recorded IR spectra presented in this work aid future attempts at detecting these sulfur compounds in the Venusian atmosphere.

year: 2020

title: Indigenous psychologies globally – a perspective from Aotearoa/New Zealand

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: Discusses indigenous psychology from a global perspective and then from the perspective of Aotearoa/New Zealand.

text: Indigenous psychologies globally – a perspective from Aotearoa/New Zealand Discusses indigenous psychology from a global perspective and then from the perspective of Aotearoa/New Zealand.

year: 2004-06