title: The Fairy-tale of weight loss: Fact or Fantasy

authors: Loomans, Cushla Rose

abstract: Being overweight or obese is if often associated with prejudice, stereotyping, stigmatisation, and discrimination, and can lead to both physical and mental health difficulties. It is commonly thought that weight loss will lead to improvements in various areas within the individual’s life including; body image, social, family, and work. The present study aimed to enhance the understanding of the weight loss journey and the associated outcomes, with a specific focus on the expectation that individuals held, and how these compared to actual outcomes and perceptions. Semi-structured interviews were conducted with eleven participants. Data was then analysed using a grounded theory approach.
Findings showed that although weight loss had benefits such as fitting ‘normal’ sized clothes, increased attention, and a growth in confidence, there were also difficulties that were experienced. These included: a lack of support and unintentional sabotage, perceived body imperfections, and time taken for body perception to match up with actual physical appearance. It was found that positive outcomes of weight loss (such as compliments) could actually be viewed from a negative perspective and may have the opposite effect than what was intended.
While some outcomes were congruent with participants’ expectations, there were also instances where these were incongruent; for example being left with loose skin as a result of weight loss. It appeared as though having an expectation of life being ‘perfect’ after weight loss was more likely to lead to dissatisfaction, while having some form of education or insight about what life and their physical appearance would be like was more likely to result in higher levels of satisfaction.

text: The Fairy-tale of weight loss: Fact or Fantasy Being overweight or obese is if often associated with prejudice, stereotyping, stigmatisation, and discrimination, and can lead to both physical and mental health difficulties. It is commonly thought that weight loss will lead to improvements in various areas within the individual’s life including; body image, social, family, and work. The present study aimed to enhance the understanding of the weight loss journey and the associated outcomes, with a specific focus on the expectation that individuals held, and how these compared to actual outcomes and perceptions. Semi-structured interviews were conducted with eleven participants. Data was then analysed using a grounded theory approach.
Findings showed that although weight loss had benefits such as fitting ‘normal’ sized clothes, increased attention, and a growth in confidence, there were also difficulties that were experienced. These included: a lack of support and unintentional sabotage, perceived body imperfections, and time taken for body perception to match up with actual physical appearance. It was found that positive outcomes of weight loss (such as compliments) could actually be viewed from a negative perspective and may have the opposite effect than what was intended.
While some outcomes were congruent with participants’ expectations, there were also instances where these were incongruent; for example being left with loose skin as a result of weight loss. It appeared as though having an expectation of life being ‘perfect’ after weight loss was more likely to lead to dissatisfaction, while having some form of education or insight about what life and their physical appearance would be like was more likely to result in higher levels of satisfaction.

year: 2016

title: Assessing the Diversity of New Zealand's Freshwater Copepods (Crustacea:Copepoda) using Mitochondrial DNA (COI) Sequences

authors: Watson, Nathan Thomas Noble

subjects: Copepods

abstract: The diversity of New Zealand’s freshwater copepods has been largely understudied. In order to enhance our understanding of this taxon, I used the mitochondrial cytochrome c oxidase subunit one (COI) gene sequences to examine the diversity of two orders of New Zealand’s freshwater copepods; Cyclopoida and Harpacticoida. Where possible, I also assessed the global affinities of taxa using available sequences from global databases (e.g. GenBank, BOLD). Specimens were collected from several sites across both the North Island and South Island of New Zealand. From these, DNA was extracted from 246 individuals, of which COI sequences were successfully obtained from 84 (a success rate of 34%). Sequences represented 17 species of freshwater copepod; nine species of cyclopoid and eight species of harpacticoid; all species were clearly delineated by the COI gene. Intraspecific sequence divergences were generally <1% whereas interspecific divergences usually exceeded 13%. For the cyclopoid copepods, three taxa (two distinct species of Eucyclops cf. ‘serrulatus’  and Acanthocyclops americanus) showed close molecular affinities to Northern Hemisphere populations (<1% divergent in all cases); and are likely to represent recent human-mediated introductions to New Zealand. Additionally, Mesocyclops ‘leuckarti’ was <1% divergent to an undescribed cyclopoid species from South Australia, likely Mesocyclops australiensis. For the harpacticoids, specimens of Elaphoidella bidens and two geographically distinct populations of Bryocamptus pygmaeus showed high levels of intraspecific diversity (>12% and >18% divergent respectively), suggesting the presence of cryptic taxa. These results suggest that the diversity of New Zealand’s freshwater cyclopoid and harpacticoid copepods is underestimated and several non-indigenous taxa may be present among the New Zealand copepod fauna. I conclude that the COI gene will be a useful tool in assessing New Zealand’s native copepod biodiversity and also in identifying invasive species.

text: Assessing the Diversity of New Zealand's Freshwater Copepods (Crustacea:Copepoda) using Mitochondrial DNA (COI) Sequences The diversity of New Zealand’s freshwater copepods has been largely understudied. In order to enhance our understanding of this taxon, I used the mitochondrial cytochrome c oxidase subunit one (COI) gene sequences to examine the diversity of two orders of New Zealand’s freshwater copepods; Cyclopoida and Harpacticoida. Where possible, I also assessed the global affinities of taxa using available sequences from global databases (e.g. GenBank, BOLD). Specimens were collected from several sites across both the North Island and South Island of New Zealand. From these, DNA was extracted from 246 individuals, of which COI sequences were successfully obtained from 84 (a success rate of 34%). Sequences represented 17 species of freshwater copepod; nine species of cyclopoid and eight species of harpacticoid; all species were clearly delineated by the COI gene. Intraspecific sequence divergences were generally <1% whereas interspecific divergences usually exceeded 13%. For the cyclopoid copepods, three taxa (two distinct species of Eucyclops cf. ‘serrulatus’  and Acanthocyclops americanus) showed close molecular affinities to Northern Hemisphere populations (<1% divergent in all cases); and are likely to represent recent human-mediated introductions to New Zealand. Additionally, Mesocyclops ‘leuckarti’ was <1% divergent to an undescribed cyclopoid species from South Australia, likely Mesocyclops australiensis. For the harpacticoids, specimens of Elaphoidella bidens and two geographically distinct populations of Bryocamptus pygmaeus showed high levels of intraspecific diversity (>12% and >18% divergent respectively), suggesting the presence of cryptic taxa. These results suggest that the diversity of New Zealand’s freshwater cyclopoid and harpacticoid copepods is underestimated and several non-indigenous taxa may be present among the New Zealand copepod fauna. I conclude that the COI gene will be a useful tool in assessing New Zealand’s native copepod biodiversity and also in identifying invasive species.

year: 2014

title: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori

authors: Gilgen, Renée

subjects: Professional Learning and Development for teachers

abstract: Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

text: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

year: 2016