title: "We're like the sex CPR dummies": Negotiating (hetero)sex in a university residential setting

authors: Brown, Juliana

subjects: sex(uality)

abstract: Moving from high school and the family home to living in a communal university residence can be a significant transition, especially in regard to sexual activity and knowledge. The influence of variable sexuality education programmes, family context, and personal experiences, means that young students come to university with a wide range of sexual knowledge and experiences. The purpose of this
thesis is to represent the current narratives about sexuality and heterosex that are both prevalent and important for university students living in the residential community setting.
This research utilised a qualitative approach, with participants who were living in a University of Waikato Halls of Residence taking part in a men-only, or a women-only, focus group. Semi-structured group interviews were also conducted with key informants who work and live in residential halls. Multiple themes were explicated from the focus groups and group interviews, with some discourses overlapping groups (e.g. all groups discussed contraception) and some discourses being distinct to particular groups (e.g. women talked about sexual coercion).
One key finding was the dominant narratives that impact young women’s sexual pleasure. Following on from this were the ramifications of the sexual double standard for young women when living in a community setting. An additional key point of attention was the prominence of problematic sexual narratives when transitioning to the ‘adulthood’ of living in university halls. While participants were primarily happy with residential halls, information was shared regarding
how residential staff can impact on student living and contentment. Above all, it seemed that the year in residential halls appeared to be a year of liminality, or transition between ‘youth’ and ‘adult’. The findings from this research suggest a need for further investigation into sexuality discourses that profoundly impact young women and men, as well as the novel experiences of residential living.

text: "We're like the sex CPR dummies": Negotiating (hetero)sex in a university residential setting Moving from high school and the family home to living in a communal university residence can be a significant transition, especially in regard to sexual activity and knowledge. The influence of variable sexuality education programmes, family context, and personal experiences, means that young students come to university with a wide range of sexual knowledge and experiences. The purpose of this
thesis is to represent the current narratives about sexuality and heterosex that are both prevalent and important for university students living in the residential community setting.
This research utilised a qualitative approach, with participants who were living in a University of Waikato Halls of Residence taking part in a men-only, or a women-only, focus group. Semi-structured group interviews were also conducted with key informants who work and live in residential halls. Multiple themes were explicated from the focus groups and group interviews, with some discourses overlapping groups (e.g. all groups discussed contraception) and some discourses being distinct to particular groups (e.g. women talked about sexual coercion).
One key finding was the dominant narratives that impact young women’s sexual pleasure. Following on from this were the ramifications of the sexual double standard for young women when living in a community setting. An additional key point of attention was the prominence of problematic sexual narratives when transitioning to the ‘adulthood’ of living in university halls. While participants were primarily happy with residential halls, information was shared regarding
how residential staff can impact on student living and contentment. Above all, it seemed that the year in residential halls appeared to be a year of liminality, or transition between ‘youth’ and ‘adult’. The findings from this research suggest a need for further investigation into sexuality discourses that profoundly impact young women and men, as well as the novel experiences of residential living.

year: 2016

title: History of vertical displacement of Kerepehi Fault at Kopouatai bog, Hauraki Lowlands, New Zealand, since c. 10 700 years ago

authors: de Lange, P.J.

subjects: Faults

abstract: Thirteen tephra layers interbedded with peat, and a basal peathorizon, in four pairs of cores provide radiocarbon-dated reference horizons that indicate vertical displacement on the Kerepehi Fault at Kopouatai bog, Hauraki Lowlands. Progressive offset of the horizons with time shows that vertical fault movement, downthrown to the west, has been occurring for the past c. 10 700 radiocarbon years at an approximately uniform rate of c. 0.13 mm/yr. Step functions indicate faulting events earthquakes at c. 1400, c. 5600, c. 6800, and C. 9000 years ago, a mean recurrence interval of c. 2500 years. These findings support geophysical and geological evidence that the Hauraki Depression is an active rift, and show that active faulting occurs along the northern as well as southern extensions of the Kerepehi Fault. 
If such earthquakes occur randomly in time, and based on the return period of 2500 years, there are 2%, 18%, and 33% probabilities of a major earthquake affecting the Kerepehi Fault at Kopouatai bog in the next 50, 500, and 1000 years, respectively.

text: History of vertical displacement of Kerepehi Fault at Kopouatai bog, Hauraki Lowlands, New Zealand, since c. 10 700 years ago Thirteen tephra layers interbedded with peat, and a basal peathorizon, in four pairs of cores provide radiocarbon-dated reference horizons that indicate vertical displacement on the Kerepehi Fault at Kopouatai bog, Hauraki Lowlands. Progressive offset of the horizons with time shows that vertical fault movement, downthrown to the west, has been occurring for the past c. 10 700 radiocarbon years at an approximately uniform rate of c. 0.13 mm/yr. Step functions indicate faulting events earthquakes at c. 1400, c. 5600, c. 6800, and C. 9000 years ago, a mean recurrence interval of c. 2500 years. These findings support geophysical and geological evidence that the Hauraki Depression is an active rift, and show that active faulting occurs along the northern as well as southern extensions of the Kerepehi Fault. 
If such earthquakes occur randomly in time, and based on the return period of 2500 years, there are 2%, 18%, and 33% probabilities of a major earthquake affecting the Kerepehi Fault at Kopouatai bog in the next 50, 500, and 1000 years, respectively.

year: 1990

title: Māori transitions into tertiary education

authors: Amundsen, Diana Leigh

subjects: Maori

abstract: This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

text: Māori transitions into tertiary education This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

year: 2019