title: Is engineering for me? Do girls have enough information to decide?

authors: Swan, Janis E.

subjects: Engineering

abstract: Increasing the diversity in engineering starts with increasing the proportion of the specific cohort choosing to study engineering. The proportion of women doing engineering is low. Common barriers to increasing the proportion of woman in engineering include not studying the appropriate subjects to meet entry requirements, misconceptions about engineers, and lack of information on possible careers after graduation. Various strategies have been developed to overcome barriers but the proportion of woman studying engineering has not increased significantly over the past fifty years.

text: Is engineering for me? Do girls have enough information to decide? Increasing the diversity in engineering starts with increasing the proportion of the specific cohort choosing to study engineering. The proportion of women doing engineering is low. Common barriers to increasing the proportion of woman in engineering include not studying the appropriate subjects to meet entry requirements, misconceptions about engineers, and lack of information on possible careers after graduation. Various strategies have been developed to overcome barriers but the proportion of woman studying engineering has not increased significantly over the past fifty years.

year: 2018

title: Investigating the Biodiversity of Microbial Communities in the McMurdo Dry Valleys, Antarctica: An Inter-Valley Comparison Study.

authors: Barbier, Béatrice A.

subjects: microbial biodiversity

abstract: Extreme environments provide a unique source of often highly adapted and tolerant organisms. Research on organisms in these habitats has led to the discovery of novel and useful compounds and may assist in understanding the impact of global change on biodiversity. The Dry Valleys of Eastern Antarctica are vast, ice-free regions believed to be the coldest, driest desert on Earth. Despite these harsh conditions, there is an increasing amount of evidence demonstrating that the soil ecosystems of the Dry Valleys sustain a wide diversity of microorganisms. The research presented is an inter-valley comparison study which aims to scrutinize microbial communities and environmental factors driving their distribution in the Dry Valleys. Automated ribosomal intergenic spacer analysis (ARISA) was used to provide a  snapshot  of bacterial and cyanobacterial communities living in the mineral sands in Miers Valley, Beacon Valley, Upper Wright Valley and at Battleship Promontory. Rigorous analysis of physico-chemical differences between the soils of these four valleys was undertaken in hope to understand the environmental parameters driving the distribution and biodiversity of microbial communities present. Multivariate statistical analysis and ordination of ARISA and physico-chemical data revealed that bacterial communities from each valley form distinctive clusters. Conversely, cyanobacterial communities showed less diversity and a more even distribution between valleys.

text: Investigating the Biodiversity of Microbial Communities in the McMurdo Dry Valleys, Antarctica: An Inter-Valley Comparison Study. Extreme environments provide a unique source of often highly adapted and tolerant organisms. Research on organisms in these habitats has led to the discovery of novel and useful compounds and may assist in understanding the impact of global change on biodiversity. The Dry Valleys of Eastern Antarctica are vast, ice-free regions believed to be the coldest, driest desert on Earth. Despite these harsh conditions, there is an increasing amount of evidence demonstrating that the soil ecosystems of the Dry Valleys sustain a wide diversity of microorganisms. The research presented is an inter-valley comparison study which aims to scrutinize microbial communities and environmental factors driving their distribution in the Dry Valleys. Automated ribosomal intergenic spacer analysis (ARISA) was used to provide a  snapshot  of bacterial and cyanobacterial communities living in the mineral sands in Miers Valley, Beacon Valley, Upper Wright Valley and at Battleship Promontory. Rigorous analysis of physico-chemical differences between the soils of these four valleys was undertaken in hope to understand the environmental parameters driving the distribution and biodiversity of microbial communities present. Multivariate statistical analysis and ordination of ARISA and physico-chemical data revealed that bacterial communities from each valley form distinctive clusters. Conversely, cyanobacterial communities showed less diversity and a more even distribution between valleys.

year: 2009

title: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori

authors: Ford, Therese

subjects: Critical school reform

abstract: Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

text: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

year: 2020