title: Revisiting geographies of sexuality and gender Down Under

authors: Gorman-Murray, Andrew

subjects: Australia

abstract: Editorial: This special issue, ‘Revisiting Geographies of Sexuality and Gender Down Under’, corresponds with the 2008 themed issue of Australian Geographer, ‘Geographies of Sexuality and Gender Down Under’. This introduction reviews some existing literature on sexual and gender geographies in Australia and New Zealand, seeking to further decentre the dominance of Anglo-American work in these fields. It discusses how the special issue and its articles are located within both lineages of Australasian geographical scholarship on sexuality and gender and key themes of sexual and gender geographies globally. The six contributed articles are introduced and positioned within these frames of reference.

text: Revisiting geographies of sexuality and gender Down Under Editorial: This special issue, ‘Revisiting Geographies of Sexuality and Gender Down Under’, corresponds with the 2008 themed issue of Australian Geographer, ‘Geographies of Sexuality and Gender Down Under’. This introduction reviews some existing literature on sexual and gender geographies in Australia and New Zealand, seeking to further decentre the dominance of Anglo-American work in these fields. It discusses how the special issue and its articles are located within both lineages of Australasian geographical scholarship on sexuality and gender and key themes of sexual and gender geographies globally. The six contributed articles are introduced and positioned within these frames of reference.

year: 2012

title: Envisioning new virtual spaces for performance and theatre artists

authors: Srinivasan, Saikrishna

abstract: Since 2020 working from home has, for many, become the norm since the outbreak of the COVID-19. Furthermore, with large public gatherings either prohibited, limited, or subject to social distancing measures live theatre performed in front of a live audience have been deeply affected. This project experiments with executing performances from home to enable theatre actors to continue to practice and connect with audiences. A series of experiments were conducted to test the possibility of having performers or actors conducting performance from their personal spaces and integrating their work using virtual reality in a combined space for an audience to engage with. This research aims to examine Virtual Reality as an assistive technology in contexts such as theatre performance and use of digital environmental design for actors and performers. The nature of this research project was to determine various scenarios in which a virtual 3D environment can enable, assist and/or enhance a theatre performance for both audience and the actors. For this project a 3D virtual theatre setup was designed, experienced and evaluated by participants drawn from theatre practitioners in the context of focus groups. This article reports on the design and practitioners’ responses and how it resulted in an informed VR solution for theatre performance.

text: Envisioning new virtual spaces for performance and theatre artists Since 2020 working from home has, for many, become the norm since the outbreak of the COVID-19. Furthermore, with large public gatherings either prohibited, limited, or subject to social distancing measures live theatre performed in front of a live audience have been deeply affected. This project experiments with executing performances from home to enable theatre actors to continue to practice and connect with audiences. A series of experiments were conducted to test the possibility of having performers or actors conducting performance from their personal spaces and integrating their work using virtual reality in a combined space for an audience to engage with. This research aims to examine Virtual Reality as an assistive technology in contexts such as theatre performance and use of digital environmental design for actors and performers. The nature of this research project was to determine various scenarios in which a virtual 3D environment can enable, assist and/or enhance a theatre performance for both audience and the actors. For this project a 3D virtual theatre setup was designed, experienced and evaluated by participants drawn from theatre practitioners in the context of focus groups. This article reports on the design and practitioners’ responses and how it resulted in an informed VR solution for theatre performance.

year: 2022-01-01

title: An evaluation of the effectiveness of social equity strategies for Maori students in the School of Science and Technology

authors: Rua, Mohi

subjects: Maori students

abstract: In 1991 the School of Science and Technology (SOSAT) at the University of Waikato
had a very low participation rate of Maori and students from other non-dominant
ethnic groups. This situation was serious enough to concerned the then Dean of the
School and strategies were developed to change this situation. Four major strategies
are used to encourage, support and retain Maori students to successfully pursue and
complete a degree in Science. They are: the Te Putahi o te Manawa programme - a
mentoring programme; a scholarship and grant writing strategy (in particular
assistance with Tuapapa Putaiao Maori Fellowships(TPMFs) administered by FRST);
school visits; and field trips with secondary schools in the Waikato region that have a
high proportion of Maori students. The Maori & Psychology Research Unit (MPRU) was contracted by Gary Bramley of
the Equity Office of the SOSAT to conduct this evaluation. Evaluative information was gathered through administering questionnaires,
completing key informant interviews, and completing focus group interviews. In this evaluation we sought to determine the effectiveness of the social equity
strategies for Maori students in the SOSAT at the University of Waikato.

text: An evaluation of the effectiveness of social equity strategies for Maori students in the School of Science and Technology In 1991 the School of Science and Technology (SOSAT) at the University of Waikato
had a very low participation rate of Maori and students from other non-dominant
ethnic groups. This situation was serious enough to concerned the then Dean of the
School and strategies were developed to change this situation. Four major strategies
are used to encourage, support and retain Maori students to successfully pursue and
complete a degree in Science. They are: the Te Putahi o te Manawa programme - a
mentoring programme; a scholarship and grant writing strategy (in particular
assistance with Tuapapa Putaiao Maori Fellowships(TPMFs) administered by FRST);
school visits; and field trips with secondary schools in the Waikato region that have a
high proportion of Maori students. The Maori & Psychology Research Unit (MPRU) was contracted by Gary Bramley of
the Equity Office of the SOSAT to conduct this evaluation. Evaluative information was gathered through administering questionnaires,
completing key informant interviews, and completing focus group interviews. In this evaluation we sought to determine the effectiveness of the social equity
strategies for Maori students in the SOSAT at the University of Waikato.

year: 1999-11-11