title: Indigenising science, technology, engineering, and mathematics (STEM): Integrating Pacific knowledge within a high school STEM study program

authors: Kauaula, Zyshana

subjects: STEM

abstract: Pacific students have low course completion rates within universities in Aotearoa, New Zealand (ANZ), resulting in poor educational outcomes in STEM-related fields. Additionally, Pacific students are underrepresented in university departments, including those in STEM fields. This research explores the reasons behind Pacific students’ low representation and course completion rates in STEM, aiming to create a more supportive and conducive environment within ANZ universities.

Integrating culturally relevant educational content has been shown to improve the success rates of Pacific students. This thesis investigates the benefits of incorporating Indigenous Pacific knowledge into STEM curricula to enhance student engagement and academic performance. The research is based at the University of Waikato, aligning with the university's Pacific theme, Imua, meaning to go forward, to help Pacific students progress and thrive.

Despite the growing interest in integrating traditional Indigenous knowledge into education, most research in this area has been limited to small projects and case studies. This thesis provides an in-depth examination of an Indigenous methodology that acknowledges culture, identity, and worldview, aiming to offer a deeper understanding of the factors affecting Pacific students' development in STEM fields. Ultimately, this research aims to contribute to the development of a new STEM learning model that better supports Pacific students by addressing their cultural needs and backgrounds.

text: Indigenising science, technology, engineering, and mathematics (STEM): Integrating Pacific knowledge within a high school STEM study program Pacific students have low course completion rates within universities in Aotearoa, New Zealand (ANZ), resulting in poor educational outcomes in STEM-related fields. Additionally, Pacific students are underrepresented in university departments, including those in STEM fields. This research explores the reasons behind Pacific students’ low representation and course completion rates in STEM, aiming to create a more supportive and conducive environment within ANZ universities.

Integrating culturally relevant educational content has been shown to improve the success rates of Pacific students. This thesis investigates the benefits of incorporating Indigenous Pacific knowledge into STEM curricula to enhance student engagement and academic performance. The research is based at the University of Waikato, aligning with the university's Pacific theme, Imua, meaning to go forward, to help Pacific students progress and thrive.

Despite the growing interest in integrating traditional Indigenous knowledge into education, most research in this area has been limited to small projects and case studies. This thesis provides an in-depth examination of an Indigenous methodology that acknowledges culture, identity, and worldview, aiming to offer a deeper understanding of the factors affecting Pacific students' development in STEM fields. Ultimately, this research aims to contribute to the development of a new STEM learning model that better supports Pacific students by addressing their cultural needs and backgrounds.

year: 2024

title: Synthesis and characterisation of isomeric cycloaurated complexes derived from the iminophosphorane Ph₃P=NC(O)Ph

authors: Kilpin, Kelly Joan

subjects: gold complexes

abstract: Using different organomercury substrates, two isomeric cycloaurated complexes derived from the stabilised iminophosphorane Ph₃P NC(O)Ph were prepared. Reaction of Ph₃P NC(O)Ph with PhCH₂Mn(CO)₅ gave the manganated precursor (CO)₄Mn(2-C₆H₄C(O)N PPh₃), metallated on the C(O)Ph substituent, which yielded the organomercury complex ClHg(2-C₆H₄C(O)N PPh₃) by reaction with HgCl₂ in methanol. Transmetallation of the mercurated derivative with Me₄N[AuCl₄] gave the cycloaurated iminophosphorane AuCl₂(2-C₆H₄C(O)N PPh₃) with an exo PPh₃ substituent. The endo isomer AuCl₂(2-C₆H₄Ph₂P NC(O)Ph) [aurated on a PPh₃ ring] was obtained by an independent reaction sequence, involving reaction of the diarylmercury precursor Hg(2-C₆H₄P( NC(O)Ph)Ph₂)₂ [prepared from the known compound Hg(2-C₆H₄PPh₂)₂ and PhC(O)N₃] with Me₄N[AuCl₄]. Both of the isomeric iminophosphorane derivatives were structurally characterised, together with the precursors (2-HgClC₆H₄)C(O)N PPh₃ and (CO)₄Mn(2-C₆H₄C(O)N PPh₃). The utility of ³¹P NMR spectroscopy in monitoring reaction chemistry in this system is described.

text: Synthesis and characterisation of isomeric cycloaurated complexes derived from the iminophosphorane Ph₃P=NC(O)Ph Using different organomercury substrates, two isomeric cycloaurated complexes derived from the stabilised iminophosphorane Ph₃P NC(O)Ph were prepared. Reaction of Ph₃P NC(O)Ph with PhCH₂Mn(CO)₅ gave the manganated precursor (CO)₄Mn(2-C₆H₄C(O)N PPh₃), metallated on the C(O)Ph substituent, which yielded the organomercury complex ClHg(2-C₆H₄C(O)N PPh₃) by reaction with HgCl₂ in methanol. Transmetallation of the mercurated derivative with Me₄N[AuCl₄] gave the cycloaurated iminophosphorane AuCl₂(2-C₆H₄C(O)N PPh₃) with an exo PPh₃ substituent. The endo isomer AuCl₂(2-C₆H₄Ph₂P NC(O)Ph) [aurated on a PPh₃ ring] was obtained by an independent reaction sequence, involving reaction of the diarylmercury precursor Hg(2-C₆H₄P( NC(O)Ph)Ph₂)₂ [prepared from the known compound Hg(2-C₆H₄PPh₂)₂ and PhC(O)N₃] with Me₄N[AuCl₄]. Both of the isomeric iminophosphorane derivatives were structurally characterised, together with the precursors (2-HgClC₆H₄)C(O)N PPh₃ and (CO)₄Mn(2-C₆H₄C(O)N PPh₃). The utility of ³¹P NMR spectroscopy in monitoring reaction chemistry in this system is described.

year: 2010

title: Replacing medical and social models of disability by a communities-based model of equal access for people of differing abilities: A Māori perspective

authors: Hickey, Huhana

subjects: New Zealand

abstract: I argue here that although the social model of disability which currently prevails in New Zealand is preferable in many ways to the earlier medical model, it is nevertheless based on a largely uni-dimensional concept of society and continues an established tradition of negativity, one that is evident in the ongoing use of the word 'disabled' itself by those who subscribe to the social model. I argue here that the social model of disability should be replaced by a communities-based model of equal access for people of differing abilities, one that is, in the New Zealand context, informed by a further developed Māori model of health and wellbeing proposed by Mason Durie, Te Whare Tapa Whā. This mode is designed in such a way as to accommodate difference and diversity. In the discussion of different models, I use the words 'disabled' and 'disability'; in other contexts, I replace 'disabled people' by 'people of differing abilities'.

text: Replacing medical and social models of disability by a communities-based model of equal access for people of differing abilities: A Māori perspective I argue here that although the social model of disability which currently prevails in New Zealand is preferable in many ways to the earlier medical model, it is nevertheless based on a largely uni-dimensional concept of society and continues an established tradition of negativity, one that is evident in the ongoing use of the word 'disabled' itself by those who subscribe to the social model. I argue here that the social model of disability should be replaced by a communities-based model of equal access for people of differing abilities, one that is, in the New Zealand context, informed by a further developed Māori model of health and wellbeing proposed by Mason Durie, Te Whare Tapa Whā. This mode is designed in such a way as to accommodate difference and diversity. In the discussion of different models, I use the words 'disabled' and 'disability'; in other contexts, I replace 'disabled people' by 'people of differing abilities'.

year: 2006-02