title: Embodied values and ethical principles in somatic dance classes: Considering implicit motor learning

authors: Barbour, Karen

subjects: dance

abstract: Articulating the embodied ways of knowing integral to living in the world, as a dancer, has been a long-term commitment in my own research and practice as both an artist and an educator. Consideration of how somatic practices might be integrated into the institutional structures and knowledge in higher education has led me to investigate underlying values in somatic dance and related movement pedagogies. I have been interested to extend discussion about what is valued in somatic dance education, what movement we choose to teach and for what purposes in higher education, and how we might teach movement ethically and inclusively. An initial discussion about embodied somatic values and ethical principles frames description of somatic dance classes. I then ‘massage’ particular ‘tensions’ between different pedagogical approaches including facilitated experiential, discovery-based somatic processes and motor skill learning, to offer some reflections on embodied values and ethical principles for somatic dance.

text: Embodied values and ethical principles in somatic dance classes: Considering implicit motor learning Articulating the embodied ways of knowing integral to living in the world, as a dancer, has been a long-term commitment in my own research and practice as both an artist and an educator. Consideration of how somatic practices might be integrated into the institutional structures and knowledge in higher education has led me to investigate underlying values in somatic dance and related movement pedagogies. I have been interested to extend discussion about what is valued in somatic dance education, what movement we choose to teach and for what purposes in higher education, and how we might teach movement ethically and inclusively. An initial discussion about embodied somatic values and ethical principles frames description of somatic dance classes. I then ‘massage’ particular ‘tensions’ between different pedagogical approaches including facilitated experiential, discovery-based somatic processes and motor skill learning, to offer some reflections on embodied values and ethical principles for somatic dance.

year: 2016

title: Screening of Ophiostoma species for removal of eucalyptus extractives

authors: Su, Yu-Chang

subjects: Eucalyptus camadulensis

abstract: Ophiostoma species have been demonstrated to metabolize wood extractives and be useful to the pulp and paper industry. In order to have new isolates for the Asian market, Eucalyptus camaldulensis logs were harvested from forest sites in central Taiwan and 28 strains of the Ophiostoma genus were isolated from them. These strains were subsequently inoculated onto Eucalyptus wood chips to evaluate their effects on weight losses of wood and the amounts of acetone extractives degraded. At the same time, Gas Chromatography-Mass Spectroscopy (GC-MS) analysis was conducted and by using calibration curves and a database of GC-MS mass spectra, changes in lipophilic compounds were analyzed. Fatty acids, hydrocarbons, sterol compounds, sterol esters, and triglycerides were significantly reduced after two weeks’ inoculation by the fungal strains. The results show that six of the strains were capable of reducing the lipophilic fractions by more than 60% in a two-week treatment. DNA of the most effective strains were analyzed and found to be a variant of Ophiostoma querci.

text: Screening of Ophiostoma species for removal of eucalyptus extractives Ophiostoma species have been demonstrated to metabolize wood extractives and be useful to the pulp and paper industry. In order to have new isolates for the Asian market, Eucalyptus camaldulensis logs were harvested from forest sites in central Taiwan and 28 strains of the Ophiostoma genus were isolated from them. These strains were subsequently inoculated onto Eucalyptus wood chips to evaluate their effects on weight losses of wood and the amounts of acetone extractives degraded. At the same time, Gas Chromatography-Mass Spectroscopy (GC-MS) analysis was conducted and by using calibration curves and a database of GC-MS mass spectra, changes in lipophilic compounds were analyzed. Fatty acids, hydrocarbons, sterol compounds, sterol esters, and triglycerides were significantly reduced after two weeks’ inoculation by the fungal strains. The results show that six of the strains were capable of reducing the lipophilic fractions by more than 60% in a two-week treatment. DNA of the most effective strains were analyzed and found to be a variant of Ophiostoma querci.

year: 2011

title: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system

authors: Virtue, Katie

abstract: The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

text: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

year: 2021