title: "The use of the dead to the living": Gothic surgical horror in Six Feet Under

authors: Schott, Gareth R.

subjects: Six Feet Under

abstract: US television drama Six Feet Under has been examined for its contemporary expansion of Gothic tropes (e.g. Coghlan et al., 2016). This paper develops existing readings by focusing on the evocation of Gothic surgical and body horror (Conrich & Sedgwick 2017) within Six Feet Under and the manner in which it directs attention to treatment of the body post-mortem. Death care, it is argued, reflects a broader cultural unwillingness to concede to the inescapable decay, deterioration and demise of the body. This paper examines the various cultural logics attached to revulsion aroused by dead bodies, hidden carnographic transformation of the body, and their uncanny social reappearance “cleansed, purified, immobile” (Bronfen 1992, 99). It is argued that the Gothic corpse in Six Feet Under represents “potential that has yet to be realized in full” (Shapira 2018, 2) referring to the illimitable aesthetic values of ‘makeover culture’ (Jones 2008) that are imposed on the dead. By delving deeper into the industry practices portrayed in the funeral drama, a connection is revealed between the increasing tendency for living bodies to become “a mixture of nature and artifice” (Van Dijck 2001, 100) and its uncomplicated extension to the dead.

text: "The use of the dead to the living": Gothic surgical horror in Six Feet Under US television drama Six Feet Under has been examined for its contemporary expansion of Gothic tropes (e.g. Coghlan et al., 2016). This paper develops existing readings by focusing on the evocation of Gothic surgical and body horror (Conrich & Sedgwick 2017) within Six Feet Under and the manner in which it directs attention to treatment of the body post-mortem. Death care, it is argued, reflects a broader cultural unwillingness to concede to the inescapable decay, deterioration and demise of the body. This paper examines the various cultural logics attached to revulsion aroused by dead bodies, hidden carnographic transformation of the body, and their uncanny social reappearance “cleansed, purified, immobile” (Bronfen 1992, 99). It is argued that the Gothic corpse in Six Feet Under represents “potential that has yet to be realized in full” (Shapira 2018, 2) referring to the illimitable aesthetic values of ‘makeover culture’ (Jones 2008) that are imposed on the dead. By delving deeper into the industry practices portrayed in the funeral drama, a connection is revealed between the increasing tendency for living bodies to become “a mixture of nature and artifice” (Van Dijck 2001, 100) and its uncomplicated extension to the dead.

year: 2018-12

title: LakeAnalyzer: Lake internal dynamics analysis software – fact sheet

authors: Muraoka, Kohji

abstract: LakeAnalyzer is a computer program used to calculate indices of mixing and stratification, which are critical to understanding biogeochemical cycles of lakes and reservoirs. Lake physical stability indices, surface mixing depth and thermocline depth are calculated according to established literature definitions and returned to the user in a time-series format. 
LakeAnalyzer was developed to analyse high-frequency data collected from instrumented lake buoys (Figure 1). It provides a way to compare mixing and stratification indices in lakes across gradients of climate, hydrophysiography, and time, and provides a basis for understanding of the resulting biogeochemical transformations at different spatial and temporal scales.

text: LakeAnalyzer: Lake internal dynamics analysis software – fact sheet LakeAnalyzer is a computer program used to calculate indices of mixing and stratification, which are critical to understanding biogeochemical cycles of lakes and reservoirs. Lake physical stability indices, surface mixing depth and thermocline depth are calculated according to established literature definitions and returned to the user in a time-series format. 
LakeAnalyzer was developed to analyse high-frequency data collected from instrumented lake buoys (Figure 1). It provides a way to compare mixing and stratification indices in lakes across gradients of climate, hydrophysiography, and time, and provides a basis for understanding of the resulting biogeochemical transformations at different spatial and temporal scales.

year: 2015

title: Effective Pākehā teachers of Māori Students

authors: Lang, Catherine Margaret

subjects: primary teaching

abstract: To teach in primary schools in Aotearoa-New Zealand means to encounter students from diverse backgrounds.  A significant proportion of those students are Māori and a significant proportion of Māori students are not achieving to their potential in school.  There are several reasons for this under-achievement, which this thesis explores, and there is substantial research evidence as to what will turn this situation around, which is also explored.  Some argue that the answer is for Māori learners to be taught by Māori teachers, and in Māori medium contexts.  This approach has achieved considerable success for a small number of Māori learners; however, the demographic data tell us that for now, the significant majority of Māori learners are in English language medium classrooms, taught by non-Māori teachers.  At present, there are not enough Māori teachers to teach all Māori learners.
The New Zealand Ministry of Education has goals for improving the achievement of Māori learners through providing “high-quality, culturally responsive education that incorporates the identity, language and culture of Māori students, and engages their parents, families and whānau” (Ministry of Education, 2008).  The Ministry and the New Zealand Teachers Council expect all teachers to be ‘culturally competent’, that is, to teach in culturally responsive ways.
The Ministry of Education’s research and development project, Te Kōtahitanga, continues to provide evidence of ‘what works’ for Māori learners in New Zealand secondary schools.  The effective teaching profile that was developed as part of this project informs this thesis.

The thesis describes qualitative, social justice-based, case study research undertaken between late 2004 and 2006 with four effective Pākehā primary teachers of Māori children, and with children from those classes and their parents/whānau.  The study sought to glean insights about what characterises effective Pākehā primary teachers of Māori students.

text: Effective Pākehā teachers of Māori Students To teach in primary schools in Aotearoa-New Zealand means to encounter students from diverse backgrounds.  A significant proportion of those students are Māori and a significant proportion of Māori students are not achieving to their potential in school.  There are several reasons for this under-achievement, which this thesis explores, and there is substantial research evidence as to what will turn this situation around, which is also explored.  Some argue that the answer is for Māori learners to be taught by Māori teachers, and in Māori medium contexts.  This approach has achieved considerable success for a small number of Māori learners; however, the demographic data tell us that for now, the significant majority of Māori learners are in English language medium classrooms, taught by non-Māori teachers.  At present, there are not enough Māori teachers to teach all Māori learners.
The New Zealand Ministry of Education has goals for improving the achievement of Māori learners through providing “high-quality, culturally responsive education that incorporates the identity, language and culture of Māori students, and engages their parents, families and whānau” (Ministry of Education, 2008).  The Ministry and the New Zealand Teachers Council expect all teachers to be ‘culturally competent’, that is, to teach in culturally responsive ways.
The Ministry of Education’s research and development project, Te Kōtahitanga, continues to provide evidence of ‘what works’ for Māori learners in New Zealand secondary schools.  The effective teaching profile that was developed as part of this project informs this thesis.

The thesis describes qualitative, social justice-based, case study research undertaken between late 2004 and 2006 with four effective Pākehā primary teachers of Māori children, and with children from those classes and their parents/whānau.  The study sought to glean insights about what characterises effective Pākehā primary teachers of Māori students.

year: 2013