title: Above the treeline: a nature guide to alpine New Zealand [Book review]

authors: Gemmill, Chrissen E.C.

abstract: This article reviews the book "Above the treeline: a nature guide to alpine New Zealand", by Sir Alan F. Mark (with contributors).

text: Above the treeline: a nature guide to alpine New Zealand [Book review] This article reviews the book "Above the treeline: a nature guide to alpine New Zealand", by Sir Alan F. Mark (with contributors).

year: 2014

title: Modelling external light transmission through to the human fetus

authors: Isaac, Zac

subjects: fetal vision

abstract: Little is known about the visual experience of human fetuses within the womb. For many years, the uterus was assumed to be a dark environment, limited only to illumination under intense radiation. Recent research, however, shows that the human fetus exhibits brain activity when presented with visual stimuli and displays a preference for face-like stimuli presented via laser diode application to the maternal abdominal exterior. Despite growing evidence to support the notion of a visually engaged fetus during gestation, there has been minimal research undertaken to determine the extent to which the human uterus is illuminated by external light sources. Beyond aiding with experimental research in fetal vision, an understanding of uterine illumination begins to reveal the impact of varying environmental conditions on the fetal visual experience, with direct relevance to ongoing research across fields such as fetal vision, photoacoustics, and ectogenesis. This thesis outlines a mathematical model developed for the purposes of simulating the propagation of light sources through maternal tissue to the human fetus, with applications exploring the effect of adipose on transdermal monochromatic stimuli, the degree of uterine illumination imposed by natural light, and an extension to the illumination of a full maternal abdomen via a model that can account for curvature, varying tissue layer thicknesses, and the temporal aspects of pregnancy.

text: Modelling external light transmission through to the human fetus Little is known about the visual experience of human fetuses within the womb. For many years, the uterus was assumed to be a dark environment, limited only to illumination under intense radiation. Recent research, however, shows that the human fetus exhibits brain activity when presented with visual stimuli and displays a preference for face-like stimuli presented via laser diode application to the maternal abdominal exterior. Despite growing evidence to support the notion of a visually engaged fetus during gestation, there has been minimal research undertaken to determine the extent to which the human uterus is illuminated by external light sources. Beyond aiding with experimental research in fetal vision, an understanding of uterine illumination begins to reveal the impact of varying environmental conditions on the fetal visual experience, with direct relevance to ongoing research across fields such as fetal vision, photoacoustics, and ectogenesis. This thesis outlines a mathematical model developed for the purposes of simulating the propagation of light sources through maternal tissue to the human fetus, with applications exploring the effect of adipose on transdermal monochromatic stimuli, the degree of uterine illumination imposed by natural light, and an extension to the illumination of a full maternal abdomen via a model that can account for curvature, varying tissue layer thicknesses, and the temporal aspects of pregnancy.

year: 2024

title: Student voice and agency for Indigenous Maori students in higher education transitions

authors: Amundsen, Diana Leigh

subjects: Social Sciences

abstract: This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

text: Student voice and agency for Indigenous Maori students in higher education transitions This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

year: 2019