Surrogacy - A path of obstacles

Surrogacy has become an effective and accepted form of reproductive technology. It enables couples, regardless of gender or sexuality, to achieve the dream of becoming a parent in circumstances where other forms of reproductive technology and adoption are either not possible or have failed. To its credit, the Queensland parliament has recently brought this state up to date by enacting surrogacy laws that are in line with the majority of statutes implemented throughout the country. The Surrogacy Act 2010 (Qld) allows for the court to make a parentage order in certain circumstances where parties have entered into a surrogacy arrangement. A parentage order effectively transfers parental rights from the birth mother (and her spouse or de facto if there is one) to the intended parents. The requirements which must be satisfied to obtain a parenting order are comprehensive and onerous, making the path to parenthood through a surrogacy arrangement by no means easy. At the heart of the surrogacy issue lies a question, the answer to which has shifted and continues to shift as reproductive technologies continue to increase in success, method and popularity - what is a parent? A recent decision of the Administrative Appeals Tribunal, Hudson v Minister for Immigration and Citizenship, brought to attention the meaning of the word ‘parent’ as it appears in s 16(2) Australian Citizenship Act 2007 (Cth) (‘the Act’). Section 16(2) deals with citizenship by descent and provides that a person born outside Australia may make an application to the Minister to become an Australian citizen if a parent of the person was an Australian citizen at the time of the birth

The unburiable: Representations of pain and violence in selected works of Sarah Kane and Caryl Churchill

In this thesis I intend to answer the question of how representations of pain and violence in the selected plays of Kane and Churchill assist the critical understanding of those works. The works I have selected are Sarah Kane’s Blasted and Caryl Churchill’s Seven Jewish Children: A play for Gaza. To assist the understanding of the spectator and to enable me to engage with the plays in closer detail I draw on a selection of theories from the philosophers Judith Butler and Arne Johan Vetlesen. In particular I discuss Butler’s theorisation of grief, vulnerability and responsibility to (and for) the Other. I also discuss Vetlesen’s responses to pain and torture, with emphasis on his notions of pain transference. From my reading and analysis of the plays, I find that both works provoke a complex set of responses to issues of communal responsibility and identity. The reference in the title to ‘the unburiable’ is a term coined by Butler to explain the efforts of some people to dehumanise the Other. Applying the theoretical ideas of Butler and Vetlesen to the plays provides a way to negotiate the fragile gap between those that matter and those who have become the unburiable

To act or not to act? That is the question!

The year was 2003. I was a new Research Manager working in a Māori tertiary institution that had a history of inequitable treatment by government, through not receiving establishment funding that had gone unproblematically to non-Māori institutions. Repeating a common pattern in New Zealand, our government had decided to implement a research funding scheme, to be measured at the level of the individual academic. My institution’s decision to participate in the PBRF was not without its difficulties, and it is here that the ethics of participation become problematic. This chapter is about our ability to articulate our values, to show how we work these out in our practice, and how we are accountable to ourselves and others for that practice. Would I, with the benefit of hindsight, have encouraged my institution to enter the PBRF again

Breaking down barriers in building teacher competence

Teachers may well be made, not born, and appointments to academic positions are often made without regard to the appointee’s prior experience or competence in teaching. In most New Zealand universities, compulsory teaching development is not required. Furthermore, enrolment in opportunities to help teachers to develop further, frequently do not attract high numbers. How can those of us who work in staff development work effectively with resistant staff? How can we ensure that what we offer has optimal value in diverse areas? This paper reflects on an action research process currently under way in a New Zealand university, which seeks to investigate the usefulness of current and new staff development initiatives and to maximise benefits to staff. The work was presented at the recent ALARA conference and reflections from this presentation are interspersed with accounts of the work. I have used italics to highlight the ‘process’ parts of the work as it was presented at ALARA

Viruses without vaccines, or valuing indigenous research? The tensions of introducing Western research assessment practices into an indigenous university

Over my past twenty-five years of educational practice, I have striven to develop a better understanding of indigenous ways of being and doing (in New Zealand’s case, this involves the values and knowledge of Māori). I have done this by visiting and occasionally staying on marae (Māori gathering-places); by reading relevant literature; by engaging in conversations with knowledgeable scholars and by researching the impact of Western practices on indigenous peoples. In 2003 I managed a research team for Te Wānanga o Aotearoa, a Māori tertiary institution with branches across the country. Our Tertiary Education Commission had just introduced a variation of the English RAE, called the Performance-Based Research Fund, through which government research funds would henceforth be distributed. In collaboration with Māori colleagues, we chose to enter this process, believing that Māori research would be recognised and funded by our participation. While this proved to be the case, there were significant examples of values clashes, such as the requirement for people to ‘boast’ of their research achievements in a context where such boasting is anathema; to claim ownership of knowledge where tradition often indicates that knowledge is not the property of individuals; and worst, at one point I found myself accused by my Māori manager of introducing ‘viruses without vaccines’. By this he meant Westernised ideas and practices which appeared to be benevolent but in fact were toxic (the idea derives from white settlers who apparently gave native Americans blankets permeated with a virus, causing thousands to die). In this paper I will explore tensions of operating cross-culturally, and whether/how we can protect people from unintended toxic consequences of intended benevolent actions

Researching our own practice

In this chapter, we argue that using research to inform our teaching is a vital element in the reflection process and empowers us to keep developing our teaching in ways that can be transformative for ourselves and our learners

Can the goldfish see the water? A critical analysis of ‘good intentions’ in cross-cultural practice

We claim to hold values that our students are responsible and autonomous adults whose success in our courses is best facilitated by our understanding of and respect for their specific backgrounds. We wish to be judged on these values by feedback provided by our students and those with whom we work. However, how well, if ever, are we able to ‘see the water,’ the cultural conditioning that leads us to act in ways that seem supportive of our students to us, but may be perceived differently by them? In this paper, we present conflicting evidence around perceptions of our practice. We discuss where things have gone well, and where interventions have possibly been traumatic for the recipients. We question whether, and how, our practice cross-culturally can be safe. We challenge ourselves and others to think carefully about our responsibilities to our students, whether our privileged positioning obliges us to share and if so, how that sharing can occur in ways that validate and equally respect the values of those with whom we work

Enhancing postgraduate supervision through a process of conversational inquiry

This paper outlines and begins to evaluate a process to build a critical and reflective community of postgraduate supervisors who can develop their supervision practice through reflective conversations, with the sharing of best practice and reference to research-based evidence. In 2009, the initiative of the Postgraduate Supervisors’ Conversations was set up through the collaboration of the Pro-Vice Chancellor (Postgraduate) and the Teaching Development Unit at the University of Waikato, New Zealand. We designed this initiative to complement the compulsory workshops for postgraduate supervisors that are intended to provide foundation skills. We aimed to create a professional development opportunity that could enhance supervisors’ capacity to manage the ongoing interpersonal and academic complexity of the supervision process as well as its dynamic character. This paper outlines the rationale for the Postgraduate Supervisors’ Conversations, describes its implementation and discusses the implications of an initial evaluative focus group discussion with attendees

Leaky Governance: Alternative Service Delivery and the Myth of Water Utility Independence

Book review by Eva Pip of Leaky Governance: Alternative Service Delivery and the Myth of Water Utility Independence, Kathryn Furlong, author

Product development of fully recyclable single-use coffee cups

Disposable cups are typically made from PE-lined paper. They are recyclable at specialist sites where their components are separated, however the cups must be isolated from all other waste prior to collection by recycling companies. PE is obtained from fossil fuels, although it can be acquired from crops such as sugarcane. To derive PE solely from crops, a lot of land would be needed to grow them, which is unrealistic. Regardless of the source, PE is non-biodegradable. This project aimed to develop a polymer that is from a renewable source, biodegradable, and/or easier to recycle. PLA and PHB were investigated as copolymers of varying compositions for their suitability to line cups. The 8 copolymers made all had melting points and thermal degradation temperatures significantly higher than the boiling point of water. All the copolymers were all melted onto uncoated cup paper and some tests were performed to assess their water permeability. The polymers with a higher percentage of BL in their composition (75% or higher) demonstrated better water resistance, when exposed to room temperature DI. Further testing is required using hot water