Your students or graduands will be coming in very soon. I can see them lining up at the door. Please feel free to take photographs, but please be considerate of the other guests around you who might also be wanting to take photos. After the students process in, they'll be followed by our academics, then the official party. Please remain standing during this time, but feel free to join in lustily singing Gaudi Amas with us. Now would be a really good time to switch off your mobile phones. At the end of the ceremony, we will then all sing the national anthem together with your new graduates. When the official party leaves, the graduates will follow them out. Please wait until all the graduates have left the auditorium before then following them out. Right, I can see the students ready to come in now, so ladies and gentlemen, please stand. Inga mana, inga reo, inga ho e fa. Tenakoto, tenakoto, tenakoto kato. Vice Chancellor, Pro Chancellor, council members, special guests, staff, graduands, family and friends about graduands. As Chancellor of the University of Auckland, I extend a warm welcome to you all on behalf of the University Council members and staff of the university. In particular, I welcome our guest speaker, Ms. Carol Hirschfeld. This is a meeting of the Council of the University of Auckland for the purpose of conferring degrees and awarding diplomas. This week, we will be conferring and awarding more than 7,000 qualifications on 6,400 students in person and in absentia. At this ceremony, 535 students will graduate in person and 391 students will graduate in absentia. I will be assisted today by Mr. Peter Kiley, the Pro Chancellor, in awarding the diplomas and conferring the degrees. This is a happy and memorable occasion for you, the graduands, as well as your families and friends who have supported you during your studies. We congratulate you all. Equally, your achievement brings pleasure and satisfaction to the academic and professional staff of the university who have played their part in your success. The graduation procession today brought academic flavor and color to the streets of Auckland. And in this ceremony, you'll experience the pomp and tradition befitting your well-deserved day of celebration. Over a period of 130 years, the University of Auckland has become a comprehensive research-led university with a strong international reputation. Today, there are more than 40,000 students and 5,000 staff. Moreover, we are New Zealand's largest research organization with one third of the country's externally rated world-class academic researchers. Within New Zealand, only our university is ranked within the top 1% of the world's universities. We have a strong commitment to Maori education. Of all the Maori degree graduates in New Zealand each year, 25% come from just one institution, the University of Auckland. The figure for Pacific graduates is 40%. We jealously guard our position amongst our competitor universities and are always looking to create new opportunities for all our undergraduates and postgraduate students. Last month, we confirmed the purchase of the 5.2 hectare former Lion Brewery site on Khyber Pass. This purchase will provide the university with a site for expansion over the next 50 years. It is contiguous with the city and grafting campuses and with the major business area in Newmarket. We will occupy the first of the new facilities on that site in November 2014. So as you graduate, please reflect on the ongoing learning opportunities and consider the wide range of postgraduate options available to you at Auckland. I ask you to consider that because we can never rest on our laurels, especially in a challenging and ever-changing world. Whatever path you follow, I urge you as the alumni of New Zealand's leading university to never forget your alma mater. We rely on our graduates for support, moral, political, and financial. Funding constraints are a perennial problem for New Zealand universities who are being asked to do more and more with less and less each year. In fact, in these hard times, we should be spending more on universities, not less. But that is enough of the substantial issues facing us all as members of a 21st century university with high aspirations because today is your day with the focus firmly on your achievement. At this ceremony, we honour your success along with the support of your family, whanau, and others who have sustained you through your studies. I congratulate you and trust that you will long cherish the memories of your graduation today. I am delighted to welcome as our guest speaker, Carol Hirschfeld, a university alumnus and currently general manager of production at Māori Television. She has been with the network for three and a half years, working also as head of programming and as an executive producer. Prior to joining Māori Television, Carol worked in journalism for over 27 years as an editor, producer, reporter, and presenter. She delivered New Zealand's Nightly News on TV3 with co-anchor John Campbell from 1998 to 2005 and later helped launch Campbell Live, a program she produced for five years. Before joining TV3, Carol spent 12 years with TVNZ, working as a producer for the home show and presenting shows such as Fairgo, Assignment, Frontline, and Crime Watch. Carol graduated from the University of Auckland in 1984 with a BA in English. She completed a diploma in journalism from Auckland Technical Institute the same year. Carol is currently a trustee with Teach First NZ and the LAM Foundation and works closely with New Zealand Breast Cancer Research Trust. Please welcome with me Carol Hirschfeld. In gamana, in ngā reo, in ngā hou, e whā, raurangatirama, tēnā koutou, tēnā koutou, tēnā koutou katoa. A hakoa, he iti tako reo, kōtumia nui kia mihi mai, kia mihi atu kia tatu katoa. Nōreira, e kui ma, e koruma, raurangatirama, ngā toerama, haidamai, nōmai, whakatou mai, kiora hui hui mai nei, tatu katoa. Chancellor, Vice Chancellor, members of council, members of the university, families, and friends. To our graduands who we are here to acknowledge and celebrate today, I'd like to send a heartfelt congratulations to you all. You have reached that day, which marks an end and a beginning, the result of thousands of words, read and written, liters of sweat and tears spilt, and truckloads of caffeine haplessly consumed. And that's just your parent.  For me, it is nearly 30 years since I sat where you are today. In actual fact, my Bachelor of Arts ceremony was in the town hall just across the square because not only were we a smaller fraternity back then, this building actually wasn't even built. Not quite Jurassic, more the Cretaceous period. Yes, we were pre-Google, pre-cell phone, pre-subway, absolutely unthinkable. Back in 1984, things were a lot simpler. Madonna's material girl was on high-rotated parties. Miami Vice was providing a disturbing tutorial template for some males aged under 30. White pants, pastel t-shirts, curly mullet, aviator sunglasses, you had to be there. And Rodgenomics was about to be unleashed on an unsuspecting electorate that thought it had voted for a Labour government. Yet despite the differences, some things remain depressingly the same, such as the way graduating with a Bachelor of Arts can inspire bemused stares and even pitying looks from some complete strangers. A case in point, when I was proudly relating to an acquaintance that my own son had embarked this year on a conjoined BAB com, he snorted and replied, BAB, that's exactly what the world needs, another hippie. Frankly, that was the straw that broke the mother camel's back. I have finally trained myself out of responding to a query about my own tertiary education with the usual degree, oh, I only did a BAB. The time has come, my fellow graduands, to snatch back the mana of our qualification. We need no longer put up with the taunts BA stands for bugger all. For me, that catch cry now is, BA means best all rounder. And yes, I have the t-shirt to prove it. Like many of you, I shoot the vocational degrees, law, engineering, and the like, and pursued the path less clearly signposted. When I emerged after three years at Auckland University with a BA in English, Indonesian, including a third year paper in Javanese, History and Art History, I'll admit my employment opportunities weren't immediately obvious. But I strongly believe one of the key reasons I've been asked to speak to you today is to provide clear testimony that even the most obscurely qualified can remain in continuous employment for quite a long period of time.  It may seem quaint in this era of inputs and outcomes, pathways and mission statements, but let us never forget that education is still and always will be an end into itself. You are simply a more complete, a more rounded person by being educated. More specifically, think of the problems facing the world and its societies. How can we even begin to solve those problems without an understanding of their origins? Well, that would be history. Of how governments work. Well that would be political studies. Of other cultures. Well that would be languages, anthropology and sociology. And even of what we might aspire to as members of the human race, ethically, morally and artistically. Well that would be literature, art history and philosophy. You see what I'm getting at. What I see before me today are the inheritors of the greatest traditions of thought and learning and scholarship without which we would not even qualify as a civilization. If your degrees stand for anything, it is the ability to critically examine the world you live in, to ask the right questions and to be open to answers and information and possibilities that will, in whatever small way, move us further towards the light and away from the darkness of ignorance and blind faith. Yes, they are lofty ideals. So you may ask, how did it all work out for me? Well after I took my BA and added a journalism diploma to it, I launched myself into the strange, unpredictable and exciting world of news media. I did eventually land in the TV business where I have stayed for most of the last three decades and I will be staying for a wee bit longer. But whatever the next few decades may hold for you all, I know that you face the future enriched by the experience you have had in gaining your hard earned degree.  May that success be multiplied many times over and may your drive and desire to learn be the legacy that you pass on to those who follow. Thank you so much for allowing me to share this very special occasion with you all and above, good luck. Kamutu, oh, in INA, tenakoutou, tenakoutou, tenakoutou katoa. Thank you Carol for most insightful and challenging yet entertaining speech. Can I ask you all to join with me again in thanking Carol for her address. This is a meeting of council in convocation of the university at which the pro-chancellor, Peter Kiley and I will be conferring degrees and awarding diplomas. I invite the pro-chancellor to award the diplomas and confer the degrees in the first half of this ceremony. By the authority vested in me by resolution of the University of Auckland Council, I, Peter Kiley, pro-chancellor, confer the degrees and award the diplomas stated upon those who, within the faculty, have satisfied the requirements of this university. I call upon the head of the School of Asian Studies, Dr. Chung, to present graduands in the Faculty of Arts. Pro-chancellor, as head of the School of Asian Studies, I have the honour of presenting to you the students qualified for the award of a diploma or conferment of a degree in the Faculty of Arts. Graduate Diploma in Theology. Nicholas Nigel Darun Barclay. Patricia Marianne Harvey. Jillian Margaret Pua. To the degree of Bachelor of Arts. Sahar Abbas. Megan Elise Adams. Nadine Beth Addison. Daniel William Adolf. Joanne Dupolesava Ahing. Nellie Ayen. Briarney Aston Ross. Meliane Lupe Acaoloa. Natasha Margaret Alexander. Rachel Lee Allen. Oh, sorry, sorry. Samuel Alipia. Rachel Lee Allen. Ryan Gareth Armand. Puloto Alofa McCarthy. Rebecca Marie Anderson. David James Michael Anstis. Camilla Andrea Arao Celevancini. Sara Rose Armstrong. Mavis Lea Eva Asafo. Chiquera Holly Atkins. Thomas Hugh Augusten. Nyusha Zimin Neshaburi. Xue Bai. Jennifer Seyong Begg. Gemma Lee Mary Baker. Michael Edward Baker. Chitra Maulidia Bhaktiar. Courtney Elizabeth Barnett. Sarah Margaret Barnett. Hannah Marie Bartley. Lydia Marguerite Bathford. David Mark Nolan Batchelor. Amy Marie Batty. Whitney Wainee Bow. Elizabeth Frances Byrne. Pierce Jack Badoni. Lucinda Jane Alexandra Bennett. Lico Benetto. Alapati Bentley. Timothy Edward Berry. Roma Cushill Bola. Bola Leanne Bickers. Lily Dawn Birchmore. Ilaria Lucy Armonio Biuso. Margo Sophia Yagiciewicz-Black. Timothy James Benbow Blackwell. Catherine Aline Blandin Dechalane. Shinji Buu. John Baumeister. Kim Patricia Boyce. Catherine Lindley Bradburn. Natalie Linda Braid. Jade Shannon Brocas. Teagan Lee Bromhead. Kirstie Elizabeth Brough. Dylan Jared Brown. James Lloyd Brown. Anne Marie Brown. Katarina Katane Mariana Bruce. Vanessa Joy Bruning. Sophie Catrine Buchanan. Claire Jane Buchs. Joanne Margaret Buckton. Jessica Bunn. Irene Claudie Lillian Burke. Ross Calvin Burden. E. Nicole Burgess. Jessica April Burton. Rachel Louise Bush. Ankyung Byun. Gayoung Byun. Zaryn Alicia Khaliff. Sophie Elizabeth Cameron. Katherine Jane Carey. Aldrianne Bayette Carrion. Alexandra Claire Carter. Senior Scholar Arts. Alexandra Maria Casey. Nicolo Andrew Pardo Catapang. Riannan Jessica Cowie. Juliana Vera Chagas. Ruth Chamberlain. Andan Keith Chan Choi. Angela Na Ying Chan. Wing Lam Chan. Zanwei Zhang. Senior Scholar Arts. Bronwyn Carol Chapman. Jody Marama Chapman. Rose Amelia Chatterley. Krishnil Chauhan. Aten Lee Chen. Ian Chen. Jia Yang Chen. Teng Chen. Linnet Chong Seok Kim. Christine Chilcott. Nikita Marilyn Chin. Ah Feng Chiu. Su Jin Choi. Kimberley Xiao Min Chong. Na Jia An Chui. Victoria Linda Clack. Dominic James Grant Clapham. Stacey K. Clark. Tessa Caroline Clark. Rebecca Yesson Cleaver. Joby Michael Cobb. Whitney Jean Cochran. Vanessa Day Cole. Tess Elizabeth Connell. Eilind Lee Cooper. Nicholas Andrew Cornwell. Cheryl Marie Courtney. Emma Ann Cowey. Sophia Vivian Crune. Kaelin Jade Cross. Christian Horatio Kuchacan. Trina Shirley Cullum. Amanda Roseanne Cunningham. Patrick Curtis. Hannah Rose Kaye Daley. Grace Elizabeth Daniels. Seth Alexander Davis. Stuart Leslie Dawson. Donella Maria Pratizia De Silva. Pascal Geraldine Sidney Zoe DeSully. Claire Aurea Wood Dobson. Logan Dudley Andrew Turidobson. Amy Frances Dodds. Yenny Docko. Charles Philip Michael Dawn. Spencer Ellery Dawson. Benjamin Cody Doyle. Lydia Dragunov. John Jack Dreckie. Phoebe Frances Diver. Driver. Adrian Francois Duplecy. Francois René Dutrois. Paul Kenneth Donazement. Hannah Jane Duncan. Senidamano Meresene Durethalo. Margarita Dimnova. Andrew Richard David Elcoat. Stanley Arthur Ellis. Danielle Victoria Elston. Senior Scholar Arts. Elizabeth Andrea Elzer. Sophie Ann Estrin. George Rutledge Everts. Robert Rex Lee Faata. Tofa Rachel Faitotoa. Trish Fatu. Joshua Michael Fielding. Ippo Jasmine Filippo. Lee Lauren Fisher. Stephanie Joy Fong. Elaine Fono. Victoria Holly Forster. Crystal Candace Franz. Imogen Ella Fraser-Baxter. Destiny Epiroza Fabule I. Fruan. Jane Alexandra Fullerton. Nelson Charles Funari-Rosh. Sarah Jane Furley. Catherine Jamie Fanel. Alice Olivia Galloway. Tessa Ray Garten-Voyce. Joseph Nassau George George. Jessica Mary Gerbitch. Jennifer German. Anna Louise Gilderdale. Kerry Louise Gilmore. Dean Savio Gomez. Matthew Joseph Massey Goodwin. Renee Catherine Gordon. Alexander James Reese Grant. Vanessa Louise Gray. Philip Marks Graytricks. David James Gregg. Kuljit Kaur Grevo. Morgan Mae Gray. Emma Jane Griffiths. Jessica Claire Gross. Van Guo. Solene Haak. Emma Kate Halford.  Grace Mills Hamilton Murray. Michael Gray Hamilton. Chaewon Han. Maria Lubnitz Haniff. Devon Monique Hanna. Ehanam. Reina Anima Hazakastrani Harach. Lemao Harre. Here. Alicia Sheila Hargist. Andrew William Harland Smith. Benjamin Roland Harper. Aaron Michelle Hart. Michael Ronald Howarth. Sarah Frances Haxel. Emily Alice Haywood. Amy Laura Hemmington. Tina Louise Henare. Zachary Mark Henry. Senior Scholar Arts. Annalise Rose Higgins. Yen Lam Hall. Adrian Fiona Hodson. Sam Michael Holloway. Talita Nuseta Hoppe. Tyler Olivia Horton. Ida Huang. Yen Shu Huang. Jennifer Hu. Bim Ibrahim. Susanna Francesca Lornaikah Yifo. Yei An-In. Catherine Ioane. Helen Valene Yopu. Labna Iqbal. Eva Lee Puraituiro. Karen Antoinette Jackson. Alma Yakupovic. Kendra Nicole James. Olivia Emily James. Senior Scholar Arts. Emma Elizabeth Jameson. Yunhua Dang. Natalie June Jacks. Adele Elizabeth Jeffries. Ye Wei Ji. Jin Yu Ha. On Yu Du. Gabrielle Lynn Johnson. Paul George Johnston. Isabella Lily Mary Johnston. Alice Hazel Jones. Annie Selina Koslovsky-Jones. Sang-Jae Zhu. Benita Joseph Fernandez. Than Julian Conagland. Jaekwan Jun. Guru Suraj Kai. Ji-Yan Kang. Meliah Langekovi Jessica Angelina Kanongataa. Thank you, Pro-Chancellor, for conferring the degrees and awarding the diplomas in the first half of this ceremony. One of the great pleasures of graduation is the opportunity to hear performances by students from our acclaimed School of Music. Leigh-Anne Wooding will now perform Embraceable You, number four, from Seven Virtue, so Etude, by George Gershwin. Thank you, Leigh-Anne, for that most accomplished performance. Can I ask you all to join with me and thank you, Leigh-Anne, once again? By the authority vested in me by resolution of the University of Auckland Council, I, Ian Parton, Chancellor, award the diplomas and confer the degrees stated, upon those who, within the Faculty of Arts, have satisfied the requirements of this university. I now call upon the Deputy Dean of the Faculty of Arts, Associate Professor Luciano, to present further graduands in that faculty. To the degree of Bachelor of Arts, Grace Rose Keller, Alexandra Kelly, Saletaolua Utufua Keresoma, Shama Zeva Khan, Sharifa Sinyi Khan, Ju Mei Ku, Belinda Kun, Alva Lisa Marie Kiel, Hailey Frances Kilgore, Jihyun Kim, Heejin Kim, Ji Min Kim, Russell Aaron King, Senior Scholar Arts, Lynette Wendy Kingsbury, Roxanne Jade Kirkpatrick, Karen Kitshaw, Heiyun Ku, Adi Ulamila Wati Kaboabula, Lynette Vandana Kumar, Shalini Kumar, Andrew Patrick Lamont, Jun Lan, Madeline Jane Langley, Diane Perfume Christian, Lavalua Amu, Sally Allison Law, Angeline Huimei Li, Chanhee Li, Anyi Cheryl Li, Vivian Yehwan Li, Yivern Li, Senior Scholar Arts, Hannah Jean Lees, Ratchada Rekplatum, Wenquan Li, Maria Li Yalin, Rongyanglin, Yashoda Kali Daniel Lingam Dalzel, Zoe Elizabeth Lin, Natalie Mary Joana Lissner, Amy Lloyd, Yacinda Alexandra Lloyd, Grace Bettina Logan, Adrien Yuichitlon, Takoy Lopati, Julia Therese Lo, Nadia Anne Lo, Samantha Jade Lownds, Erin Jean Lowry, Cela Fangu-Fangu Maasi, Hitler Ogilvy McGregor, Senior Scholar Arts, Kurt James McIntosh, Tamra Adeen McKinnon, Rowini Mafuao, Sahar Mahmoudi, Pelite Josephine Mayava, Georgina Lovelace Francis-Maine, Renissa Viraj Maki, Rachel Phillips Ann Maylens, Corey K. Salataimi-Masina, Siosaya Mataele, Josie Mate, Selina Rene Mateje, Jennifer Rose Matthews, Lisa Cary Matthews, Lauren Kate McCready, David Michael McDonald, Anna Maria McElroy, Karina Anne McElbride, Isaac Henry MacGyver, Hayden John McLeod, Jadine Louise McLeod, Rose Tearoha McLeaver, Kelly Ann McMillan, Jesse Mary Cecilia McKee, Charmine Vispe-Mirjora, Sarah Elliot Mee, Anna Rose Heery-Meslant, Matthias Metzler, Nicholas John Giuseppe Mignacca, Alan David Henry Miles, Natalie Esther Miles, Fire Kezia Milford, Philippa Elizabeth Mill, Sophie Ann Miller, Joseph Daniel Mills, Elsa Mary Jane Mitchell, Nada Monash, Kaitlyn Brooke Morby, Kiri Ruth Moriotti, Florence Mary Rose Morphy, Emma Lee Morris, to the degree of Bachelor of Theology, Vaisima Evangelio Langhi, Clemente Cristina Petelo, Tomanonni Sapatti, Siutaisa Tukutau, to the degree of Bachelor of Arts Conjoint, Anthony Sinjibarton and a Bachelor of Commerce, Victoria June Belcher and a Bachelor of Commerce, Kahukuro Yangetea Claire Mary Bennett and a Bachelor of Science, Ran Bhatti and a Bachelor of Commerce, Laura Ruth Bujut and a Bachelor of Commerce, Alexandria Gabrielle Bradley and a Bachelor of Science, Thomas Richard George Carver and a Bachelor of Commerce, Jennifer Lee Castle and a Bachelor of Science, Brydie Davina Elizabeth Joy Climo and a Bachelor of Commerce, Apiña Dechalert and a Bachelor of Commerce, Angela Edward and a Bachelor of Commerce, Megan Elizabeth Herron Callagher and a Bachelor of Commerce, Catherine Cyan Hoare and a Bachelor of Science, Munho Jung and a Bachelor of Commerce, Alisa Jade Kelly and a Bachelor of Commerce, Rachel Laura Carter Kendall and a Bachelor of Commerce, Sidra Kram Khan and a Bachelor of Laws, Kao Wing Lau and a Bachelor of Science, Benjamin James Leonard and a Bachelor of Laws, Hala Abda La Nasser and a Bachelor of Health Sciences, Daria Oglesneva and a Bachelor of Commerce, Catherine Louise Ovenden and a Bachelor of Science, Kimberly Lillian Porter and a Bachelor of Commerce, Lydia Lee Scott and a Bachelor of Commerce, Clark John Truscott and a Bachelor of Commerce, Richard Ung and a Bachelor of Commerce, Ria Watter and a Bachelor of Commerce, Jessica Jane Catherine Wynkwist and a Bachelor of Commerce, Julie Louise Sanji Wong and a Bachelor of Commerce, Manu Zhu and a Bachelor of Fine Arts Honours with Second Class Honours First Division, to the degree of Bachelor of Theology Conjoint, Dennis Brown Tutaka and a Bachelor of Arts, Postgraduate Diploma in Language Teaching with Merit, Ning Ding Luqia Sangyong Zhu, Tanomon Lak City Wat, Postgraduate Diploma in Language Teaching, Yidan Feng, Postgraduate Diploma in Theology with Distinction, Lynette Edith Tanner in Christian Thought and History, Postgraduate Diploma in Theology with Merit, Ethel Collahan in Biblical Studies, Postgraduate Diploma in Theology, Regina Anthony in Practical Theology, Postgraduate Diploma in Translation Studies with Distinction, Sophie Francesca Moore, Postgraduate Diploma in Translation Studies, Tsuyoshi Eda, to the degree of Bachelor of Arts Honours with First Class Honours, David Grant Abbott in Art History, Courtney Page Addison in Anthropology, Matthew Christopher Barrett in Anthropology, Laura Audrey Ellen Bell in Film, Television and Media Studies, Kelsey Lucy Bergen in Geography, Rebecca Ann Burrell in Sociology, Clayton Thomas Blackwood in Ancient History, Helen Catherine Brown in History, Laura Burton in Geography, Sarah Jean Caldwell Watson in Development Studies, Judy Cor Lynn Sylvia Callenham in Political Studies, Anita Elizabeth Adrian Calverly in Statistics, Jennifer Tracy Copido in Ancient History, University Graduate Scholar, James Andrew Crooks in Ancient History, Laura Rose Dawson in Anthropology, Tamsen Therese Dunn in Art History, Emily Rachel Durham in Psychology, Anna Emily Farquasen in Political Studies and a Bachelor of Arts, John Charles Francis in Sociology, Faculty Graduate Scholar, Fu Mengzu in Anthropology, Daxi Nayantara Gamage in Psychology, April Rose Olivia Gears in English and a Bachelor of Arts, Lauren Anne Gent in Political Studies and a Bachelor of Arts, Julia Claire Francis Hamilton in Ancient History, Jacqueline Andrea Harris in Sociology, Christopher James Hayward in Ancient History, Eloise Joyce Hoffman in Anthropology, Benjamin David Jones in Anthropology, Rachel Anne Jordan in Political Studies, Dai Yong Kim in Sociology, Jennifer Anne Kirby in Film, Television and Media Studies, Samantha Jane Lagos in Anthropology, Bernie Paul Larson in Anthropology, Sarah Elizabeth Lovett in History, Fontaine Chelsea Makaskill in Sociology, Oscar Lawrence Mardell in English, Glenn Maxwell Martin in Ancient History, Mirofora Fiaalofa Mateafa in Pacific Studies, Stephanie Jane Martin in Ancient History, James Luke Mather in Pacific Studies, Kelsey Eris McIntyre in Criminology, Alice Grace McSherry in Geography, Charlotte Ellen Moore in Sociology, Alyssa Joan Mulcahy in Film, Television and Media Studies, Antoinette Kerry Dahlman Murray in Psychology, Carolyn Emma Murray in Film, Television and Media Studies, to the degree of Bachelor of Arts Honours with Second Class Honours, First Division, Benjamin Samuel Methman Allen in English, Jana Miki Allen in Art History and a Bachelor of Arts, Zarfia Lucy Taniya Amoa in History and a Bachelor of Arts, Hugh Alexander Neil Benson in Screen Production, Reese Walter Boyd in Political Studies, Marisa Breitenbach in Drama, Nikolas Logan Carter in Political Studies, Elise Elizabeth Denier in Art History, Katya Maria Duff in English, Ava Natasha Eilts in Film, Television and Media Studies, Richard Hudson in Political Studies, Natalie Clare Inslee in Art History, Erica Jane Lawn in Psychology, Joseph Paul Main in Ancient History, Mary Nafamolea Toa Zapati Moeono Collio in Criminology, to the degree of Bachelor of Arts Honours with Second Class Honours, Second Division, Natalie Clare Ford in Asian Studies, Drolit Edgar Mareta Joseph in Pacific Studies, Blessin Eoli Leulua in Pacific Studies, Janelle Amber Longstaff in English, Charlene Finone Malemei in Pacific Studies, Karen Faavevella Mangia in Political Studies, Hannah Minak in Political Studies, to the degree of Master of Arts with First Class Honours, Mohammed Reddra Yusuf Mahmoud Almsari in Education, Borajin in Education, Jonathan Thurston King in Political Studies, Alicia Ann Maseman in Art History, Mayasina Ramona Meredith in Development Studies, Sophie Louise Guy Milne in Philosophy, Bryony Alicia Muir in English, Alia Anam Parwin in Film, Television and Media Studies, Seryana Elina Patterson in Education, Jacqueline Robertson Reed in Art History, Ritu Parna Roy in Sociology, Christine Schlappa in Sociology, Chen Jin in English, Peter James Simpson in Screen Production, Daniel Jason Taylor in Development Studies, Faculty Graduate Scholar, Sarah Jane Thompson in Sociology, Alice Phoebe Tyler in Art History, Juanita Joy Watts in Language, Teaching and Learning, John Webber in Philosophy, Frederick John Richard Woodhouse in Philosophy, to the degree of Master of Arts with Second Class Honours, First Division, Sophia Louisa Blair in Political Studies, Melissa Noelle Bryanes in Development Studies, Christopher Edward Akeli Chan Si in Sociology and a Postgraduate Diploma in Arts in Political Studies, Julie Marion Harvey in Language, Teaching and Learning, Brigid Loper Tish in Screen Production, Deborah Karen McClurg in English, Jake Keishanana in Latin, Ian David Smith in Sociology, Alice Tapao in Sociology, to the degree of Master of Arts with Second Class Honours, Second Division, Charnel Caris Peario Amua in Art History, Nandan Bhatt in Film, Television and Media Studies, Richard Edwin Edmonds in Political Studies and a Postgraduate Diploma in Arts with Merit in Political Studies, Stephanie Leah Glenn in Political Studies, Doreen Anama Inga in Development Studies, Ji Yun Kim in Language, Teaching and Learning, Samantha Jane Wells in Art History, Wayu Wijayantul in Development Studies, Iran Jo in Language, Teaching and Learning, to the degree of Master of Arts, Faiti Efetu'u in Sociology and a Postgraduate Diploma in Arts in Sociology, to the degree of Masters of Creative Writing with First Class Honours, Zoe Frances Miga, Samantha Gale Peckham-Tonyatama, Margaret Arita Endora-Thompson, to the degree of Master of Creative Writing, Sara Italia Imovoi-Talitu, to the degree of Master of Teaching English to Speakers of Languages with First Class Honours, Susan Margaret Bremner, to the degree of Master of Teaching English to Speakers of Languages with Second Class Honours, First Division, Lucy Allen Edmonds, to the degree of Master of Teaching English to Speakers of Languages with Second Class Honours, Second Division, Luisa Helena Tuitupol, to the degree of Master of Theology with First Class Honours, Martin Wilson Mariotta in Biblical Studies. I now call upon the Vice-Chancellor to present the doctoral graduands. Chancellor, I have the honour of presenting to you the doctoral graduands. To the degree of Doctor of Philosophy, Peter Malcolm Boyd in Māori Studies. Peter investigated the nature of the relationship between whakapapa and the Māori art practice of tukitū, with a view to exploring the relevance of whakapapa frameworks to other Māori art practices and to dimensions of Māori life. Colleen Margaret Stewart Wright in Language, Teaching and Learning at University Doctoral Scholar. Colleen's research analysed the writings of students in a university business programme and explored their experiences in mastering and academic style. She looked both at students' exam writing in their first semester and at their progression to the completion of their three-year programme. Carla Marcella Grossman-Maranda in Spanish, University Doctoral Scholar. Carla's thesis advances the performative role of the Latin American cinema of the neoliberal era to act both as an agent that represents and one that aims to transform current social and knowledge contracts. Anne Henley in Film, Television and Media Studies. Margaret investigated through the use of rarely seen archival material and extensive personal interviews, the forces which determine Netball as an exclusively women's sport achieving quality representation on New Zealand prime-time television. Hee Siung Lee in Film, Television and Media Studies, University Doctoral Scholar. Hee Siung investigated screen adaptation as a prime media practice in the history of cinema from a psycho-analytic perspective. She critically analysed the operation of psychical forces such as fantasy, desire and drive which have been studied less significantly than the textual, aesthetic and industrial dimensions of screen adaptation. Rachel Nye Fern Lee in Language, Teaching and Learning. Rachel's thesis examined the teaching of writing in English to low achieving students in one Singapore secondary school from the socio-cultural perspective of literacy. Heidi Elise Logan in English, University Doctoral Scholar. She's very enthusiastic. Heidi investigated the depiction of physical and mental disabilities in sensation fiction, a novel genre that was popular during the mid-Victorian period. She discovered ways in which depictions of disability in sensation fiction comprised in advance on previous literary representations of disability and prefigured modern-day disability theory. Michelle Dawn McCarthy in Anthropology. Michelle's research examined tourism as a site of intercultural encounter. Based on 18 months of ethnographic field work in the trio of Breand Islands of Papua New Guinea, she examined the multiple ways in which value was created and given meaning in the context of tourism from the perspectives of both tourists and local residents. And in absentia, all those other persons named in the Book of Convocation qualified for the conferment of a degree or the award of a diploma in the Faculty of Arts. That concludes the formal part of this ceremony. So on behalf of the university, I invite all today's graduates to stand and receive the congratulations of us all.  Could you please remain standing. This concludes this meeting of Council and Convocation of the university for the conferment of degrees and the award of diplomas. I now invite you all to sing the first verse of God Defend New Zealand in Māori, then in English. The words are printed on the reverse of your programme. Thank you.


In this video, we'll be talking about displacement reactions and displacement reactions can be represented in a simple form like this. So let's say if you have a compound AB reacting with C, what happens is C will displace B to form a product AC and a separate product B. So this is the representation of a displacement reaction. Now sometimes these are also called replacement reactions because as we just saw here C is replacing B. And looking at this itself, we know that for this reaction to happen, we could say that C would be more reactive than B, which is why C reacts to form a product with A. So because these reactions involve some very reactive species, the examples of displacement reactions that we're going to see are some of the coolest reactions that you'll see. Like for instance, if you take this example, which is of sodium reacting with water, you can see how this oxygen along with the hydrogen has formed any OH in the product and hydrogen is released. So you can see here how this reaction takes place. Here, let's say if you have a small glass dish in which you've taken some water and you drop a piece of sodium metal into it, the sodium that is dropped into the water reacts to form any OH and hydrogen is released. Now the hydrogen gas that is released gets ignited when the energy released in this reaction is very high, which is why it catches fire like this. And this image here is of the same experiment, but this time done with a larger amount of sodium. So this was the case where three pounds of sodium metal was dropped into water. And you can see how when the amount of sodium is increased, the energy released here is also high, which is why the hydrogen here ignites into something like a small explosion here. So this was the reaction of sodium with water. Another example of a displacement reaction is the thermite reaction, which is when hematite, which is Fe2O3, and aluminium react to give iron and Al2O3. Now this reaction is very exothermic and it releases a lot of heat. This reaction would occur in a process which is called thermite welding in which the heat released from this reaction would be used to fuse together two pieces of metal. And that was how railway tracks were joined for a long, long time. And this reaction too, as you can see here, releases a lot of heat and leads to this combustion. Now yet another example is that of silver reacting with hydrogen sulfide to give Ag2S and hydrogen. Now this reaction may seem very unfamiliar to you right now, but you may have seen this reaction take place if you've seen old silverware that gets tarnished when exposed to atmosphere. So this tarnish that you see here, this is this Ag2S, which is forming when this silverware is exposed to the H2S in air. So all of these are examples of displacement reactions. Now if you see here these reactions are also called single displacement reactions because there is only one displacement taking place. But displacement reactions can also be double displacement reactions where two displacements take place. Let's see what they look like. So double displacement reactions look something like this where let's say if we have AB and CD as the reactants, D replaces B to form AD and C replaces A to form BC. So let's go through an example of such a reaction. So in this reaction we have potassium iodide reacting with lead nitrate to form potassium nitrate and this lead iodate is formed as a precipitate and this lead iodide precipitate has a bright yellow color like this. So this is one of the identifications of our double displacement reactions because these reactions typically lead to precipitation, which is why another place where you will see double displacement reactions is the treatment of hard water. So hard water usually contains sulphates and chlorides of calcium and magnesium and on reaction with constituents of soap, they usually precipitate and form the insoluble compounds which can be removed out to treat hard water. So such reactions which are involved in the treatment of hard water are also usually double displacement reactions. So it's not that only precipitation is a feature of these reactions. Double displacement reactions can also be accompanied by the release of gases like for example in this reaction we have sodium sulphide reacting with HCl to give salt and H2S. So when you perform this reaction, you see bubbles of H2S rising through the water. And so this is an example of a double displacement reaction in which no precipitation occurs but a gas is released. And another form of double displacement reactions are usually seen in this neutralization type reactions where you have an acid and a base reacting to give salt and water. So these type of reactions are also double displacement reactions.


Good evening everyone and welcome to the second part of our any one can grow series I'd like to thank has geek for making all of this possible. I don't think we would have done this without their help Not only are we doing this on zoom and I'm sure a lot of you people are joining from there we also live streaming this to YouTube and Also on Facebook or at least we're trying Facebook today Um This particular session is a continuation of the previous session we did I don't know how many of you actually were in that session too But I think that you will find that this session continues pretty much from where we left off so this session talks about preparing pots for growing soil improvement and Direct sowing of seeds right all things that are Answering several questions that I'm sure you have in your mind about how to grow food So just to begin with a brief introduction for those who are new to this session Green essentials we're based in Goa Yogitha started green essentials about 11 years ago and Kind of wrote me into helper too we started growing at home in 2006 several years before that and We run green essentials is actually a kitchen garden store. That's in Goa Place called Sukur a village called Sukur Just outside the town We've been doing workshops on growing organic food for people for the last 10 years And in that time we have done different scales of growing ourselves We've grown fruits herbs and vegetables in kitchen gardens for ourselves Of course, but also in small organic farms up to a one and a half eight hectares So we have had several kind of years of experience in growing food organically You know at different scales and I guess that's what we really want to talk about and those experiences are the ones that we want to share with you today What we look at as our Primary role is to basically to try and coach new kitchen gardeners on how to grow food A lot of people are intimidated by it or don't have the knowledge They feel they need before they can get started and that's the gap We are trying to bridge right now, right? So I hope you find the session enjoyable and informative and We'll start with it now So this is the kind of kitchen garden that we grow in the kitchen garden at our store Which we used to demonstrate to people what can be done to grow fruit as you'll see a great variety of vegetables already growing over here and We tend to run this right through the year Things change according to the seasons, but the garden remains productive through the whole year For those who did not join the first session or actually for those even who may have I just like to recap what we covered in that particular session We talked about how it is that we could get a kitchen garden started Even though most of us are locked down and don't have access to basic input seeds and things like that, right? So the first thing that we said was that you really need to get your nurses started immediately I'm hoping many people did manage to do that last week and if not certainly should do it this week We talked about how you could find usable seeds in your kitchen things like tomato methi pumpkin chili mustard mint and more And we talked about how to use any available containers you have to set up your nurseries, right? It could be Takeaway containers it could be small pots anything that you have that can really hold a little bit of soil and can be used to start your seeds And I'm hoping that you know You will be on the way to good seedlings like the kind that you can see on the screen very soon Now when we spoke last time we kind of made this Summary of the different stages of growing that we will go through and we started at the first one which was seeds and nurseries In this one we are going to talk a lot about soil preparation and in subsequent subsequent sessions We plan to do a total of five sessions You know every week pretty much on a Thursday So next time we'll talk about transplanting or sowing then we'll cover growing and caring harvesting and then Planning your next growing cycle for the change in seasons, right? So we'll try and go through each of these so that you have a good sense of how you need to proceed from stage to stage Okay, so here's what we're going to talk about specifically in this session Which is session number two of anyone can grow How do you select appropriate growing containers for growing by this I mean not containers for Nurseries which we already spoke about but for when your saplings will be ready for transplant And you will have to move them to a growing space itself. So these growing containers. How do you select the right ones? Then once you selected the containers, how do you prepare them for sowing? How do you make good organic soil put it in the containers? Which vegetables can you will you be? Sowing seeds directly instead of raising little seedlings and why why are these sown directly and not put into the nurseries and Lastly troubleshooting questions that you may have in case you started your seedlings and are facing problems So that will be the last section and we will get to it at the end, right? so Just wanted to point out that if you have questions, please, you know send them in as we go through the session You will notice that there is a Q&A section at the bottom of your zoom interface When you put your mouse down to the bottom of your zoom interface and the panel pops up You'll be able to see a Q&A section So please put your questions in there and our team will be able to take note of them and bring them up for answering at The end when we reach the EMA section of the session, right? So just to reiterate We believe very deeply that almost any person can learn how to grow food It is something which may take years to become a master of but to Get a grips of the basics can take just a few weeks, right or a few months at most If you are really interested in doing this if you are a person who is persistent You know in your work in the garden, we believe that you can get pretty good at it We believe also that small growing spaces can be very surprisingly productive We look at a small balcony and think that you know, maybe you can't grow much here But we believe that Substantial amount of produce from the perspective of a kitchen can come out from over there And you can always grow some things if not all things for yourself We feel that your health comes first and that is one of the major reasons why you should even bother to take the effort You will have much more nutritious food as the result of growing your food without chemicals and other fertilizers And we believe that the produce that you will harvest will have an unbeatable mix of freshness, nutrition and flavor Which is what really makes it all worth it, right? So these are things that Are aimed at kind of explaining to you the benefits of growing at home Something that we've experienced and a lot of people you know across India now experience as they've got more interested in doing this Okay, so growing in containers as I said can be productive. You can see here This is a you know terrace garden in Bombay and you can see a wide variety of things growing in it There's tomatoes their cabbages. There's mint You know some mustard greens and so on that you can see within the frame and many more things also growing in other parts of the same terrace I'll pass on now to yoghita and She will talk to you about different types of containers and how they can be prepared over to you yoghita Okay, hi so There's I mean when I started growing it was confusing that what kind of containers should be typically used and traditionally growing up we've always seen the typical terracotta or the mittica containers that we find and Those are the ones that I would graduate to here in found that they are not really of a very strong quality in the sense that after maybe a season or so being out in the rain They usually tend to sort of disintegrate or breaks apart So we were not really happy with those and over the years We've tried a number of containers and you can see up on the screen there that we put out a bunch of them and really anyone of these books it depends what is easily accessible to you what is affordable and It depends on your situation as well. For example, I would prefer plastic containers If I stayed up on the fifth or sixth floor because imagine carrying heavy cement coughs up and down that can be a bit of a problem I mean you develop muscle and all other benefits, but it'll be a tiresome thing So plastic containers are good they come in a variety of sizes From the smallest one that you can see here to pretty large two feet big and deep one So that is something that is also very easily available if you go out to buy them Cement containers are good if you don't plan to move them around The one of the problems sometimes one has is that they heat up a little too much But we do find that they seem to work just as well As long as you don't plan to move them around because it's the soil and the plant and it becomes quite a heavy thing to Work with grow bags are also a very common or rather popular thing now Very light easy to move around They are flexible you can roll them down if you need less soil you can roll it up to a full size if you need more soil They're very affordable, so that also works if you want to have a really Place with lots of pots in it, then you may want to go with go bags. They don't last very long But they are very easy to use easy to move around Then you could use a sediment container a sediment containers look gorgeous. They have one sitting right here It's a small one though, but they can be pretty expensive So if you want to have several pots it becomes a little expensive to have many of these you can use maybe the odd nice You can add it to your collection of containers. Then of course, there's the terracotta That is the most common one. You can also use metal container You know you have those galvanized buckets that are available at most hardware stores or sometimes you may have an old container like You know the old Biscuit tins or the oil tins that you had if you're able to get the top off That's a solid amount of soil and that can you know You can go quite a bit of stuff in it The only problem is that in our climate these can tend to rust and disintegrate soon so you will need to replace these and Other than this you can sort of use your imagination and you can really use all kinds of recycle containers You have a funny image there or someone using a commode, but I have something here You know these days you go buy a five kilo bag. You get a really sturdy plastic bag This sort of is a substitute for a Grow bag you can have you can collect several of these you can go to your Kirana shop and ask him to keep them for you They even have handles so they're easy to move on My mother is quite Creative person she takes these containers and she paints them around so you can you know make them pretty and You can sort of use these as well Moving on Here's you know some of the containers I have sort of gone around the house and put together some a takeaway Some are old different boxes and so on Now the next question which is an important question is that what should what is the appropriate size of container for different plants? There are different kinds of plants we grow not all of them Typically Great if you use an eight inch depth eight to ten inch depth most leafy vegetables and herbs They don't have very deep roots fruiting vegetables like brinjals tomatoes indies fingers or What have you been or if you're growing cucumber all these would be fine in pot say about 12 to 14 inch So usually a pot is more or less as deep as it is right So you have like a 12 to 14 inch pot would be about as big and you can grow One plant per pot for these really comfortably you can also grow fruiting trees and we have a lot of them growing in our garden We've grown lemon custard apples figs Guava mango, I mean it's quite an endless list of the number of something please that you can grow For these you need really large containers. You can use barrels Large barrels you can chop the top off you can use two foot the minimum depth you require is about 10 inches as the plant starts growing and you may need to move it up along as you go So here is a picture of my balcony and We have different sizes and there's a you know quite a collection of pots here You can have quite a range of things that grow in this


quite yet. Maybe one more minute. And it looks like we have some of the people in grades six, grade eight, and grade 10. That's from Louisville today. Welcome, everybody. And no, we have some other participants. Great. If we could just get an idea of what part of the country you're in, if you're, we have Lovell in Colorado, grade six, the two sixth grade one and so far from Lovell and Louisville. And we have anyone else. I could give it kind of an idea. There's one person in here I'm pretty sure I know he is. We also have Lakewood. And maybe one more.  Thanks for sharing. And I am here today. Let's get started here with my colleague today, Mr. Carl Clark. And he is an education coordinator. And there's something great about this experience is that coming to you from our homes today, two literate rooms as well. But we're doing our work. And we want to share with you we have another person joining. So I love that person. But we want to share with you everything that our work entails. And every Thursday, we meet with someone who works in your car to learn what you and their jobs. And answer the questions from those who are joining us. Really really important part of doing work with cars that there are very many different types of jobs, scientists, engineers, and ocean computer program, safety efforts, machine is editors, and all different jobs and more support our research. And now with no further ado, I am going to turn it over to Mr. Clark. And he's more about what doesn't take your questions. And Carl. All right, thank you, Tim. And I'm very, very excited to be here. I'm so happy that I'm actually getting to talk about science and education at the same time, not one or the other. So with that, I'm going to share my screen and let the presentation, let the fun begin. Okay. Oh, my name is Carl Clark. And I am a senior education program rep in the Department of Energy at Brookhaven National Lab. And today, I'm going to be talking about opportunities, field of opportunities when science and education meets. I was an intern at UCAR. I had a wonderful time and it spurred something in me. Now so much so that I'm now working at the bridge between these two fields in the Department of Energy. Again, I'm talking about opportunities when science and education meets. And to give you a better idea of who I am. I am that program coordinator. I coordinate college and university programs for Brookhaven National Lab, which is located in Brooklyn, sorry, which is located in Upton, New York, on Long Island. So on the eastern end, I live in Brooklyn. So every day I commute pre COVID, at least an hour and a half just to get to work. That's how much I really enjoy going to work. And as you can see here, I just put up a few images I want to capture. First and foremost, the wonderful New York Highline from Brooklyn. The second image is that beautiful goal where we have these all over the campus at Brookhaven National Lab. So this is one of the favorite things that I get to see and get to interact with at the lab. And I've also shown you right here, a national synchrotron light source. This is a particle accelerator. And this particle accelerator can fit Yankee Stadium inside. It's boundaries. So this is a very big, big facility. And it's free to use for the public, for researchers, for industry. And it's a great opportunity for wonderful collaborations to take place. And lastly, another component of my job at Brookhaven National Lab is to develop a model that other federally funded research and development centers could use to engage students, engage underrepresented minorities who want to become faculty at colleges and universities. So I have a wonderful job bridging both science and education. And Carl, if you could interrupt for just a second. Audio is breaking up just a tiny bit. I was wearing it. If possibly you could reduce your video, if it's on D, if you could use it, that might help. No worries, just wanted to let you know, just a little bit. Are there just improved? I still copy just a little bit. I think just taking a little more time with your words might help us out. So I don't want to miss anything from you. Let me do a quick video. Sorry about this, folks. Murphy's Law anything that can happen will happen. Okay, hopefully this is better. Is there any improvement in my audio? Yes, there's a little bit of an improvement. Yes. Okay, wonderful. Okay. So what is my connection to UCAR? I mentioned earlier that I was an intern at UCAR at a wonderful time, but it all started or my journey began actually in Jamaica.  And my dream was to become that lawyer. However, after several hurricanes, which Jamaica was located in 90 miles from people, we got in 2004, Hurricane Ivan, and Hurricane Ivan was a wonderful time, but also caused significant damage. And I said a wonderful time because it initiated my interest and understanding the atmosphere, how it works, how it interacts and impact that it has in society. And additionally, he also impacted how can we learn more about it? How can we get involved as public, as students, as adults, as teachers, in general, how can we make ourselves better informed about these storms? And when I moved to the US the following year in 2005, there was Hurricane Katrina, a significant, significant impact that caused not only economic damage, but also great impact on the people that it impacted. As you see here, this image at the bottom that indicate Hurricane Katrina, it affected not only New Orleans, but also Florida and also all the different states that the storm passed through. So these two pivotal events shaped my interest in, in the environment, in nature, in climate, and shifted me away from the lawyer that I initially thought I was going to become. But that was a great shift. Because in 2008, I came and had a wonderful time at UCAR for a program called Source. Source when I applied to Source, I applied not only just for the science itself, but also for the educational component of it. And my very first week at UCAR, there was an obstacle training that we did as a team building activity. And I had a wonderful time. Look at me, Perg, I'm trying to help one of my colleagues. With this, I decided that, okay, there was an opportunity here. I'm learning about the science and I'm also participating in education from a research standpoint. And I decided, I really want to go to grad school to study more about the atmosphere. But when I got to grad school, as this gift showed, I showed up really thinking that I look really good. I feel so happy. I feel like I belong. But at the same time, something was missing because I did and I applied for a program that focuses only on learning more about the atmosphere. What was missing was that I needed to learn more about the people that are impacted by the atmosphere. This was an opportunity where I can learn more about ways to encourage the public to learn more about the science, to learn more about how to participate in the atmospheric experience. I'm looking at ways that I can engage, I can interact with, I can communicate, I can talk to, I can learn with very diverse groups from students, to researchers, to the general public. And lastly, I wanted to know more about myself. And I wanted the people that engage in science to learn more about themselves as they participate in scientific activities. Hence, in grad school, I shifted my major from atmospheric science to science education, because they afforded all of these opportunities, personal for me, but also for the audiences and for everyone, and in general, the public. And that led to me deciding that for my program in graduate school, I wanted to do citizen science. Citizen science affords opportunity for the public to participate in scientific experience and activities while still having fun. Whether it is a dad and his daughter, looking at crabs, looking at the growth of crabs in an ecosystem, or simply going out just to catch some crabs or some fish, but at the same time could learn the science as associated with their, their excursion does having fun. And also, it could be teachers and their students, there are many to schools right now in the US and over the past decade, that has significantly ramped up citizen, citizen science participation as part of their curriculum. And when I was at UCAR, I participated in a program with some wonderful mentors, with some wonderful researchers that exposed me to learning more about phenology and how to engage, how to get the public participating in collecting data, scientific data about the life cycles of trees. It was a great experience. I was learning, but also they provide opportunity to connect the science with just having fun of learning more about tree fall, changing of colors on the leaves of a tree. All of these opportunities or happenings serve as a good catalyst for my next step. And another citizen science project, or the first citizen science project I actually participated in was called Project Budverse, which is now at the Chicago Botanical Garden. And by coincidence, I happened to be featured on this publication with one of my wonderful mentors when I was at UCAR. So citizen science afforded opportunities for students, for the public, for professionals all to participate in science, but through collaboration, which also means that there's a lot of data, a lot of scientific data that can be collected from this collaboration, because you're getting the public involved. And as scientists, as professionals of science professionals, we are a small community. But if you think about having the large masses, have you participate and start collecting data, the amount of information that you collect significantly ramp up what scientists are able to do, which now leads to a wonderful question, is how accurate is the data that thousands, possibly millions of people collecting? How accurate is that data? And that's a question that I hope that you can and you'll share your thoughts. So my question to you is, if you have thousands and thousands of people start collecting data and contributing to science, how accurate do you think that data is as it compares to what scientists alone are able to do? So go ahead in a chat box or chat function. Let's hear your thoughts. Give us some percentages in terms of how you think how accurate citizen science data collected by the public is.  So Tim, please be on the lookout. Let's see some comments and let me know what they what they think. Well, going to be surprised, we are two comments, one of them. The first one says 70 to 90 cents. And second comment is 85%. And it looks like we have a third coming 75%. Ah, all right, let's find out. Right here, I pulled up two studies. One looked at quantitative, look at a lot of publications to see how accurate the data is. And I'm going to circle this one that is where my my corner is. Hopefully my audio is still going strong. But it shows that there was an 81% agreement that voluntary data and scientific data. There was strong agreement between those two. So whoever bumped up to 81%, you're that's pretty good. That's very, very good in terms of numbers. And other study that looked at thousands look at many, many other studies to see how accurate or how much agreement there is. Numbers is pretty much the same as well as close to 75, 81, 85, between 75 and 85% accuracy. So that's pretty good. And that was an opportunity that I wanted to take away from getting the public involved in collecting and participating in science, but having fun doing so. Now, I'm going to shift gears because as part of my trajectory, whether it is first starting out thinking that I'm going to become a lawyer to start doing trying to become a scientific researcher, but incorporating a public in this. I'm I've always been fascinated with how we learn. Why we learn how to improve the way we learn how to actively participate in science, whether through science education or citizen science opportunities. And that led me to become a high school teacher. And believe it or not, I went to school to get my master's at the American Museum of Natural History. And if this looks familiar with Ben Stiller, as a night at the museum, the museum that was featured in that movie. So if you haven't seen that movie, I highly recommend if you want to have some fun since we're at home during COVID, please check out this movie. But it was an opportunity for me to go to school in a museum where they have that big massive planetarium where I can participate and encourage my future students to learn in a fun, innovative free environment, while at the same time taking those principles and put it in a formal classroom. So for any of us, or any of you that are in sixth grade, fifth grade, 10th grade, what you might notice how there's a change in how your teachers teach. There's a change in how much creativity, how much freedom, how much different, the various different teaching styles they've incorporated. And those styles are rooted in what's done at places like the American Museum of Natural History or in citizen science. So as a high school teacher, I taught at a theater art school. It's a school just in Times Square here in New York. And if you walk by the school, you will never know that there's a school there. Coming from a research and an informal science background, I incorporate that into my science teaching at this theater school. And one of the things that I did was get my students to participate in the United Nations General Assembly programming. I got my students to participate in NASA Challenger Learning Centers. NASA has these centers where you can simulate what it means to be a scientist or astronaut in space. So tying all of those pieces together. I got my students to participate in a lot of diverse ways, a lot of fun ways of doing science, while at the same time still doing very strong science. So for you, I think you have a fan there. One of our, one of our visitors said they saw, they saw United Nations Museum. So you reach into the choir here. I'm excited. I love that. Yes. So since you see the United Nations Museum. I've actually seen about, I've seen two of the movies. So do you remember the dinosaurs that were in the movie? Yes, there was the, in the second one, they introduced the triceratops. And first one, it was the T-Rex. Okay, so this is my question for you, as for everyone as well. Since not in the museum has spurred opportunities for you to learn about dinosaurs. It's a great opportunity to actually apply what you learn in school to what is being done through movies. How well do you know your dinosaurs? So hold on, hold this one. Let's see. You actually, you know it. I'm gonna, you're gonna see very shortly. I have a dinosaur up. I'm gonna give you time, a second to see if you can identify this dinosaur. Put that in the chat. Let's see if they could make some guesses. Time starts now. No one, no guess yet. But there's still some time. Think about it. All right, three, two, one. That's time. Are there any guesses? No, no one's. Oh, wait, we didn't have a mile of soar. And why are you on a T-Rex? Someone else got T-Rex. That's the only one they knew. T-Rex. Okay, unfortunately, neither.  Four feet long, the tail is two feet, but it's in the family of a triceratops. It doesn't have the, it doesn't have the horns, but it's in the same family as the triceratops. That was a hard one. I'm not gonna lie that it was a hard one. Here's another one. An herb or is that this? Do you know if it's an herb or someone that's one of our guests said, I think this is an herb. I can tell it's a herb before because I know that most poor before dinosaurs had some kind of sort of beak. And due to that, this one sort of, since this one is a relative of the triceratops, the triceratops had a big beak, but also they had teeth. So I can sort of tell that this is a herb before. Okay. So with that, do you know the name? Again, you have 20 seconds. For the second image, the one that I just brought up. Can you identify in the chat box what this new one that I just placed up, what dinosaur is second? I think we have already guessed a triceratops. Yeah. That was an easy one. I knew that was going to be a good one. Okay. So if you notice here, the first one is in the family. It doesn't have the horns. You have to try the triceratops. That was an easy one. And my last one, pretty easy. Do not call this one out. I'm going to give you 20 seconds. Here it is. The dinosaur in the forefront. I want to give everyone a chance to make a guess. Three, two, one. Alright, Tim. It's like everyone said this one was a terrarium or wax. Okay, you got it. So the reason why I brought up all of these is because one, I wanted to realize that whenever you go to a museum, whenever you watch a movie, science is embedded in many of the in many of these environments, and it's a natural part of these environments. And I wanted you to connect with what you learn in class with what you do for fun. And these dinosaurs are clear example that as a high school teacher or as a teacher in general, as someone who's connected formal classroom learning in school with things I do for fun, like like watching those movies and actually learn about dinosaurs, I can connect those two together and make a better identity of who I am as a person and what I love. Now, my last one, the name is not going to be placed there. But a fun fact is the museum, the Natural History Museum here in New York, they had this lovely creature as an exhibit. So visitors will walk by and they will observe this wonderful, lovely creature. I'm not going to say the name. So this is my challenge to you. This this creature had feathers, which was something that was surprising because they thought or new research has suggested that some dinosaurs or some species of dinosaurs had feathers, which connects to the birds have that lineage from dinosaurs. So my take home is, can you identify this, not right now, what this creature is? Well, I got a surprise for you. I'm pretty sure someone has already guessed this. And unfortunately, we have only got about a minute to go. So I was wondering if we could for any questions. And and if you want, we can you can share the name. Oh, yes, we have a lot of people who who've already bonded. And I'm just gonna ask, is it a had a sore? A giant bird? Those guesses are either one is close. If you say giant bird or sore, that is unfortunately, we're gonna have to pass them that one. Well, I'm going to check just to make sure we have respect every time. I'll just there's any questions for all before unfortunately, you have to end they and everyone I am going to put to the chat, the URL or meet the expert. So you can see this recording again, like give us a couple about a week to upload. And the others that occur previously. And while talking to waiting to see if any extra questions came in, I haven't seen any any yet. I do appreciate everybody joining us. And of course, our special guests. And I can tell straight away, this was too short of a period of time for all of this. That probably throw this. And what we're waiting are there any is there any thoughts you'd like to take away with them? We do conclude tomorrow? I do. So what I want to take away from this recording is have fun, have fun just live in at the same time, science is embedded around us. And the many of the things you see on TV, many of the things that you do for fun outside, could parts could contribute to high quality scientific research, which will benefit the type of life we live. And you better understand it and hopefully become in scientists, science educators, teachers, engineers, it will build your interest. Wonderful. We do have a response on one system. Thank you so much. Your education journey, interest presentation is so inspiring. Thank you for reminding of the importance of having fun as we live and learn. And another thing. All right, thank you for having me. All right. And we're going to have to end today. But everyone please do check the meat the expert site. And we will do in couple weeks. Thank you so much. And if we had this one is their favorite part, that was another response. Okay, bye now, everyone. All right, take care.


Abstract synthetic high-performance fibers are being developed to provide improved impact protection. However, these fibers have inherent conflicts between strength, toughness, and modulus which make it difficult to produce them. In this study, researchers found that adding a small amount of short-aminated single-walled carbon nanotubes can simultaneously increase the strength, toughness, and modulus of these fibers. This was achieved through improving the crystallinity and orientation of the fibers as well as increasing the interfacial interaction between the fibers and polymerized SWNTs. The results show that this approach could be used to create stronger, more resilient materials for use in impact protection applications. This article was authored by Jie Jinluo, Ye Wen, Xiang Zhengqiu, and others.