The awardees include a team of crime scene DNA experts, a young physicist investigating the risks of avalanches and slips, a leading climate scientist and climate change communicator, an innovative bioengineer who creates devices for gut diseases, and an inspirational kaiako in Wellington with 30 years of teaching under her belt.

The prizegiving recognises the impact of science on New Zealanders’ lives, celebrates the achievements of current scientists and aims to encourage those of the future.

The winners were announced this afternoon at the award ceremony held at Parliament.

2018 Prime Minister's Science Prize

The top honour of winning the Prime Minister's $500,000 Science Prize - awarded for science that is transformational in its impact - goes to the STRmix™ team from the Institute of Environmental Science and Research (ESR).

The STRmix™ software developed by the 16-member team has been used in more than 100,000 cases worldwide to interpret genetic material from multiple individuals at a crime scene.

STRmix™ was born out of a crisis in 2009 when an Australian laboratory was forced to close after incorrectly using software to interpret DNA for case work. After three years of cross-Tasman development, STRmix™ was introduced into New Zealand and South Australia in 2012. After two years, 110 cases had been matched on the database, resulting in 93 hits to suspects. 

“DNA profile analysis is a really powerful tool for identifying individuals as possible suspects but it’s also important for being able to exclude or exonerate an individual as well,” says ESR Senior Scientist Dr Jo-Anne Bright.

The Prime Minister’s Science Teacher Prize

This year's recipient for this prize is Wellington science teacher Carol Brieseman at Hampton Hill School in Tawa.

Carol believes that igniting students’ natural curiosity and inspiring them to constantly question events around them is key to their life-long learning success. Her year five and six students know that there is no such thing as a dumb question and if their teacher doesn't know the answer, they can work it out together.

Initiatives instigated by Carol at Hampton Hill School include the installation of solar panels, a school vegetable garden with worm farms, compost bins and student-designed water tanks, a green-house made from recycled bottles, a human sundial and a five senses garden.

Carol, who has 30 years teaching experience, shares her capabilities widely by supporting and mentoring teachers at Hampton Hill and other schools.

The Prime Minister’s Science Communication Prize

Climate scientist Professor James Renwick from Victoria University of Wellington is the winner of this year's science communication prize. In the past five years, James has been involved in more than 100 public presentations about climate change, given more than 200 media interviews in New Zealand and internationally and presented at numerous conferences focused on climate change and how to mitigate its effects.

James says he feels a sense of duty to tell the world about the science behind climate change, the consequences that are unfolding and the urgent need for action. He will use the prize funds to build collaborations on climate change between artists and scientists and to further strengthen links with tangata whenua.

The Prime Minister’s MacDiarmid Emerging Scientist Prize

This prize goes to Dr Peng Du from the Auckland Bioengineering Institute at the University of Auckland. He is leading the world with his development of devices that help in the fast, reliable diagnosis and treatment of gut problems.

Peng uses a combination of experimental recording and mathematical modelling to understand what happens to the food we eat, and the interactions between waves of bioelectrical activity generated by the gut and its movements to ensure essential nutrients can be absorbed.

Prototypes of the devices he creates are now being manufactured and Peng hopes they will lead to improved management and treatment of challenging digestive conditions.

The Prime Minister’s Future Scientist Prize

The winner of this prize is former Onslow College student Finnegan Messerli for research into a physics problem that could ultimately help scientists better understand the risks of avalanches and slips. 

Finn’s project began when he was asked to explain at an international physics tournament why grains like salt form a cone-like pile when they are poured onto a surface. It required him to find a method of testing the properties of the grains.

“Essentially I designed the method I would have liked to have at my fingertips when I was working on the problem,” says Finn.

He is the third student from Wellington’s Onslow College to win the Future Scientist award in the Prizes’s 10-year history. All three winning students have been taught by Kent Logan, who is Head of Science at the school.

Read more about the winners on the Prime Minister's Science Prizes website

The American rock band OK Go wants to put your student art experiment on a spaceship!

OK Go thinks creativity is all about the joy of experimentation. Making a music video on a plane in microgravity was one big experiment. They tried all sorts of creative ideas and put them to the test within the limitations of physics and gravity.

Now they want you to try, but in actual space! The Art in Space contest invites your creative art and science minds to dream up your own cool experiments to send into suborbital space onboard the New Shepard spacecraft. 

OK Go will accept submissions of interesting designs for art experiments in space from students working with adult mentors worldwide. They will choose not one but two ideas, and the teams who submitted them will work with OK Go on creating an art experiment to send as a payload on the New Shepard.

Submissions close 6 May 2019.

Find out how to enter

Funding news:

South AucklandOtago

The South AucklandOtago Participatory Science Platform (PSP) is  seeking applications . Project teams can apply(PSP) funding round for up to $20,000. All applications are due by  5pm Fri 3 May 2019 .

Taranaki

The Taranaki PSP is also  seeking applications. Project teams can apply for up to $20,000. All expressions of interest are due by  5pm 27 March 2019 .

View the application process >>

What is the Participatory Science Platform?

All New Zealanders should feel encouraged and equipped to deal with the challenges and opportunities presented by science and technology, and be capable of participating in the debates involving science. We also need an environment that helps New Zealanders use our natural curiosity to interrogate, decide on and make the most of new developments and technologies.

Going beyond citizen science

Participatory science is a method of undertaking scientific research where volunteers can be meaningfully involved in the development and progression of locally relevant research projects with science and technology professionals. It goes beyond the idea of scientists crowd-sourcing their data, to build a true partnership between scientists/technologists and the broader community. 

The Participatory Science Platform (PSP) is a world-first initiative that aims to engage communities of all kinds in research projects that are locally relevant and have robust science/technology outputs with quality learning outcomes.

It spans across and weaves together the key action areas outlined in the plan A Nation of Curious Minds - He Whenua Hiriri I Te Mahara .

Our Actions

What we're doing towards our ten-year goal for enabling better connectivity and engagement between science, technology and society.

Read about our goal and actions

The PSP builds on the popularity of citizen science, but re-balances the lay person/scientist relationship through a highly collaborative approach. Through the PSP, we fund projects that:

Projects: Participatory Science Platform

See the different kinds of collaborative community research projects that have been funded through the Participatory Science Platform.

Find projects supported by the Participatory Science Platform

2019 is now open  
Applicants can request up to $20,000. All applications are due by noon, Thurs 7 March 2019 .
Visit the Otago PSP website to find out more

View the application process >>

What is the Participatory Science Platform?

All New Zealanders should feel encouraged and equipped to deal with the challenges and opportunities presented by science and technology, and be capable of participating in the debates involving science. We also need an environment that helps New Zealanders use our natural curiosity to interrogate, decide on and make the most of new developments and technologies.

Going beyond citizen science

Participatory science is a method of undertaking scientific research where volunteers can be meaningfully involved in the development and progression of locally relevant research projects with science and technology professionals. It goes beyond the idea of scientists crowd-sourcing their data, to build a true partnership between scientists/technologists and the broader community. 

The Participatory Science Platform (PSP) is a world-first initiative that aims to engage communities of all kinds in research projects that are locally relevant and have robust science/technology outputs with quality learning outcomes.

It spans across and weaves together the key action areas outlined in the plan A Nation of Curious Minds - He Whenua Hiriri I Te Mahara .

Our Actions

What we're doing towards our ten-year goal for enabling better connectivity and engagement between science, technology and society.

Read about our goal and actions

The PSP builds on the popularity of citizen science, but re-balances the lay person/scientist relationship through a highly collaborative approach. Through the PSP, we fund projects that:

Projects: Participatory Science Platform

See the different kinds of collaborative community research projects that have been funded through the Participatory Science Platform.

Find projects supported by the Participatory Science Platform

What do you do on an average work day? He aha tō mahi ia rā, ia rā?

My average work day - on the Severe Weather Desk - involves assessing the current and forecast weather conditions and determining the potential for adverse impacts to the public, marine or aviation sectors over the next 48 hours.

If appropriate, the Severe Weather Desk may issue a warning, or give advice to other meteorologists. We also monitor the weather about the Homer Tunnel, providing detailed rain and snow forecasts to help with safety on the Milford Road.

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

At school I focused on science, maths and English.  Science and maths were always my strongest subjects, while English was weaker.  At the time, if left to me, I would have dropped English -  but as a meteorologist, written communication has been a big part of my job, so now I appreciate the value of continuing with English.

When I entered university, I was initially taking subjects to fulfill the requirements for an engineering intermediate but, after a short course on meteorology (in applied mathematics), I decided that meteorology was where I wanted to focus my study.

From there, I continued my BSc with maths, physics and geophysics – my Bachelor of Science majors in mathematics.  In the final year of my degree, I applied for the post-graduate meteorology programme through MetService and was admitted to the course in 1996.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

My study is relevant to my work every day.

The Masters of Meteorology is a collaboration between Victoria University and MetService with the goal of training meteorologists for the forecast room. In a way, it is like a professional cadetship, where all aspects of the programme are tailored to prepare people to work as an Operational Meteorologist.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

Choose your passion. Sometimes it may require you to do less ‘cool’ subjects like mathematics, but if you are passionate about your future subject, the time will pass quickly and you will not regret it.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

I love being able to pass on my years of experience working as a meteorologist to others. Both within the framework of the Master’s programme, and also to local bodies throughout New Zealand, and with colleagues in the South Pacific.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

STEM subjects are the foundation of our understanding of the natural world and they drive the practical implementation of innovation. For New Zealand to be a leader in innovation, and to have a constructive voice with global issues such as climate change, we need people in the STEM fields.

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

Diversity in all sectors of workforce is a good thing and should be proactively fostered and encouraged, regardless of gender.

When I started as a meteorologist the forecast room was predominantely male, and often it was just ‘me and the boys’.  However, now, forecast room is much more diverse, due to greater numbers of women coming through the physics and mathematics fields; this is a welcome change and representative of our more integrated society.

Leigh is a senior meteorologist with the New Zealand Metservice, and an adjunct lecturer on the Victoria University Masters of Meteorology programme, which is a collaboration between Metservice and the University.

What do you do on an average work day? He aha tō mahi ia rā, ia rā?

Where I work, at Te Pou o te Whakaaro Nui, I usually have a really interesting day as it is rarely repetitive.

The day starts with checking emails to keep up with research alerts on various topics, what’s happening in the health sector nationally and globally, requests for information from all sorts of people, and to file data or information requested from people for various projects.

Then I start on the day’s work – it could be looking for evidence and research on a topic; writing up a literature review, case study or a thematic analysis; dealing with data such as listening to recorded interviews from individuals or focus groups; or working up a presentation on implementation.

Lunchtime three days a week means a half hour session with a personal trainer, a quick shower and back to work.

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

At school I studied the sciences, maths and history, which catered for all my interests. From school I went to Otago University for a degree in Physical Education, followed by teaching qualifications. 

Afterwards I went straight into teaching PE and health in secondary schools for many years. In my education years I led a PE Department in a co-ed school, helped with some writing of NCEA, and helped facilitate the introduction of NCEA with PE teachers. These years were interspersed with having three children, being a farmer and running a sewing business. Being a teacher was a good job to have when your own kids are at school.

Looking for a new challenge, I joined the health sector firstly in a District Health Board (DHB), then a Primary Health Organisation (PHO), and now with a non-government organisation (NGO) – which is Te Pou and where I am now. In that time, I completed a Masters in Public Health through Massey University and a Post-grad Certificate in Public Policy through Victoria University.

This year I became a registered Change Manager by completing the PROSCI intensive course and assessments.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

Everything I have studied and experienced is related to what I do now!

I wouldn’t be as effective in writing up the feedback from educative workshops if I hadn’t been a teacher myself and studied education theories. I wouldn’t know about the influences of the determinants of health on trauma and resilience if I hadn’t studied public health.

I wouldn’t know the resilience mothers have to have in the workplace if I hadn’t had children of my own. My appreciation of how busy people are, along with the theory of change management, is reflected in my change management and implementation work.

Being able to put a holistic world view on all my pieces of work is a direct result of the subjects I studied and life’s experiences.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

Know what your interests are right now and study that. It doesn’t matter what that is, because that passion will lead you to a path of work that is fascinating for you. That will change as knowledge and life’s experiences round out your original thinking and career choice.

Rather than study for a particular career, study for an interest - as it may well be the case that your future career hasn’t been ‘invented’ yet!

Don’t be afraid to combine all sorts of unlikely combinations of subjects to study – they will all combine to lead you where you would love to be.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

I loved working in the DHB and being able to set up a process to enable local Māori people to make their own decisions around funding and accountability, to make a difference for their people in terms of nutrition and physical activity.

I also led a Physical Education Department of six committed teachers who believed in holistic wellbeing for their students, and worked hard to create that kaupapa.

Another highlight has been researching and writing about trauma-informed care and being able to put into context the effects of historical and intergenerational trauma felt now by some Māori people due to colonisation, along with the other effects of trauma.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

Engaging in STEM allows the world of technology, data, research, information and many more descriptors, to be available to you in a way that you can understand and make the most use of the information. The more you know, the more you can have choices and options in everything in life. The STEM subjects are the basis of this fountain of knowledge, the basis of life itself.

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

Women need to be taken seriously in the science fields - so the more we can saturate the STEM workforce, the more acceptance will come.

We need to make a stand for allowing women to work in these fields and for creating an even workplace, even though it is us who have the babies. Women need support to be able to do both (babies and a full career) - not just from men but from other women as well.

Wendy is a researcher and change manager at Te Pou o te Whakaaro Nui (Te Pou), a national centre of evidence-based workforce development for the mental health, addiction and disability sectors in New Zealand.

Her role, in the Data, Information and Research team for Te Pou, means she works across various projects and teams in Te Pou to support both the development and the implementation of evidence-based practice to strengthen the services that organisations deliver for people.

This profile is part of our series of girls and women in STEM.

Join Dr Barb Anderson, Stacey Morrison, and the Ahi Pepe MothNet project team at Otago Museum on Saturday 27 April at 10.30am to learn just how amazing moths are!

Make a badge, get an up-close look at moths through the microscope, take part in story time, learn some new te reo Māori and songs, transform yourself into a moth with face paint, and much more!

Read a story about Ahi Pepe MothNet

What do you do on an average work day? He aha tō mahi ia rā, ia rā?

There is no average work day! Since I started this job [as Chief Science Advisor] in July, every day has been different. 

I might be speaking at an event, or writing papers for a meeting with the Prime Minister or a Minister, chatting to school kids involved in initiatives such as the Participatory Science Platform, hanging out in the Beehive, convening the Forum of Chief Science Advisors, visiting Antarctica, watching a kākāpo get released, or who knows what might be next...

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

By the end of school, just chemistry, physics, biology and maths – but before that some French, history, English and economics. 

Then I read Chemistry at University and did a PhD in Biological Chemistry.

I also completed a couple of papers in feminist studies later on.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

Yes.  Pretty much everything I have ever done is useful to what I do now – because it is so broad and so varied.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

Do the things that you love, that give you a sense of purpose, and that don’t feel like work.

Let your passions drive you and then find a career that harnesses that energy and lets you be yourself.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

Becoming a Professor, getting a tattoo, getting a National Teaching Excellence Award, becoming a FRSNZ [Fellow of the Royal Society Te Apārangi], my students' achievements - especially a particular PhD student who graduated against all odds - and definitely my current role.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand?  He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

It’s fun.  It helps us understand the world around us.  It helps us solve problems.  It helps us seize new opportunities.  What’s not to like?!

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

It is important to have all sorts of different people working in STEM.  The more different the people are, the richer the pool of experience and ideas to draw on, and the more likely it is that a new idea will be born or an innovative new solution found.  Why would anyone think restricting the ideas to those from half the population was a good idea?

Juliet is a Professor of Biochemistry at Auckland, a Fellow of the Royal Society Te Apārangi, a mother of two, and the Prime Minister’s Chief Science Advisor, Kaitohutohu Mātanga Pūtaiao Matua ki te Pirimia.

Photo credits: simonyoungphotographer.com/WomanKind (top portrait), David Doak (Juliet in the rain), Fiona Shanhun (Juliet in Antarctica).

This profile is part of our series of girls and women in STEM.

Participatory Science Platform

The Participatory Science Platform supports collaborative projects that bring together communities and scientists or technologists on research investigating a locally-important question or problem.

Find out more

At the very tip of the Otago Peninsula is an area that hosts a colony of kororā (little blue penguins), but until now it’s been tricky to know how these at-risk birds are faring.

Ecologist and kaitiaki Hoani Langsbury ( Kāi Tahu, Kāti Mamoe, Waitaha, Rapuwai and Kāti Hāwea ) is trying to change this, with scientists Hiltrun Ratz and Sally Carson as well as tauira (students) from across Ōtepoti (Dunedin).

The investigation team has started using a tiny piece of technology to help them glean more information about how successful these penguins are at having and rearing chicks, in a project called Pukekura Blue Penguins: Mātauranga & Mathematics .

“Before now, we’d count the number of penguins coming in at night and check whether the nest boxes had penguins in them or not. This was a lot of work and only gave us limited information,” Hoani says. “This time, we’re using special tags that help us automatically collect better data about the penguins, such as how long they spend at sea at different times of the year.

“This is also an important opportunity for younger generations to explore what it means to be kaitiaki (guardians) so that they can continue this work after us.”

The project blends science and maths with mātauranga (Māori knowledge) and gives rangatahi (youth) an opportunity to explore Indigenous thinking and practices alongside European science.

For four days over four months, teens from schools across the wider Dunedin region have been taking a crash course in penguin care.

The students first learnt how to build new nest boxes for the penguins. Then they found out where best to put the nest boxes by looking at earlier research, which showed that ideal spots had bare flat ground in shady areas.

Afterwards, the tauira planted native shrubs and removed weeds to make the rest of the land more suitable for the penguins.

“I really liked doing all the hands-on stuff, like moving the nest boxes, doing the planting, picking up the rubbish and weeding,” says Tobias, 13, from Kavanagh College.

Highlights for other rangatahi were staying late one evening to count the penguins coming in to nest, and the tagging event itself with scientist Hiltrun.

For the tagging, each chick was weighed and got a metal tag clipped to the webbing of their foot and an RFID (‘radio-frequency identification’) tag implanted in the back of their neck.

The RFID tag used in the penguins does not actually emit a radio signal so it cannot be continuously tracked. Instead, the tag acts similar to how a shop’s security system works: a tag is only detected as it passes the antenna at the shop exit, which triggers an alarm.

For the penguins, antennae were set up near the path that the birds use to go in and out of the sea. These will automatically identify which penguins come ashore at what time, as well as count the total number of penguins moving between land and sea.

“It's been a really cool experience,” says Mia, 13, from St Hilda's Collegiate School. “My favourite part was tagging the baby penguin because I got to hold it.”

Mia’s Dad, Chris, adds, “It's been so great to see Mia involved in this. It's really opened my eyes as to how important these animals are, and how human impact is affecting them.”

The next step for the team is to install more nest boxes this winter, along with tagging more penguins, planting more native trees, and trimming back any overgrown areas.

They also plan to put mini antennae in the entrance of each nest box, to get a clearer idea of which individuals are using the nest boxes and how often they visit their nests during their breeding season.

“I've really enjoyed getting to know where the penguins live and how they live,” says Libby, 13, from St Hilda’s Collegiate School. “It's amazing that there are so many penguins right here in our backyard, which makes it surprising just how many locals don’t know about them.”

About the project

Pukekura Blue Penguins: Mātauranga & Mathematics is run by the Pukekura Trust, with support from the Otago Participatory Science Platform, in partnership with: the Royal Albatross Centre, Otago Peninsula Biodiversity Group, Department of Conservation, NZ Marine Studies Centre, University of Otago, Otago Polytechnic, Oamaru Blue Penguins and Phillip Island Nature Park.

Participatory Science Platform

The Participatory Science Platform supports collaborative projects that bring together communities and scientists or technologists on research investigating a locally-important question or problem.

Find out more

Are you a 14-18 year-old who cares about the planet and enjoys writing? The Jane Goodall Institute New Zealand is offering the opportunity for one student in each of Wellington, Auckland and Christchurch to be a local Youth Reporter during Dr. Jane’s visit to beautiful Aotearoa in May.

If chosen, you will attend and report on Dr. Jane’s “Rewind the Future” presentation and the Roots & Shoots event in your local area.

Not only will you see Jane’s inspirational work up close, your finished report will appear on an international philanthropy news website. Winners will also receive writing and photography tips before the events.

You must be local to the events and able to provide your own transport.

How to enter the competition:

Send a 300-word essay on why it is important to take action to help animals, people and the environment.

Send to: supporter.relations@janegoodall.org.nz.

Entries close 28 April 2019

The students found that some mould types could make them sick, and that the temperature and moisture in all their homes was just right for it to grow.

The students found that some mould types could make them sick, and that the temperature and moisture in all their homes was just right for it to grow.

School science teacher Nick Pattison came up with the idea for the study because he noticed that many of his students had coughs or wheezed a lot. He thought mould might be making their asthma and breathing worse, but he wanted to find out for sure.

After being taught how to use special swabs to collect mould, the students took samples from their kitchen, living room, bedrooms and other rooms and brought them back to school. Manurewa High School students also joined in. Mould was found in 18 of the 22 houses studied, but to protect privacy, the identity of a house was not recorded.

Landcare Research provided the swabs and analysed the moulds with the students, some of whom spent a day with the scientists. Landcare also provided USB devices to measure the temperature and humidity inside a house.

Mould and yeasts are both types of fungi. The students were surprised to find yeasts in some of their swabs when they looked at them under a microscope. Three of the yeasts had the potential to be harmful and three antibiotic-resistant bacteria were found.

Junior Wilson, 11, of Rongomai School said, "I've been learning with Nick Pattison... he kept on talking about mould and I didn't understand. But when I went to Landcare I learned more and understood what he was talking about...”

The results of the study were presented at a Manurewa High School prize giving ceremony. Local musicians and artists also helped the students write a song and design T-shirts with the slogan ‘Don’t hesitate to ventilate’. Their rap song has lines such as “turn on the heater, kill the mould, if you don’t want a fever, then dry your household.”

The research was also featured on radio news programmes and in newspaper articles.

Nick believes the initial project could grow into a much bigger youth-led data collection in South Auckland, an area that is prone to dampness and mould. He’s also curious to know if the yeasts and bacteria that could be harmful are living in other houses too.

Most of all, Nick would love to see all his students living in healthy homes so they can breathe more easily.

Watch a two minute video about the project and the 'mould song'

About the project

Healthy Homes, Healthy Futures is supported by the South Auckland Participatory Science Platform. CrossPower, East Tamaki Healthcare, Nirvana Health, Auckland Council – Biosecurity, He Kainga Oranga, Healthy Housing and the University of Otago (Wellington) were all involved in the project.

Participatory Science Platform

The Participatory Science Platform supports collaborative projects that bring together communities and scientists or technologists on research investigating a locally-important question or problem.

Find out more

How to collect and identify mould

After being taught how to use special swabs to collect mould, the students took samples from their kitchen, living room, bedrooms and other rooms and brought them back to school. Manurewa High School students also joined in. Mould was found in 18 of the 22 houses studied, but to protect privacy, the identity of a house was not recorded.

Landcare Research provided the swabs and analysed the moulds with the students, some of whom spent a day with the scientists. Landcare also provided USB devices to measure the temperature and humidity inside a house.

Mould and yeasts are both types of fungi. The students were surprised to find yeasts in some of their swabs when they looked at them under a microscope. Three of the yeasts had the potential to be harmful and three antibiotic-resistant bacteria were found.

Junior Wilson, 11, of Rongomai School said, "I've been learning with Nick Pattison... he kept on talking about mould and I didn't understand. But when I went to Landcare I learned more and understood what he was talking about...”

Sharing what they found

The results of the study were presented at a Manurewa High School prize giving ceremony. Local musicians and artists also helped the students write a song and design T-shirts with the slogan ‘Don’t hesitate to ventilate’. Their rap song has lines such as “turn on the heater, kill the mould, if you don’t want a fever, then dry your household.”

The research was also featured on radio news programmes and in newspaper articles.

What’s next?

Nick believes the initial project could grow into a much bigger youth-led data collection in South Auckland, an area that is prone to dampness and mould. He’s also curious to know if the yeasts and bacteria that could be harmful are living in other houses too.
Most of all, Nick would love to see all his students living in healthy homes so they can breathe more easily.

Links to more information

Read more on the Rongomai School science blog.

Watch a two minute video about the project.

About the project

Healthy Homes, Healthy Futures is a South Auckland Participatory Science Platform pilot project. CrossPower, East Tamaki Healthcare, Nirvana Health, Auckland Council – Biosecurity, He Kainga Oranga, Healthy Housing and the University of Otago (Wellington) were all involved in the project.

Participatory Science Platform

The Participatory Science Platform supports collaborative projects that bring together communities and scientists or technologists on research investigating a locally-important question or problem.

Find out more

Starting with their family connections to farming, and a preference for eating fruit over veggies, 9- to-11-year olds at Midhirst School have embarked on a new science project exploring how to create a long-term orchard in their school grounds.

With guidance from organic and permaculture farmer Sue Rine and soil scientist Cherryle Prew at Soil Foodweb, the students have planted young trees that will eventually produce plums, pears, peaches and plumcots (a cross between a plum and apricot). 

The team is also investigating how to improve the fertility of the soil for healthier trees and better quality fruit.

Before planting the trees, the students counted the number of worms that were in each newly dug hole that the trees were about to be planted in, and found something strange. The closer the holes were to a large old tree at the edge of the school grounds, the more worms they found.

“There were 30 worms in this hole [closest to the large tree], but in that hole [furthest away] we only got two worms,” says Blayke, 10.  

The students think that this difference might be because the soil is healthier closer to the large tree – perhaps due to having more fallen leaves on the soil, which carry bacteria and fungi that worms eat.

The kids are also exploring how the worms respond to light.

“Different types of worms might prefer lighter and darker areas,” says Laurelle, 9, explaining how she and the other students are testing this by covering one side of a box of soil while leaving the other side exposed to the light, to see which side worms move to.

The students haven’t just learned about worms, though.

“Fungi are cool because they have hyphae that run through the ground and communicate with the trees,” Cayden, 11, explains.

The highlight for Cherryle, who has shared knowledge about what creates different soil structures and how this relates to trees, has been seeing just how invested the whole school is.

“It’s so rewarding having a school, principal and teachers who are really focused on the importance of having decent soils and how that’s all related to growing trees, and the fact that they’re getting outside and actually growing food with the kids is really neat. Kudos to them,” she says.

“I’m really taken with the kids’ enthusiasm and how much knowledge they’ve retained. They have to be really interested in something to hang onto that knowledge – and they just took it on board and took ownership of it.”

One of the key ideas that Cherryle introduced to the students is that fruit trees need different sorts of environments in the soil, grass and paddocks around them. One size doesn’t fit all, and different plants have different requirements – just like people.

Georgia, 10, adds, “I liked learning about how to plant the trees properly and care for them, because I have fruit trees at home too.”

The students also plan to look at different types of composting over the next year, after being inspired by the CAPOW (Curious About Processing Organic Waste) project jointly run by Matapu and Stratford Primary schools.

Principal Graham Sands says, “The highlight for me is seeing just how engaged these students are. As soon as I mention the project, their eyes light up.

“They really do love the science and I can’t wait to see what they’re going to find out.”

Photo credits: Graham 

About the Project

Soil fertility and health trials is run by Midhirst School, Maranui Farm and Soil Foodweb, with support from the Taranaki Participatory Science Platform.

Participatory Science Platform

The Participatory Science Platform supports collaborative projects that bring together communities and scientists or technologists on research investigating a locally-important question or problem.

Find out more

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What do you do on an average work day? He aha tō mahi ia rā, ia rā?

Work at the Whittaker’s chocolate factory starts quite early. I’m usually at work between 6-7am. I start my day with emails before heading into the factory. Most days, I attend a few meetings where we discuss improvement projects, production planning or new products.

My team is responsible for ensuring that every single bar that leaves the factory meets our high quality and food safety standards. As a part of our regular product audits, we check the ingredient quality, the weight of chocolate bars, organoleptic profile and packaging. We also maintain a quality programme that meets the expectations of MPI, export regulations and all our customers.

The Whittaker’s factory is full of passionate, dedicated and fun-loving people. I love the energy of the factory and no two days are the same.

My job also takes me to different countries as I conduct audits on our ingredient suppliers. It is very important that our ingredient suppliers share our vision and passion for quality. I have had the opportunity to travel within New Zealand as well as to Australia and Fiji. Next month I am off to Europe for a food safety conference and a couple of supplier audits. I am very passionate about food, travel and culture so this is an aspect of my job that I really enjoy.

I manage a team of 14 staff, so a considerable amount of my day is dedicated to spending time with my team. We are constantly looking to improve our systems and reduce waste. Overall my job requires me to interact with people and eat a lot of chocolate, both of which I love doing!

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

Science has always fascinated me. In school, I enjoyed biology the most and found mathematics challenging. In high school, I focused on core science subjects – physics, chemistry, mathematics and biology. When I was introduced to the genetics module, I was hooked. I knew I wanted to explore this subject further.

I also wanted to get out of my comfort zone and decided to move to New Zealand for my undergraduate studies. I secured a scholarship and chose to study a Bachelor’s in Biotech Engineering - but after my first year, I changed my mind and pursued a Bachelor’s in Genetics and Microbiology. I found my tech degree was heavy in mathematics and I wanted to play to my strengths and interest.

At the time, I was very nervous to make this change and I didn’t have the right avenue to voice my concerns but looking back, I’m so glad I followed my instinct. I had some amazing lecturers in both majors, I enjoyed every paper I took and achieved good grades.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

I use my microbiology degree every day and often find myself referencing my university books.

A good understanding of microbiology is essential in the food safety sector. In fact there are so many papers from my degree that I use on a daily basis - like biochemistry, instrumental physics and interpersonal communication.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro? 

The future is female! While the real world is a lot more challenging for women, around the world we are proving gender stereotypes wrong and breaking glass ceilings - so don’t confine your choices.

There is no substitute for hard work. Nothing is easy - which is why passion is so important. Step out of your comfort zone, challenge yourself and remember the importance of education. You never stop learning, so keep expanding your knowledge base.

The world is changing at an extraordinary rate and that means career choices are also changing. So, while seeking career counselling, make sure you tap into some younger minds for relevant choices. Expand your information stream by reading books, listening to TEDTalks, joining discussion groups etc.

Surround yourself with like-minded, supportive friends. Your friends play a huge part in your development. If you're still at high school, it also pays to explore, investigate and network with people who are in university or have just started work.

Learn to speak with confidence, you are just as smart as everyone else in that classroom or meeting room. Don’t be afraid to ask questions, give opinions and learn to negotiate. And never underplay your strengths. This will go a long way in closing the gender gap.

Make time to travel! Workplaces today are culturally diverse and travel teaches you to succeed in these environments.

Don’t be afraid to start from ground zero. Sometimes things don’t go according to plan, so be willing to adapt. I recently read Michelle Obama’s book where she states that after years of working hard to be a lawyer, she realised she didn’t like being one!

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

When I started my career as a microbiology technician with AsureQuality, I was fortunate enough to have an inspiring and hardworking mentor, which was reflected in my first year of work when I was awarded the ‘Best Technician of the Year’. My achievement made me realise the power of good leadership and mentoring.

A few years later, I was able to give back what I had learnt, as I was given the responsibility of leading a team of 25 staff in New Zealand’s first automated microbiology laboratory. It was in this role that I realised I liked mentoring people and that I was good at it!

I moved to Wellington after my wedding and started at Whittaker’s as a quality technician to cover for maternity leave – a role that was quite different to what I had been doing. After just 8 weeks, I was offered the opportunity to become the QA manager!

As a FutureinTech ambassador, I enjoyed visiting schools to give career talks and to help with science projects. The last project I helped a student with was to determine the average microbial load on a mobile phone screen.

It has been five years since I started at Whittaker’s and my job has grown along with the company. I work with some of the brightest minds in the country and I have the unique opportunity to work in a family-owned company where the directors are so involved in everyday activities.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

STEM subjects are critical to many sectors of the economy, from manufacturing and food production to healthcare, especially in the context of globalisation and technological advancements.

In a knowledge-based economy, as consumers of technology, we need to keep ourselves updated so that we can make informed choices for the development of our country and for the future of the planet.

Despite being a small country, New Zealand has already made its mark in the world for high-quality produce and a high standard of living. We now have to delve further into innovation and value added commodities.

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

Diversity is important in every industry including STEM.  of gender, age, race and socioeconomic backgrounds contribute significantly to the economy and the overall development of a community.

As women in the work-place, we all play an important part in bringing about this change and building equality. Be kind to one another and support each other. You don’t all have to compete for the one spot. Make more spots! We may have come a long way but we still have a long way to go.

Deepika is the Quality Assurance Manager at Whittaker’s Chocolate. She was born and raised in India and moved to NZ at the age of 17 to complete her undergraduate degree at Massey University.

This profile is part of our series of girls and women in STEM.

Karanga O Tāne Mahuta will initiate a 2,000 year kaitiaki project, supporting kaitiakitanga of Au Warawara forest by connecting Northland rangatahi through experiential and participatory learning techniques.

Funding news:

South Auckland

The South Auckland Participatory Science Platform (PSP) is  seeking applications . Project teams can apply for up to $20,000. All applications are due by  5pm Fri 3 May 2019 .

View the application process >>

What is the Participatory Science Platform?

All New Zealanders should feel encouraged and equipped to deal with the challenges and opportunities presented by science and technology, and be capable of participating in the debates involving science. We also need an environment that helps New Zealanders use our natural curiosity to interrogate, decide on and make the most of new developments and technologies.

Going beyond citizen science

Participatory science is a method of undertaking scientific research where volunteers can be meaningfully involved in the development and progression of locally relevant research projects with science and technology professionals. It goes beyond the idea of scientists crowd-sourcing their data, to build a true partnership between scientists/technologists and the broader community. 

The Participatory Science Platform (PSP) is a world-first initiative that aims to engage communities of all kinds in research projects that are locally relevant and have robust science/technology outputs with quality learning outcomes.

It spans across and weaves together the key action areas outlined in the plan A Nation of Curious Minds - He Whenua Hiriri I Te Mahara .

Our Actions

What we're doing towards our ten-year goal for enabling better connectivity and engagement between science, technology and society.

Read about our goal and actions

The PSP builds on the popularity of citizen science, but re-balances the lay person/scientist relationship through a highly collaborative approach. Through the PSP, we fund projects that:

Projects: Participatory Science Platform

See the different kinds of collaborative community research projects that have been funded through the Participatory Science Platform.

Find projects supported by the Participatory Science Platform

What do you do on an average work day?

On an average work day you are likely to find me anywhere in New Zealand usually in high poverty schools and working alongside teachers and students doing mathematics in culturally sustaining ways. I travel constantly to support our mentors in other parts of New Zealand and schools to address issues of equity particularly for our Maori and Pasifika and other diverse learners.

If I am not in schools then I may be at Massey at the Albany Campus working with our mentors (who work alongside teachers in schools), providing supervision to my Masters and PhD students, lecturing and marking assignments as well as writing research articles and chapters for books around our research.

What did you study at school? And after high school?

I could truly be called a lifelong learner because I have studied university papers all my adult life.

I grew up in a big working class family and as a primary school student I was what people now describe as transient, moving from school to school as my father shifted jobs. He worked on farms, as a saw milling worker and as a railway worker. We moved from job to job including up North, in the Waikato and in the King Country.

What helped me educationally was my love of reading and I could usually be found in the school library buried in a book. I also enjoyed science because my world was real, outside and roaming free in the countryside. I had a natural affinity with mathematics but not the mathematics done at school, and I often wondered why teachers taught all sorts of complicated procedures when I already had the answer using some of my informal strategies.

High school was a new world for me because I was at a school that streamed and I was not only very young (having been accelerated at primary school) but also streamed into the top stream which meant that I learnt French and Latin as well as other core subjects. This really affected my self-confidence and I tended to keep to myself because I was very conscious of my home background being so different from other students in the class. Sport helped and I was a good hockey player and so found some belonging in that space.

I continued to take Mathematics and Science in the 6 ^th and 7 ^th Form but was very isolated because not many girls took these subjects. At 16, my mathematics teacher suggested that I should go to Teachers College and she helped me fill in the application form and supported me at the interview.

At Ardmore Teachers College I took Mathematics as my specialist subject, not because I thought I was particularly good at it but because I did enjoy playing with patterns and thinking up my own ways of doing things. It was something I could do on my own and in my own way. I then spent a long time teaching in primary schools in New Zealand and England, and taught across all levels from new entrants to Year 8.

In 2003, I left teaching to work at Massey University in 2003 in order to complete a PhD. Having a PhD in Mathematics Education is not common for Primary School teachers in New Zealand (and internationally). 

After my PhD, I taught Mathematics in the Postgraduate Pre-Service Primary Teaching Programme and as part of this role in later years I also co-ordinated the programme. More recently my focus has been on lecturing Masters papers and supervising Masters and PhD students with a focus within my specific field of research.

Was your study directly related to what you do now?

Although I always included mathematics as a focus of study and it does relate to my research interests, I think that what I learnt from doing it at school has made me the person and researcher I am today.

I was acutely aware at school of the deficit views many teachers held towards working class, and Pasifika peoples. I knew that they held lower expectations and this was illustrated to me when I did tests and teachers would act surprised that I had done so well. The experience I had has also helped me recognise the way in which mathematics is seen as non-cultural when actually it is embedded within culture and all people have the capability to do mathematics.

As a young person I assumed my intelligence and mathematical capabilities came from my father when actually I have a background of strong mathematical models in my Cook Island forbears. I need to look no further than my mother who could cut and sew a dress without a pattern, and sew tivaevae (Cook Island quilt) which draw on geometry and algebra. My great-grandfather designed and built a schooner in the remote island of Manihiki in the 1920, and my great-uncle was a navigator by the stars.

I use these models today and talk in schools about my ancestors as great mathematicians and why it allows our Pacific students to see what they have within their culture. I also push teachers to link to the home contexts of their students, so that mathematics is connected and real and meaningful.

What would you like to share with young women who are thinking about their career choices right now?

I think it is important that they continue to do mathematics because it is such a gate-keeper. It is the subject that they need to do to do any job at all. It is embedded in all jobs but they need to overcome any blocks. Keep studying it because you need it to continue to grow.

What are some of your career highlights so far?

My mother was so proud when I became a teacher and that was a highlight for me. But when I got my PhD I had 35 people at my Pasifika graduation, different people from each line of my family, and six drums, and the mamas all did the hula in celebration - it was such an awesome thing to be able to do at a university graduation. Teaching was for my family but the PhD went beyond to also celebrate primary school teachers and what we can do especially in mathematics. It has also served as a model for my own childrenmy own children who have followed in my footsteps and both have PhDs.

I am also very proud of my current research,  Developing Mathematical Inquiry Communities, which has built on the PhD and now supports 91 schools and the teachers and students in them. Within this project we are growing other researchers (who come from teaching backgrounds), including some with Pacific ethnicity. The work has a clear focus on equity and social justice all within mathematics, and is recognised and affirmed in New Zealand as well as internationally. I have been lucky enough to work in Singapore with the Ministry there as a consultant, likewise in Coventry in England, and present and provide keynotes about this work in Australia and the U.S.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? 

STEM is the key to the future of New Zealand. We need all people to be literate in STEM so they can make wise life decisions, vote with knowledge and understanding.

New Zealand is also a country known for its 'number 8 wire' mentality and so we are innovative and creative and can contribute alot to the health of the wider world.

Why is it important to have more women working in STEM?

Women work differently, think differently and contribute differently and we need this for the health of the nation.

Roberta (known by everyone as Bobbie except some family members) works at Massey University in the Institute of Education within the College of Humanities and Social Sciences. She is a first generation New Zealander born of a Cook Island mother and a New Zealander father of Irish descent. Bobbie comes from the Dean family from Manihiki Island in the Northern group, the Aporo family in Aitutaki, and the Cavanagh family from Ireland.

This profile is part of our series of girls and women in STEM.

What do you do on an average work day?

Tālofa lava! You may have heard the saying ‘the struggle is real’. For me, each work day, the juggle is real! As a founder in a small team, there’s always lots to do, plenty of people to meet and stories to hear and write. Working in the Creative Technology space allows every day to be completely different, which keeps it interesting and lots of fun.

Some days, I’ll be out speaking to college students, in and out of virtual meetings with the team, creating and managing creative briefs with our artists, animators and illustrators or I’ll flip between creative script writing and drafting contracts and memorandums of understanding.

What did you study at school? And after high school?

While I was in school, there wasn’t a rhyme or reason behind the subjects I chose. One year, I studied biology and art, the next year, statistics and accounting and in my final year, media studies and psychology. But in amongst the random, there were two constants - English and History.

After high school, I went to the University of Auckland to study law. In your first year of study at UoA, if you wish to study law, you have to pick up a conjoint degree - as they only offer two Stage 1 Law papers. So I picked up a Bachelor of Arts with no intention of continuing beyond first year - and chose classes that seemed interesting to me; Pacific Art History, Pacific Dance, Te Reo Māori and Spanish, Te Ao Māori (Māori Worldview) and even a Computer Science class as my General Education paper.

I was three years into my tertiary study before my family life completely changed. My wonderful Uncle Fata Uili Kapeteni, our family matai and grandparent’s main caregiver, passed away tragically in Samoa. I still remember the day my parents sat us down to break the news, and their decision to step up and move home to care for Mama and Papa.

I dropped out of Uni, started working full-time for the ANZ Bank and part-time at St Cuthbert’s College to financially support my family. To this day, I have no regrets, but I do have four semesters left to complete my law degree. I’m working on getting back into study soon!

Was your study directly related to what you do now?

Funnily enough, the supplementary classes I took in my first year at university ‘for fun’ are the most relevant to what I do now with Vaka Interactiv. Pacific Art History, Te Ao Māori and Te Reo Māori and Computer Science seemed like such a random selection for an 18 year old in her first year of Uni wanting to crack law school.

Fast forward several years (and several KGs), and here I stand, in a business trying to help people connect to Māori and Pacific tāonga, stories and culture using innovative technologies.

What would you like to share with young women who are thinking about their career choices right now?

Take your time trying to understand what really makes your heart soar. Every career choice comes with challenges, so your ‘why’ will help you get through the rough patches.

Be fierce, and be flexible! Open to change, growth and failure, and block out the haters. So, you’re the only teine in your engineering class? All good! If you know that’s where you’re meant to be, then own your space, girl!

What are some of your career highlights so far?

A couple of weeks ago, students from the Pacific Advance Secondary School (PASS) in Otāhuhu came to Wellington. We were invited to share a meal and discuss our mahi at a mix and mingle evening in the Mahuki Space in Te Papa. As a thank-you, the students spoke, sang and danced in Samoan and Tongan, and performed a powerful Haka. Being on the receiving end of such a rich and beautiful tribute is one of my highlights so far.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand?

The world economy is changing, and many jobs that were around only a few decades ago are being replaced or reduced with the rise of technology. An example of this are the self-checkouts at my local Countdown, Pak n Save, and my happy-place, Kmart. We’ve gotta keep up with what’s happening in STEM, or we’ll find ourselves left behind.

Why is it important to have more women working in STEM?

I believe we need more women in STEM, business and politics - all areas that shape the world we live in.

The status quo just isn’t cutting it, and we need better representation across the board. Nothing will change or improve if we have the same old viewpoints of yesterday perpetuated.

More women, especially more Pasifika and Māori women, will bring to the table a wider variety of voices, perspectives and experience to shape the tomorrow of our fanau.

Andrea is one of four co-founders and the Chief Creative Officer at Vaka Interactiv , a Māori and Pasifika Digital Business creating the future of storytelling technologies. A proud Kiwi-Samoan from the villages of Afega, Sale’aula and Mahia Road, Manurewa. At Vaka Interactiv, she oversees the content creation process, cultural research and compliance. She and her husband, Sione, have recently moved from the City of Sails to the Coolest Little Capital in the World and are expecting their first child, a baby girl, later this year.

Read the profile for Kaveinga Lisati, Vaka Interactiv's Chief Operations Officer.Read the profile for Kaveinga Lisati, Vaka Interactiv's Chief Operations Officer.

This profile is part of our series of girls and women in STEM.

What do you do on an average work day?

As a Year 13 student at Palmerston North Girls' High School, my average day involves juggling schoolwork and a part time job with extracurricular activities.

I like to spend my leisure time volunteering for Red Cross New Zealand, Relay for Life and at the local Hospital. At school, I am a tutor for students who need help in Biology, Chemistry, Physics or English subjects.

I believe that it’s essential to find a balance between work and life as a good balance will positively affect your performance from day to day. After school, I like to go play sports as it’s fun, social and you get all your neurotransmitters going. My current favourite sports are golfing, badminton and soccer.

What are you studying at high school?

The subjects that I am taking this year are Calculus, Biology, Chemistry, Home Economics and English. I've always had a profound interest in science and the human body since I was young, and this interest turned into a passion when I took part in Brain Bee in Year 11. This annual competition, held by the University of Auckland, tests students on their knowledge of the brain and its functions. Brain Bee opened my eyes to the huge range of possibilities available in the fields of science and medicine.

Are your studies related to what you do now or what you want to do as a career?

Absolutely! Next year I will be studying Health Science (HSFY) at the University of Auckland. This course really interested me because of my fascination with how the human body works and human interactions. It was a challenge to choose one field of study as there are so many options for degrees in Health, Science and Technology.

I am the sort of person who loves to have many options available, and HSFY combines everything I love - science, public health, social science, ethics and human biology. I am planning on studying a Bachelor of Medicine and Bachelor of Surgery after my first year of Health Science as to continue my passion for health of individuals and populations.

My passion for science and medicine stems from discovering the knowledge others have found about the world around me, and how when our understanding grows we can make changes for the better. I also love health science because I believe it is international, and can be shared with, and benefit, everyone around the world.

What would you like to share with young women who are thinking about their career choices right now?

I am no wise owl, and someone wiser than me once told me to “live a life of significance, not just success”.

I think that the most important ingredient in the recipe for determining your career is to make sure you do something you are passionate about. Something that keeps you motivated and inspired to wake up early each day because you enjoy what you do. A good approach is to find out what you are naturally good at. Ask your friends and family. Do you have an unquenchable thirst for laboratory work? Perhaps you’ve always had a passion for marine biology?

I think passion, like all other skills, act as building blocks and would be meaningless without setting up the right foundation beforehand. Make sure that you are taking the appropriate subjects during high school for your future career. It is best to keep your subject choices open, such as taking Maths and the Sciences, because each subject has unlimited paths that are each unique in their own way.

What are some of your career highlights so far?

I am actively involved in the Palmerston North Girls’ High School Gifted and Talented Programme. I have been a Science Fair youth judge, Science and Technology Fair entrant, attended Hands on at Otago, and took part in the NZIBO, Brain Bee and New Zealand’s Next Top Engineering Scientist.

I try to participate in every opportunity that comes my way, especially if it’s science oriented. I was recently awarded a Gold Team CREST (CREativity in Science and Technology) medal for my 18 month long investigation into the development of an effective insect repellent using Kawakawa, Lemon Eucalyptus and Yarrow with my teammate Zoë Glentworth [ see Zoë's profile here ]Zoë Glentworth [ see Zoë's profile here ] . Our study won the Premier Fonterra - Best in Fair - Science award at the Manawatu Science and Technology Fair along with prizes for statistical analysis and internships at Fonterra Research, Massey University and Landcare Research.

I would like to give a special mention to Dr [Heather] Meikle, who has been my mentor and inspiration over the past few years. Her profound knowledge in areas of STEM (Science, Technology, Engineering and Mathematics) has contributed greatly to all my success.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand?

New Zealand society could greatly benefit if more people were engaging in STEM, because pursuing STEM-related fields provide us with a greater capacity to solve national and global issues.

While we have become increasingly reliant on technology, due to its great advancement in the fast-paced era of today's society, STEM focusses on much more - and because of that, we can solve globalised issues such as climate change.

Ultimately, STEM holds the key to unlocking the solutions to complex real-world issues and we just need to find a way to utilise it more.

Why is it important to have more women working in STEM?

STEM is universal, and what’s universal about a single gendered approach? 

The lack of female representation in the STEM field is discouraging. A greater balance between the genders is crucial as it allows for a unbiased view of situations, and provides equal opportunities for everyone.

It is important that, in order to form a strong path for the future of STEM, the perspectives of both men and women are included in it.

Katie Liu is a Year 13 student at Palmerston North Girls’ High School who has an insatiable curiosity for science and medicine. She will be studying Health Sciences at the University of Auckland next year.

Read CREST teammate Zoë Glentworth's profileRead CREST teammate Zoë Glentworth's profile

This profile is part of our series of girls and women in STEM.

What do you do on an average work day?
Every day is different as my work changes with the weather.

My job has three main parts:

Firstly, during big weather events my time is spent on the phone and in front of the camera advising people to prepare for the severe weather. I manage Facebook and Twitter accounts for MetService, where we answers people’s weather questions and let them know what is happening around the country.

Secondly, I coordinate MetService’s public education and outreach, which covers anything from developing educational tools, collaboration with other organisations, to giving weather related talks etc.   

Thirdly, I’m a Consultant Meteorologist giving weather briefings to clients such as NZTA, who need to know about severe weather so they can try and keep the road network up and running during these events so people don’t get stranded.

What did you study at school? And after high school?
At school I enjoyed science, especially physics and biology, although I also studied art and languages.

My first year of University I studied all the sciences (and maths), then specialised in physics and its practical applications from second year onwards.  I got a BSc(Hons) Physics and moved to New Zealand where I was employed by MetService.

While doing in-house training at MetService, I studied a Postgraduate Certificate in Meteorology at Victoria University, Wellington. I became a WMO (World Meteorological Organisation) meteorologist a year later; this is an internationally recognised certification which means you can work in weather anywhere in the world.

Was your study directly related to what you do now?
Certainly the postgraduate study was directly related to what I do, but a lot of what we did in school with mathematics and physics includes the basics you need to be a meteorologist. Using these subjects you can explain how the atmosphere works - from Newton’s Laws to fluid dynamics, and they help with general problem solving too.

What would you like to share with young women who are thinking about their career choices right now?
Don’t dismiss Mathematics as a subject choice - maths is part of everyday life; “should I wear a coat?” is probability of rainfall to “should I cross the road?” is statistical chance of survival! So maths is for everybody.

Do a job you enjoy and find interesting.

What are some of your career highlights so far?
In 2013-2015 got to visit a number of Pacific Islands to deliver training to their Meteorolgical Offices, for example Kiribati whose capital Tarawa is near the equator. I taught them how they could forecast severe weather and therefore warn their people about it to save lives and property.  After giving the training I could see the direct impact I was making and how it improved their quality of life which was definitely a highlight for me.

As a meteorological instructor I have been involved in teaching new meteorologists here in New Zealand to prepare them for working in the forecasts room.  I enjoy explaining to the public and media about weather in New Zealand, and doing other things like contributing to the MetService website and mobile Apps. 

Why do you believe engaging in STEM – whether it’s working in the field, studying it or just educating one’s self around the issues – is important to New Zealand?
The meteorologists who work at MetService come from a number of backgrounds, from physics and engineering, to geology etc. The subjects of STEM help the part of the brain which questions its surroundings and finds creative solutions. We need to be encouraging minds to work this way to contribute to society and New Zealand’s future.

Why is it important to have more women working in STEM?
More women in STEM shows the younger generation that women can enjoy and be successful in careers in these areas. Letting them know that they too can shape the future and that anyone (male or female) can work successfully in these areas. There is a gap between the subjects learnt in school and the careers they lead to. It is important to make science relevant to younger people to spark their curiosity. 

Lisa Murray is a Communication & Consultant Meteorologist at MetService, New Zealand.

This profile is part of our series of girls and women in STEM. 
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