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'FeminEast' is a feminist club that was founded by students at Wellington East Girls' College in 2013. At the time of writing, the club's popularity is growing and has attracted attention from national media. This paper reports on a pilot study based on conversations with FeminEast co-founder Jess Dellabarca and analysis of media texts by and about the club. The author contextualises FeminEast in a neoliberal climate, focussing on the neoliberal discourse usually called 'postfeminism', the widespread belief that feminism is no longer needed because we have achieved gender equality. This paper foregrounds efforts by FeminEast's leaders to mobilise feminist anger and contend with contemporary gender norms and postfeminist discourse. These efforts are discussed particularly in relation to the 2013-2014 'Roast Busters' scandal. FeminEast members adeptly navigate postfeminist social dynamics; ultimately, they succeed in developing and disseminating their view that the Roast Busters are a product of persistent and pernicious rape culture, a key weapon of contemporary patriarchy. This paper shows that girls can and do engage activistic practices that are more worthy of scholarly attention than the dearth of recent research on girls' activism would suggest. [ABSTRACT FROM AUTHOR]

If any engineering courses are unlikely to be transferable between Australasian and overseas universities, one could argue that civil engineering capstone design courses with a strong practical engineering focus would be the least likely. This analysis considers two capstone design courses in the US and New Zealand. The analysis examines the approaches each university has taken to improve design education through simulating professional practice. The two approaches are superficially very different with different course structure and course requirements. In addition the emphasis on site and project, and the consequent dependence on country-specific matters related to regulation and codes, would lead one to expect low transferability. Closer analysis shows that the learning objectives of the courses are relatively similar and that the relationship between site and design are key for both. The challenges faced by the two approaches have much in common, reflecting similar student experiences, and so high transferability. The paper provides details on learning objectives and challenges faced at the two programs to aid others who wish to analyse capstone design experiences across multiple universities. The conclusion is that transferability between these two design experiences is high. The implication is that, through similar forces for educational change in both countries, internationalisation of engineering education is high. [ABSTRACT FROM AUTHOR]