title: Examining the potential of critical and Kaupapa Māori approaches to leading education reform in New Zealand’s English-medium secondary schools

authors: Berryman, Mere

abstract: This paper discusses expectations, policies and practices that currently underpin education within the New Zealand context. It acknowledges the ongoing failure of this policy framework to positively influence reform for Indigenous Māori students in regular, state-funded schools and highlights the need for extensive change in the positioning and expectations of educators if Māori learners are to realize their true potential. The paper then considers leadership models to reimagine and lead a transformative educational reform that aims to include the aspirations and contributions of all members of the school’s communities, especially those who have historically been marginalized. Finally it considers the implications of this model for international application.

text: Examining the potential of critical and Kaupapa Māori approaches to leading education reform in New Zealand’s English-medium secondary schools This paper discusses expectations, policies and practices that currently underpin education within the New Zealand context. It acknowledges the ongoing failure of this policy framework to positively influence reform for Indigenous Māori students in regular, state-funded schools and highlights the need for extensive change in the positioning and expectations of educators if Māori learners are to realize their true potential. The paper then considers leadership models to reimagine and lead a transformative educational reform that aims to include the aspirations and contributions of all members of the school’s communities, especially those who have historically been marginalized. Finally it considers the implications of this model for international application.

year: 2016

title: Enhancing well-being and social connectedness for Maori elders through a peer education (Tuakana-Teina) programme: A cross-sectional baseline study

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background: Māori kaumātua (elders) face stark health and social inequities compared to non-Māori New Zealanders. The tuakana-teina (older sibling-younger sibling) peer education programme is a strengths-based approach to enhance well-being and social connectedness. The purpose of this study is to present the baseline data from this programme and identify correlates of well-being outcomes.

Method: Participants included 128 kaumātua who completed a self-report survey about health-related quality of life, spirituality, social connection and loneliness, life satisfaction, cultural identity and connection, elder abuse, health service utilisation and demographics.

Findings: Multiple regression models illustrated the following correlates of outcomes: (a) self-rated health: needing more help with daily tasks (β = −0.36) and housing problems (β = –0.17); (b) health-related quality of life: needing more help with daily tasks (β = –0.31), housing problems (β = –0.21), and perceived autonomy (β = 0.19); (c) spiritual well-being: understanding of tikanga (cultural protocols) (β = 0.32) and perceived autonomy (β = 0.23); (d) life satisfaction: social support (β = 0.23), sense of purpose (β = 0.23), cultural identity (β = 0.24), trouble paying bills (β = –0.16), and housing problems (β = –0.16); (e) loneliness: elder abuse (β = 0.27), social support (β = –0.21), and missing pleasure of being with whānau (extended family) (β = 0.19).

Conclusions: Key correlates for outcomes centred on social support, housing problems, cultural connection and perceived autonomy. These correlates are largely addressed through the programme where tuakana/peer educators provide support and links to social and health services to teina/peer recipients in need. This study illustrates needs and challenges for kaumātua, whilst the larger programme represents a strengths-based and culturally-centred approach to address health issues related to ageing in an Indigenous population.

text: Enhancing well-being and social connectedness for Maori elders through a peer education (Tuakana-Teina) programme: A cross-sectional baseline study Background: Māori kaumātua (elders) face stark health and social inequities compared to non-Māori New Zealanders. The tuakana-teina (older sibling-younger sibling) peer education programme is a strengths-based approach to enhance well-being and social connectedness. The purpose of this study is to present the baseline data from this programme and identify correlates of well-being outcomes.

Method: Participants included 128 kaumātua who completed a self-report survey about health-related quality of life, spirituality, social connection and loneliness, life satisfaction, cultural identity and connection, elder abuse, health service utilisation and demographics.

Findings: Multiple regression models illustrated the following correlates of outcomes: (a) self-rated health: needing more help with daily tasks (β = −0.36) and housing problems (β = –0.17); (b) health-related quality of life: needing more help with daily tasks (β = –0.31), housing problems (β = –0.21), and perceived autonomy (β = 0.19); (c) spiritual well-being: understanding of tikanga (cultural protocols) (β = 0.32) and perceived autonomy (β = 0.23); (d) life satisfaction: social support (β = 0.23), sense of purpose (β = 0.23), cultural identity (β = 0.24), trouble paying bills (β = –0.16), and housing problems (β = –0.16); (e) loneliness: elder abuse (β = 0.27), social support (β = –0.21), and missing pleasure of being with whānau (extended family) (β = 0.19).

Conclusions: Key correlates for outcomes centred on social support, housing problems, cultural connection and perceived autonomy. These correlates are largely addressed through the programme where tuakana/peer educators provide support and links to social and health services to teina/peer recipients in need. This study illustrates needs and challenges for kaumātua, whilst the larger programme represents a strengths-based and culturally-centred approach to address health issues related to ageing in an Indigenous population.

year: 2021

title: Critical Sets of Full n-Latin Squares

authors: Cavenagh, Nicholas J.

subjects: Science & Technology

abstract: The full n-Latin square is the n × n array with symbols 1, 2,..., n in each cell. In a way that is analogous to critical sets of full designs, a critical set of the full n-Latin square can be used to find a defining set for any Latin square of order n. In this paper we study the size of the smallest critical set for a full n-Latin square, showing this to be somewhere between (n3 − 2n2 + 2n)/2 and (n − 1)3 + 1. In the case that each cell is either full or empty, we show the size of a critical set in the full n-Latin square is always equal to n3 − 2n2 − n.

text: Critical Sets of Full n-Latin Squares The full n-Latin square is the n × n array with symbols 1, 2,..., n in each cell. In a way that is analogous to critical sets of full designs, a critical set of the full n-Latin square can be used to find a defining set for any Latin square of order n. In this paper we study the size of the smallest critical set for a full n-Latin square, showing this to be somewhere between (n3 − 2n2 + 2n)/2 and (n − 1)3 + 1. In the case that each cell is either full or empty, we show the size of a critical set in the full n-Latin square is always equal to n3 − 2n2 − n.

year: 2016-03-01