title: Child poverty and government policy: the contesting of symbolic power in newspaper constructions of families in need

authors: Barnett, Alison Reremoana

subjects: child poverty

abstract: News media play a central role in processes of symbolic power through which social issues are defined and solutions legitimized. This paper explores the role of newspaper coverage in the public construction of the New Zealand Government's Working for Families package designed to address child poverty. This package was criticized publicly by the Child Poverty Action Group (CPAG) for targeting financial support to working families and neglecting families who derive their income from state benefits. We document the resulting news controversy through analyses of press releases from Government and CPAG, the accounts of journalists and representatives of CPAG, news reports and four focus group discussions with beneficiary parents. We propose that psychologists engage more fully with processes of symbolic power currently shaping public constructions of poverty and policy responses.

text: Child poverty and government policy: the contesting of symbolic power in newspaper constructions of families in need News media play a central role in processes of symbolic power through which social issues are defined and solutions legitimized. This paper explores the role of newspaper coverage in the public construction of the New Zealand Government's Working for Families package designed to address child poverty. This package was criticized publicly by the Child Poverty Action Group (CPAG) for targeting financial support to working families and neglecting families who derive their income from state benefits. We document the resulting news controversy through analyses of press releases from Government and CPAG, the accounts of journalists and representatives of CPAG, news reports and four focus group discussions with beneficiary parents. We propose that psychologists engage more fully with processes of symbolic power currently shaping public constructions of poverty and policy responses.

year: 2007

title: Updated reliability and normative values for the standing heel-rise test in healthy adults

authors: Hébert-Losier, Kim

subjects: Lower extremity

abstract: Objectives

The heel-rise test is used to assess the strength and endurance of the plantar flexors in everyday clinical practice. However, several factors may affect outcomes, including sex, age, body mass index and activity level. The aims of this study were to revisit the reliability and normative values of this test, and establish normative equations accounting for several factors.

Design

Cross-sectional observational study with test–retest.

Setting

Community.

Participants

Volunteers (n = 566, age 20 to 81 years).

Interventions

Subjects performed single-legged heel rises to fatigue, standing on a 10° incline, once on each leg. A subset of subjects (n = 32) repeated the test 1 week later. Reliability was quantified using intraclass (ICC) correlation coefficients and Bland–Altman plots {mean difference [95% limits of agreement (LOA)]}, whereas the impact of sex, age, body mass index and activity level on the number of heel rises was determined using non-parametric regression models.

Results

The test showed excellent reliability (ICC = 1.0 right leg, 1.0 left leg), with mean between-day differences in the total number of heel-rise repetitions of 0.2 (95% LOA −6.2 to 6.5) and 0.1 (95% LOA −6.1 to 6.2) for right and left legs, respectively. Overall, males completed more repetitions than females (median 24 vs 21). However, older females (age >60 years) outperformed older males. According to the model, younger males with higher activity levels can complete the most heel rises.

Conclusions

The heel-rise test is highly reliable. The regression models herein can be employed by clinicians to evaluate the outcomes of heel-rise tests of individuals against a comparable normative population.

text: Updated reliability and normative values for the standing heel-rise test in healthy adults Objectives

The heel-rise test is used to assess the strength and endurance of the plantar flexors in everyday clinical practice. However, several factors may affect outcomes, including sex, age, body mass index and activity level. The aims of this study were to revisit the reliability and normative values of this test, and establish normative equations accounting for several factors.

Design

Cross-sectional observational study with test–retest.

Setting

Community.

Participants

Volunteers (n = 566, age 20 to 81 years).

Interventions

Subjects performed single-legged heel rises to fatigue, standing on a 10° incline, once on each leg. A subset of subjects (n = 32) repeated the test 1 week later. Reliability was quantified using intraclass (ICC) correlation coefficients and Bland–Altman plots {mean difference [95% limits of agreement (LOA)]}, whereas the impact of sex, age, body mass index and activity level on the number of heel rises was determined using non-parametric regression models.

Results

The test showed excellent reliability (ICC = 1.0 right leg, 1.0 left leg), with mean between-day differences in the total number of heel-rise repetitions of 0.2 (95% LOA −6.2 to 6.5) and 0.1 (95% LOA −6.1 to 6.2) for right and left legs, respectively. Overall, males completed more repetitions than females (median 24 vs 21). However, older females (age >60 years) outperformed older males. According to the model, younger males with higher activity levels can complete the most heel rises.

Conclusions

The heel-rise test is highly reliable. The regression models herein can be employed by clinicians to evaluate the outcomes of heel-rise tests of individuals against a comparable normative population.

year: 2017

title: Tū Te Turuturu Nō Hineteiwaiwa - Maintaining Cultural Integrity in the Teaching of Māori Weaving

authors: Turi-Tiakitai, John Reid

subjects: Māori

abstract: “He whatu kōrero mō te whatu
He whiriwhiri kōrero mō te whiri
He rangaranga kōrero mō te raranga”

Despite the development and teaching of an increasing number of Māori focused tertiary programmes, many kaumatua remain concerned that tikanga is being lost. The research reviews the developments that have impacted on the teaching of Māori weaving (raranga, whiri, and whatu) and appraises the current status from the perspective of the oral narratives of Edna Pahewa, Christina (Tina) Hurihia Wirihana and Matekino Lawless. Whilst they would not describe them as such, all three are expert weavers who teach this taonga.
These weavers concur that despite the increased numbers learning these arts and acquiring high capability in the technical skills, many often lack the wairua, tikanga and values and remain apprehensive for the state of the art. Therefore, they believe that mātauranga Māori, spiritual knowledge and Māori tikanga cultural practices must remain central, at the very core of the art form itself and not exist as an academic study or peripheral addendum.
As a result of this study, a model framework, ‘Te Kāwhatuwhatu’ is proposed that advocates for the incorporating of Māori tikanga cultural practices into classes and teaching pedagogy and thereby foster the wellbeing of this cultural legacy and the mana and integrity of Hineteiwaiwa, kia ea ai te kupu

“ka tū tonu te turuturu nō Hineteiwaiwa!”¹

text: Tū Te Turuturu Nō Hineteiwaiwa - Maintaining Cultural Integrity in the Teaching of Māori Weaving “He whatu kōrero mō te whatu
He whiriwhiri kōrero mō te whiri
He rangaranga kōrero mō te raranga”

Despite the development and teaching of an increasing number of Māori focused tertiary programmes, many kaumatua remain concerned that tikanga is being lost. The research reviews the developments that have impacted on the teaching of Māori weaving (raranga, whiri, and whatu) and appraises the current status from the perspective of the oral narratives of Edna Pahewa, Christina (Tina) Hurihia Wirihana and Matekino Lawless. Whilst they would not describe them as such, all three are expert weavers who teach this taonga.
These weavers concur that despite the increased numbers learning these arts and acquiring high capability in the technical skills, many often lack the wairua, tikanga and values and remain apprehensive for the state of the art. Therefore, they believe that mātauranga Māori, spiritual knowledge and Māori tikanga cultural practices must remain central, at the very core of the art form itself and not exist as an academic study or peripheral addendum.
As a result of this study, a model framework, ‘Te Kāwhatuwhatu’ is proposed that advocates for the incorporating of Māori tikanga cultural practices into classes and teaching pedagogy and thereby foster the wellbeing of this cultural legacy and the mana and integrity of Hineteiwaiwa, kia ea ai te kupu

“ka tū tonu te turuturu nō Hineteiwaiwa!”¹

year: 2015