title: Sex differences in outcomes from mild traumatic brain injury eight years post-injury.

authors: Starkey, Nicola J.

subjects: Adult

abstract: The long-term effects of mild TBI (mTBI) are not well understood, and there is an ongoing debate about whether there are sex differences in outcomes following mTBI. This study examined i) symptom burden and functional outcomes at 8-years post-injury in males and females following mTBI; ii) sex differences in outcomes at 8-years post-injury for those aged <45 years and ≥45 years and; iii) sex differences in outcomes for single and repetitive TBI. Adults (≥16 years at injury) identified as part of a population-based TBI incidence study (BIONIC) who experienced mTBI 8-years ago (N = 151) and a TBI-free sample (N = 151) completed self-report measures of symptoms and symptom burden (Rivermead Post-Concussion Symptom Questionnaire, Hospital Anxiety and Depression Scale, Post-traumatic Stress Disorder Checklist), and functional outcomes (Participation Assessments with Recombined Tools, Work Limitations Questionnaire). The mTBI group reported significantly greater post-concussion symptoms compared to the TBI-free group (F(1,298) = 26.84, p<.01, ηp2 = .08). Females with mTBI were twice as likely to exceed clinical cut-offs for post-concussive (X2 (1)>5.2, p<.05, V>.19) and PTSD symptoms (X2(1) = 6.10, p = .014, V = .20) compared to the other groups, and reported their health had the greatest impact on time-related work demands (F(1,171) = 4.36, p = .04, ηp2 = .03. There was no interaction between sex and age on outcomes. The repetitive mTBI group reported significantly greater post-concussion symptoms (F(1,147) = 9.80, p<.01, ηp2 = .06) compared to the single mTBI group. Twice the proportion of women with repetitive mTBI exceeded the clinical cut-offs for post-concussive (X2(1)>6.90, p<.01, V>.30), anxiety (X2(1)>3.95, p<.05, V>.23) and PTSD symptoms (X2(1)>5.11, p<.02, V>.26) compared with males with repetitive TBI or women with single TBI. Thus, at 8-years post-mTBI, people continued to report a high symptom burden. Women with mTBI, particularly those with a history of repetitive mTBI, had the greatest symptom burden and were most likely to have symptoms of clinical significance. When treating mTBI it is important to assess TBI history, particularly in women. This may help identify those at greatest risk of poor long-term outcomes to direct early treatment and intervention.

text: Sex differences in outcomes from mild traumatic brain injury eight years post-injury. The long-term effects of mild TBI (mTBI) are not well understood, and there is an ongoing debate about whether there are sex differences in outcomes following mTBI. This study examined i) symptom burden and functional outcomes at 8-years post-injury in males and females following mTBI; ii) sex differences in outcomes at 8-years post-injury for those aged <45 years and ≥45 years and; iii) sex differences in outcomes for single and repetitive TBI. Adults (≥16 years at injury) identified as part of a population-based TBI incidence study (BIONIC) who experienced mTBI 8-years ago (N = 151) and a TBI-free sample (N = 151) completed self-report measures of symptoms and symptom burden (Rivermead Post-Concussion Symptom Questionnaire, Hospital Anxiety and Depression Scale, Post-traumatic Stress Disorder Checklist), and functional outcomes (Participation Assessments with Recombined Tools, Work Limitations Questionnaire). The mTBI group reported significantly greater post-concussion symptoms compared to the TBI-free group (F(1,298) = 26.84, p<.01, ηp2 = .08). Females with mTBI were twice as likely to exceed clinical cut-offs for post-concussive (X2 (1)>5.2, p<.05, V>.19) and PTSD symptoms (X2(1) = 6.10, p = .014, V = .20) compared to the other groups, and reported their health had the greatest impact on time-related work demands (F(1,171) = 4.36, p = .04, ηp2 = .03. There was no interaction between sex and age on outcomes. The repetitive mTBI group reported significantly greater post-concussion symptoms (F(1,147) = 9.80, p<.01, ηp2 = .06) compared to the single mTBI group. Twice the proportion of women with repetitive mTBI exceeded the clinical cut-offs for post-concussive (X2(1)>6.90, p<.01, V>.30), anxiety (X2(1)>3.95, p<.05, V>.23) and PTSD symptoms (X2(1)>5.11, p<.02, V>.26) compared with males with repetitive TBI or women with single TBI. Thus, at 8-years post-mTBI, people continued to report a high symptom burden. Women with mTBI, particularly those with a history of repetitive mTBI, had the greatest symptom burden and were most likely to have symptoms of clinical significance. When treating mTBI it is important to assess TBI history, particularly in women. This may help identify those at greatest risk of poor long-term outcomes to direct early treatment and intervention.

year: 2022

title: Local solutions for local problems: Addressing teacher supply in rural communities

authors: Yates, Russell

subjects: preservice teacher education

abstract: Teacher shortage in rural localities is a long-standing issue in New Zealand. This paper reports on an attempt to reduce the impact of shortages by redesigning the way pre- service teacher education was delivered. Called the Mixed Media Programme (MMP), this is a primary (elementary) teacher education program that was established in 1997 in New Zealand by the University of Waikato. It was initially introduced to rural areas of the North Island of New Zealand. It continues now as a viable and accessible flexible option for teacher education and is a significant means of ensuring better teacher supply in numerous rural areas. The program uses a combination of face-to-face teaching; school based learning activities and electronic communication. There is an annual intake of about 60 student teachers, most of who study at home in their local area. Now in its tenth year, the program has produced more than 400 graduates, many of whom are still teaching in schools throughout New Zealand. This paper reports on a small-scale study, which sought to examine the way that student teachers, teachers and school principals from two communities perceive the program and its effects on these communities. School principals, teachers, graduates and current student teachers were asked about the way that the program has enabled people from local communities to firstly study to become teachers in these communities and then to teach in them. Their views show that student teachers have found this approach to teacher education very beneficial to local communities for a number of reasons, including stable staffing for schools, commitment to teacher education programs, confidence about the quality of the graduates they employed. The student teachers reported that they were able to become teachers without having to leave their local communities, were exposed to university education as mature student teachers and that their study has had a range of effects on them and their families. It can be concluded from the evidence that the Mixed Media Programme has had important positive effects upon the two small communities of the study, at individual, school and wider community level.

text: Local solutions for local problems: Addressing teacher supply in rural communities Teacher shortage in rural localities is a long-standing issue in New Zealand. This paper reports on an attempt to reduce the impact of shortages by redesigning the way pre- service teacher education was delivered. Called the Mixed Media Programme (MMP), this is a primary (elementary) teacher education program that was established in 1997 in New Zealand by the University of Waikato. It was initially introduced to rural areas of the North Island of New Zealand. It continues now as a viable and accessible flexible option for teacher education and is a significant means of ensuring better teacher supply in numerous rural areas. The program uses a combination of face-to-face teaching; school based learning activities and electronic communication. There is an annual intake of about 60 student teachers, most of who study at home in their local area. Now in its tenth year, the program has produced more than 400 graduates, many of whom are still teaching in schools throughout New Zealand. This paper reports on a small-scale study, which sought to examine the way that student teachers, teachers and school principals from two communities perceive the program and its effects on these communities. School principals, teachers, graduates and current student teachers were asked about the way that the program has enabled people from local communities to firstly study to become teachers in these communities and then to teach in them. Their views show that student teachers have found this approach to teacher education very beneficial to local communities for a number of reasons, including stable staffing for schools, commitment to teacher education programs, confidence about the quality of the graduates they employed. The student teachers reported that they were able to become teachers without having to leave their local communities, were exposed to university education as mature student teachers and that their study has had a range of effects on them and their families. It can be concluded from the evidence that the Mixed Media Programme has had important positive effects upon the two small communities of the study, at individual, school and wider community level.

year: 2007

title: Ka hao te rangatahi: Rangatahi Māori experiences of climate change

authors: Areta, Ranginui Charlton

subjects: Rangatahi Māori

abstract: Ka pū te rūhā, ka hao te rangatahi - Climate change is well established as one of the earth’s most pressing global issues, whereby Māori and Indigenous communities are more vulnerable to its impacts. Internationally, youth have been participating in a range of climate activism, demanding rapid and adequate responses to climate change from decision makers; with Indigenous youth advocating for Indigenous rights to be centred in these responses. More often than not, research on youth involvement in climate change focusses on the general youth population and sidelines the experiences of minorities such as global Indigenous communities. Due to this inattention, there is a lack of research focussing on rangatahi Māori experiences and perceptions of climate change, leaving rangatahi Māori to advocate for their voices to be heard.
The purpose of this research is to amplify the voices of rangatahi Māori regarding climate change, beyond where rangatahi are already sharing their voices. It focusses on rangatahi perceptions of climate change, specifically exploring how being Māori, and youth, influence their experience. This includes investigating the role rangatahi have within climate change, and any challenges and supportive factors that rangatahi may experience related to climate change.
This thesis utilises Kaupapa Māori and its guiding principles to ground this research agenda, employing Pūrākau methodology to guide research methods. Specifically, semi-structured whakawhitinga kōrero were undertaken with five rangatahi Māori participants, who are passionate about climate change and the taiao, exploring each of their diverse experiences and understandings of climate change. Following a process involving thematic and Pūrākau methodology inspired analysis, key themes from each of the rangatahi whakawhitinga kōrero are presented within a case study, maintaining individual narratives for each rangatahi.
This research found that rangatahi experience is grounded in whakapapa, shaping connection to the taiao, motivations to care about climate change, and encompassed aspirations and hopes regarding climate change responses. These narratives highlight that the exclusion of rangatahi from research spaces leaves a gap in literature that explores youth understandings on climate change. Further findings established that the participants believe that being a rangatahi presents unique skills and perspective to offer to climate spaces. Lastly, through exploring participants experiences of specifically being a rangatahi Māori, the findings of this thesis offer tangible opportunities to support rangatahi in voicing their concerns regarding climate change, as this was an identified challenge.
Ultimately, exploring the rangatahi participants’ understandings contributes to: shaping the narratives of rangatahi Māori experience of climate change; further diversifying Māori understandings of climate change and responses; and amplifying the voices of Māori youth within the growing set of literature on youth engagement in climate change. This research lays a foundation for the voices of rangatahi Māori to be actively included in climate change research, and further contest Western misconceptions that rangatahi must gain more experience to contribute to changing the world.

text: Ka hao te rangatahi: Rangatahi Māori experiences of climate change Ka pū te rūhā, ka hao te rangatahi - Climate change is well established as one of the earth’s most pressing global issues, whereby Māori and Indigenous communities are more vulnerable to its impacts. Internationally, youth have been participating in a range of climate activism, demanding rapid and adequate responses to climate change from decision makers; with Indigenous youth advocating for Indigenous rights to be centred in these responses. More often than not, research on youth involvement in climate change focusses on the general youth population and sidelines the experiences of minorities such as global Indigenous communities. Due to this inattention, there is a lack of research focussing on rangatahi Māori experiences and perceptions of climate change, leaving rangatahi Māori to advocate for their voices to be heard.
The purpose of this research is to amplify the voices of rangatahi Māori regarding climate change, beyond where rangatahi are already sharing their voices. It focusses on rangatahi perceptions of climate change, specifically exploring how being Māori, and youth, influence their experience. This includes investigating the role rangatahi have within climate change, and any challenges and supportive factors that rangatahi may experience related to climate change.
This thesis utilises Kaupapa Māori and its guiding principles to ground this research agenda, employing Pūrākau methodology to guide research methods. Specifically, semi-structured whakawhitinga kōrero were undertaken with five rangatahi Māori participants, who are passionate about climate change and the taiao, exploring each of their diverse experiences and understandings of climate change. Following a process involving thematic and Pūrākau methodology inspired analysis, key themes from each of the rangatahi whakawhitinga kōrero are presented within a case study, maintaining individual narratives for each rangatahi.
This research found that rangatahi experience is grounded in whakapapa, shaping connection to the taiao, motivations to care about climate change, and encompassed aspirations and hopes regarding climate change responses. These narratives highlight that the exclusion of rangatahi from research spaces leaves a gap in literature that explores youth understandings on climate change. Further findings established that the participants believe that being a rangatahi presents unique skills and perspective to offer to climate spaces. Lastly, through exploring participants experiences of specifically being a rangatahi Māori, the findings of this thesis offer tangible opportunities to support rangatahi in voicing their concerns regarding climate change, as this was an identified challenge.
Ultimately, exploring the rangatahi participants’ understandings contributes to: shaping the narratives of rangatahi Māori experience of climate change; further diversifying Māori understandings of climate change and responses; and amplifying the voices of Māori youth within the growing set of literature on youth engagement in climate change. This research lays a foundation for the voices of rangatahi Māori to be actively included in climate change research, and further contest Western misconceptions that rangatahi must gain more experience to contribute to changing the world.

year: 2023