title: The characteristics and outcomes of patients with colorectal cancer in New Zealand, analysed by Cancer Network.

authors: Blackmore, Tania Louise

subjects: Aged

abstract: AIM: The incidence of colorectal cancer (CRC) in New Zealand is high by international standards. Approximately 1,200 people in New Zealand die from this disease per year. Outcomes in New Zealand following a CRC diagnosis are poor. We aimed to describe the characteristics and outcomes of patients diagnosed with CRC across the four regional cancer networks in New Zealand. METHOD: Patient demographics, tumour characteristics and survival outcomes for all patients diagnosed with CRC between 2006 and 2015 were analysed retrospectively from the National Cancer Registry (NZCR) and National Mortality collection and were linked by National Health Index (NHI) number. RESULTS: A total of 29,221 CRC cases were recorded during the 10-year study period, of which the majority were cancer of the colon (67.9%). In this sample, 42.0% were >75 years, 52.1% were male and 88.1% were New Zealand European. After adjustment for factors such as age, gender, ethnicity year of diagnosis, cancer extent, cancer grade, lymph node and cancer site, cancer-related and all-cause survival were not significantly different by cancer network for those aged <75 but for patients aged >75 years, those living in the Central and Midland Cancer Network had a higher risk of dying of CRC compared to those in the Northern Cancer Network (1.12, 95% CI: 1.03-1.22 and 1.10, 95% CI: 1.02-1.18 respectively). Overall, Māori and Pacific people had worse cancer-specific and all-cause survival than New Zealand European. CONCLUSION: No regional variations were seen within New Zealand for the characteristics and survival outcomes of patients <75 diagnosed with CRC. The risk of dying from CRC increased for those >75, which is supportive of the international literature regarding outcomes for the elderly and CRC. We continue to show disparity in outcomes for Māori and Pacific patients diagnosed with CRC in New Zealand.

text: The characteristics and outcomes of patients with colorectal cancer in New Zealand, analysed by Cancer Network. AIM: The incidence of colorectal cancer (CRC) in New Zealand is high by international standards. Approximately 1,200 people in New Zealand die from this disease per year. Outcomes in New Zealand following a CRC diagnosis are poor. We aimed to describe the characteristics and outcomes of patients diagnosed with CRC across the four regional cancer networks in New Zealand. METHOD: Patient demographics, tumour characteristics and survival outcomes for all patients diagnosed with CRC between 2006 and 2015 were analysed retrospectively from the National Cancer Registry (NZCR) and National Mortality collection and were linked by National Health Index (NHI) number. RESULTS: A total of 29,221 CRC cases were recorded during the 10-year study period, of which the majority were cancer of the colon (67.9%). In this sample, 42.0% were >75 years, 52.1% were male and 88.1% were New Zealand European. After adjustment for factors such as age, gender, ethnicity year of diagnosis, cancer extent, cancer grade, lymph node and cancer site, cancer-related and all-cause survival were not significantly different by cancer network for those aged <75 but for patients aged >75 years, those living in the Central and Midland Cancer Network had a higher risk of dying of CRC compared to those in the Northern Cancer Network (1.12, 95% CI: 1.03-1.22 and 1.10, 95% CI: 1.02-1.18 respectively). Overall, Māori and Pacific people had worse cancer-specific and all-cause survival than New Zealand European. CONCLUSION: No regional variations were seen within New Zealand for the characteristics and survival outcomes of patients <75 diagnosed with CRC. The risk of dying from CRC increased for those >75, which is supportive of the international literature regarding outcomes for the elderly and CRC. We continue to show disparity in outcomes for Māori and Pacific patients diagnosed with CRC in New Zealand.

year: 2020

title: Digital competencies of high school mathematics teachers in Pakistan

authors: Jafri, Mairaj

abstract: The dynamic demands of the contemporary educational landscape, which includes a variety of digital tools and resources, require teachers to develop digital competencies. This need is particularly pertinent for mathematics teachers in developing countries like Pakistan, where there is a requirement to bridge the digital divide and equip teachers with the knowledge and skills to integrate digital resources into their teaching practices. Prior research has acknowledged the importance of integrating digital resources in education; however, there is limited research on the challenges and opportunities that high school mathematics teachers encounter when using digital resources in resource-constrained environments like Pakistan.
This study aimed to investigate the digital competencies of high school mathematics teachers in Pakistan, focusing on their knowledge, beliefs, practices, and experiences in integrating digital resources into mathematics teaching and learning. To achieve this aim, the study adapted the “Digital Competencies for Teaching Mathematics with Technology” (DCTMT) framework. Employing a mixed-methods explanatory sequential design, the study was divided into two phases for data collection. In Phase 1, quantitative data were collected through an online survey, which received a total of 306 responses. I analysed the survey data using descriptive (Mean, Mode, Median, and Standard Deviation) and inferential (intra- and inter-construct Spearman’s rho (⍴) correlation tests) statistics. To further understand and explain important quantitative results, semi-structured interviews were conducted in Phase 2 with six (Phase 1) teachers. I analysed the qualitative data using pre-identified themes and sub-themes based on the constructs of the DCTMT framework.
The results of both phases indicated that teachers held firm beliefs about various aspects of mathematics education. Teachers expressed strong beliefs about pedagogical practices and held positive beliefs about the importance of digital resources for teaching and learning mathematics. Correlations were observed between beliefs, teachers' reported ability to create videos, knowledge of dynamic graphing software (DGS) and equation editors, and participation in professional training. The findings revealed that most teachers possessed some level of digital competency. Teachers predominantly relied on videos and graphics, indicating potential bias and a gap in their professional development and training. They lacked access to (particularly at school) and possessed a weak knowledge of mathematics-specific digital resources like Dynamic Graphing Software (DGS). Other factors, such as lack of resources, inadequate formal training, and limited professional development opportunities, hindered their ability to integrate digital resources into their teaching and learning of mathematics. However, the results indicated that teachers could overcome some of these challenges through resilience and self-learning initiatives.
The study findings suggest that equipping teachers with appropriate resources and targeted professional development could enhance their digital competencies. This would consequently promote equitable and diverse use of digital resources in mathematics education. Within the confines of resource-constrained environments, these findings support for nurturing teachers' resilience and cultivating a self-learning attitude among them. Teachers who equip themselves with digital skills receive training and have the confidence to integrate digital resources to develop digital competencies, irrespective of resource constraints.
This thesis contributes to the understanding of high school mathematics teachers' digital competencies in Pakistan and indicates the opportunities and obstacles they encounter while using digital resources. This research inquiry provides empirical evidence for the modified DCTMT framework and reveals significant interconnections between the five constructs of the framework. The study reveals critical insights into the intricate relationship between beliefs, access to resources, and competencies in utilizing digital tools for mathematics education. This thesis establishes a compelling link between training, self-learning, teachers' resilience, and their digital competencies, highlighting the dynamic interplay that shapes mathematics teachers' digital competencies. This thesis offers implications for teachers’ professional development, curriculum design, and policy formulation. It emphasizes the importance of supporting teachers with the resources and knowledge to integrate digital resources and enhance mathematics education in resource-constrained contexts.

text: Digital competencies of high school mathematics teachers in Pakistan The dynamic demands of the contemporary educational landscape, which includes a variety of digital tools and resources, require teachers to develop digital competencies. This need is particularly pertinent for mathematics teachers in developing countries like Pakistan, where there is a requirement to bridge the digital divide and equip teachers with the knowledge and skills to integrate digital resources into their teaching practices. Prior research has acknowledged the importance of integrating digital resources in education; however, there is limited research on the challenges and opportunities that high school mathematics teachers encounter when using digital resources in resource-constrained environments like Pakistan.
This study aimed to investigate the digital competencies of high school mathematics teachers in Pakistan, focusing on their knowledge, beliefs, practices, and experiences in integrating digital resources into mathematics teaching and learning. To achieve this aim, the study adapted the “Digital Competencies for Teaching Mathematics with Technology” (DCTMT) framework. Employing a mixed-methods explanatory sequential design, the study was divided into two phases for data collection. In Phase 1, quantitative data were collected through an online survey, which received a total of 306 responses. I analysed the survey data using descriptive (Mean, Mode, Median, and Standard Deviation) and inferential (intra- and inter-construct Spearman’s rho (⍴) correlation tests) statistics. To further understand and explain important quantitative results, semi-structured interviews were conducted in Phase 2 with six (Phase 1) teachers. I analysed the qualitative data using pre-identified themes and sub-themes based on the constructs of the DCTMT framework.
The results of both phases indicated that teachers held firm beliefs about various aspects of mathematics education. Teachers expressed strong beliefs about pedagogical practices and held positive beliefs about the importance of digital resources for teaching and learning mathematics. Correlations were observed between beliefs, teachers' reported ability to create videos, knowledge of dynamic graphing software (DGS) and equation editors, and participation in professional training. The findings revealed that most teachers possessed some level of digital competency. Teachers predominantly relied on videos and graphics, indicating potential bias and a gap in their professional development and training. They lacked access to (particularly at school) and possessed a weak knowledge of mathematics-specific digital resources like Dynamic Graphing Software (DGS). Other factors, such as lack of resources, inadequate formal training, and limited professional development opportunities, hindered their ability to integrate digital resources into their teaching and learning of mathematics. However, the results indicated that teachers could overcome some of these challenges through resilience and self-learning initiatives.
The study findings suggest that equipping teachers with appropriate resources and targeted professional development could enhance their digital competencies. This would consequently promote equitable and diverse use of digital resources in mathematics education. Within the confines of resource-constrained environments, these findings support for nurturing teachers' resilience and cultivating a self-learning attitude among them. Teachers who equip themselves with digital skills receive training and have the confidence to integrate digital resources to develop digital competencies, irrespective of resource constraints.
This thesis contributes to the understanding of high school mathematics teachers' digital competencies in Pakistan and indicates the opportunities and obstacles they encounter while using digital resources. This research inquiry provides empirical evidence for the modified DCTMT framework and reveals significant interconnections between the five constructs of the framework. The study reveals critical insights into the intricate relationship between beliefs, access to resources, and competencies in utilizing digital tools for mathematics education. This thesis establishes a compelling link between training, self-learning, teachers' resilience, and their digital competencies, highlighting the dynamic interplay that shapes mathematics teachers' digital competencies. This thesis offers implications for teachers’ professional development, curriculum design, and policy formulation. It emphasizes the importance of supporting teachers with the resources and knowledge to integrate digital resources and enhance mathematics education in resource-constrained contexts.

year: 2024-07-15

title: Maori thinking with a dead white male: Philosophizing in the realm of Novalis

authors: Mika, Carl Te Hira

subjects: Novalis

abstract: In this paper I shall discuss my experiences of referring to Novalis in the context of Maori postcolonialism and metaphysical philosophy. As with other methods of research, from a Maori perspective one always alights on and then carries the effects of the philosopher that stands behind the method, whether the philosopher is silent or explicit. This important onto-epistemological interaction, in a general sense, acknowledges for the indigenous person that one is always ‘within’ the world and not detached from it. The maligned dead white male hence unavoidably becomes the highly constructive, living impulse behind what is to become fresh and innovative indigenous thinking.

text: Maori thinking with a dead white male: Philosophizing in the realm of Novalis In this paper I shall discuss my experiences of referring to Novalis in the context of Maori postcolonialism and metaphysical philosophy. As with other methods of research, from a Maori perspective one always alights on and then carries the effects of the philosopher that stands behind the method, whether the philosopher is silent or explicit. This important onto-epistemological interaction, in a general sense, acknowledges for the indigenous person that one is always ‘within’ the world and not detached from it. The maligned dead white male hence unavoidably becomes the highly constructive, living impulse behind what is to become fresh and innovative indigenous thinking.

year: 2014