title: Life after Stroke: A Comparative Study

authors: Thomson, Kirstin Marie

subjects: Stroke

abstract: Stroke is a chronic illness and is the leading cause of disability globally in the adult population. The effects of stroke are wide ranging and impact on the stroke survivor’s daily functioning and quality of life. To date, most research has focused on short-term outcomes in a clinical setting, rather than examining the longer term consequences of stroke in those who live in the community. To address this, the current study explored daily functioning and participation in a community based stroke sample aged 55-85 years (>2 years post-stroke), compared to a control sample of the same sex and age. Participants completed a battery of questionnaires, (modified Rankin Scale, Barthel Index, Hospital Anxiety and Depression Scale, EuroQol-5 Dimension, and the Short Form-36), and two brief cognitive screening tests (Mini Mental State Examination and the Montreal Cognitive Assessment ). A semi-structure interview was also conducted with participants, and a qualitative data analysis was carried out and findings integrated with the quantitative results.

Stroke survivors reported greater disability and reduced health related quality of life across all measures, and they also demonstrated higher rates of anxiety and depression. In addition, they showed higher levels of cognitive impairment. Findings from the qualitative interview revealed that stroke survivor participated in fewer activities both inside and outside the home, and activities were less physically demanding.
The results obtained from this study demonstrated the long term effects of stroke present challenges for stroke survivors which impact on their HRQoL, significantly more than difficulties experienced from the ageing process. Finally, the MoCA is more sensitive and detecting cognitive impairment in both a stroke and non-stroke population. Implications of the research are discussed.

text: Life after Stroke: A Comparative Study Stroke is a chronic illness and is the leading cause of disability globally in the adult population. The effects of stroke are wide ranging and impact on the stroke survivor’s daily functioning and quality of life. To date, most research has focused on short-term outcomes in a clinical setting, rather than examining the longer term consequences of stroke in those who live in the community. To address this, the current study explored daily functioning and participation in a community based stroke sample aged 55-85 years (>2 years post-stroke), compared to a control sample of the same sex and age. Participants completed a battery of questionnaires, (modified Rankin Scale, Barthel Index, Hospital Anxiety and Depression Scale, EuroQol-5 Dimension, and the Short Form-36), and two brief cognitive screening tests (Mini Mental State Examination and the Montreal Cognitive Assessment ). A semi-structure interview was also conducted with participants, and a qualitative data analysis was carried out and findings integrated with the quantitative results.

Stroke survivors reported greater disability and reduced health related quality of life across all measures, and they also demonstrated higher rates of anxiety and depression. In addition, they showed higher levels of cognitive impairment. Findings from the qualitative interview revealed that stroke survivor participated in fewer activities both inside and outside the home, and activities were less physically demanding.
The results obtained from this study demonstrated the long term effects of stroke present challenges for stroke survivors which impact on their HRQoL, significantly more than difficulties experienced from the ageing process. Finally, the MoCA is more sensitive and detecting cognitive impairment in both a stroke and non-stroke population. Implications of the research are discussed.

year: 2012

title: Pain and pleasure in partnership between normal school teachers, student teachers and university teachers.

authors: Fraser, Deborah

abstract: The triad of teacher, student teacher and lecturer has not always been a mutually beneficial liaison. Lecturers have expressed frustration with the constraints of schools and classroom programmes to incorporate approaches they wish to develop with students; teachers have expressed annoyance at the "child banking" nature of some interactions with lecturers and students. Some teachers have felt that their own valuable craft knowledge and skilful teaching practice has been ignored or is seldom acknowledged; students have often been left in the awkward position of having to learn from, and collaborate with, two powerful but sometimes opposing mentors.
This report focuses specifically on teachers' perceptions of the state of their partnership with lecturers and students at the School of Education, University of Waikato. The research questions also illuminate the teachers' concepts of "genuine partnership" and how such partnership can be fostered. Some significant mismatches are revealed between teachers' concepts and lecturers' concepts of what it means to be professional. This report argues that an open dialogue (in various contexts) on what it means to be professional and the fostering of collaborative research may go some way towards achieving a collaborative triad which is mutually beneficial.

text: Pain and pleasure in partnership between normal school teachers, student teachers and university teachers. The triad of teacher, student teacher and lecturer has not always been a mutually beneficial liaison. Lecturers have expressed frustration with the constraints of schools and classroom programmes to incorporate approaches they wish to develop with students; teachers have expressed annoyance at the "child banking" nature of some interactions with lecturers and students. Some teachers have felt that their own valuable craft knowledge and skilful teaching practice has been ignored or is seldom acknowledged; students have often been left in the awkward position of having to learn from, and collaborate with, two powerful but sometimes opposing mentors.
This report focuses specifically on teachers' perceptions of the state of their partnership with lecturers and students at the School of Education, University of Waikato. The research questions also illuminate the teachers' concepts of "genuine partnership" and how such partnership can be fostered. Some significant mismatches are revealed between teachers' concepts and lecturers' concepts of what it means to be professional. This report argues that an open dialogue (in various contexts) on what it means to be professional and the fostering of collaborative research may go some way towards achieving a collaborative triad which is mutually beneficial.

year: 1995

title: Kaitiakitanga o te Taiao - Reconciling Legislative Provisions and Outcomes for Māori

authors: Kennedy, Nathan Charles Karaua

subjects: Kaitiakitanga

abstract: The Resource Management Act (1991) (RMA) was heralded as internationally ground-breaking for its integrated approach, and for cementing 'sustainable management' as its overarching purpose. It was ground-breaking also for its recognition of First Nations’ rights and values. This includes directing decision-makers to recognise and provide for the relationship of Māori and their culture and traditions with their ancestral lands, waters and treasured resources, to have particular regard to Māori customary practices, and to take into account the principles of the Treaty of Waitangi. The RMA provides for councils to transfer or delegate functions and powers to Māori, and for joint management arrangements.
In 16 years as environment officer for my iwi, I witnessed the failure of the RMA to protect Māori values and interests. This experience prompted me to undertake research to thoroughly investigate outcomes of the operation of the RMA for Māori. Two questions framed my research; the first asking whether kaitiaki have been empowered by the Māori provisions in the RMA, and the second seeking to determine overall outcomes for Māori from the Act.
Assessing such outcomes required an understanding of Māori values and interests, evaluation of the law, of the statutory plans that govern council administration of the RMA, implementation of these by councils and the Crown, and their treatment by the courts. To answer the two questions I present in this thesis a geographically focused study of two take (causes or significant issues) at Whangamatā, the construction of a marina, and the removal of mangroves.
I compare Ngāti Whanaunga experiences with those of Māori nationally. By doing so I provide the evidence base for an 'overall broad judgement' (as the RMA requires) that despite apparent empowerment by the Act and its statutory plans, Māori have suffered widespread and significantly negative outcomes under the RMA. Rather than being empowered, Māori struggle to participate in planning processes, and see ancestral values and interests eroded by waves of resource consent processes, in which effects on Māori are little considered.

text: Kaitiakitanga o te Taiao - Reconciling Legislative Provisions and Outcomes for Māori The Resource Management Act (1991) (RMA) was heralded as internationally ground-breaking for its integrated approach, and for cementing 'sustainable management' as its overarching purpose. It was ground-breaking also for its recognition of First Nations’ rights and values. This includes directing decision-makers to recognise and provide for the relationship of Māori and their culture and traditions with their ancestral lands, waters and treasured resources, to have particular regard to Māori customary practices, and to take into account the principles of the Treaty of Waitangi. The RMA provides for councils to transfer or delegate functions and powers to Māori, and for joint management arrangements.
In 16 years as environment officer for my iwi, I witnessed the failure of the RMA to protect Māori values and interests. This experience prompted me to undertake research to thoroughly investigate outcomes of the operation of the RMA for Māori. Two questions framed my research; the first asking whether kaitiaki have been empowered by the Māori provisions in the RMA, and the second seeking to determine overall outcomes for Māori from the Act.
Assessing such outcomes required an understanding of Māori values and interests, evaluation of the law, of the statutory plans that govern council administration of the RMA, implementation of these by councils and the Crown, and their treatment by the courts. To answer the two questions I present in this thesis a geographically focused study of two take (causes or significant issues) at Whangamatā, the construction of a marina, and the removal of mangroves.
I compare Ngāti Whanaunga experiences with those of Māori nationally. By doing so I provide the evidence base for an 'overall broad judgement' (as the RMA requires) that despite apparent empowerment by the Act and its statutory plans, Māori have suffered widespread and significantly negative outcomes under the RMA. Rather than being empowered, Māori struggle to participate in planning processes, and see ancestral values and interests eroded by waves of resource consent processes, in which effects on Māori are little considered.

year: 2017