title: Geographical and ethnic differences of osteoarthritis-associated hip and knee replacement surgeries in New Zealand: a population-based cross-sectional study

authors: Lao, Chunhuan

abstract: Objectives To (1) explore the regional and ethnic differences in rates of publicly funded osteoarthritis-associated hip and knee replacement surgeries and (2) investigate the mortality after surgery.

Design Population-based, retrospective, cross-sectional study.

Setting General population in New Zealand.

Participants Patients with osteoarthritis who underwent publicly funded primary hip and knee replacement surgeries in 2005–2017. Patients aged 14–99 years were included.

Primary and secondary outcome measures Age-standardised rate, standardised mortality ratio (SMR) and 30 days, 90 days and 1 year mortality.

Results We identified 53 439 primary hip replacements and 50 072 primary knee replacements with a diagnosis of osteoarthritis. The number and age-standardised rates of hip and knee replacements increased over time. Māori had the highest age-standardised rate of hip replacements, followed by European/others and Pacific, and Asian had the lowest rate. Pacific had the highest age-standardised rate of knee replacements, followed by Māori and European/others, and Asian had the lowest rate. The Northern Health Network had the lowest rate of hip surgeries, and the Southern Health Network had the lowest rate of knee surgeries. The SMRs of patients undergoing hip and knee replacements were lower than the general population: 0.92 (95% CI 0.89 to 0.95) for hip and 0.79 (95% CI 0.76 to 0.82) for knee. The SMRs were decreasing over time. The patterns of 30 days, 90 days and 1 year mortality were similar to the SMR.

Conclusions The numbers of publicly funded osteoarthritis-associated primary hip and knee replacements are steadily increasing. Māori people had the highest age-standardised rate of hip replacements and Pacific people had the highest rate of knee replacements. The Northern Health Network had the lowest rate of hip surgeries, and the Southern Health Network had the lowest rate of knee surgeries. Compared with the general population, patients who had hip and knee replacements have a better life expectancy.

text: Geographical and ethnic differences of osteoarthritis-associated hip and knee replacement surgeries in New Zealand: a population-based cross-sectional study Objectives To (1) explore the regional and ethnic differences in rates of publicly funded osteoarthritis-associated hip and knee replacement surgeries and (2) investigate the mortality after surgery.

Design Population-based, retrospective, cross-sectional study.

Setting General population in New Zealand.

Participants Patients with osteoarthritis who underwent publicly funded primary hip and knee replacement surgeries in 2005–2017. Patients aged 14–99 years were included.

Primary and secondary outcome measures Age-standardised rate, standardised mortality ratio (SMR) and 30 days, 90 days and 1 year mortality.

Results We identified 53 439 primary hip replacements and 50 072 primary knee replacements with a diagnosis of osteoarthritis. The number and age-standardised rates of hip and knee replacements increased over time. Māori had the highest age-standardised rate of hip replacements, followed by European/others and Pacific, and Asian had the lowest rate. Pacific had the highest age-standardised rate of knee replacements, followed by Māori and European/others, and Asian had the lowest rate. The Northern Health Network had the lowest rate of hip surgeries, and the Southern Health Network had the lowest rate of knee surgeries. The SMRs of patients undergoing hip and knee replacements were lower than the general population: 0.92 (95% CI 0.89 to 0.95) for hip and 0.79 (95% CI 0.76 to 0.82) for knee. The SMRs were decreasing over time. The patterns of 30 days, 90 days and 1 year mortality were similar to the SMR.

Conclusions The numbers of publicly funded osteoarthritis-associated primary hip and knee replacements are steadily increasing. Māori people had the highest age-standardised rate of hip replacements and Pacific people had the highest rate of knee replacements. The Northern Health Network had the lowest rate of hip surgeries, and the Southern Health Network had the lowest rate of knee surgeries. Compared with the general population, patients who had hip and knee replacements have a better life expectancy.

year: 2019

title: The Māori female - her body, spirituality, sacredness and mana : a space within spaces

authors: August, Wikitoria

subjects: Body image in women

abstract: This thesis is an exploration of bodily rituals, practices and cultural spaces of the female Māori body. Critical social theories and Kaupapa Māori research paradigms are combined to disrupt and challenge hegemonic Western knowledges. Qualitative methods - interviews, focus groups and autobiographical experience - are used to understand bodily practices that pertain to being Māori and female. There are three points to my discussion. I argue first, that the embodied relationship between Māori women and urupā and food gathering spaces rests on notions of Papatūānuku and female reproduction. During menstruation or pregnancy most women are restricted from urupā. Many participants, however, view this tikanga positively and describe it as making them feel special. Second, I examine the ways in which Māori female bodies are colonised and positioned between Western patriarchal and traditional ways of being. Due to various reasons surrounding colonisation, there are gaps in younger generations' Māori knowledge and this has led to tensions about which space to occupy. Finally, I discuss mana and conclude by asserting that the Māori female body has not lost individual mana, despite the efforts of colonisation to take mana away from Māori women. Throughout this research I offer cultural perspectives in order to prompt new ways of thinking about the Māori female body. 

The views expressed in this thesis are not the views of all Māori. Practices, tikanga and knowledges vary between different iwi, hapū and rohe.

text: The Māori female - her body, spirituality, sacredness and mana : a space within spaces This thesis is an exploration of bodily rituals, practices and cultural spaces of the female Māori body. Critical social theories and Kaupapa Māori research paradigms are combined to disrupt and challenge hegemonic Western knowledges. Qualitative methods - interviews, focus groups and autobiographical experience - are used to understand bodily practices that pertain to being Māori and female. There are three points to my discussion. I argue first, that the embodied relationship between Māori women and urupā and food gathering spaces rests on notions of Papatūānuku and female reproduction. During menstruation or pregnancy most women are restricted from urupā. Many participants, however, view this tikanga positively and describe it as making them feel special. Second, I examine the ways in which Māori female bodies are colonised and positioned between Western patriarchal and traditional ways of being. Due to various reasons surrounding colonisation, there are gaps in younger generations' Māori knowledge and this has led to tensions about which space to occupy. Finally, I discuss mana and conclude by asserting that the Māori female body has not lost individual mana, despite the efforts of colonisation to take mana away from Māori women. Throughout this research I offer cultural perspectives in order to prompt new ways of thinking about the Māori female body. 

The views expressed in this thesis are not the views of all Māori. Practices, tikanga and knowledges vary between different iwi, hapū and rohe.

year: 2004

title: Technology teacher education in New Zealand

authors: Fox-Turnbull, Wendy

subjects: New Zealand

abstract: Undertaken in universities and other approved private providers, technology teacher education in New Zealand involves students in theory and practice. The New Zealand Teaching Council, the teaching professional body, regulates and approves courses and programs. Based on Constructivist principles situated within Sociocultural theory, teacher education in New Zealand focuses on meeting students’ individual learning needs, and is founded on the principles of equality and inclusion, guided by the Te Tiriti o Waitangi, The Treaty of Waitangi, ensuring the specific rights of Māori and the New Zealand Curriculum. Technology, briefly defined as Intervention by Design, occurs through a range of contexts across three strands for learning: Technological Practice, the Nature of Technology, and Technological Knowledge, and within five technological areas: Designing and Developing Materials Technologies, Designing and Developing Processed Technologies and Designing and Developing Digital Technologies, Design and Visual Communication and Computational Thinking. Technology in New Zealand, although world leading, faces a number of challenges. These include a lack of understanding of the philosophy and key ideas that underpin technology, low subject status based on its predecessor technical education, and the lack of time and facilities available in teacher education programs. Many currently practicing specialist technology teachers struggle with the philosophical changes needed to move technology from a technical, skills-based program to the needs-based student-centered program outlined in the current curriculum. Over recent years in primary education in New Zealand, the Ministry of Education’s focus on literacy and numeracy has led to the marginalization of technology education in schools and teacher education programs. It is hoped that recent revisions to increase the presence of digital technologies in the technology curriculum, and the move to teaching through inquiry, whilst acknowledging students’ lived experiences facilitates the consolidation of technology education as a learning area of status incorporating the duality of practical and academic thinking.

text: Technology teacher education in New Zealand Undertaken in universities and other approved private providers, technology teacher education in New Zealand involves students in theory and practice. The New Zealand Teaching Council, the teaching professional body, regulates and approves courses and programs. Based on Constructivist principles situated within Sociocultural theory, teacher education in New Zealand focuses on meeting students’ individual learning needs, and is founded on the principles of equality and inclusion, guided by the Te Tiriti o Waitangi, The Treaty of Waitangi, ensuring the specific rights of Māori and the New Zealand Curriculum. Technology, briefly defined as Intervention by Design, occurs through a range of contexts across three strands for learning: Technological Practice, the Nature of Technology, and Technological Knowledge, and within five technological areas: Designing and Developing Materials Technologies, Designing and Developing Processed Technologies and Designing and Developing Digital Technologies, Design and Visual Communication and Computational Thinking. Technology in New Zealand, although world leading, faces a number of challenges. These include a lack of understanding of the philosophy and key ideas that underpin technology, low subject status based on its predecessor technical education, and the lack of time and facilities available in teacher education programs. Many currently practicing specialist technology teachers struggle with the philosophical changes needed to move technology from a technical, skills-based program to the needs-based student-centered program outlined in the current curriculum. Over recent years in primary education in New Zealand, the Ministry of Education’s focus on literacy and numeracy has led to the marginalization of technology education in schools and teacher education programs. It is hoped that recent revisions to increase the presence of digital technologies in the technology curriculum, and the move to teaching through inquiry, whilst acknowledging students’ lived experiences facilitates the consolidation of technology education as a learning area of status incorporating the duality of practical and academic thinking.

year: 2020