title: Evaluating research - Peer review team assessment and journal-based bibliographic measures: New Zealand PBRF research output scores in 2006

authors: Anderson, David L.

subjects: Bibliometrics

abstract: This paper concerns the relationship between the assessment of the research of individual academics by peer or expert review teams with a variety of bibliometric schemes based on journal quality weights. Specifically, for a common group of economists from New Zealand departments of economics the relationship between Performance-Based Research Fund (PBRF) Research Output measures for those submitting new research portfolios in 2006 are compared with evaluations of journal based research over the 2000-2005 assessment period. This comparison identifies the journal weighting schemes that appear most similar to PBRF peer evaluations. The paper provides an indication of the ‘power or aggressiveness’ of PBRF evaluations in terms of the weighting given to quality. The implied views of PBRF peer review teams are also useful in assessing common assumptions made in evaluating journal based research.

text: Evaluating research - Peer review team assessment and journal-based bibliographic measures: New Zealand PBRF research output scores in 2006 This paper concerns the relationship between the assessment of the research of individual academics by peer or expert review teams with a variety of bibliometric schemes based on journal quality weights. Specifically, for a common group of economists from New Zealand departments of economics the relationship between Performance-Based Research Fund (PBRF) Research Output measures for those submitting new research portfolios in 2006 are compared with evaluations of journal based research over the 2000-2005 assessment period. This comparison identifies the journal weighting schemes that appear most similar to PBRF peer evaluations. The paper provides an indication of the ‘power or aggressiveness’ of PBRF evaluations in terms of the weighting given to quality. The implied views of PBRF peer review teams are also useful in assessing common assumptions made in evaluating journal based research.

year: 2012-04

title: Debate on ultra-processed foods shouldn’t derail good dietary advice

authors: Cleghorn, Cristina

abstract: Evidence is mounting linking ultra-processed foods (UPF) to risk of chronic disease. Typically, UPF are foods that are energy-dense, high in fat, sugar and salt, low in fibre and with a long shelf life. Examples include biscuits, chips, candy, instant noodles, mass-produced bread, sweetened breakfast cereals, ready-to-eat meals and reconstituted meats. 

Dietary recommendations encourage people to eat foods that are ‘whole’ or less processed. This can be a challenge when our food environments and food supply systems are dominated by UPF. 

Categorising foods according to the type and extent of processing can help us understand the healthfulness of individual foods, diets and the food supply system. However, we must still consider the nutritional value, affordability, accessibility, sustainability and cultural acceptability of foods. And in some cases, foods classified as UFP may still be a component of a well-balanced dietary intake —for example, wholegrain bread.

While acknowledging this tension on the margins, there remains a strong case for promoting the consumption of fruits, vegetables, wholegrain and minimally processed foods.

text: Debate on ultra-processed foods shouldn’t derail good dietary advice Evidence is mounting linking ultra-processed foods (UPF) to risk of chronic disease. Typically, UPF are foods that are energy-dense, high in fat, sugar and salt, low in fibre and with a long shelf life. Examples include biscuits, chips, candy, instant noodles, mass-produced bread, sweetened breakfast cereals, ready-to-eat meals and reconstituted meats. 

Dietary recommendations encourage people to eat foods that are ‘whole’ or less processed. This can be a challenge when our food environments and food supply systems are dominated by UPF. 

Categorising foods according to the type and extent of processing can help us understand the healthfulness of individual foods, diets and the food supply system. However, we must still consider the nutritional value, affordability, accessibility, sustainability and cultural acceptability of foods. And in some cases, foods classified as UFP may still be a component of a well-balanced dietary intake —for example, wholegrain bread.

While acknowledging this tension on the margins, there remains a strong case for promoting the consumption of fruits, vegetables, wholegrain and minimally processed foods.

year: 2024-09-16

title: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning

authors: Maisey, Carma

subjects: Poutama Pounamu

abstract: The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

text: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

year: 2022