title: Reimagining primary health care workforce in rural and underserved settings

authors: Strasser, Roger

subjects: primary health care

abstract: This Discussion Paper starts at the local level and reimagines primary health care (PHC) and the PHC workforce from the perspective of people living in rural and underserved urban areas of low- and middle-income countries (LMICs). Drawing on research evidence and successful examples, it presents a “start local” health service delivery model, health system design framework, and financing models intended to ensure highquality local comprehensive PHC is available and accessible to all. Core PHC team members (community health workers, registered nurses, specialist family physicians, and administrators) and other health practitioners are generalists in their disciplines, working together in collaborative practice as the frontline providers of care that responds to the health needs of the population they serve. The most successful model of education and training for local comprehensive PHC is socially accountable, immersive community-engaged education woven into a facilitated education and training pathway starting with recruiting local students from rural and underserved communities. Successful attraction, recruitment, and retention of PHC team members results from the systematic approach of the Workforce Stability Framework with the three main tasks of plan, recruit, and retain supported by a long-term strategy and five conditions for success. High-quality local comprehensive PHC is successful in improving local population health when it is part of an integrated health system that connects clusters of autonomous local health service delivery organizations through partnerships with regional referral centers and other specialist service organizations that value the expertise of local PHC providers. All levels of the health system (local, regional, and national) are enhanced by intersectoral collaboration with active participation of all Partnership Pentagram members (policy makers, health administrators, health professionals, academics, and communities), underpinned by a local health needs– focused national health strategy, up-front local investments in PHC infrastructure and personnel, and funding models that reward achieving health outcomes.

text: Reimagining primary health care workforce in rural and underserved settings This Discussion Paper starts at the local level and reimagines primary health care (PHC) and the PHC workforce from the perspective of people living in rural and underserved urban areas of low- and middle-income countries (LMICs). Drawing on research evidence and successful examples, it presents a “start local” health service delivery model, health system design framework, and financing models intended to ensure highquality local comprehensive PHC is available and accessible to all. Core PHC team members (community health workers, registered nurses, specialist family physicians, and administrators) and other health practitioners are generalists in their disciplines, working together in collaborative practice as the frontline providers of care that responds to the health needs of the population they serve. The most successful model of education and training for local comprehensive PHC is socially accountable, immersive community-engaged education woven into a facilitated education and training pathway starting with recruiting local students from rural and underserved communities. Successful attraction, recruitment, and retention of PHC team members results from the systematic approach of the Workforce Stability Framework with the three main tasks of plan, recruit, and retain supported by a long-term strategy and five conditions for success. High-quality local comprehensive PHC is successful in improving local population health when it is part of an integrated health system that connects clusters of autonomous local health service delivery organizations through partnerships with regional referral centers and other specialist service organizations that value the expertise of local PHC providers. All levels of the health system (local, regional, and national) are enhanced by intersectoral collaboration with active participation of all Partnership Pentagram members (policy makers, health administrators, health professionals, academics, and communities), underpinned by a local health needs– focused national health strategy, up-front local investments in PHC infrastructure and personnel, and funding models that reward achieving health outcomes.

year: 2020

title: Teukolsky–Starobinsky identities for arbitrary spin

authors: Kalnins, Ernie G.

subjects: Mathematics

abstract: The Teukolsky–Starobinsky identities are proven for arbitrary spin s. A pair of covariant equations are given that admit solutions in terms of Teukolsky functions for general s. The method of proof is shown to extend to the general class of space-times considered by Torres del Castillo [J. Math. Phys. 29, 2078 (1988)].

text: Teukolsky–Starobinsky identities for arbitrary spin The Teukolsky–Starobinsky identities are proven for arbitrary spin s. A pair of covariant equations are given that admit solutions in terms of Teukolsky functions for general s. The method of proof is shown to extend to the general class of space-times considered by Torres del Castillo [J. Math. Phys. 29, 2078 (1988)].

year: 1989-12

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