title: A cohort history of mortality in New Zealand

authors: Pool, Ian

abstract: This paper uses the generational life tables to track historical mortality experience for New Zealand Pakeha and Māori. The key research questions we seek to explore concern with why was Pakeha life expectation so high so early, and why did this survival advantage disappeared by the mid 20th century and what has happened since? For the Māori population what was the impact of contact on Māori mortality, what were the changes that have occurred and why, and what has happened to Māori mortality recently? A key finding from the cohort mortality analysis is that gains in survivorship have momentum effects that propel this advantage forward as survivors move up through the age-groups. That said, however, periods of gain may be followed later by cohort deterioration occurring among the same generations later in their life cycle, and even by further cycles of reprise and deterioration. These cycles of gain, deterioration, reprise etc are more evident for males, and particularly for Māori. Policy implications of these findings are discussed.

text: A cohort history of mortality in New Zealand This paper uses the generational life tables to track historical mortality experience for New Zealand Pakeha and Māori. The key research questions we seek to explore concern with why was Pakeha life expectation so high so early, and why did this survival advantage disappeared by the mid 20th century and what has happened since? For the Māori population what was the impact of contact on Māori mortality, what were the changes that have occurred and why, and what has happened to Māori mortality recently? A key finding from the cohort mortality analysis is that gains in survivorship have momentum effects that propel this advantage forward as survivors move up through the age-groups. That said, however, periods of gain may be followed later by cohort deterioration occurring among the same generations later in their life cycle, and even by further cycles of reprise and deterioration. These cycles of gain, deterioration, reprise etc are more evident for males, and particularly for Māori. Policy implications of these findings are discussed.

year: 2003

title: An evaluation of Kaupapa Māori in Psychology at the University of Waikato

authors: McAllister, Sue

abstract: The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

text: An evaluation of Kaupapa Māori in Psychology at the University of Waikato The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

year: 2018

title: General Anaesthetic Modulation of Memory-Related Gene Expression Using an In vitro Brain Slice Model

authors: Stayte, Liam Thomas Oliver

subjects: General Anaesthetic

abstract: General anaesthetics cause widespread neurochemical and physiological changes in the brain. However, the precise mechanism of amnesic action is largely unknown. Gene expression changes in the hippocampus have been a focal point for investigation in this area, while effects on the cerebral cortex have been largely underreported even though the cerebral cortex has been shown to play a large role in memory consolidation and storage. Amnesia is likely due to the change in expression of memory-related genes within the neocortex or hippocampus of the mammalian brain. 

The first aim of this research was to investigate the in vitro cortical gene expression pattern of two memory-related genes; activity-regulated cytoskeleton-associated protein (Arc) and brain-derived neurotrophic factor (Bdnf), after a t=4 hour exposure to propofol- or sevoflurane- induced anaesthesia using an adult mouse brain slice model and real-time quantitative PCR. Five animals were used for each anaesthetic and a t=0 hour control, t=4 hour control and t=4 hour treated 400 μm slice were taken from each animal. Seizure-like activity was recorded from the brain slices to ensure viability of the tissue before carrying out the anaesthetic exposure. RNA was extracted, DNAse-treated, and then converted to cDNA. Quantitative PCR was then carried out to analyse Bdnf and Arc expression differences between the t=4 hour control and t=4 hour treated samples using Gapdh, β2m, Actb and HRPT1 as reference genes. The second research aim was to determine the Bdnf protein expression level and localisation after a t=4 hour exposure to propofol using western blot and immunohistochemistry methodologies.

Our research demonstrated that Arc was significantly down-regulated after exposure to sevoflurane for t=4 hours (p<0.05). Arc was also shown to be up-regulated after a t=4 hour exposure to propofol while Bdnf showed a downregulation to sevoflurane but an upregulation to propofol, however this data was not statistically significant. Western blot data showed that the rabbit polyclonal Bdnf antibody was binding to an off-target epitope at 55 kDa with mouse brain, heart, lung, liver, spleen and kidney whole tissue lysate. A newly sourced commercial Bdnf antibody was validated and western blot data showed recognition of the Bdnf epitope at the correct predicted size of 28 kDa in the mouse brain, heart and kidney. Immunohistochemistry of frozen mouse brain sections failed to produce a positive signal for two different Bdnf antibodies due to encountering technical issues. Hematoxylin and Eosin staining showed the tissue was still intact after the sectioning procedure. These issues could be resolved in the future by improving the tissue fixation length and optimising the antigen retrieval step. 

Eleven recommendations have been made to provide further insight into the gene expression levels of memory-related genes in the mouse brain. This includes varying the induction and maintenance of the two anaesthetic drugs, role of epigenetic modification, evaluating the mental state of the mice (depression), investigating Bdnf knockout, differential expression between areas of the brain and brain electrical activity. In addition, the gene expression pattern after a period of anaesthetic exposure should also be analysed. This may help elucidate the causes of postoperative cognitive dysfunction. Whole transcriptome analysis using RNA-Seq could be used to determine the expression levels of other known memory-related genes after anaesthetic exposure.

text: General Anaesthetic Modulation of Memory-Related Gene Expression Using an In vitro Brain Slice Model General anaesthetics cause widespread neurochemical and physiological changes in the brain. However, the precise mechanism of amnesic action is largely unknown. Gene expression changes in the hippocampus have been a focal point for investigation in this area, while effects on the cerebral cortex have been largely underreported even though the cerebral cortex has been shown to play a large role in memory consolidation and storage. Amnesia is likely due to the change in expression of memory-related genes within the neocortex or hippocampus of the mammalian brain. 

The first aim of this research was to investigate the in vitro cortical gene expression pattern of two memory-related genes; activity-regulated cytoskeleton-associated protein (Arc) and brain-derived neurotrophic factor (Bdnf), after a t=4 hour exposure to propofol- or sevoflurane- induced anaesthesia using an adult mouse brain slice model and real-time quantitative PCR. Five animals were used for each anaesthetic and a t=0 hour control, t=4 hour control and t=4 hour treated 400 μm slice were taken from each animal. Seizure-like activity was recorded from the brain slices to ensure viability of the tissue before carrying out the anaesthetic exposure. RNA was extracted, DNAse-treated, and then converted to cDNA. Quantitative PCR was then carried out to analyse Bdnf and Arc expression differences between the t=4 hour control and t=4 hour treated samples using Gapdh, β2m, Actb and HRPT1 as reference genes. The second research aim was to determine the Bdnf protein expression level and localisation after a t=4 hour exposure to propofol using western blot and immunohistochemistry methodologies.

Our research demonstrated that Arc was significantly down-regulated after exposure to sevoflurane for t=4 hours (p<0.05). Arc was also shown to be up-regulated after a t=4 hour exposure to propofol while Bdnf showed a downregulation to sevoflurane but an upregulation to propofol, however this data was not statistically significant. Western blot data showed that the rabbit polyclonal Bdnf antibody was binding to an off-target epitope at 55 kDa with mouse brain, heart, lung, liver, spleen and kidney whole tissue lysate. A newly sourced commercial Bdnf antibody was validated and western blot data showed recognition of the Bdnf epitope at the correct predicted size of 28 kDa in the mouse brain, heart and kidney. Immunohistochemistry of frozen mouse brain sections failed to produce a positive signal for two different Bdnf antibodies due to encountering technical issues. Hematoxylin and Eosin staining showed the tissue was still intact after the sectioning procedure. These issues could be resolved in the future by improving the tissue fixation length and optimising the antigen retrieval step. 

Eleven recommendations have been made to provide further insight into the gene expression levels of memory-related genes in the mouse brain. This includes varying the induction and maintenance of the two anaesthetic drugs, role of epigenetic modification, evaluating the mental state of the mice (depression), investigating Bdnf knockout, differential expression between areas of the brain and brain electrical activity. In addition, the gene expression pattern after a period of anaesthetic exposure should also be analysed. This may help elucidate the causes of postoperative cognitive dysfunction. Whole transcriptome analysis using RNA-Seq could be used to determine the expression levels of other known memory-related genes after anaesthetic exposure.

year: 2016