title: Mental health inpatient services: Improving our understanding of the needs of Maori when acutely unwell

authors: Wharewera-Mika, Julie

subjects: Maori

abstract: There are many possible explanations for the pattern of Maori overrepresentation in mental health acute services. This research project focuses on how services can optimally meet the needs of Maori to improve outcomes. This doctoral research in progress is about claiming space for Maori to have a voice in identifying factors that contribute to recovery and Whanau Ora, and offering recommendations to improve the effectiveness of existing services to better meet the needs of Maori Tangata Whaiora and Whanau.

text: Mental health inpatient services: Improving our understanding of the needs of Maori when acutely unwell There are many possible explanations for the pattern of Maori overrepresentation in mental health acute services. This research project focuses on how services can optimally meet the needs of Maori to improve outcomes. This doctoral research in progress is about claiming space for Maori to have a voice in identifying factors that contribute to recovery and Whanau Ora, and offering recommendations to improve the effectiveness of existing services to better meet the needs of Maori Tangata Whaiora and Whanau.

year: 2008

title: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand

authors: Jackson, Ryan

abstract: This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

text: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

year: 2025

title: Dietary intakes differ by body composition goals: An observational study of professional rugby union players in New Zealand

authors: Black, Katherine E.

abstract: Preseason in rugby union is a period of intensive training where players undergo conditioning to prepare for the competitive season. In some cases, this includes modifying body composition through weight gain or fat loss. This study aimed to describe the macronutrient intakes of professional rugby union players during pre-season training. It was hypothesized that players required to gain weight would have a higher energy, carbohydrate and protein intake compared to those needing to lose weight. Twenty-three professional rugby players completed 3 days of dietary assessment and their sum of eight skinfolds were assessed. Players were divided into three groups by the team coaches and medical staff: weight gain, weight maintain and weight loss. Mean energy intakes were 3,875 ± 907 kcal·d⁻¹ (15,965 ± 3,737 kJ·d⁻¹) (weight gain 4,532 ± 804 kcal·d⁻¹; weight maintain 3,825 ± 803 kcal·d⁻¹; weight loss 3,066 ± 407 kcal·d⁻¹) and carbohydrate intakes were 3.7 ± 1.2 g·kg⁻¹·d⁻¹ (weight gain 4.8 ± 0.9 g.kg⁻¹·d⁻¹; weight maintain 2.8 ± 0.7 g·kg⁻¹·d⁻¹; weight loss 2. 6 ± 0.7 g·kg⁻¹·d⁻¹). The energy and carbohydrate intakes are similar to published intakes among rugby union players. There were significant differences in energy intake and the percent of energy from protein between the weight gain and the weight loss group.

text: Dietary intakes differ by body composition goals: An observational study of professional rugby union players in New Zealand Preseason in rugby union is a period of intensive training where players undergo conditioning to prepare for the competitive season. In some cases, this includes modifying body composition through weight gain or fat loss. This study aimed to describe the macronutrient intakes of professional rugby union players during pre-season training. It was hypothesized that players required to gain weight would have a higher energy, carbohydrate and protein intake compared to those needing to lose weight. Twenty-three professional rugby players completed 3 days of dietary assessment and their sum of eight skinfolds were assessed. Players were divided into three groups by the team coaches and medical staff: weight gain, weight maintain and weight loss. Mean energy intakes were 3,875 ± 907 kcal·d⁻¹ (15,965 ± 3,737 kJ·d⁻¹) (weight gain 4,532 ± 804 kcal·d⁻¹; weight maintain 3,825 ± 803 kcal·d⁻¹; weight loss 3,066 ± 407 kcal·d⁻¹) and carbohydrate intakes were 3.7 ± 1.2 g·kg⁻¹·d⁻¹ (weight gain 4.8 ± 0.9 g.kg⁻¹·d⁻¹; weight maintain 2.8 ± 0.7 g·kg⁻¹·d⁻¹; weight loss 2. 6 ± 0.7 g·kg⁻¹·d⁻¹). The energy and carbohydrate intakes are similar to published intakes among rugby union players. There were significant differences in energy intake and the percent of energy from protein between the weight gain and the weight loss group.

year: 2019