title: Lockdowns only slightly postponed deaths in New Zealand

authors: Gibson, John

abstract: The Level 4 lockdown imposed on March 25 2020 in New Zealand was the world’s most restrictive set of closure and containment policies at the time. While designed to deal with Covid-19, it was soon noted by public health academics that all-cause mortality fell below historical rates about five weeks after the lockdown restrictions began. This poster examines the question of how long was the postponement of deaths following the interventions in 2020.

text: Lockdowns only slightly postponed deaths in New Zealand The Level 4 lockdown imposed on March 25 2020 in New Zealand was the world’s most restrictive set of closure and containment policies at the time. While designed to deal with Covid-19, it was soon noted by public health academics that all-cause mortality fell below historical rates about five weeks after the lockdown restrictions began. This poster examines the question of how long was the postponement of deaths following the interventions in 2020.

year: 2021

title: Openness and the Intellectual Commons

authors: Peters, Michael A.

abstract: ‘Openness’ is one of the central contested values of modern liberal society and falls under different political descriptions. In this chapter I employ ‘openness’ to signal and introduce a new spatialization, interconnectivity, mobility, personalization and globalization of learning and education.

text: Openness and the Intellectual Commons ‘Openness’ is one of the central contested values of modern liberal society and falls under different political descriptions. In this chapter I employ ‘openness’ to signal and introduce a new spatialization, interconnectivity, mobility, personalization and globalization of learning and education.

year: 2016

title: Māori academic success: Why the deficit perspectives?

authors: Aporosa, S. 'Apo'

subjects: Māori

abstract: Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

text: Māori academic success: Why the deficit perspectives? Academics have long discussed the power of communication to both motivate and discourage. Concerning education, Paulo Freire (1997) had explained the dialogical learning process and the empowerment that comes from the inclusion of student knowledge. Alternatively, Carlson & Dimitriadis (2003) describe disempowerment and underachievement among Afro-American students resulting from societal expectations that they will fail. In a recent education environment scan focused on the Waikato-Tainui rohe, 28 kaupapa Māori education providers were identified as sites of high educational success, with one described as “outshining private schools and bucking national trends” (Carson, 2013). This aside, perceptions of generalized educational failure among Māori are commonplace in Aotearoa New Zealand. These impressions are fed by the media, the Ministry of Education (MOE) and in some cases, academic publications. This paper discusses the power of deficit models and counter-narratives to academic underachievement. This will be juxtaposed with commentary on why some students and their education providers within the Waikato-Tainui rohe appear to be unaffected by these counter- narratives and deficit theorizing.

year: 2016