title: Cognitive functions associated with consumption of traditional volumes of kava (Piper methysticum): A feasibility study

authors: Aporosa, S. 'Apo'

abstract: Kava (Piper methysticum) is a traditional and culturally significant Pacific Island beverage, which contains active compounds called kavalactones that produce soporific relaxant effects similar to Benzodiazepine (Sarris et al, 2012, Human Psychopharmacology Clinical and Experimental, 27:262-9). Traditional kava drinkers frequently exceed the pharmacologically recommended amount of ≤300mg of kavalactones/day by 30 times (Aporosa & Tomlinson, 2014, Anthropologica, 56:163-75). Little is known about cognitive function at this high consumption rate. With Pacific peoples in New Zealand over represented in motor vehicle accidents, Police suspect traditional kava use may be a contributing factor. Previous research (Aporosa, 2017, Journal of Psychopharmacology, 31[8], A84) used an industry standard measure of drug driving to examine cognitive functions of kava users in a naturalistic setting. The industry standard measure revealed no statistical differences in cognitive functioning between kava users and control participants, despite observation of slowed movement and slurred speech by the kava users. Consequently, with full study utility as a goal, the feasibility of using a new psychometric measure of cognitive functioning – the Brain Gauge (BG) – was examined in a naturalistic setting.

text: Cognitive functions associated with consumption of traditional volumes of kava (Piper methysticum): A feasibility study Kava (Piper methysticum) is a traditional and culturally significant Pacific Island beverage, which contains active compounds called kavalactones that produce soporific relaxant effects similar to Benzodiazepine (Sarris et al, 2012, Human Psychopharmacology Clinical and Experimental, 27:262-9). Traditional kava drinkers frequently exceed the pharmacologically recommended amount of ≤300mg of kavalactones/day by 30 times (Aporosa & Tomlinson, 2014, Anthropologica, 56:163-75). Little is known about cognitive function at this high consumption rate. With Pacific peoples in New Zealand over represented in motor vehicle accidents, Police suspect traditional kava use may be a contributing factor. Previous research (Aporosa, 2017, Journal of Psychopharmacology, 31[8], A84) used an industry standard measure of drug driving to examine cognitive functions of kava users in a naturalistic setting. The industry standard measure revealed no statistical differences in cognitive functioning between kava users and control participants, despite observation of slowed movement and slurred speech by the kava users. Consequently, with full study utility as a goal, the feasibility of using a new psychometric measure of cognitive functioning – the Brain Gauge (BG) – was examined in a naturalistic setting.

year: 2019

title: Sinking or swimming in the New Zealand mainstream: Four young Asian learners in a new languaculture

authors: Barnard, Roger

subjects: linguistic

abstract: New Zealand schools are increasingly diverse in terms of language and culture, and many immigrant school children are faced with the ‘languacultural’ (Agar, 1994) challenge of learning not only a new language but a new culture of learning – to learn new classroom interaction skills (Barnard, 2005) as a route from Basic Interpersonal Communication Skills to Cognitive Academic Language Proficiency (Cummins 1981, 2000). This paper explores the challenges by referring to four young Asian learners in an upper primary school classroom (Barnard 2002, 2003, 2007). Brief profiles of each of these children are given and then transcript data of their classroom interactions are presented and interpreted. In conclusion, questions are raised about the respective responsibilities of teachers and school and parents and students, to ensure that new immigrant learners swim rather than sink in the mainstream

text: Sinking or swimming in the New Zealand mainstream: Four young Asian learners in a new languaculture New Zealand schools are increasingly diverse in terms of language and culture, and many immigrant school children are faced with the ‘languacultural’ (Agar, 1994) challenge of learning not only a new language but a new culture of learning – to learn new classroom interaction skills (Barnard, 2005) as a route from Basic Interpersonal Communication Skills to Cognitive Academic Language Proficiency (Cummins 1981, 2000). This paper explores the challenges by referring to four young Asian learners in an upper primary school classroom (Barnard 2002, 2003, 2007). Brief profiles of each of these children are given and then transcript data of their classroom interactions are presented and interpreted. In conclusion, questions are raised about the respective responsibilities of teachers and school and parents and students, to ensure that new immigrant learners swim rather than sink in the mainstream

year: 2009

title: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations

authors: Moeke-Pickering, Taima Materangatira

subjects: Indigenous Education

abstract: This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

text: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

year: 2010