title: How does Culture Impact on Educational Leadership in Samoa?

authors: Faaulufalega, Tailetai Pale

subjects: Educational Leadership

abstract: The aim of this research was to explore the relationship between culture and the educational leadership of six secondary school principals in Samoa. Educational leadership is a bounded process and is subject to the cultural traditions and values of the society in which it is exercised. To date, no research has been undertaken on this topic in Samoa.
This qualitative study used a semi-structured interview process to gather data from the secondary school principals who had been principals for more than three years in government schools. It also sought to explore how professional development of the principals might be undertaken. The principals in this study were interviewed both face-to-face and by telephone.
The findings revealed that culture significantly impacted on their leadership. The matai culture was particularly influential. For example, respect, Christianity, role modelling and the importance of using the Samoan language to communicate within the school context were all influential. The findings also revealed the effective leadership styles applicable to Samoan school context in relation to indigenous cultural leadership. For example, inclusive/consensus/collaborative leadership style that is practiced in Samoan culture is effectively used by principals to lead schools. The organisational culture of the Ministry of Education Sports and Culture in Samoa (MESC) also considerably impacts on educational leadership. For example, the policies from the MESC sometimes contradict with the practice of the principals, such as the principal's practice of corporal punishment is a crime in the MESC and United Nation policies. 
This research also revealed the gap between the western models of leadership and the Samoan indigenous cultural context and leadership practice by the principals. Therefore, all the principals involved in this study positively engaged with their Samoan cultural values and beliefs to lead schools effectively. However some Samoan indigenous cultural values and beliefs impact negatively on the education system. They need to be considered so as not to inhibit the development of educational leadership of Samoan principals. Today's education has grown rapidly in terms of technology therefore educational leaders must adapt and change their leadership. Principals must be professionally trained so that they would lead effectively.
According to Smith (1992, p. 9)  To change education is to change society

text: How does Culture Impact on Educational Leadership in Samoa? The aim of this research was to explore the relationship between culture and the educational leadership of six secondary school principals in Samoa. Educational leadership is a bounded process and is subject to the cultural traditions and values of the society in which it is exercised. To date, no research has been undertaken on this topic in Samoa.
This qualitative study used a semi-structured interview process to gather data from the secondary school principals who had been principals for more than three years in government schools. It also sought to explore how professional development of the principals might be undertaken. The principals in this study were interviewed both face-to-face and by telephone.
The findings revealed that culture significantly impacted on their leadership. The matai culture was particularly influential. For example, respect, Christianity, role modelling and the importance of using the Samoan language to communicate within the school context were all influential. The findings also revealed the effective leadership styles applicable to Samoan school context in relation to indigenous cultural leadership. For example, inclusive/consensus/collaborative leadership style that is practiced in Samoan culture is effectively used by principals to lead schools. The organisational culture of the Ministry of Education Sports and Culture in Samoa (MESC) also considerably impacts on educational leadership. For example, the policies from the MESC sometimes contradict with the practice of the principals, such as the principal's practice of corporal punishment is a crime in the MESC and United Nation policies. 
This research also revealed the gap between the western models of leadership and the Samoan indigenous cultural context and leadership practice by the principals. Therefore, all the principals involved in this study positively engaged with their Samoan cultural values and beliefs to lead schools effectively. However some Samoan indigenous cultural values and beliefs impact negatively on the education system. They need to be considered so as not to inhibit the development of educational leadership of Samoan principals. Today's education has grown rapidly in terms of technology therefore educational leaders must adapt and change their leadership. Principals must be professionally trained so that they would lead effectively.
According to Smith (1992, p. 9)  To change education is to change society

year: 2008

title: Characterisation of the aroma profiles of New Zealand monofloral honeys

authors: Thomas, Edie Rose

subjects: Honey

abstract: New Zealand hosts a variety of monofloral honeys with distinct aromas and flavours. These sensory properties are determined by the volatile organic compounds present in the honey, of which over 600 have been identified. The volatile profile of honey is primarily influenced by botanical origin, geographic origin, storage and processing conditions. Not all compounds in the volatile fraction are represented in the aroma profile of the honey, due to the varying odour thresholds at which compounds can be detected by the consumer. Volatile compounds in New Zealand honeys have previously been studied for authentication purposes, but no New Zealand studies to date have linked the volatile composition with honey aroma. Thus, the aim of this research was to develop and optimise a method for the extraction and analysis of volatile compounds in New Zealand monofloral honeys, to determine the chemical differences responsible for the unique aromas of honeys of different botanical origins.
Various methods were trialled for the extraction of the volatiles, which are present in very low concentrations, from the complex honey matrix. Solvent extraction using dichloromethane was chosen, and samples were analysed by gas chromatography-mass spectrometry in selected ion monitoring mode. This demonstrated excellent sensitivity at the low part-per-billion level and allowed for identification of compounds not seen in total ion chromatograms. The method showed excellent precision and linearity over wide concentration ranges. Eighteen compounds were semi-quantified using this method, with full quantification achieved for four of these: nonanal, cineole, benzyl alcohol and guaiacol. Additional volatiles were screened using total ion chromatogram.
The optimised method was used for the analysis of 44 New Zealand monofloral honey samples spanning 11 floral origins. All 18 compounds were detected in all honey types, but not in all samples. ᴅ limonene, β-ionone and cineole are reported for the first time in any New Zealand honey, and phenylacetaldehyde and nonanal are reported for the first time in kānuka (Kunzea ericoides) honey. Results were comparable with the literature for these honey types, with mānuka honey characterised by o-methoxyacetophenone and kāmahi honey by 4-oxoisophorone. New Zealand clover honey contained low levels of volatiles which has also been reported for international clover honeys. The volatile profiles were also compared with odour thresholds to suggest possible aroma contributors for each honey type. Nonanal was determined to be aroma-active in all honeys analysed, and cineole in all but ling, lotus/blackberry and rātā. Chemometric methods including principal component analysis, classification and regression trees and linear discriminant analysis were used to identify similarities in samples based on their volatile profiles. Samples were classified by honey type using linear discriminant analysis with 82.9% accuracy, with the most accurate classification achieved for kāmahi and kānuka honeys.

text: Characterisation of the aroma profiles of New Zealand monofloral honeys New Zealand hosts a variety of monofloral honeys with distinct aromas and flavours. These sensory properties are determined by the volatile organic compounds present in the honey, of which over 600 have been identified. The volatile profile of honey is primarily influenced by botanical origin, geographic origin, storage and processing conditions. Not all compounds in the volatile fraction are represented in the aroma profile of the honey, due to the varying odour thresholds at which compounds can be detected by the consumer. Volatile compounds in New Zealand honeys have previously been studied for authentication purposes, but no New Zealand studies to date have linked the volatile composition with honey aroma. Thus, the aim of this research was to develop and optimise a method for the extraction and analysis of volatile compounds in New Zealand monofloral honeys, to determine the chemical differences responsible for the unique aromas of honeys of different botanical origins.
Various methods were trialled for the extraction of the volatiles, which are present in very low concentrations, from the complex honey matrix. Solvent extraction using dichloromethane was chosen, and samples were analysed by gas chromatography-mass spectrometry in selected ion monitoring mode. This demonstrated excellent sensitivity at the low part-per-billion level and allowed for identification of compounds not seen in total ion chromatograms. The method showed excellent precision and linearity over wide concentration ranges. Eighteen compounds were semi-quantified using this method, with full quantification achieved for four of these: nonanal, cineole, benzyl alcohol and guaiacol. Additional volatiles were screened using total ion chromatogram.
The optimised method was used for the analysis of 44 New Zealand monofloral honey samples spanning 11 floral origins. All 18 compounds were detected in all honey types, but not in all samples. ᴅ limonene, β-ionone and cineole are reported for the first time in any New Zealand honey, and phenylacetaldehyde and nonanal are reported for the first time in kānuka (Kunzea ericoides) honey. Results were comparable with the literature for these honey types, with mānuka honey characterised by o-methoxyacetophenone and kāmahi honey by 4-oxoisophorone. New Zealand clover honey contained low levels of volatiles which has also been reported for international clover honeys. The volatile profiles were also compared with odour thresholds to suggest possible aroma contributors for each honey type. Nonanal was determined to be aroma-active in all honeys analysed, and cineole in all but ling, lotus/blackberry and rātā. Chemometric methods including principal component analysis, classification and regression trees and linear discriminant analysis were used to identify similarities in samples based on their volatile profiles. Samples were classified by honey type using linear discriminant analysis with 82.9% accuracy, with the most accurate classification achieved for kāmahi and kānuka honeys.

year: 2023

title: Pakeha students and a pro-Treaty analysis: Teaching issues in a diploma of clinical psychology programme

authors: Yensen, Helen

subjects: Maori

abstract: We ran Treaty/biculturalism workshops for the Diploma on an ad hoc basis in 1990, 1991, and 1992. This year we have contracted for a fuller package which involves work with first and second years and staff. Next year this will continue with third year students. We believe biculturalism training for non-Maori has two major aspects and, although they overlap in various ways we think that it is useful to separate them: the first one is awareness of Maori cultural practices, values, etc, which can perhaps be called ‘cultural sensitivity training’. This needs to be under the control of Maori and have major input from Maori. The second aspect is where our focus is, and that is awareness of the effect on the Maori world of the loss of sovereignty by Maori; of their marginalisation over the last one hundred and fifty years by Pakeha; of their oppressed status; loss of economic base, and the implications for change that flow from those events. We believe that, at least initially, Pakeha have the responsibility for educating themselves and other pakeha in this area.

text: Pakeha students and a pro-Treaty analysis: Teaching issues in a diploma of clinical psychology programme We ran Treaty/biculturalism workshops for the Diploma on an ad hoc basis in 1990, 1991, and 1992. This year we have contracted for a fuller package which involves work with first and second years and staff. Next year this will continue with third year students. We believe biculturalism training for non-Maori has two major aspects and, although they overlap in various ways we think that it is useful to separate them: the first one is awareness of Maori cultural practices, values, etc, which can perhaps be called ‘cultural sensitivity training’. This needs to be under the control of Maori and have major input from Maori. The second aspect is where our focus is, and that is awareness of the effect on the Maori world of the loss of sovereignty by Maori; of their marginalisation over the last one hundred and fifty years by Pakeha; of their oppressed status; loss of economic base, and the implications for change that flow from those events. We believe that, at least initially, Pakeha have the responsibility for educating themselves and other pakeha in this area.

year: 1993