title: Whanau Maori explain how the Harti Hauora Tool assists with better access to health services (vol 25, pg 471, 2019)

authors: Masters-Awatere, Bridgette

subjects: Science & Technology

abstract: In this paper, whānau Māori highlight how a Kaupapa Māori-centred intervention (the Harti Hauora Tamariki tool, hereafter Harti tool) has improved interactions with health services. The Harti tool is undergoing a randomised control trial (RCT) at Waikato Hospital in New Zealand. As part of the RCT, the authors engaged in a series of qualitative interviews with whānau members of tamariki Māori (children aged 0–5 years) admitted to Waikato Hospital’s paediatric ward. Whānau who met at least one criteria for New Zealand’s domains of deprivation were included. Using a Kaupapa Māori approach to the study, participants shared their views on barriers and facilitators to accessing health resources and primary care services. The interviews conducted highlight how the Harti tool, when administered in a culturally appropriate and respectful manner that prioritised relationship-building, enabled better connection to healthcare services. Prevalent in our analysis were connections to wider determinants of health and ways to reduce existing health inequities. To conclude the paper, how the Harti tool has enhanced feelings of being in control of health, with the potential to reduce the likelihood of a hospital readmission, is highlighted.

text: Whanau Maori explain how the Harti Hauora Tool assists with better access to health services (vol 25, pg 471, 2019) In this paper, whānau Māori highlight how a Kaupapa Māori-centred intervention (the Harti Hauora Tamariki tool, hereafter Harti tool) has improved interactions with health services. The Harti tool is undergoing a randomised control trial (RCT) at Waikato Hospital in New Zealand. As part of the RCT, the authors engaged in a series of qualitative interviews with whānau members of tamariki Māori (children aged 0–5 years) admitted to Waikato Hospital’s paediatric ward. Whānau who met at least one criteria for New Zealand’s domains of deprivation were included. Using a Kaupapa Māori approach to the study, participants shared their views on barriers and facilitators to accessing health resources and primary care services. The interviews conducted highlight how the Harti tool, when administered in a culturally appropriate and respectful manner that prioritised relationship-building, enabled better connection to healthcare services. Prevalent in our analysis were connections to wider determinants of health and ways to reduce existing health inequities. To conclude the paper, how the Harti tool has enhanced feelings of being in control of health, with the potential to reduce the likelihood of a hospital readmission, is highlighted.

year: 2019

title: Creating a curriculum for indigenous and community languages: Te reo Māori as an example

authors: Bruce, Ian

subjects: linguistics

abstract: Part 1 of this paper introduces the draft Common European Framework of Reference (CEFR) for languages and describes how it was used in the construction of draft New Zealand curriculum guidelines for French and German. Part 2 discusses how the CEFR has been employed in curriculum development in Te Reo Māori at the University of Waikato and suggests that it could also prove useful in relation to curriculum development projects involving indigenous and community languages more generally.

text: Creating a curriculum for indigenous and community languages: Te reo Māori as an example Part 1 of this paper introduces the draft Common European Framework of Reference (CEFR) for languages and describes how it was used in the construction of draft New Zealand curriculum guidelines for French and German. Part 2 discusses how the CEFR has been employed in curriculum development in Te Reo Māori at the University of Waikato and suggests that it could also prove useful in relation to curriculum development projects involving indigenous and community languages more generally.

year: 2002

title: Preteens’ concepts and development of privacy, and the relationship to decisions and actions undertaken in online social environments and with digital devices.

authors: Webster, Angela

subjects: preteens

abstract: A concern for privacy, the development of this, and how it becomes interpreted in offline and complex online environments has potential implications on young people’s wellbeing and safety.  Media often bring to attention more negative aspects of young people’s privacy in relation to their online pursuits, which raises questions about perceived risks to one’s privacy and actual risks encountered online and any subsequent implications.  This study looks at preteens’ broad concepts and development of privacy, and any relationship(s) these may have on their use of digital technologies and decisions and actions in online social contexts.  A review of literature related to preteens’ involvement in online social networks and issues of privacy presents a growing body of information, however, a scarcity of literature related to preteens’ concern for privacy, and the development of privacy concern, suggests this study offers new insights in this particular area.

Students (N=60) aged between 11 and under 13 years from three provincial New Zealand schools participated in this qualitative study, and key data were gathered through a survey.  Preteens indicated they valued privacy and specified its importance across dimensions of self.  Furthermore, a desire for autonomy and control in managing aspects of privacy in their offline and online worlds was evident.  However, concerns were raised regarding preteens’ perceived capabilities and their actual competencies and knowledge of the technical, social, and ethical complexities presented online and in the use of devices.  Also evident were inconsistencies in the types of support needed to care for the safety and wellbeing of young people.  This suggests young people continue to need regular and robust support from agencies they themselves identified as important, and included caregivers, schools, and peers. 

Opportunities to further develop caregivers’ skills and knowledge is recommended, so they may better understand the crucial role they have in supporting the safety and wellbeing of their child in their exploration of complex digital environments.  Their role is essential in positively contributing to the development of a concern for privacy.  Recommendations are made, for schools, educators, and education policy makers in their role in this development.  These include sustained teaching and learning opportunities across all learning levels in building related skills and competencies.  Sourcing perspectives from preteens themselves as the experts of their ideas, experiences and knowledge, is integral to understanding how they navigate privacy issues when living lives both offline and online.

text: Preteens’ concepts and development of privacy, and the relationship to decisions and actions undertaken in online social environments and with digital devices. A concern for privacy, the development of this, and how it becomes interpreted in offline and complex online environments has potential implications on young people’s wellbeing and safety.  Media often bring to attention more negative aspects of young people’s privacy in relation to their online pursuits, which raises questions about perceived risks to one’s privacy and actual risks encountered online and any subsequent implications.  This study looks at preteens’ broad concepts and development of privacy, and any relationship(s) these may have on their use of digital technologies and decisions and actions in online social contexts.  A review of literature related to preteens’ involvement in online social networks and issues of privacy presents a growing body of information, however, a scarcity of literature related to preteens’ concern for privacy, and the development of privacy concern, suggests this study offers new insights in this particular area.

Students (N=60) aged between 11 and under 13 years from three provincial New Zealand schools participated in this qualitative study, and key data were gathered through a survey.  Preteens indicated they valued privacy and specified its importance across dimensions of self.  Furthermore, a desire for autonomy and control in managing aspects of privacy in their offline and online worlds was evident.  However, concerns were raised regarding preteens’ perceived capabilities and their actual competencies and knowledge of the technical, social, and ethical complexities presented online and in the use of devices.  Also evident were inconsistencies in the types of support needed to care for the safety and wellbeing of young people.  This suggests young people continue to need regular and robust support from agencies they themselves identified as important, and included caregivers, schools, and peers. 

Opportunities to further develop caregivers’ skills and knowledge is recommended, so they may better understand the crucial role they have in supporting the safety and wellbeing of their child in their exploration of complex digital environments.  Their role is essential in positively contributing to the development of a concern for privacy.  Recommendations are made, for schools, educators, and education policy makers in their role in this development.  These include sustained teaching and learning opportunities across all learning levels in building related skills and competencies.  Sourcing perspectives from preteens themselves as the experts of their ideas, experiences and knowledge, is integral to understanding how they navigate privacy issues when living lives both offline and online.

year: 2016