title: Allozyme and mitochondrial DNA variability within the New Zealand damselfly genera Xanthocnemis, Austrolestes, and Ischnura (Odonata)

authors: Nolan, Liam

subjects: allozymes

abstract: We collected larval damselflies from 17 sites in the North, South and Chatham Islands, and tested the hypotheses that: (1) genetic markers (e.g., allozymes, mtDNA) would successfully ¬discriminate taxa; and (2) the dispersal capabilities of adult damselflies would limit differentiation among locations. Four species from three genera were identified based on available taxonomic keys. Using 11 allozyme loci and the mitochondrial cytochrome c-oxidase subunit I (COI) gene, we confirmed that all taxa were clearly discernible. We found evidence for low to moderate differentiation among locations based on allozyme (mean FST = 0.09) and sequence (COI) divergence (<0.034). No obvious patterns with respect to geographic location were detected, although slight differences were found between New Zealand’s main islands (North Island, South Island) and the Chatham Islands for A. colensonis (sequence divergence 0.030–0.034). We also found limited intraspecific genetic variability based on allozyme data (Hexp < 0.06 in all cases). We conclude that levels of gene flow/dispersal on the main islands may have been sufficient to maintain the observed homogeneous population structure, and that genetic techniques, particularly the COI gene locus, will be a useful aid in future identifications.

text: Allozyme and mitochondrial DNA variability within the New Zealand damselfly genera Xanthocnemis, Austrolestes, and Ischnura (Odonata) We collected larval damselflies from 17 sites in the North, South and Chatham Islands, and tested the hypotheses that: (1) genetic markers (e.g., allozymes, mtDNA) would successfully ¬discriminate taxa; and (2) the dispersal capabilities of adult damselflies would limit differentiation among locations. Four species from three genera were identified based on available taxonomic keys. Using 11 allozyme loci and the mitochondrial cytochrome c-oxidase subunit I (COI) gene, we confirmed that all taxa were clearly discernible. We found evidence for low to moderate differentiation among locations based on allozyme (mean FST = 0.09) and sequence (COI) divergence (<0.034). No obvious patterns with respect to geographic location were detected, although slight differences were found between New Zealand’s main islands (North Island, South Island) and the Chatham Islands for A. colensonis (sequence divergence 0.030–0.034). We also found limited intraspecific genetic variability based on allozyme data (Hexp < 0.06 in all cases). We conclude that levels of gene flow/dispersal on the main islands may have been sufficient to maintain the observed homogeneous population structure, and that genetic techniques, particularly the COI gene locus, will be a useful aid in future identifications.

year: 2007

title: Negotiating and constructing an educationally relevant leadership programme

authors: Giles, David

subjects: higher education

abstract: Purpose: This article aims to discuss the conceptualisation process of developing a new one-year taught-master's programme in educational leadership at an Aotearoa/New Zealand university. Design/methodology/approach: The perspective taken is a highly personalised one from the two lead "drivers" of the programme and outlines the two-year process of development of the programme from conception through to the first papers delivered in semester one 2008. The article describes the process, the concerns, the underlying philosophy, content and intended delivery pattern within the Master of Educational Leadership (MEdL) programme. As the programme designers, the authors wanted something discernibly different in orientation from the postgraduate programmes offered by other tertiary providers in Aotearoa/New Zealand. The content had to be both educationally and culturally relevant and reflect the nation's bi-cultural heritage, yet growing multi-ethnic population base. Findings: The proposed programme was somewhat controversial and had a rather difficult journey through the New Zealand Vice Chancellors' Committee (NZVCC) that deals with the accreditation process. The philosophy of the programme centred on leadership rather than a management focus. Moreover, the philosophy was premised on both theory and practice as praxis and drew on both developmental and experiential models for leadership development. Originality/value: This article leads a critical discourse amongst tertiary educators in educational leadership programmes towards a greater exploration and articulation of the critical, humanistic, and phenomenological nature of the programmes it offers

text: Negotiating and constructing an educationally relevant leadership programme Purpose: This article aims to discuss the conceptualisation process of developing a new one-year taught-master's programme in educational leadership at an Aotearoa/New Zealand university. Design/methodology/approach: The perspective taken is a highly personalised one from the two lead "drivers" of the programme and outlines the two-year process of development of the programme from conception through to the first papers delivered in semester one 2008. The article describes the process, the concerns, the underlying philosophy, content and intended delivery pattern within the Master of Educational Leadership (MEdL) programme. As the programme designers, the authors wanted something discernibly different in orientation from the postgraduate programmes offered by other tertiary providers in Aotearoa/New Zealand. The content had to be both educationally and culturally relevant and reflect the nation's bi-cultural heritage, yet growing multi-ethnic population base. Findings: The proposed programme was somewhat controversial and had a rather difficult journey through the New Zealand Vice Chancellors' Committee (NZVCC) that deals with the accreditation process. The philosophy of the programme centred on leadership rather than a management focus. Moreover, the philosophy was premised on both theory and practice as praxis and drew on both developmental and experiential models for leadership development. Originality/value: This article leads a critical discourse amongst tertiary educators in educational leadership programmes towards a greater exploration and articulation of the critical, humanistic, and phenomenological nature of the programmes it offers

year: 2012

title: Kaumatua Mana Motuhake: peer education intervention to help Maori elders during later-stage life transitions

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background
Aotearoa/New Zealand has a population that is ageing and there are challenges to health and social outcomes related to related to key life transitions (e.g., retirement, change in health conditions, loss of spouse). Further, there are significant inequities between Māori (Indigenous people) and non-Māori in ageing outcomes. The purpose of this study was to test the impacts and cost effectiveness of a tuakana/teina (peer education) intervention on kaumātua (elders) receiving the intervention. This study was framed by a strengths-based approach based on the key cultural concept of mana motuhake (autonomy and self-actualisation).

Methods
This study was grounded in principles of Kaupapa Māori and community-based participatory research to bring together a diverse group of stakeholders to co-develop and co-evaluate the intervention. The intervention had tuakana (peer educators) having conversations with up to six teina (recipients) and providing information related to health and social services. The research design was a pre- and post-test, clustered staggered design. Participants completed a baseline assessment of health and mana motuhake measures consistent with Māori worldviews along with two follow-up assessments (one after the first intervention group completed its activities and a second after the second intervention group completed its activities). Additionally, five focus groups and open-ended questions on the assessments were used to provide qualitative evaluation.

Findings
A total of 180 kaumātua were recruited to the intervention with 121 completing it. The analysis revealed improvements over time in the expected direction on most of the variables. However, only three of the variables had statistically significant intervention effects: received support, tribal identity, and trouble paying bills. Qualitative results supported impacts of the intervention on mana motuhake, social connectedness, and tangible/information support related to services. Cost-effectiveness analysis showed that the intervention is cost effective, with a cost per QALY of less than the conventional threshold of three times gross domestic product per capita.

Conclusions
The findings support the relevancy and importance of kaumātua knowledge to create a strengths-based approach to improve health and social outcomes. This study demonstrates that a contextually based and culturally safe age-friendly environments can facilitate engagement and participation by kaumātua for kaumātua.

Trial registry
Australia New Zealand Clinical Trial Registry (ACTRN12617001396314); Date Registered: 3 October 2017 (retrospectively registered); https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=373733&isClinicalTrial=False

text: Kaumatua Mana Motuhake: peer education intervention to help Maori elders during later-stage life transitions Background
Aotearoa/New Zealand has a population that is ageing and there are challenges to health and social outcomes related to related to key life transitions (e.g., retirement, change in health conditions, loss of spouse). Further, there are significant inequities between Māori (Indigenous people) and non-Māori in ageing outcomes. The purpose of this study was to test the impacts and cost effectiveness of a tuakana/teina (peer education) intervention on kaumātua (elders) receiving the intervention. This study was framed by a strengths-based approach based on the key cultural concept of mana motuhake (autonomy and self-actualisation).

Methods
This study was grounded in principles of Kaupapa Māori and community-based participatory research to bring together a diverse group of stakeholders to co-develop and co-evaluate the intervention. The intervention had tuakana (peer educators) having conversations with up to six teina (recipients) and providing information related to health and social services. The research design was a pre- and post-test, clustered staggered design. Participants completed a baseline assessment of health and mana motuhake measures consistent with Māori worldviews along with two follow-up assessments (one after the first intervention group completed its activities and a second after the second intervention group completed its activities). Additionally, five focus groups and open-ended questions on the assessments were used to provide qualitative evaluation.

Findings
A total of 180 kaumātua were recruited to the intervention with 121 completing it. The analysis revealed improvements over time in the expected direction on most of the variables. However, only three of the variables had statistically significant intervention effects: received support, tribal identity, and trouble paying bills. Qualitative results supported impacts of the intervention on mana motuhake, social connectedness, and tangible/information support related to services. Cost-effectiveness analysis showed that the intervention is cost effective, with a cost per QALY of less than the conventional threshold of three times gross domestic product per capita.

Conclusions
The findings support the relevancy and importance of kaumātua knowledge to create a strengths-based approach to improve health and social outcomes. This study demonstrates that a contextually based and culturally safe age-friendly environments can facilitate engagement and participation by kaumātua for kaumātua.

Trial registry
Australia New Zealand Clinical Trial Registry (ACTRN12617001396314); Date Registered: 3 October 2017 (retrospectively registered); https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=373733&isClinicalTrial=False

year: 2020