title: Latent Transition Analysis indicates four relatively stable profiles of loneliness in New Zealand

authors: Hammond, Matthew D.

subjects: Science & Technology

abstract: Objective: We investigated the characteristics of loneliness by identifying distinct ‘profiles’ of loneliness and investigating transitions between those loneliness profiles over two years. Method: We conducted Latent Transition Analyses on two years of data from the New Zealand Attitudes and Values Study (N=15,820) and modelled how people’s health and age were associated with changes in profile membership. Results: Four loneliness profiles emerged: ‘low-loneliness’ (58% of the sample), ‘high-loneliness’ (5%), ‘appreciated outsiders’ (28%; perceived acceptance from others but felt like social outsiders), and ‘superficially connected’ (9%; lacked acceptance from others but felt socially included). Profile membership was relatively stable over time and transitions were most likely from higher to lower loneliness. Younger people and people reporting poorer health were more likely to transition into profiles with greater loneliness indicators. Conclusions: Findings replicated a four-profile pattern of loneliness, supported the theorised ‘trait-like’ structure of loneliness and identified the possibility that moderate states of loneliness are transitional states into/from low and high loneliness. Implications for public health: The stability of loneliness across years reiterates the need for societal interventions, particularly interventions that are adaptive to whether people’s loneliness forms as a lack of acceptance/value or a lack of social inclusion.

text: Latent Transition Analysis indicates four relatively stable profiles of loneliness in New Zealand Objective: We investigated the characteristics of loneliness by identifying distinct ‘profiles’ of loneliness and investigating transitions between those loneliness profiles over two years. Method: We conducted Latent Transition Analyses on two years of data from the New Zealand Attitudes and Values Study (N=15,820) and modelled how people’s health and age were associated with changes in profile membership. Results: Four loneliness profiles emerged: ‘low-loneliness’ (58% of the sample), ‘high-loneliness’ (5%), ‘appreciated outsiders’ (28%; perceived acceptance from others but felt like social outsiders), and ‘superficially connected’ (9%; lacked acceptance from others but felt socially included). Profile membership was relatively stable over time and transitions were most likely from higher to lower loneliness. Younger people and people reporting poorer health were more likely to transition into profiles with greater loneliness indicators. Conclusions: Findings replicated a four-profile pattern of loneliness, supported the theorised ‘trait-like’ structure of loneliness and identified the possibility that moderate states of loneliness are transitional states into/from low and high loneliness. Implications for public health: The stability of loneliness across years reiterates the need for societal interventions, particularly interventions that are adaptive to whether people’s loneliness forms as a lack of acceptance/value or a lack of social inclusion.

year: 2022-05-26

title: Stepping out of the "ivory tower": an initial teacher educator's experience of returning to the classroom.

authors: Petrie, Kirsten Culhane

subjects: initial teacher education

abstract: In this article I want to discuss my attempts to make sense of my role and practice as a teacher educator who helps student teachers implement the curriculum in schools and my experiences of engaging in a process of personal professional development. I will demonstrate how a six week experience as a teacher in a primary school challenged my understandings and practices of the what it means to be a teacher in this context, and what the learning experience meant for me as a teacher educator. It is work that explores what it takes to be a teacher of teaching for students who are working towards teaching in primary schools. I report that linking teacher education curriculum with the realities of primary schools has particular challenges.

text: Stepping out of the "ivory tower": an initial teacher educator's experience of returning to the classroom. In this article I want to discuss my attempts to make sense of my role and practice as a teacher educator who helps student teachers implement the curriculum in schools and my experiences of engaging in a process of personal professional development. I will demonstrate how a six week experience as a teacher in a primary school challenged my understandings and practices of the what it means to be a teacher in this context, and what the learning experience meant for me as a teacher educator. It is work that explores what it takes to be a teacher of teaching for students who are working towards teaching in primary schools. I report that linking teacher education curriculum with the realities of primary schools has particular challenges.

year: 2010

title: Te Kāhui a Kiwa—Advancing Indigenous self determination and wellbeing through trade and can the CPTPP help

authors: Mika, Jason

abstract: This report provides an interim account of a conference held in Hamilton on 28-29 June 2023 called Te Kāhui a Kiwa—Advancing Indigenous self-determination and wellbeing through trade and can the CPTPP help. The conference was hosted by the University of Waikato, working collaboratively with Ngā Toki Whakarururanga, with funding from the Ministry of Foreign Affairs and Trade (Manatū Aorere). University kaumātua (elder) Koro Taki Turner gifted the conference its name. Kāhui refers to an assembly of stars or in this case, people, while Kiwa is short for Te Moana nui a Kiwa—the great ocean of Kiwa, the Pacific Ocean.

text: Te Kāhui a Kiwa—Advancing Indigenous self determination and wellbeing through trade and can the CPTPP help This report provides an interim account of a conference held in Hamilton on 28-29 June 2023 called Te Kāhui a Kiwa—Advancing Indigenous self-determination and wellbeing through trade and can the CPTPP help. The conference was hosted by the University of Waikato, working collaboratively with Ngā Toki Whakarururanga, with funding from the Ministry of Foreign Affairs and Trade (Manatū Aorere). University kaumātua (elder) Koro Taki Turner gifted the conference its name. Kāhui refers to an assembly of stars or in this case, people, while Kiwa is short for Te Moana nui a Kiwa—the great ocean of Kiwa, the Pacific Ocean.

year: 2023-07-13