title: The wellbeing and social connectedness of older people in the Small Island Developing State (SIDS) of Maldives

authors: Moosa, Sheena

subjects: wellbeing

abstract: Older people in small island developing states (SIDS) live within the context of a distinctive set of circumstances in terms of the unique geo-spatial characteristics of island nations, the typically small size and dispersed nature of populations, new and emerging environmental vulnerabilities, and associated threats to economic development. Such characteristics present distinctive challenges to the wellbeing of the increasing number of older people in such countries. In seeking to gain a better understanding of these challenges, this research examines the nature of the determinants of wellbeing for older people in SIDS through a case study of ageing and wellbeing in Maldives. Wellbeing is conceptualised as being constituted through success in critical life domains in a multidimensional model that includes the socio-cultural, geo-spatial and economic living environments of older people in Maldives. A capabilities approach to understanding wellbeing taking into account of the opportunities for older people to live a valued life - ‘to do and to be what they have reason to value’ – is adopted, and this informs the examination of older people’s experiences in the life domains of health, social connectedness, economic status, access to goods and services, and ability to conform with social norms and values.  A survey instrument was developed in consultation with key individuals in the health and social service sector, along with a sample of older people themselves, and this was used to interview 393 older people (65 + years). The findings support the novel conceptualisation of the five life domains specific to this SIDS context. The most important determinants were health and social connectedness, each having a large impact on wellbeing, while economic status, ability to conform with social values and norms, and access to goods and services had small but significant correlations. The large contribution of social connectedness and the centrality of family in social connectedness points to the importance of collectivist social arrangements in Maldives, despite the geo-spatial challenges confronting a widely dispersed population. This approach to conceptualising wellbeing, and the indicators and measures that were developed provide a basis for further research and policy that extends beyond Maldives to other SIDS, and to international development partners.

text: The wellbeing and social connectedness of older people in the Small Island Developing State (SIDS) of Maldives Older people in small island developing states (SIDS) live within the context of a distinctive set of circumstances in terms of the unique geo-spatial characteristics of island nations, the typically small size and dispersed nature of populations, new and emerging environmental vulnerabilities, and associated threats to economic development. Such characteristics present distinctive challenges to the wellbeing of the increasing number of older people in such countries. In seeking to gain a better understanding of these challenges, this research examines the nature of the determinants of wellbeing for older people in SIDS through a case study of ageing and wellbeing in Maldives. Wellbeing is conceptualised as being constituted through success in critical life domains in a multidimensional model that includes the socio-cultural, geo-spatial and economic living environments of older people in Maldives. A capabilities approach to understanding wellbeing taking into account of the opportunities for older people to live a valued life - ‘to do and to be what they have reason to value’ – is adopted, and this informs the examination of older people’s experiences in the life domains of health, social connectedness, economic status, access to goods and services, and ability to conform with social norms and values.  A survey instrument was developed in consultation with key individuals in the health and social service sector, along with a sample of older people themselves, and this was used to interview 393 older people (65 + years). The findings support the novel conceptualisation of the five life domains specific to this SIDS context. The most important determinants were health and social connectedness, each having a large impact on wellbeing, while economic status, ability to conform with social values and norms, and access to goods and services had small but significant correlations. The large contribution of social connectedness and the centrality of family in social connectedness points to the importance of collectivist social arrangements in Maldives, despite the geo-spatial challenges confronting a widely dispersed population. This approach to conceptualising wellbeing, and the indicators and measures that were developed provide a basis for further research and policy that extends beyond Maldives to other SIDS, and to international development partners.

year: 2016

title: Complete sets of functions for perturbations of Robertson Walker cosmologies

authors: Kalnins, Ernie G.

subjects: Mathematics

abstract: Crucial to a knowledge of the perturbations of Robertson Walker cosmological models is a knowledge of complete sets of functions with which to expand such perturbations. For the open Robertson Walker cosmology, this question will be completely answered. In addition, some observations will be made concerning explicit solution by separation of variables of wave equations for spin s in a Riemannan space having an infinitesmal line element of which the Robertson Walker models are a special case.

text: Complete sets of functions for perturbations of Robertson Walker cosmologies Crucial to a knowledge of the perturbations of Robertson Walker cosmological models is a knowledge of complete sets of functions with which to expand such perturbations. For the open Robertson Walker cosmology, this question will be completely answered. In addition, some observations will be made concerning explicit solution by separation of variables of wave equations for spin s in a Riemannan space having an infinitesmal line element of which the Robertson Walker models are a special case.

year: 1991-05

title: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms

authors: Eley, Elizabeth Martha Ann

subjects: micro-interactions

abstract: New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

text: Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown.  Inherent in the heritages of both signatory groups is the ontological positioning that children are born of greatness; carriers of the divine spark from Tama-nui-te-rā (the central sun) and created in the image of God.  Almost all New Zealand children attend school.  For some, their ongoing classroom experiences with educators fans their divine spark and works towards the realisation of their innate potential.  For others, schooling is not a positive experience and their divine spark may be neither recognised nor celebrated.  

This research explores the relationships and pedagogical practices that underpin the classroom micro-interactions experienced by children.  Children’s schooling experience is made up of small interactions in classrooms that are situated in the social, political and legal contexts of schooling.  Therefore, this research applies both a centripetal and a centrifugal examination of the macro and micro contexts of classroom interactions.  

In examining the macro-context, ontological views of the child and the theoretical frameworks that guide pedagogy are considered.  The Education Acts governing New Zealand schooling have successively contained an ontological contradiction that enforces both a factory model as the preferred means of schooling for New Zealand and a requirement to honour the Treaty of Waitangi, including the worldviews of both signatories.  I conclude that educators within the compulsory schooling sector are not provided with specific guidance on how to navigate these contradictory worldviews.  Neither ontological views of how children are perceived within the system, nor theoretical frameworks that could and should inform views of knowledge and how learning occurs, are made explicit for educators.  

At the micro-context level, relationships and pedagogical practices are explored through case studies in three different New Zealand classrooms.  In each case, from video-recordings of classroom interactions, critical incidents were extracted and used to support interviews with participating teachers, students, parents and members of the wider school community.  Employing culturally responsive research methodologies, the interactions with participants were relational and dialogic.  The research found that classroom micro-interactions are pervasive and complex.  All participants, students, teachers and whānau, draw from the knowledge, understandings and positionings of the individual’s own cultural toolkits in classroom interactions.  Their cultural toolkits contain a range of factors to support learning, all of which were necessary and interdependent.  

The thesis calls for all children to receive an education that fans their inherent divine spark.  While this experience is not yet the case for all, there is opportunity in the rhetoric and structures already within New Zealand’s education system for this to occur.  Some schools and communities have begun to successfully challenge and address the prevailing theoretical and pedagogical status quo.  Therefore, there is reason for radical hope for a system-wide fanning of the divine spark in every child.

year: 2020