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    The feasibility of using an adapted 24-hour recall method versus skin carotenoids status to assess fruit and vegetable intake in low-income Māori households : a thesis presented for the partial fulfilment of the requirements for the degree of Master of Science in Nutrition and Dietetics at Massey University, Albany, New Zealand
    (Massey University, 2022) Young, Dana
    Background: High fruit and vegetables (F/V) intake have been repeatedly shown to decrease risk of developing obesity and non-communicable diseases. Māori people living in deprived areas are often experiencing some degree of food insecurity, which exposes this population to a greater nutritional risk due to lower F/V intake. There is currently no validated instrument to measure F/V intake in low-income Māori households. Finding a feasible dietary assessment tool will be helpful to determine nutritional status and consumption patterns; to assess the association between F/V and diseases; and to guide evaluation for food policies and programs in eliminating barriers to healthy eating. Aim: To assess the feasibility of an adapted 24-hour (24-h) recalls versus skin carotenoids status to assess F/V intake in low-income Māori households participating in a F/V intervention. Methods: This feasibility study was conducted in 12 Māori households living in Palmerston North, New Zealand. Intake of F/V were measured by a 24-h recall and skin carotenoid via Veggie Meter © (VM) on four randomised days during baseline, followed by a washout period of five weeks. The intervention study commenced with participants receiving a weekly free box of F/V (enough to feed the entire household according to guidelines). The same measurements were repeated. Feasibility of both instruments were analysed by Pearson and Spearman correlation. Significance was set as p <0.05. Results: There was no significant difference in the mean total F/V servings across the study. Median servings and intake of fruit were significantly different between baseline and endpoint (p = 0.05). Only one (8%) participant met the MoH daily recommendations of 5 servings of vegetables and 2 servings of fruits at baseline, and four participants (50%) at endpoint. Spearman’s rho correlation showed no association between VM scores and self-reported F/V intake (p = 0.50). A significant correlation was found between those with a ≥250 VM score and intake of yellow-vitamin-A F/V and F/V at baseline (p = 0.04) and intervention (p = 0.03). Conclusion: The developed multiple-pass 24-h recall was a feasible tool to assess F/V intake in low-income Māori income. To improve quality of data collection, more training and support for the research assistants is needed. Measuring skin carotenoids as a method to measure vitamin A F/V is feasible, but may not be the best to objectively measure F/V.
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    Te pūtahitanga o ngā tai e rua : The meeting of two tides : journeys of mixed heritage Māori/Pākehā towards identity strength : thesis presented in fulfilment of the requirements of a Master of Philosophy (Māori Studies) at Massey University, Wellington Campus, Aotearoa New Zealand
    (Massey University, 2004) Collins, Hēni
    This thesis aims to provide new insights and understandings about the challenges, vulnerabilities and strengths associated with being of mixed Maori-and-Pakeha heritage in Aotearoa New Zealand. It is based on the life narratives of 11 men and women of dual Maori/Pakeha heritage. It looks at change over time, particularly the process of seeking and developing cultural and ethnic identity strength as Maori. It acknowledges on-going stresses and tensions; coping strategies; and describes two cases in which coping strategies were over­whelmed and breakdown occurred. It considers whether a dual Maori/Pakeha ethnicity can be maintained and stabilised over time in the light of inequities and racism in society. Most participants in this thesis are high achievers in terms of education, career success and acculturation and socialisation as Maori. These factors perhaps facilitate the level of self­ validation required to tolerate the stress of maintaining a dual identity position for some. Identity strength as Maori has been achieved for some by periods of occasional or intensive immersion in Maori social and cultural contexts. For some, their Maori identity became so predominant that their Pakeha/European identity was no longer of much significance in their lives, though they continued to accept and acknowledge it. Some were definite in their expression of dual Maori/Pakeha ethnicity and the need for more awareness and visibility. Ethnicity is changeable and affected by social and political factors. Most participants lived and worked in urban contexts, and had a range of cultural and social affiliations, including Maori. The Maori cultural and political renaissance has involved defining Maori in terms of difference from Pakeha/Europeans, but this thesis explores the overlap - genetic, cultural, and social - between the two ethnic groups and provides new insights into diversity within the Maori ethnic group.
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    Te mauri kōhatu : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy, The University of Massey, 2003
    (Massey University, 2003) McClintock, Kahu
    This saying encapsulates the sentiments expressed within this thesis. The major mission of the study is to gather and preserve the tribal knowledge belonging to my iwi Ngāti Maniapoto, on Te Mauri Kōhatu. The assignment honours the understanding of the traditional beliefs and practices associated with the ancient lore of the Kōhatu. Anchoring the practice is the traditional notion that Te Mauri Kōhatu were a means to enhance health and wellbeing. This belief has existed for Māori since time immemorial. According to oral traditions the ancestor Tāne te Wānanga¹Te Hurinui (1959a) a Tainui, Ngāti Maniapoto scholar recorded that Tāwhaki secured three Kete ō te Wananga. However he made no mention of the accompanying Kōhatu that are important to this thesis. Other literary contributions by Te Hurinui (1959a, 1959b, 1962) are included in this thesis under the name Jones (1945, 1971, 1995). Another Tainui source National Library of New Zealand and Rangiātea (church) Te Rōpū Whakahaere and New Zealand Ministry of Māori Development (1997) documented that Tane te Wānanga received the three Kete ō te Wānanga and two accompanying Kōhatu. ascended into the Toi ō Ngā Rangi, the highest realm of the Rangitūhāhā. From there he secured the three Kete ō te Wānanga, the three Baskets of Knowledge. Accompanying this wisdom were two Mauri Kōhatu; the Whatukura ā Tāne and the Whatukura ā Tangaroa. Traditions also support the notion that from these two Kōhatu came the understanding of the spiritual and healing properties associated with Te Mauri Kōhatu. Articulated in the research is a significant body of wisdom gifted by my Ngāti Maniapoto elders to benefit the descendants of our iwi, both spiritually and intellectually. Ngāti Maniapoto ancestors arrived in Aotearoa / New Zealand on board the voyaging waka Tainui. The safe delivery and continued existence, of my ancestors in this land was credited to their belief in the power and the force of Te Mauri Kōhatu. The ancient lore of the Kōhatu guided their movements on both land and sea. Ngāti Maniapoto ancestors have, throughout the generations, perpetuated the ancient lore of the Kōhatu in our Ngāti Maniapoto tribal homelands. The writing of my thesis is an opportunity to gather, retain and celebrate our knowledge, our heritage that will advance the health and wellbeing of the descendants of Ngāti Maniapoto now and in times to come.
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    Ngā wāhine ā ngā 'Kau-pōai' o te ope rua te kau mā waru, 1939 - 1945 : ngā pakanga -- ngā mahi -- ngā piki -- ngā heke : a thesis
    (Massey University, 2000) McGregor, Taina Hoia Tangaere
    Nga Whakaaro e Nga whakaaro e Kei tawhiti e Ahakoa te roanga atu Te pakanga e kakati mai nei Homai aroha taukuri e E te aroha e kia piri atu Awhi mai o ringa ki te Hokowhitu-a-tu Hei tanga manawa i roto i enei ra Te takawaenga, te takawaenga Pupuritia. (Tuini. 1985.25) I tuhia e Tuini Ngawai ngā aue ā-ngākau ā ngā wāhine ki roto i tēnei waiata; ā rātau māharahara mo ngā tama. ngā hoa tāne hoki i te pakanga tuarua.¹ Ngawai, Tuini. 1985. Tuini Her Life and Her Songs. Te Rau Press, Gisborne. P.25. Tuini Ngawai was born in Tokomaru Bay, on the 5th of May 1910. Ā renowned songwriter. Koira wētahi o ngā aue i te haerenga o ngā hoia. I taua wā anō, i te tau 1940, i te hapu ngātahi toku māmā me tana taina a Hune Pēwhairangi. No te tua whitu o ngā rā o Whiringa ā Nuku, i haere tahi rāua ki te hōhipera whakawhānau pēpi i te whanga o Waipiro. I taua pō i whānau te pēpi ā Hune—he tama, kā tapaina e ia ko Tame higarangi Kent, no te mea i Kent i Ingarangi to rāua tūngāne ā Tame me te ope o te rua tekau ma waru i taua taema. Ao ake i te ata pō o te tuawaru o ngā rā o Whiringa ā Nuku, kā whānau mai awau, ā, kā tapaina e tōkū māmā ko Taina Hoia hai ingoa mōku. Anō hai māhara ake mo to rāua taina ā Tame. Engari, no te whakawhititanga ā wērā o ōnā tūngāne ā Hōne Tāmati me Pita, kā kī ia, arā mā tōkū ingoa rātau tokotoru e maumāhara ake. E rua tau i muri mai. kā whānau anō he pēpi ma ōku mātua—he tama. I tapaina ko Veterans Furlough hai ingoa anō mo Tāme me wērā o ngā hoia i hoki mai i te tau 1943 ki te whakangā mo te toru marama, ā, i hoki anō ki te mura o te ahi. Ko rātau ngā hoia tuatahi i whakawhiti ki rāwāhi. I mate ohorere noa iho ā Furlough, kua pakari tonu kā mate atu. Koianei ngā āhuatanga o tōku whānau i aua wā. He haihana te tūngā o Tame, ā, he ai ki ngā kōrero ā wētahi o ngā hoia mōna, he tangata pakari, ā, he tohunga mo te mau pēneti. Ko ā ia tonu te kaitohutohu mo te mau, me te whakaako i ngā huārahi patu tangata mai i tēnei tāonga. Koira, ko tāna i hoki mai i taua taema, ki te whakaako hoia mo tērā mahi. E rua rawa ngā taema i hoki mai ia, ā, i hoki anō.² ₂ Interview June Pewhairangi, 1997. I whakawhiti ā Tame mā runga i te Aquitania, i te rā tuarua o Haratua, te tau 1940. Koira te ope i karangahiā ko ngā '39's'. Ko Hōne Tāmati, te pōtiki o te whānau, i haere mā runga i te tima te S.S. New Amsterdam, ā, kā tere hāngai atu to rātau tima ki Ihipa i te rā rua tekau mā tahi o Hōngoingoi, te tau 1943. No te tau 1944, ā Pita, te mātāmua o rātau, i haere ai. I wehe atu tōnā ope mā runga i te S.S.Highland Princess i te rua tekau mā iwa o Pīpiri. I hoki katoa mai rātau. I te hokingā mai ki te kāinga, kua mate kē to rātau māmā—tōkū tipuna ā Hineititia Peti Tunuwhare Kaua. Nā te mate arahau ia i hemo ai.[FROM INTRO]
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    The experience of whanau caring for members disabled from the effects of stroke : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy at Massey University
    (Massey University, 2003) Corbett, Andrea M
    This thesis explores the experience of whanau caring for members disabled from the effects of stroke. The decision to undertake this study arose from my experience in rehabilitation nursing where I observed Maori accepting the responsibility for the care of their whanau member following a stroke with little assistance from existing rehabilitation and community based services. I wanted to understand why this was so, from the perspectives of the whanau. A review of epidemiological data demonstrated the negative disparity in the incidence of stroke in Maori when compared with non-Maori. Further review of the literature specifically related to Maori health issues revealed that whilst there was acknowledgement of the importance of whanau, kaumatua and kuia to Maori as a society, there was little that dealt with disability issues and stroke in particular. Where issues related to the provision of, and access to, health and disability services had been noted, little appears to have been accomplished. A descriptive qualitative research study was undertaken in the Taranaki region with support of the eight Taranaki iwi. Seven whanau focus groups interviews and three key informant interviews were undertaken. From analysis of the data a descriptive account of the whanau experience of onset of the stroke event, hospitalisation and service delivery following discharge of their whanau member is provided. The impact on the whanau of their ongoing provision of care with limited service provision from health and disability services is explored. On the basis of this analysis a number of recommendations are made. The key recommendation is that there needs to be a review of current rehabilitation service provision in Taranaki. From such a review it is hoped that changes will be implemented that will enable service provision to be more beneficial, accessible and acceptable to Taranaki Maori.
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    The development of Maori art in education : case study of a New Zealand secondary school : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University
    (Massey University, 1994) Paama-Pengelly, Julie
    Various theoretical approaches have accompanied the history of art development, with certain cultural products selected to represent 'art' most popularly defined in the Classical and Romantic periods of European art production. The rise of mass culture, and the changing relations of production, in the new industrial world have served to highlight the unequal access to power, status and rewards accorded to cultural products deemed 'art' as opposed to 'culture' under these definitions. The ideologies of what constitutes art seem to disadvantage certain ethnic groups such as the Maori. This highlights fundamental conflicts between the definition of 'art' according to an imported European culture and an indigenous Maori culture. The case of 'Te Maori' exhibition 1984 - 1985 raises the issue as to whether the selection of cultural products in New Zealand according to a European art aesthetic has been congenial to the development of Maori art. Alternatively, has it merely served as 'potent defence' of the current social structure of art. Cultural definitions have increasingly become an issue in education at a broader level, as educational attainment of secondary school leavers has continued to be disproportionately lower for Maori than Pakeha as our nation fails to fulfil its development aims to promote equity for all social groups in New Zealand. Particular theories on the cultural 'mismatch' between Maori culture and the dominant 'habitus' of the secondary school have had some support from research into Maori career expectations, and point to the education system perpetuating social inequalities rather than addressing them. The selection of art as a worthy cultural product, as formalised in secondary school art studies, may similarly act to support the subversion of Maori art forms in their function as communicator, transmitter and recorder of Maori identity and culture. Art is defined in secondary schools according to the prevailing Pakeha dominant ideology. Firstly the recognition of traditional Maori art is considered in terms of correct rendering of basic elements, and for a range of traditional Maori art. The importance of traditional Maori art contexts is discussed in light of the formal elements of Maori art and the wholeness of Maori culture and the school art syllabus is examined for its attention to these factors. Pupil knowledge and attitudes are surveyed in art classes of a particular East Coast secondary school and the results are compared according to ethnic groupings and gender differences, with a small group of Maori students from another East Coast school who have not had formal secondary school art education. Maori art has a history and tradition that has evolved to encompass and embrace new elements, while still holding true to many traditional cultural contexts. It demonstrates continued growth and development in new contexts. Particular contexts are examined; art production and art significance inside the traditional meeting house. Methods and concepts are explored in the test schools to hypothesise on the level and requirements of contextualisation of Maori art in secondary schools. The contemporary presence of Maori art, the viability and nature of this presence, is then examined in the light of judgements made by secondary school students towards certain contemporary Maori art works by Maori and non-Maori artists. This serves to highlight the criteria students are using to judge Maori art as 'Maori' and whether Maori art forms are being accorded a development and continuity - an inherent value - of their own. Explanation of the tendency for education to ignore the needs of Maori and society towards Maori art cultural products is explored in the light of theories of the reproductive nature of education, and the findings in this particular research.
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    Nāu te rūnanga, nāku te rūnanga, ka piki ake te ōranga o te iwi : partnership relationships between schools and Māori communities : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2002) Graham, James Philip Hector
    In tracing the development of partnership relationships between Māori, Pākehā and the State, this thesis explores how partnerships are defined and practised. The research examines historically the role of the Treaty of Waitangi in terms of establishing foundations for partnerships, the principles of the Treaty and its interpretation in educational reforms contemporarily, and the practical applications of both the theories and policy for Māori communities. The thesis thus, examines a range of educational initiatives to address Māori community participation and involvement in schooling and critiques the effectiveness of these initiatives to explicitly achieve this. The thesis argues that conceptions of partnership at the school level rely heavily on policy rhetoric that provides no guidelines for implementation. Thus, interpretations of partnerships are based on individuals' or groups' willingness to pursue relationships with Māori communities. While there is a foreseeable positive development of partnership relationships between Māori communities and schools, this thesis argues that this process is reliant upon contexts and situations that Māori have no control over.
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    A nation's health is a nation's wealth : perceptions of health, 1890-1914 : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in History at Massey University
    (Massey University, 2003) Deason, Anna Rachel
    This thesis is an examination of the way health issues were perceived in New Zealand from 1890 to 1914. It investigates how these views changed and the manner in which they were reflected in health policies and programmes. Perceptions of health are examined within their social, political and cultural context. It is argued that in the period from 1890 to 1914 health issues were increasingly prominent on the public agenda. The nineteenth century was characterised by a distinct lack of interest in health, primarily because New Zealand was believed to be an inherently healthy country. From the late nineteenth and early twentieth centuries this view was challenged by the growing importance of medical science, the increasing influence of the medical profession and a number of public health scares. With the biomedical revolution of the 1880s there was more scope for human intervention in health matters and a different understanding of health. More frequent debates about health increasingly characterised the health status of the population as a national asset. New Zealand's strength as a nation was thought to be connected with its health. This shift in perceptions was related to increasing government intervention to control and protect its population's health. The Liberal Government responded to this need by incorporating health into their programme of government intervention through a centralised bureaucracy. By looking at a number of health policies in their sociopolitical context this thesis provides a holistic view of the history of health in New Zealand. From this framework of analysis a number of broader themes are discussed: the changing role of medicine, the role of the government in providing for health, New Zealand's relationship with Britain, and the construction of a national identity.
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    An exploration of the experiences of cultural safety educators : a thesis presented in partial fulfillment of the requirements for the degree of Master of Philosophy, Massey University
    (Massey University, 2001) Wepa, Dianne T. N
    This thesis is a study of the experiences of four cultural safety lecturers in nursing education in Aotearoa / New Zealand. A review of literature reveals the recent and turbulent evolution of cultural safety. The media which documented this journey in a negative light in the 1990s prompted ministerial inquiries and the publication of the Nursing Council of New Zealand's Guidelines for cultural safety in nursing and midwifery education (1996). Action research methods enabled the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action and reflecting. The findings of the research revealed that the participants not only coped with every day stressors of teaching but they were also required to formulate knowledge of cultural safety. For the Maori participants their stress was confounded with recruiting and retaining Maori students and macro issues such as commitments to iwi. Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that it was organisational in nature and out of their immediate control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations have been made which focus on supporting cultural safety educators to dialogue on a regular basis through attendance at related hui; the introduction of nurse educator programmes; paid leave provisions for cultural safety educators to conduct and publish research so that a body of knowledge can be developed; and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burn out.