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Hikitia te Ora (Certificate in Health Sciences) is a 1 year Indigenous bridging foundation programme at the University of Auckland, Aotearoa New Zealand. The programme aims to increase Maori and Pacific health workforce representation. This qualitative study applied a Kaupapa Maori positioning to elucidate the strengths, challenges, and opportunities of the programme. Data were collected through two workshops and seven focus groups with a total of 67 participants who were students of Hikitia te Ora from past and present cohorts, or their family members. Using a general inductive thematic analysis, the primary themes identified were that programme successes encompassed whanaungatanga (process of establishing relationships), academic and pastoral support, programme structure and the teaching content. Challenges included social cliques and divisive social groupings, timetabling of courses and high workloads. The three areas that emerged for further development include extending Pacific content, increasing the number of students in the programme, and maintaining a programme-specific study space for students. Implementing the findings from this study into Hikitia te Ora is expected to improve educational outcomes for Maori and Pacific students and may have the potential to benefit other bridging foundation courses aiming to promote Indigenous health workforce development.

Work-related learning (WRL) and employability programmes seek to provide an effective means of testing and applying knowledge gained through academic studies within the workplace. Proponents have argued that WRL provides an opportunity for individuals to learn about the work environment and the relationship between work and future career aspirations. This study, situated in New Zealand, sought to determine whether WRL was an effective way of guiding both career decisions and improving educational outcomes among a group of 16 Maori students. Findings suggest that while Maori students develop career opportunities and awareness through WRL experiences, it is the context that allows Maori to express themselves as Maori that provides an equally, if not more meaningful experience.

This article discusses a study that started from the premise that we can better support our students when we know who they are. The study used narrative analysis to explore reasons for success for undergraduate business students in a New Zealand university. Drawing on the work of Bourdieu and the concept of learning careers (Bloomer & Hodkinson, 2000) the study gained insights into the students' educational journeys, the development of an educated habitus (Nash, 2002) and the importance of the development of social, academic and emotional capital on the journey towards success. The study reinforced findings about the non-linear paths to and through university of some students, and the importance of parental emotional support in student success. It demonstrated the usefulness of the concept of learning careers to better understand who our students are, and consequently how to better support them to succeed.

In New Zealand the Ministry of Education is committed to attracting and retaining "high quality individuals" to the teaching profession who represent the diverse cultural and socio-economic communities in the country. One way to achieve this has been through the provision of multiple pathways into initial teacher education (ITE). Such pathways provide access for students significantly underrepresented in Teacher Education. This research sought to investigate and compare the motivation of students enrolled on the Certificate of Introduction to Early Childhood Education (ECE) or the Bachelor of Education (BEd) Primary and ECE specialism. As other research has suggested, there is a correlation between student motivation to teach and their success in ITE programmes, through to being qualified and working in the teaching profession. Qualitative and quantitative data was gathered from a questionnaire and focus groups, using semi-structured questions to expand on questionnaire responses. Findings from data sources highlighted that, despite the differences in academic achievement on entry between both groups, motivations for pursuing teaching as a career were remarkably similar, showing comparable responses in relation to altruistic, intrinsic and extrinsic motivation.

Learners in the trades are faced with learning a large amount of technical vocabulary along with the content of their field, but they do not tend to encounter this language outside their courses of study. This technical vocabulary is a core element in their developing knowledge of their trade and their learner identity. This article focuses first on identifying technical vocabulary in Fabrication using specialised written and spoken corpora, and through extensive checking with experts in the field as well as reference sources. A technical word list of 1079 types was developed, along with a list of common abbreviations and their meanings and a list of proper nouns. The technical word list covers over 30% of the vocabulary in the written Fabrication corpus and just over 9% of the spoken Fabrication corpus. The second part of the article discusses this vocabulary in light of the concept of vocational thresholds and provides suggestions for incorporating the word list into pedagogy, including an apprenticeship approach in which a focus on literacy/literacy acquisition is embedded into content teaching. Suggestions for future research are also included.

Purpose: This paper highlights important lessons for co-innovation drawn from three ex-post case study innovation projects implemented within three sub-sectors of the primary industry sector in New Zealand. Design/methodology/approach: The characteristics that fostered co-innovation in each innovation project case study were identified from semi-structured interviews conducted with key stakeholders in each project, iterative discussions to confirm the findings and secondary document analysis. Common themes from the three cases are examined in relation to innovation system structure and function analysis and agricultural innovation system (AIS) literature. This study builds on the literature attempting to overcome methodological challenges in the applied AIS research space. Findings: The findings have implications for co-innovation in practice; that there needs to be network-level capability and legitimacy, an understanding of priorities between actors, and adequate resources, to ensure proposed outcomes are likely to be attained. Practical implications: Practically, project leaders need to ensure they embed an appropriate mix of actors in the research program and they also need to create and encourage room for open and honest dialogue between these actors to develop a shared vision of the future. Theoretical implications: A conceptual model is developed to highlight and simplify lessons that can inform future projects involving co-innovation approaches to create value in the primary industries and AIS more generally. This model is unique to the applied AIS research space and provides new insights on enhancing the potential value of a co-innovation approach. Originality/value: The paper adds to current scholarly debates and provides insight to key actions stakeholders need to take to foster co-innovation processes for successful outcomes in extension.

In this paper, we report on the results of a series of e-mail interviews with statistics educators around the world, focusing on their views of the nature of teaching statistics as a "service" subject. What do they think are the important aspects of statistics to focus on in such servicing teaching? What do they think are the characteristics of good teachers? And how do they go about developing themselves as statistics teachers? We analyse their responses to these and other questions using a phenomenographic approach to identify an outcome space for their conceptions of teaching service statistics. We examine the centralities and tensions that emerged from their responses and discuss the implications--insights on agency and reflective practice. The study contributes to a research framework for understanding the nature of pedagogical awareness in contexts beyond the setting for this study and aims to stimulate discussion about teaching service courses.

Sketches the history of the New Zealand educational system and the ways in which the English and Welsh technology education curriculum model was revised to reflect indigenous conditions and culture. (SK)

Tertiary institutions internationally aim to increase student diversity, however are struggling to achieve equitable academic outcomes for indigenous and ethnic minority students and detailed exploration of factors that impact on success is required. This study explored the predictive effect of admission variables on academic outcomes for health professional students by ethnic grouping. Kaupapa Maori and Pacific research methodologies were used to conduct a quantitative analysis using data for 2686 health professional students [150 Maori, 257 Pacific, 2279, non-Maori non-Pacific (nMnP)]. The predictive effect of admission variables: school decile; attending school in Auckland; type of admission; bridging programme; and first-year bachelor results on academic outcomes: year 2-4 grade point average (GPA); graduating; graduating in the minimum time; and optimal completion for the three ethnic groupings and the full cohort was explored using multiple regression analyses. After adjusting for admission variables, for every point increase in first year bachelor GPA: year 2-4 GPA increased by an average of 0.46 points for Maori (p = 0.0002, 95% CI 0.22, 0.69), 0.70 points for Pacific (p < 0.0001, CI 0.52, 0.87), and 0.55 points for nMnP (p < 0.0001, CI 0.51, 0.58) students. For the total cohort, ethnic grouping was consistently the most significant predictor of academic outcomes. This study demonstrated clear differences in academic outcomes between both Maori and Pacific students when compared to nMnP students. Some (but not all) of the disparities between ethnic groupings could be explained by controlling for admission variables.

Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridging/foundation programmes on undergraduate academic outcomes. This research identifies the predictive effect of academic outcomes achieved within a bridging/foundation programme, targeted towards indigenous and ethnic minority students, on first-year degree-level outcomes. Overall performance within the bridging/foundation programme was positively associated with increasing Grade Point Average (GPA), "Core 4" GPA and passing all courses in first year. However, mixed associations were identified between feeder bridging/foundation courses and their intended first year course counterparts. These findings support the continued provision of bridging/foundation education; however, curricular reform within the bridging/foundation programme was required. Key developments included: restructuring course delivery; increasing constructive alignment across the curriculum; increasing cultural content within western science-orientated courses; introduction of cross-curricular assessment and use of additional innovative teaching and learning activities. Additional challenges remain for degree programmes to explore how they can change in order to better support indigenous and ethnic minority student success within first-year tertiary study.

In 2012, and 2014 Libraries and Learning Services from the University of Auckland created two online courses to introduce students to the concept of academic integrity and its associated values and expectations. The challenge was to introduce the somewhat dry subject matter to a diverse group of students in an engaging way and to avoid large tracts of text that were difficult to comprehend. Initial research undertaken by the development team suggested that visually representing bodies of text was an effective way of communicating with the target audience. Dual coding theory, multimodal instructional design and cognitive load theories provided a framework for the learning design approach taken by the design team who ultimately selected Richard Mayer's (2001) Cognitive Theory of Multimedia Learning as a basis for designing the two courses. This paper outlines how the two courses were designed in accordance principles outlined in Mayer's theory and how the design team integrated seven of Mayer's twelve principles to create dynamic, visual and aural elements such as animations, narrations and text to engage learners in a more meaningful learning process.

Tertiary institutions aim to provide high quality teaching and learning that meet the academic needs for an increasingly diverse student body including indigenous students. "Tatou Tatou" is a qualitative research project utilising Kaupapa "Maori" research methodology and the Critical Incident Technique interview method to investigate the teaching and learning practices that help or hinder "Maori" student success in non-lecture settings within undergraduate health programmes at the University of Auckland. Forty-one interviews were completed from medicine, health sciences, nursing and pharmacy. A total of 1346 critical incidents were identified with 67% helping and 33% hindering "Maori" student success. Thirteen sub-themes were grouped into three overarching themes representing potential areas of focus for tertiary institutional undergraduate health programme development: "Maori student support services, undergraduate programme, and Maori student whanaungatanga". Academic success for indigenous students requires multi-faceted, inclusive, culturally responsive and engaging teaching and learning approaches delivered by educators and student support staff.

This study investigated best practices in New Zealand secondary school career education and guidance programmes. Schools considered to use best practices were identified by nominations from professional associations and from Careers New Zealand. A total of 20 nominated schools agreed to be included in the study and the career advisers of these schools were interviewed. Seven themes emerged from the interviews. These themes suggest career education and guidance programmes that are worthy of emulation by other schools, but the need to consider unique school and community characteristics in the design and implementation of career education and guidance is essential.

For the "Extending the Conversation" section in this issue, the authors invited English educators from the United States and abroad to reflect on the state of English education in their countries. All five contributors have interacted through their participation in the NCTE Annual Convention, the CEE summer summits, the International Federation for the Teaching of English (IFTE) convention, and the NATE conference. They begin with initial thoughts by Shaun Hawthorne, the Deputy Principal at Western Springs College in Auckland, New Zealand; and Andy Goodwyn, a faculty member at the University of Reading in England. Then, Marshall George (Fordham University), Louann Reid (Colorado State University), and Melanie Shoffner (Purdue University) offer a "trialogue" in response. They hope these perspectives give readers insight into international contexts and advance dialogue in English education.

This article reports on an international study investigating university educators' ideas about the diversity of their students, carried out by using semi-structured email interviews. The information obtained from participants was analysed using a phenomenographic approach to obtain an outcome space, in which the narrowest conception ignored any differences between students, the broader conceptions made allowance for such differences, while the most expansive conceptions utilised diversity as an essential pedagogical resource. Educators' ideas are illustrated by quotes from their interview records, and the analysis is situated in the broader debate about the nature and role of difference and diversity in higher education and beyond. (Contains 1 figure.)

Research indicates that significant groups of older people are using Internet/e-mail technology. Using data from a 2007 random sample of 1,680 New Zealanders aged 65-84, predictors of Internet/e-mail usage and the impact of usage on well-being were investigated. Gender, age, education, household composition, income, and work were significant predictors of Internet/e-mail usage. Significant positive relationships were also found between Internet/e-mail usage, self-rated health, leisure/recreation participation and leadership, and well-being. These research findings suggest that public policies should encourage older people to adopt Internet/e-mail technology to ensure continued participation, learning, and well-being throughout later years. (Contains 9 figures.)

A key feature of contemporary changes in globalisation is the increasing transnational flows of people. Evidence of the way in which these changes are impacting on education in Australia today is found in the presence of its immigrant teachers. Teacher shortages in Australia have led to increasing numbers of immigrant teachers from non-European or non-English-speaking background countries. This article reviews the recent experiences of Australia, New Zealand and Canada in recruiting these teachers. The findings of a study into the presence of immigrant teachers in selected Australian schools are then presented. It was found that as these immigrant teachers negotiate the "authoritative discourses" in their professional lives, they contribute to the reworking of the identity and work of teachers. The article concludes by sketching a research and policy agenda that arises in response to, and as an expression of the presence of this new generation of global/local teachers.

A national study was conducted in New Zealand in 1988-91 to identify older people with intellectual disability. A national prevalence rate of 1.43 per 1,000 was established. The paper discusses delays in data collection, issues of identification, and the feasibility of case-finding. Challenges to procedures and research design are outlined, and improved methodology is recommended. (JDD)

As significant stakeholders in the marine estate, Māori will play a central role in the proposed transition to a blue economy. While te ao Māori (the Māori worldview) aligns well with the blue economy, due to the consequences of colonisation and the specific circumstances caused by the Quota Management System and resulting Treaty of Waitangi settlement legislation addressing historic Māori grievances regarding fishing rights, Māori also face a number of extra constraints regarding this transition. This paper examines these constraints, arguing that these they are largely due to the current legal framework. • As significant stakeholders in marine estate, Māori are vital to blue economy shift. • However, Māori must overcome fragmentation, commodification, and centralisation. • These constraints are largely a product of the current institutional framework. • A range of institutional, organisational, and operational changes are required. [ABSTRACT FROM AUTHOR]

Aims: To characterise and classify wounds in sheep suspected to have been caused by attacks by kea (Nestor notabilis) (kea strike), and to report the prevalence of these wounds on five high country farms in the South Island of New Zealand. Methods: Data were collected from farms between 28 August 2012 and 20 September 2013. Sheep were examined opportunistically immediately after shearing for signs of wounds caused by kea. The age and sex of sheep were also recorded. Wounds were measured and characterised as recent, healing, or healed, and the estimated true prevalence was calculated for each farm. Results: Injuries consistent with kea strike wounds were identified in 70/13,978 (0.5%) sheep examined. The estimated true prevalence varied between farms, from 0 (95% CI = 0–0.16) to 1.25 (95% CI = 0.97–1.61)%. Of the 76 wounds identified, 61 (80%) were located in the lumbar region, and 74 (97%) consisted of full-thickness ulceration of the skin, one showed evidence of injury to muscle and one to bone. The median length of the 63 wounds measured was 6 (min 1, max 23.5) cm, and 10/63 (13%) were categorised as recently healed, 47/63 (62%) as healing, and 17/63 (22%) as recent wounds. Conclusions: The results of this study show that kea strike on sheep was occurring at a low prevalence on the high country farms surveyed. The wounds identified were survivable, but the welfare impact of kea strike on sheep should be considered in balance with the conservation status of kea. There was clear variation in the prevalence of wounds attributed to kea strike between the farms but we were not able to identify the risk factors contributing to these differences. Future studies of kea strike should examine variables such as altitude, local kea density and distribution, and differences in kea strike management and husbandry practices, and should include high country farms without a history of kea strike. [ABSTRACT FROM AUTHOR]

The article outlines plans for a national (New Zealand) demographic and services study of older mentally handicapped adults. Results from interviews with 91 individuals are summarized and indicate a wide range of skills and life experiences. The ability of older people with intellectual disabilities to participate in service planning is discussed. (DB)

The paper describes the cultures of the Maoris and South Pacific islanders, argues that Western-oriented psychometric tests are inadequate tools for the identification of gifted Polynesian children, and calls for the development of an education system in which all cultures are recognized and appreciated. (Author/JDD)

The health of Māori, the Indigenous peoples of Aotearoa, New Zealand, like that of almost all Indigenous peoples worldwide, is characterised by systematic inequities in health outcomes, differential exposure to the determinants of health, inequitable access to and through health and social systems, disproportionate marginalisation and inadequate representation in the health workforce. As health providers, we are often taught that 'taking a history' is a critical component of a patient consultation to ensure that the underlying conditions are treated rather than the often superficial presenting symptoms. In the same way, attempts to make sense of the health and well-being of Indigenous peoples is inadequate unless health providers engage critically with the history of their respective nations and any subsequent patterns of privilege or disadvantage. Understanding this history, within the framework of western imperialism and other similar colonial projects, allows us to make sense of international patterns of Indigenous health status. While health commentators acknowledge the unequal health outcomes of Indigenous people, and an increasing number also link these inequities to Indigenous marginalisation resulting from historic events, very few go further and expose the deep relationship between racism and coloniality and how these continue to be the basic determinants of Indigenous health today. This work includes honest examination of the role that science and the health disciplines have played historically in colonisation through the subjugation of Indigenous ways of knowing and knowledge production, as well as being complicit in the creation and maintenance of a fabricated hierarchy of humankind. Despite the 'science' of this racial hierarchy being discredited, it retains a false validity in our societies. As long as oppressive systems that continue to re-inscribe racism and white privilege remain in communities, including our academic communities, coloniality continues its discrimination. Indigenous voices on migration, ethnicity, racism a and health will always demand the elimination of inequities in health but to do so will require a parallel commitment to critically interrogating all of our histories and our disciplines, as well as examining how our practice, including research, disrupts or maintains global systems of racism and coloniality. • Persistent, compelling health inequities exist for Indigenous peoples worldwide. • Science, 'race' and colonialism are intricately linked for Indigenous peoples. • Understanding colonial histories is critical to making sense of Indigenous health. • Indigenous voices offer challenges and opportunities in global health futures. [ABSTRACT FROM AUTHOR]

Background/Purposes: Prospective studies utilizing standardized injury and exposure measures are needed to consolidate our knowledge of injury incidence and associated risk factors for musculoskeletal injury amongst pre-professional dancers. The purpose of this study was to investigate the injury incidence amongst pre-professional dancers attending a fulltime training school in New Zealand. The secondary purposes of this study were to investigate the relationship between dance exposure and injury risk, and the relationship between risk factors (specifically the MCS outcome scores) and injury risk. Methods: A prospective cohort study of 66 full-time pre-professional dancers was undertaken over one full academic year (38 weeks), included 40 females (mean age 17.78 yrs, SD 1.18) and 26 males (mean age 18.57yrs, SD 1.72). Injury surveillance included both reported and self reported injury data. Dancers were screened using the MCS in the first week of term one. Results: Eighty-six per cent of dancers sustained one or more injuries. Fifty-nine per cent of all injuries were time-loss. The injury incidence rate was 2.27 per 1000 hours of dance exposure (DEhr) and 3.35 per 1000 dance exposures (DE). There was a significant association between the total number of injuries and total DE per month (B = 0.003, 95% CI 0.001 - 0.006, p = 0.016). Dancers who had a MCS score < 23 were more likely to be injured than those who scored >23 (B= -0.702, 95% CI = -1.354 - -0.050, p = 0.035). Conclusion: Injury prevalence and incidence was comparable with other international cohorts. The number of dance exposures was more highly associated with injury risk than the hours of dance exposure. The MCS may be a useful tool to help identify dancers at risk of injury. Level of Evidence: Level 3b, Prospective Longitudinal Cohort Study [ABSTRACT FROM AUTHOR]

The study of metrology has emerged in the last couple of years as a useful new approach to understanding economic practices and networks. In this paper, we draw on research experience with the New Zealand kiwifruit and wine sectors as well as the development of an indigenous branding project to examine the role of metrics in promoting sustainable practice. We first identify two more commonly theorised aspects in which metrics operate: as measures (i.e., simple representations of uncontested values, and as tools (i.e., signifiers of the power of wider institutions or structures. We also argue, however, that metrics have operated in a third, potentially more controversial, manner in exerting their own power as 'material agents' within economic networks. In each case, there are elements of the development of new economic practices that suggest that metrics can work as material agents in re-organising economic activity and reordering social networks [ABSTRACT FROM AUTHOR]

This study investigated best practices in New Zealand secondary school career education and guidance programmes. Schools considered to use best practices were identified by nominations from professional associations and from Careers New Zealand. A total of 20 nominated schools agreed to be included in the study and the career advisers of these schools were interviewed. Seven themes emerged from the interviews. These themes suggest career education and guidance programmes that are worthy of emulation by other schools, but the need to consider unique school and community characteristics in the design and implementation of career education and guidance is essential. [ABSTRACT FROM PUBLISHER]

This section offers the views of several English teachers from across the world as part of this periodical's efforts to explore the possibilities as well as determine the state of English education. A teacher from New Zealand shares an experience attending a conference wherein ideas such as affective engagement in teaching and learning was discussed. A teacher from England believes that English education is at the crossroads saying that it is necessary to have proper context and perspective.

Damaging winds, associated with a variety of weather phenomena, are frequently experienced in New Zealand. Observations and modelling of two recent extreme wind events; the Taranaki tornado outbreak of July 2007, and the Greymouth down-slope easterly wind storm of July 2008 are described in detail here. Post-event engineering damage surveys, rare for New Zealand, were done for these storms and the results are summarized here. Finally, the issue of sampling extreme wind events is raised and the need to include detailed numerical modelling analysis to tmderstand wind gust climatologies at observing sites and extending these to wider regions is discussed. [ABSTRACT FROM AUTHOR]

The article explores Maori historiography and its relationship to colonialism in New Zealand in the 19th-century. Focus is given examining the Sumner Cave controversy and case study of the mid 1870s. The article explores the relationship between politics and science that existed in historical scholarship of late 19th century New Zealand. Mention is given outlining how the debate on colonialism in New Zealand often focused on weather or not that Maori people were the original inhabitants of the island. The article reexamines the paper involved in the controversy by archaeologist Alexander McKay and its reflections of the greater intellectual movements of the time.

Sharks are among the most feared animals in the world. Sharks are also among the most misrepresented. Historically, mass media has disproportionately portrayed sharks as deadly and dangerous human killers through melodramatic headlines, sensationalised stories and overly graphic accounts. This study builds on the works of McCagh et al. (2015) [19] and Fraser-Baxter and Medvecky (2018) [5] to provide a comprehensive analysis of the reporting of sharks in New Zealand (NZ) news media for the first time. Content analysis was used to analyse every shark related news media article across all available print newspapers from January 1st, 1989 to December 31st, 2018. Findings from this study outline that shark discourse in NZ has remained consistent over time. There was heavy focus on human-shark interaction and the dangers sharks may pose to humans. Conservation or policy focused articles were almost non-existent. The language used in shark related articles was most commonly emotive. The findings were consistent with previous research conducted on shark discourse. • Shark discourse in New Zealand news media articles has stayed consistent over time. • The discourse surrounding sharks was consistent with previous research with heavy focused on human-shark interaction. • Emotive terms were used more frequently than prescriptive terms. • Conservation and/or policy focused discourse was almost absent. • Shark cage diving was absent from all analyses despite ongoing controversy. [ABSTRACT FROM AUTHOR]

This investigation created and tested a template to rapidly assess geomorphic river condition in urban settings. This extension to the River Styles Framework® (Brierley and Fryirs, 2005) entailed mapping the heterogeneity in bed material, habitat, and flow characteristics for different types of rivers, integrating parameters from geomorphology, ecology, and hydrology. Analysis was carried out at 27 sites in the Twin Streams catchment in West Auckland, New Zealand. The method successfully recorded the extent of degradation of physical structure following European settlement of the catchment. With the exception of one subcatchment, streams were found to be largely intact in the headwaters. Many of these headwater streams were found to be of exceptional quality, with high physical heterogeneity. Geomorphic condition is more degraded in downstream areas. Fine-grained sediment has smothered stream courses in the lower half of the catchment, covering bed material and creating homogenous structure and flow, decreasing quality of habitat for biota. In this more urbanized area, with more stormwater drains, riparian vegetation is limited and of poor to moderate quality. Understanding of geomorphic responses to human disturbance is critical in the design and implementation of effective management strategies that seek to improve the ecological condition of urban streams. [ABSTRACT FROM AUTHOR]

This study examines the evolution of a small urbanizing catchment in Waitakere City, New Zealand over the period since European settlement. Geomorphic changes are interpreted from the use of historical documents complemented by sediment analysis at eight sites throughout the catchment. Differing forms and rates of geomorphic adjustment are characterized for five different types of stream. Reach sensitivity to change and trajectory of change are related to the capacity for adjustment of differing stream types and their position within the catchment. These relationships are analyzed using the recovery diagram developed by Fryirs and Brierley (2000). Profound disturbance has been experienced, and streams have responded to a series of land use changes over a relatively short time frame (around 160 years). The system responded quickly to forest clearance and subsequent phases of pasture, horticulture, viticulture, and urbanization. Significant geomorphic recovery is under way along most stream courses. While substantial increases in sediment yield are inferred, the fine-grained nature of these deposits has not significantly altered geomorphic features of headwater streams. In mid-catchment, benches have developed along overwidened channels. Prospects for geomorphic recovery are much more limited along lowland reaches, where cumulative impacts have brought about significant changes to river morphology, such that recovery to predisturbance conditions is no longer a realistic prospect over management time frames (50-100 years). The relative geomorphic resilience of this urbanizing catchment is considered to reflect the geologic imprint upon this landscape (a dissected volcano), the reforestation of headwater reaches within a short interval of initial clearance, and the location of urban impacts that are concentrated in the lower part of the river system. [ABSTRACT FROM AUTHOR]

The successful implementation of ecosystem-based fisheries management (EBM) in New Zealand's marine estate is dependent upon the establishment of a new Māori-Crown (New Zealand Government) governance arrangement. It would be the responsibility of both Māori and the Crown to partner in the identification and selection of stakeholders to be included in EBM processes, and to regulate activity within various jurisdictions as per recommendations from stakeholders. The creation of new Crown-Māori governing authorities requires an adjustment of existing jurisdictions and functions of central government, local government, iwi and hapū (Māori tribes/clans) to align with actual ecological and social functions at different scales. We conclude that with such jurisdictions in place then EBM will align with traditional Māori governing and property right systems and New Zealand's Te Tiriti (Treaty)-based constitutional foundations. Finally, we determine that traditional Māori hui protocols may offer an excellent foundation for EBM decision-making processes to 'pull' people out of their vested position and interest to arrive at evidence-based positions reflective of ecological and social good. • Traditional Māori marine governance was 'ecosystem'-based. • Māori have spent decades reclaiming marine governance and property rights. • EBM could be considered 'governance by stealth', posing a threat to these gains. • Any EBM in New Zealand must ensure Māori are engaged. [ABSTRACT FROM AUTHOR]

Introduction: The out-of-hospital emergency medical service (EMS) care responses and the transport pathways to hospital play a vital role in patient survival following injury and are the first component of a well-functioning, optimised system of trauma care. Despite longstanding challenges in delivering equitable healthcare services in the health system of Aotearoa-New Zealand (NZ), little is known about inequities in EMS-delivered care and transport pathways to hospital-level care., Methods: This population-level cohort study on out-of-hospital care, based on national EMS data, included trauma patients <85 years in age who were injured in a road traffic crash (RTC). In this study we examined the combined relationship between ethnicity and geographical location of injury in EMS out-of-hospital care and transport pathways following RTCs in Aotearoa-NZ. Analyses were stratified by geographical location of injury (rural and urban) and combined ethnicity-geographical location (rural Māori, rural non-Māori, urban Māori, and urban non-Māori)., Results: In a two-year period, there were 746 eligible patients; of these, 692 were transported to hospital. Indigenous Māori comprised 28% (196) of vehicle occupants attended by EMS, while 47% (324) of patients' injuries occurred in a rural location. The EMS transport pathways to hospital for rural patients were slower to reach first hospital (total in slowest tertile of time 44% vs 7%, P  ≥ 0.001) and longer to reach definitive care (direct transport, 77% vs 87%, P  = 0.001) compared to urban patients. Māori patients injured in a rural location were comparatively less likely than rural non-Māori to be triaged to priority transport pathways (fastest dispatch triage, 92% vs 97%, respectively, P  = 0.05); slower to reach first hospital (total in slowest tertile of time, 55% vs 41%, P  = 0.02); and had less access to specialist trauma care (reached tertiary trauma hospital, 51% vs 73%, P  = 0.02)., Conclusion: Among RTC patients attended and transported by EMS in NZ, there was variability in out-of-hospital EMS transport pathways through to specialist trauma care, strongly patterned by location of incident and ethnicity. These findings, mirroring other health disparities for Māori, provide an equity-focused evidence base to guide clinical and policy decision makers to optimize the delivery of EMS care and reduce disparities associated with out-of-hospital EMS care., Competing Interests: Conflicts of Interest: By the WestJEM article submission agreement, all authors are required to disclose all affiliations, funding sources and financial or management relationships that could be perceived as potential sources of bias. This project is funded by a Health Research Council of New Zealand project grant (HRC 18/465). There are no other conflicts of interest or sources of funding to declare.

Introduction: The COVID-19 pandemic has had both direct and indirect impacts on the health of populations worldwide. While racial/ethnic health inequities in COVID-19 infection are now well known (and ongoing), knowledge about the impact of COVID-19 pandemic management on non-COVID-19-related outcomes for Indigenous peoples is less well understood. This article presents the study protocol for the Health Research Council of New Zealand funded project 'Mā te Mōhio ka Mārama: Impact of COVID-19 on Māori:non-Māori inequities'. The study aims to explore changes in access to healthcare, quality of healthcare and health outcomes for Māori, the Indigenous peoples of Aotearoa New Zealand (NZ) and non-Māori during the COVID-19 outbreak period across NZ., Methods and Analysis: This observational study is framed within a Kaupapa Māori research positioning that includes Kaupapa Māori epidemiology. National datasets will be used to report on access to healthcare, quality of healthcare and health outcomes between Māori and non-Māori during the COVID-19 pandemic in NZ. Study periods are defined as (a) prepandemic period (2015-2019), (b) first pandemic year without COVID-19 vaccines (2020) and (c) pandemic period with COVID-19 vaccines (2021 onwards). Regional and national differences between Māori and non-Māori will be explored in two phases focused on identified health priority areas for NZ including (1) mortality, cancer, long-term conditions, first 1000 days, mental health and (2) rheumatic fever., Ethics and Dissemination: This study has ethical approval from the Auckland Health Research Ethics Committee (AHREC AH26253). An advisory group will work with the project team to disseminate the findings of this project via project-specific meetings, peer-reviewed publications and a project-specific website. The overall intention of the project is to highlight areas requiring health policy and practice interventions to address Indigenous inequities in health resulting from COVID-19 pandemic management (both historical and in the future)., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)