AUT Research Repository (Auckland Univ. of Technology)
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Reliability of a Modified 24 h Dietary Recall and Veggie Meter to Assess Fruit and Vegetable Intake in New Zealand Children
No full textAdequate intake of fruits and vegetables (F + V) supports healthy growth and development in children, yet many New Zealand children do not meet national dietary recommendations, and methods to evaluate intake require good reliability.
Objectives: To establish the validity and reliability of a modified 24 h multiple pass recall (MPR) for evaluating F + V and carotenoid intakes in children aged 9–13 years. The reliability of the Veggie Meter® (VM®), a non-invasive reflection spectrometer to estimate skin carotenoid scores and derive blood carotenoid concentrations, was also examined.
Methods: Thirty-two children (20 boys, 12 girls) completed three 24 h MPRs and parent-assisted weighed food diaries (WFDs) on randomised weekdays and weekends. Skin carotenoid scores were assessed using the VM®. The validity of the MPR was evaluated against WFDs using log-transformed Pearson correlations and mean x-axis bias. The reliability was assessed by the coefficient of variation (CV) and Pearson correlations.
Results: Participants did not meet recommended F + V intakes (5–5.5 servings/day): MPR (mean fruit 1.3 servings/day; vegetables 2.0), WFD (fruit 1.3; vegetables 1.9). The MPR was a valid tool to estimate fruit and vegetable daily servings (combined-day Pearson coefficients > 0.71) with only trivial–small standardized mean bias-offset vs. WFD; however, the reliability was poor for the MPR-estimated carotenoid intake (CV 126%) and F + V intake. In contrast, the VM® was reliable (Pearson correlation 0.97–0.99) with low measurement error (CV 4.0–5.2%).
Conclusions: The modified 24 h MPR was valid but unreliable for estimating F + V and carotenoid intake. The VM® demonstrated high reliability as a biomarker of skin carotenoid status in children.</jats:p
The Illuminated Traveller: A Methodological Framework
No full textThe Illuminated Traveller is a practice-oriented project that employs Artificial Intelligence (AI)-driven visual storytelling to explore concepts of Iranian mystical wisdom. The central narrative follows Mana, a young woman seeking a sense of belonging. Throughout her journey, she encounters Farhang, a magical figure who guides her through the intricate layers of Iranian culture, provoking deep inner conflict and reflection as she negotiates her place within it. In this article, I will outline the methodological aspects that inform this work. Grounded in Suhrawardi’s Illuminationism and Sufi philosophies, the project bridges ancient cultural archetypes with contemporary technological narratives.
Methodologically, the research employs self-search techniques, combining personal experience with cultural reflection, while using AI to reimagine Persian mystical traditions in the digital age. The philosophical foundation draws parallels between heuristic research and Illuminationist philosophy, synthesising intuitive knowledge with rational inquiry. The iterative development process, guided by artistic intuition, informs the creation of an authentic cultural narrative. Ultimately, this research seeks to reimagine Persian mystical traditions, resonating with contemporary audiences while maintaining cultural authenticity
Beyond Survivance: Embodying the Dance
No full textThe driving question of this thesis is: How might American Indian dance – whether ‘traditional’ or ‘contemporary’ – be seen to make significant contributions to the cultural and historical narrative of American Indian people? That is: How might the cultural values and systems that are carried through American Indian dance practices and performance expressions be seen to construct American Indian identity – past, present, and future? Further: How might American Indian dance, as an embodied performance practice, be seen to move American Indian people beyond the current stages of survival and survivance?
This thesis explores what it means to embody American Indian dance from my perspective as an American Indian academic, artist and dancer. Embodying the dance inscribes an action that is simultaneously dramatic and social, telling a story from the center of my soul in the company of my ancestors to the people alongside me, for the people watching, and beyond toward future generations. This thesis is grounded in dance and performance studies, using Diana Taylor’s conceptualization of the ‘repertoire’ to explore the ways American Indian dance has served in the past to preserve, construct and sustain our communities against the prospect of annihilation during the long history of colonization. For this thesis, then, the ‘data’ as such will be the dances I choose to analyse using the lenses of theory, history and my own social and artistic experience. Accompanying the exegesis is a performance that will reflect the research and the outcomes as they have manifested. This approach will also reflect how the knowledge and experience of embodiment of the dance can best be produced and perform what the exegesis describes.
My background as a practitioner will frame and inform my analysis of selected examples as case studies. My first chapter will look at how American Indian dance has made a significant ongoing contribution to the survival of my people as a people. In my second chapter, I look at how, in the present day, these dances have come to be intertwined in contemporary dances that feature our traditions in non-traditional frames. In so doing, I will turn to Gerald Vizenor’s concept of ‘survivance’ and the way Chadwick Allen takes the term up to analyse other forms of creative expression. For my final chapter, I will apply the critical framework I’ve thus developed to a close reading of my own creative practice to demonstrate how such performances might be seen to go beyond survivance to assert our agency as artists and as a people going forward.
At its core, this thesis is a quest for expanding knowledge and encourage understanding. It aims to provide a comprehensive understanding of what American Indian dance is through the bridging of knowledge systems in lived cultural experience and academic dance performance scholarship. Through this work, American Indian dance is highlighted as a path for cultural knowledge and identity to move beyond survivance towards cultural renewal within the complexities of our world
Diagnosing Barriers to Technological Catch-Up: Evidence from a Hierarchical Bayesian Model of OECD Economies
No full textThis thesis develops a hierarchical Bayesian model to estimate technological absorption across 37 OECD countries (2000–2021) along two dimensions: exposure to frontier knowledge (Direct Absorption Index, DAI) and internal conversion frictions (Catch-Up Friction Index, CUFI). The model nests countries within regional–income groupings and embeds a translog production system with feedback between output and human capital. The empirical estimates reveal striking cross-country contrasts. Switzerland, the United States, and the United Kingdom lead in both absorption and friction reduction. On the other hand, Japan and South Korea lag due to factors such as domestic technological resistance despite their technological reputation. Latvia, Lithuania, and Costa Rica rank lowest and face deficits across both indices. These patterns suggest that absorptive capacity is shaped not merely by technological potential but by institutional and structural characteristics. The framework offers a policy-relevant diagnostic tool for identifying bottlenecks and designing targeted interventions to support sustained productivity convergence
Roles of Dental Practitioners in Child Abuse and Neglect Responses: A Mixed-Methods Study in Aotearoa New Zealand
No full textThe United Nations Convention on the Rights of the Child asserts that all children have the right to protection from abuse and exploitation. Child abuse and neglect (CAN) remain a serious and ongoing social issue in Aotearoa New Zealand with significant implications for the health, development, and wellbeing of children. Oral health practitioners (OHPs) are uniquely positioned to support child protection efforts due to their regular contact with children and families through the nation’s publicly funded dental care system for individuals under 18 years of age. Guided by a pragmatic paradigm and a commitment to finding practical solutions, this thesis aimed to explore how OHPs can be better supported to identify and respond to CAN concerns, and to develop evidence-based recommendations to strengthen their role in child protection.
The research adopted an explanatory sequential mixed-methods design, implemented in four phases. First, a quantitative online survey assessed OHPs’ knowledge, attitudes, and perceived preparedness in responding to CAN. Second, a scoping review mapped international strategies aimed at enhancing the responsiveness of OHPs. Third, a review of legal and professional frameworks examined the regulatory requirements and ethical obligations surrounding CAN responses in Aotearoa New Zealand. Finally, qualitative interviews and focus groups explored the experiences and perspectives of OHPs, identifying barriers, enablers, and professional needs to enhance OHP responsiveness to CAN concerns.
Findings indicate that while OHPs are not legally mandated to report suspected CAN, professional guidelines and legislation frameworks require them to engage in safeguarding practices to protect children. However, despite demonstrating empathy and a readiness to support affected families, OHPs’ practical engagement in child protection is hindered by limited capacities and support to respond to CAN concerns and participate in preventive strategies. Cultural misunderstandings, fears associated with the sensitive topic of CAN, and uncertainty about appropriate procedures were identified as key individual barriers. Systemic and organisational challenges, such as limited interdisciplinary collaboration, reduced trust in child protection agencies, and inadequate institutional support for OHPs, further hindered OHPs’ ability to respond safely and effectively.
While these challenges were evident, the research also identified key strengths that OHPs bring to child protection efforts. Their ongoing relationships with children and families, clinical familiarity with orofacial manifestations of abuse, and trusted presence within community settings position them well to support prevention and early intervention approaches. Participants highly valued support through interdisciplinary collaborations and expressed a strong commitment to being part of collaborative practice. Participants emphasised the need for targeted training, culturally safe practice guidance, clearer legal and ethical frameworks, and stronger interdisciplinary collaboration to enhance their responsiveness and better support children and their families.
This thesis highlights that OHPs have the potential to play a more meaningful and proactive role in child protection when supported through system-wide, culturally responsive, and strength-based approaches. The findings offer practical recommendations for educational providers, professional bodies, healthcare organisations, and policymakers to foster a more streamlined and effective child protection response. These efforts ultimately aim to advance equitable health and social outcomes for all children in Aotearoa New Zealand; a goal that reflects a shared vision and collective responsibility across sectors, communities, and society to ensure all children grow up safe, supported, and free from harm
Developing Digital Teaching Identities? The Role of Initial Teacher Education (Practicum)
No full textThis PhD research examines how the voices of pre‐service teachers can reshape policymaking conversations about digital technologies in education and the digital identities these teachers are expected to adopt. In an era when the quality of pre‐service teachers is under intense scrutiny, Initial Teacher Education (ITE) faces mounting pressure to deliver classroom-ready teachers from day one. Rather than reducing pre‐service teacher digital identity to a commodified product, this study foregrounds the authentic narratives of pre‐service teachers, empowering them to maintain control over their evolving digital selves.
The research investigates the pivotal role of lived practicum experiences in shaping pre‐service teachers’ digital identities. By drawing on narrative theory and conducting semi-structured interviews, the study uses thematic analysis to listen to how pre‐service teachers negotiate, adjust, and navigate their digital identities during practicum experiences. The resulting insights challenge fixed, risk-free interpretations of digital technologies and identities in education, arguing instead that both are intricately woven into everyday life and are in a constant state of evolution.
Furthermore, this work highlights the importance of incorporating pre‐service teacher voices into ITE practices. Creating spaces for storytelling humanises digital identities and equips pre‐service teachers with the agency to resist pre-determined digital coding. Although situated within a specific ITE context, the findings provide a forward-thinking blueprint for ITE providers aiming to support, empower, and learn from the dynamic digital experiences of pre‐service teachers
Rethinking Clinical Placements: A Response to Changing Healthcare Demands
No full textClinical placements allow students the opportunity to apply theoretical knowledge and become workforce ready. Demand for clinical placements from education providers already exceeds supply. As healthcare workforce shortages continue, the need for increasing numbers of graduates will generate additional strain, and policymakers targeting health workforce shortages must be cognisant of their impact on the education and health sectors. At the same time, clinical placements must be fit for purpose and meet the learning needs of students. The diverse array of placement models has been compounded by rapid developments during the COVID-19 pandemic. Challenges and considerations include labour intensity, need for capacity building, importance of engagement at institutional and local supervisor levels, cost (including that to students), planetary impact, availability and equity. The future of high-quality clinical placements needs to be secured and built on a sustainable framework to support future clinical placement capacity
Aboriginal, Torres Strait Islander and Māori Nursing and Midwifery Academic Workforce Across Australia and Aotearoa New Zealand
No full textBackground: Promoting a representative and supportive industry for Aboriginal, Torres Strait Islander and Māori nursing and midwifery academic staff is a key tenet of Australian and Aotearoa New Zealand universities, and fundamental to strengthening the health workforce. Surprisingly, information about this workforce is unknown.
Aim: The aim of the study was to gain an understanding of the Aboriginal, Torres Strait Islander and Māori nursing and midwifery academic workforce.
Methods: A cross-sectional study was conducted using an online survey of organisations that provide accredited nursing and midwifery education within Australia and Aotearoa New Zealand. Demographic, academic and employment information relating to Aboriginal, Torres Strait Islander and Māori nursing and midwifery staff was collected.
Findings: Thirty-three organisations responded, reporting a total of 55 staff. Aotearoa New Zealand universities (n = 6) had between one and four Māori or Aboriginal staff members. Australian universities (n = 27) reported between one and nine Aboriginal and Torres Strait Islander staff, with 10 universities reporting that they had none. Most staff held a PhD or Master’s degree and were employed at lecturer level in a full- time continuing position. There were 10 appointed into a professoriate level position. Workload was predominantly allocated to teaching and research.
Discussion: Neither country has reached parity with the Aboriginal, Torres Strait Islander and Māori overall population. Substantial efforts are required to grow this workforce. In addition, as most staff hold lower-level academic positions, greater succession planning through increased mentorship and professional development is urgently needed
Moving Towns: 4 Stories of Communities Facing Relocation Show the Complex Realities of Managed Retreat
No full textWith large parts of New Zealand having recently been pummelled by ex-tropical Cyclone Tam and ongoing bouts of heavy rain, it is important to remember that natural hazards have long shaped our cities. Two townships in particular – Westport and Kumeū – have featured in national stories about floods since the 19th century. They are now among a growing number of places where flooding infrastructure is losing effectiveness and drastic actions have to be considered, including managed retreat. This raises understandable concerns about anticipated drops in land value and loss of social connection to a place. But managed or planned retreat is not a new concept nationally or globally. International examples can serve as useful references. These stories from four communities in three countries show how connection to culture and place can be either challenged or sustained when relocation becomes necessary
The Role of Chatbots in Enquiry-Based Learning for Oral Health Students - An Exploratory Study
No full textOBJECTIVE: This study explores the reliability of four Chatbots in enquiry-based learning. Four Chatbots, namely Microsoft Copilot, Google Gemini, ChatGPT 3.5 and Perplexity, were used to answer and generate questions in four specific subject areas. METHODS: The four Chatbots were subjected to questions at three cognitive levels and to generate questions based on specific contexts. The responses generated were assessed by two oral health academics for accuracy and appropriateness. RESULTS: The findings indicated that ChatGPT3.5 generated the best self-assessment questions while Microsoft Copilot generated the best answers to questions. The performance of the Chatbots varied based on the subject on which the question was based and on the cognitive level of the question. While the questions at cognitive level one were answered most appropriately, the overall depth of responses to periodontology questions at cognitive level two was lower than for questions on dental materials, restorative dentistry and oral biology. CONCLUSION: The potential role of Chatbots in enquiry-based learning is evident to some extent, but they currently do not have the proficiency that a human teacher has