A philosophical exploration of some unstated educational presuppositions concerning Polynesian education in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University

A PHILOSOPHICAL EXPLORATION OF SOME UNSTATED EDUCATIONAL PRESUPPOSITIONS CONCERNING POLYNESIAN EDUCATION IN NEW ZEALAND. The prime concern in a multi-racial society should. be to encourage harmonious race relations in a system which aims at 'equality'. The Education system is one way of achieving this objective. Historically New Zealand educational policy has emphasised assimilation or its later more euphemistic derivative integration. This policy effectively increased the rate of acculturation but only at the expense of Polynesian culture and 'Maoritanga'. Subsequent academic failure, coupled with a steady decline in enthusiasm for formal education has resulted in the Polynesian devaluing education for other more tangible rewards. Innovation in educational policy aimed. at providing the Polynesian with an education which is intrinsically valuable to him, has been slow. This despite the immediate urgency and despite the findings and recommendations of the various commissions and committees set up by Government. Specifically, what is needed is the type of innovation which will encourage a greater degree of involvement by both pupil and parent; innovation that will effectively close the gap in attainment level between Polynesian and European. In examining this problem it becomes obvious that the assumptions which may be widely held, either consciously on partly or wholly unconsciously, concerning education must also be explored so that the various types of innovation can be analysed in terms of their effect in the system and on the community. An examination of these presuppositions is necessary to allow for, and to counteract, possible bias which may interfere with any recommendations which may ensue. Also, it allows for critical thought and reflection on that assumption so that the universal tendency to make no systematic attempt to explain and justify the principles on which the education system is based can be avoided. These presuppositions can be found within existing or implemented policies and have largely determined the various policy statements: educational, racial, social, recreational, penal. Any one of these presuppositionse, once exposed and found to be an immediate influence, can be examined to determine just what extent they have influenced, or are influencing, the Polynesian educational structure. A variety of alternatives and possible solutions could instead be implemented. The principle objective then is: to explore these presuppositions and possible alternatives in order that the resultant recommendations might be implemented in an attempt to raise the level of Polynesian under-achievement. The four main steps in this process are: 1. To show that any one educational presupposition 'may' be held or that it is widely held, consciously or unconsciously. 2. To show what effect this presupposition has had, or is having, upon the Polynesian educational system. 3. To examine this effect and to explore the possible variations and solutions of diverse alternative policies. 4. To arrive at and to recommend what action might be taken to alleviate the discrepancies and inequalities that are found to be important determinants of Polynesian under-achievement. The solutions and recommendations that are advanced in this thesis have been the result of careful analysis and examination of the unstated presuppositions, the principal factors affecting them and the principles in which they are embedded. These recommendations are not intended to be prescriptive. They are not the only possible recommendations but are perhaps the most appropriate. They are the end product of an inductive logical inquiry utilizing the findings of empirical research where available and appropriate. Some of them have already been implemented since this thesis was begun. However, it is not desirable, nor necessary, to remove them simply because they have been implemented and therefore rendered obsolete. The argumentation for them, in fact, is given greater credence in a world that views philosophical inquiry as merely a priori. These recommendations must be retained to allow for the continuity of argument and the facts which support them

First principles calculations of the properties of earth-metal oxides

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Evaluation of the Nike+ FuelBand in energy expenditure and steps taken during exercise

ABSTRACT PURPOSE: To assess the accuracy of the Nike+ FuelBand for estimating energy expenditure and steps taken during exercise. METHODS: Twenty subjects (age = 22.8 ± 2.4 yrs; body mass index = 24.9 ± 2.6 m/kg2) performed a progressive, three-interval treadmill test at three different speeds (2.0, 3.5, and 5.0 mph) with a 0% grade. Each stage lasted 8 min, with 3-min rest between intervals. Subjects wore the Nike+ FuelBand on the left wrist. Energy expenditure and steps were estimated by using its proprietary algorithm, and then compared with energy expenditure determined from indirect calorimetry and manual step count, which served as criterion measures. RESULTS: The Nike+ FuelBand significantly overestimated total energy expenditure by 31.1 kcal during the 5.0 mph interval (108.2 ± 29.4 kcal versus 77.0 ± 18.1 kcal, respectively; p \u3c .001). No differences were found between the Nike+ FuelBand and indirect calorimetry at 2.0 mph stage (26.8 ± 8.3 kcal versus 26.1 ± 6.2 kcal, respectively; p ≥ .05) or 3.5 mph stage (37.0 ± 10.5 steps versus 39.26 ± 8.80 steps, respectively; p ≥ .05). Concerning steps taken, the Nike+ FuelBand significantly underestimated steps compared to a manual count at the lower speed of 2.0 mph (321.8 ± 235.4 steps versus 760.3 ± 44.8 steps, respectively; p \u3c .001) No differences (p ≥ .05) were found at 3.5 mph (845.0 ± 210.5 steps versus 952.6 ± 60.44 steps, respectively) or 5.0 mph (1222 ± 61.5 steps versus 1239 ± 143.5 steps, respectively). CONCLUSIONS: The Nike+ FuelBand appears to provide an accurate assessment of energy expenditure at 2.0 mph and 3.5 mph, a common self-selected walking intensity range, but overestimates at a higher speed of 5.0 mph. The Nike+ FuelBand also appears to provide an accurate assessment of steps at speeds of 3.5 mph and 5.0 mph, but underestimates at 2.0 mph, most likely due to variation in arm swing motion during walking. Key Words: Indirect Calorimetry, Energy Expenditure, Physical Activit

Establishing the Learned Effect of Repeated Wingate Anaerobic Tests

The Wingate anaerobic test (WAnT) is a recognized and well established tool used to measure power output, muscular endurance and fatigue. Changes within the aforementioned variables attributable to a learning effect could reduce the reliability of these measures. The purpose of this study was to establish the number of WAnT trials needed to produce a learned effect and reliability of that effect. Ten apparently healthy college-aged males participated in five trials of 30-second cycle ergometer sprints separated by a minimum of 72 hours. Resistance for trials was calculated at 7.5% of each respective subjects’ weight. This study tracked the changes in Peak Power (PP), Mean Power (MP) over time. Paired samples t-test using 2 tails revealed PP increased on all trials (2-5) when compared to trial 1 (+57W, +69W, +68W, +48W) (p=0.02, p=0.03, p=0.04, p=0.14) respectively, and indicated peak wattage at trial 3. MP also increased on all trials (2-5) when compared to trial 1 (+32W, +49W, +39W, +32W) (p=0.01, p=0.01, p=0.02, p=0.05) respectively, demonstrating mean peak wattage at trial 3. These results suggest that a learning effect is present within PP and MP until the third trial of the WAnT. All but 30% subjects elicited peak PP and MP during trial 3. Thereby, suggesting that when performing WAnT, utilizing less than 3 practice trials might elicit significant power increase due to this learned effect. Further research should be conducted in order to support the findings from the present investigation

Establishing the Learned Effect of Repeated Wingate Anaerobic Tests

The Wingate anaerobic test (WAnT) is a recognized and well-established measure of power output, muscular endurance, and fatigue. However, a learning effect could reduce the reliability of these measures. PURPOSE: To establish the number of WAnT trials needed to produce a learned effect. METHODS: Thirty-six apparently healthy college-aged men (n=20) and women (n=16) who had not previously performed a WAnT participated in five WAnT trials separated by a minimum of 72 hours. Peak Power (PP) and Mean Power (MP) were recorded for each trial. Resistance for trials was calculated at 7.5% of each respective participant’s weight. RESULTS: In men, paired samples t-test revealed PP increased on all trials (2-5) when compared to trial 1 (+44.66W, +49.19W, +55.80W, +63.95W; p=0.02, p=0.01, p=0.01, p=0.00, respectively). PP significantly increased from trial 1 to trial 2 (849.21±127.41 watts to 893.87±143.92 watts, p\u3c.05), but leveled thereafter with no significant differences between trials 2-5 (p\u3e.05). The same results were found for MP, with a significant increase from trial 1 to 2 (627.90±79.01 watts to 660.04±79.66 watts, p\u3c.01), but no differences found between trials 2-5 (p\u3e.05). There was a trend toward an elicited peak MP at trial 3 (p=.09, Cohen’s d= -.83). In women, the average PP and MP for trial 1 was 547.74±94.56 watts and 415.91±68.21 watts, respectively, with no significant differences found between trials (p\u3e.05). These results suggest that a learned effect is present within PP and MP until trial 2 of the WAnT, with a trend toward peak MP at trial 3 for male participants. CONCLUSION: Thereby, suggesting that when performing WAnT, utilizing less than 3 practice trials might elicit significant power increase in male participants due to this learned effect. Current data suggests that female participants elicit peak power at trial 1 of the WAnT, with no significant increase in subsequent trials. Additional research should be conducted in order to further investigate the non-significant trend of increasing power output across WAnT trials in male participants as well the lack of female learned response

Comparison of Post-Activation Potentiating Stimuli on Jump and Sprint Performance

Post-activation potentiation (PAP) is a phenomenon characterized by improved muscle performance based on the previous contractile activity of the muscle. The purpose of this study was to determine the effect of different potentiating stimuli on jump and sprint performance in 13 resistance trained, college-aged men and women. After determining back squat 1 repetition max, subjects returned for testing on separate days to complete one of four interventions (dynamic resistance, weighted plyometric, isometric, or control) in a randomized order. A standardized warmup was performed, followed by a baseline countermovement jump (CMJ) and 20m sprint. Following warm-up and baseline measurements, subjects performed one of the four experimental conditions. CMJ and 20m sprint measurements were completed again at 20-seconds, 4, 8, 12, 16, and 20-minutes. Results revealed significantly faster 0-20m sprint times (p \u3c .05) at the 4, 8, 12, 16, and 20-minute time points compared to baseline and 20-second time points. Significantly faster 0-20m sprint times (p \u3c .05) were also shown for the squat intervention compared to control at 4-minutes, the plyometric and squat intervention compared to control at 8-minutes, the isometric intervention compared to control at 12 and 16- minutes, and the isometric intervention compared to the squat at 20-minutes. These findings indicate that while all PAP stimuli utilized can be effective at improving sprint performance, specific optimal time points may exist

How do early-life adverse childhood experiences mediate the relationship between childhood socioeconomic conditions and adolescent health outcomes in the UK?

Background Both adverse childhood experiences (ACEs) and adverse childhood socioeconomic conditions (SECs) in early life are associated with poor outcomes across the life course. However, the complex interrelationships between childhood SECs and ACEs are unclear, as are the consequences for health outcomes beyond childhood. We therefore assessed the extent to which early-life ACEs mediate the relationship between SECs and socioemotional behavioural problems, cognitive disability and overweight/obesity in adolescence. Methods We used longitudinal data from the UK Millennium Cohort Study (MSC). Outcomes assessed at age 14 were socioemotional behavioural problems, cognitive disability and overweight/obesity. SECs at birth were measured by maternal education. Potentially mediating ACEs measured up to 5 years were verbal and physical maltreatment, parental drug use, domestic violence, parental divorce, maternal mental illness and high frequency of parental alcohol use. We used counterfactual mediation analysis to assess the extent to which ACEs mediate the association between SECs at birth and behavioural, cognitive and physical outcomes at age 14, estimating total (TE), natural direct and indirect effects, and mediated proportions. Results Children with disadvantaged SECs were more likely to have socioemotional behavioural problems (relative risk (RR) 3.85, 95% CI 2.48 to 5.97), cognitive disability (RR 3.87, 95% CI 2.33 to 6.43) and overweight/obesity (RR 1.61, 95% CI 1.32 to 1.95), compared to those with more advantaged SECs. Overall, 18% of the TE of SECs on socioemotional behavioural problems was mediated through all ACEs investigated. For cognitive disability and overweight/obese, the proportions mediated were 13% and 19%, respectively. Conclusion ACEs measured up to age 5 years in the MCS explained about one-sixth of inequalities in adolescents behavioural, cognitive and physical outcomes

Sprints to Smarts: The Effect of High Intensity Interval Training on Various Executive Functions

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