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Open Access Australasia reports on open access initiatives currently practised by research active institutions in Australia and Aotearoa New Zealand in 2022. Data has been collected foruniversities, health, government and non-profit research institutions across the region. Open access policies, guidelines and statements, repositories and open publishing ventureswere collectedfpr each institution.This study seeks to investigate the relationship between institutional open accesspractice andopen research output using data derived from the Curtin Open Knowledge Initiative,and to make visiblethe diverse ways that research is being made openly available.

The quality of care for patients admitted with a primary diagnosis of gout, both before and after admission, has not been systematically examined.To understand national trends in hospital admission for a primary diagnosis of gout in Aotearoa New Zealand over the past 10 years and the quality of care for gout received by these patients before and after the admission.Data from the Aotearoa New Zealand National Collections from 1 January 2007 to 31 December 2019 were analysed to determine rates of hospital admission for a primary diagnosis of gout. Admission data include cost-weight analysis, as well as quality of care data including gout-specific medication dispensing in the year prior and year after admission.There were 13 721 admissions with a primary diagnosis of gout over the analysis period, with an average cost per admission in 2019 of NZ$4301. The rate of admission per 100 000 population was highest in Pacific peoples followed by Māori. Although dispensing of any allopurinol increased in the year after admission, rates of regular allopurinol dispensing remained low; 38.1% for admissions in 2018. Patients who were younger (especially 20-44 years), not enrolled in a primary health organisation before admission and female had lower rate of regular allopurinol after admission.In this nationwide study, rates of admission for gout were highest in Pacific peoples and in Māori. Rates of regular allopurinol dispensing were low even after admission for a primary diagnosis of gout. These findings highlight the need for improvements in gout management in Aotearoa New Zealand, including in post-discharge planning from secondary care inpatient services.

This professional perspective provides background knowledge and evidence to support reflection on disability outcomes internationally and in Aotearoa New Zealand Over one billion people live with disability worldwide Approximately 4 5% of the world’s population live with significant difficulties in function, activity, and participation In Aotearoa New Zealand, approximately 1 1 million (24%) people have a disability, making disability the largest minority group Yet disabled people face extreme health inequities These are exacerbated when response planning and service delivery during times of humanitarian emergency, such as COVID-19, fail to include and consider the impact decisions will have for disabled people Disabled people are more “at risk” of contracting COVID-19, and some disabled people are “at risk” of poorer health outcomes from COVID-19 However, “vulnerability” arises from the continuation and exacerbation of discriminatory policies, including health professionals’ conscious and unconscious biases, in times of crisis but also within conventional health service delivery As part of the health system, it is perhaps timely for physiotherapists to reflect upon their knowledge of the health inequities disabled people experience, and to consider personal and collective bias There are strategies physiotherapists might adopt to challenge interpersonal, internalised, and institutional bias These steps will help affirm disability inclusiveness at all levels of the health system and support a human rights expectation that all New Zealanders should have equitable health outcomes © 2020, Physiotherapy New Zealand All rights reserved

Background Health inequities and socio-economic disadvantage are causes for concern in Aotearoa New Zealand. Becoming pregnant can increase a woman’s vulnerability to poverty, with the potential for an increase in multiple stressful life events. Providing midwifery care to women living in socio-economic deprivation has been found to add additional strains for midwives. Exploring the perspectives of the midwives providing care to women living with socio-economic deprivation can illuminate the complexities of maternity care. Aim To explore the impact on midwives when providing care for socio-economically disadvantaged women in Aotearoa New Zealand. Method Inductive thematic analysis was used to analyse an open-ended question from a survey that asked midwives to share a story around maternal disadvantage and midwifery care. Findings A total of 214 stories were received from midwives who responded to the survey. Providing care to disadvantaged women had an impact on midwives by incurring increased personal costs (time, financial and emotional), requiring them to navigate threats and uncertainty and to feel the need to remedy structural inequities for women and their wider families. These three themes were moderated by the relationships midwives held with women and affected the way midwives worked across the different maternity settings. Conclusion Midwives carry a greater load when providing care to socio-economically deprived women. Enabling midwives to continue to provide the necessary support for women living in socio-economic deprivation is imperative and requires additional resources and funding.

Objective: To quantify unintentional drowning trends and risk factors for children under five years of age in Aotearoa, New Zealand. Methods: A population‐based analyses of fatal and non‐fatal (hospitalisations and Accident Compensation Corporation [ACC] claims) unintentional drowning of children 0‐4 years of age between 2005 and 2019 was conducted using DrownBase™ data. Analyses comprises calculation of linear temporal trends, crude drowning rates per 100,000 and relative risk (95% confidence interval) and ratios of fatal to non‐fatal drowning. Results: 557 incidents (16.0% fatal) were recorded. Fatalities declined (y=−0.0769x+2.5678;R2=0.01509), while hospitalisations increased (y=0.1418x+9.1093;R2=0.0979). Males were overrepresented. One year‐olds recorded the highest rates (fatal=4.39/100,000) and (non‐fatal=2.14/100,000). ‘Other’ ethnicity (8.77/100,000) and Māori (2.49/100,000) children recorded the highest fatal drowning rates. Home pools were the leading fatal location, while domestic environments attracted the highest hospitalisation rate. For every one fatal drowning there were 6.9 hospitalisations and 74.7 ACC claims. Conclusions: Drowning among young children represents a preventable cause of injury‐related harm. While fatalities are declining, non‐fatal drowning is increasing. Implications for public health: Strategies to prevent drowning among young children are well understood, particularly restricting water access and active adult supervision. Further investment in effective prevention strategies for young children will deliver significant social, economic and health system savings.

Objective: Breaches of Te Tiriti o Waitangi (Te Tiriti) and evidence of institutional racism have been consistently documented within the public sector for decades. Chief executives across the sector have a critical responsibility to lead the implementation of the Crown's Te Tiriti o Waitangi responsibilities. This paper examines the recruitment and performance review processes of public sector chief executives from 2000 to 2020 to ascertain Te Tiriti compliance. Methods: Recruitment and performance review templates were obtained via official information requests to Te Kawa Mataaho Public Service Commission. The data were analysed using a five‐stage Critical Tiriti Analysis to determine compliance based on indicators developed around the five elements of Te Tiriti. Results: Our study found no explicit evidence of engagement with te Tiriti in any aspect of the recruitment and or performance review processes in the documents released. Conclusions: This appears to be another contemporary breach of Te Tiriti that urgently needs to be addressed prior to the new round of appointments in the health sector. Implications for public health: With significant senior appointments about to be made within the health sector, this paper is a timely contribution to the wider debate about the implications of the WAI 2575 Waitangi Tribunal report on the health sector.

Since the early 1990s there has been considerable global discussion and debate surrounding biodiscovery activities and the utilisation of both genetic resources (including biochemical derivatives) and associated traditional/Indigenous knowledge (TK/IK). Concerns about misappropriations and biopiracy have often been raised; however it has been difficult to quantify the scale of this problem beyond some common examples and anecdotes. This paper contributes to emerging research in this area (e.g., see Oldham et al. 2013, PLOS One, 8, e78737; and Robinson and Raven, 2017, Aust Geogr, 48, 311) and seeks to quantify patent utilisation of specific GRs where there is documented TK. A patent landscaping approach was undertaken with a focus on plants with associated m?taraunga M?ori (M?ori knowledge) from Aotearoa New Zealand. We explain our methodology and highlight 77 patent families of interest identified through our search. Although the findings are not definitive about misappropriation without additional analysis of the patents? specifications and claims, and sources of m?tauranga M?ori, the data we outline may be useful for drawing out cases of misappropriation and biopiracy. These findings might also be useful for considering the potential implications of these for M?ori claims under the Waitangi Tribunal Wai 262, potential access and benefit-sharing (ABS) systems, and intellectual property regulations or reforms.

Data on the services and staffing in tertiary learning centres are necessary for providing professional support for tertiary learning advisors (TLAs). Full scale surveys of Aotearoa New Zealand centres were conducted in 2008 and 2013. In 2019, a third survey was conducted to explore whether the identified trends were continuing and whether there were any changes. This survey was sent to managers and team leaders at 26 tertiary learning institutions in Aotearoa New Zealand. Four topics were investigated: 1) the professional status of TLAs; 2) learning centre organisation; 3) the services provided by TLAs; 4) trends and changes since 2013. In 2020, when the lockdown resulting from the Covid-19 pandemic meant all centres had to cease operating face-to-face services for an extended period, some follow-up questions about the impact of Covid-19 were sent to the respondents of the 2019 survey. This report presents the five main findings of the 2019/2020 surveys, and provides comparisons with the previous surveys. First, more TLAs had postgraduate qualifications, and more TLAs were given general/professional contracts than academic contracts. Second, fewer learning centres were part of libraries or teaching and learning development units. Third, centres provided a similar range of services, with an increase in pastoral and wellbeing support. Fourth, services were more embedded, and more were delivered in online/blended modes, particularly since Covid-19. Lastly, changes in learning centres’ structures and service delivery were due to institutional financial pressure and student needs. We make some recommendations, including changing some questions in future surveys, updating the ATLAANZ professional practice document regularly, and implementing a TLA accreditation scheme in Aotearoa New Zealand.

Inclusive access to transport is an important determinant of health for older and disabled people. Despite transport policy increasingly focusing on wellbeing and equity outcomes, transport professionals’ understanding of and approaches to delivering accessible transport remain poorly understood. Transport professionals (N = 175) from a range of government and private sector organisations in Aotearoa/New Zealand completed a web survey. Questions covered respondents’ views on what might make inclusive access a more prominent transport policy objective; their approach to accessibility for older and disabled people in their work; and the extent to which they engage with older and disabled people in transport practice and design. Analyses suggest that inclusive access is a complex issue for transport professionals. There was a range of perspectives on why it is not more prominent in transport policy, or why outcomes are not better for older and disabled people using transport. In-person engagement between transport professionals and older and disabled people is infrequent. We argue that these findings are reflective of inclusive access being vaguely defined and poorly measured in transport. Consequently, compared with transport policies such as road safety which have clearly measurable outcomes, improved equity of mobility is reliant on design standards and transport professionals’ awareness and training. It is recommended that inclusive access in transport policy is improved with measures that link policy and design choices to outcomes, ultimately benefitting the health of all people, and that of older and disabled people in particular.

The intensification of data collection practices in schooling – often due to state accountability requirements – has resulted in the widespread adoption of commercial student management systems (SM...

Over the course of the COVID‐19 pandemic, it has become increasingly apparent that a public health crisis exposes underlying inequalities in society. This commentary focuses on emergent digital inequalities in Aotearoa New Zealand, noting the accelerated use of digital tools and technologies such as smartphone applications, online maps and vaccination booking websites during the pandemic. It argues that there is a need to address both the underlying population inequalities and the associated digital inequalities that have arisen during the pandemic. [ FROM AUTHOR] Copyright of New Zealand Geographer is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Policy support for urban agriculture (UA) has increased internationally in the past decade, driven by factors such as urban decay, food insecurity, climate change and disasters, self-determination efforts and the Covid-19 pandemic. To date, there has been little analysis of the emergent practices across different cities in Aotearoa New Zealand. To address this gap, we examine key aspects of UA in Aotearoa and assess the application of local plans and regulation to determine how UA is defined and treated in the four most populous cities. The results reveal a lack of specific attention to and policy direction for UA. This vacuum is compounded by purpose-driven zoning typologies, restrictive resource use controls, scant provision for Maori food practices and a failure to keep pace with the changing forms of UA. The results identify the need for cities to review and clarify provision for UA, to create greater certainty and where appropriate, facilitation of food sovereignty and diverse urban foodscapes.

The adoption of border restrictions is a political act that situates bodies relative to the nation state. Despite its lauded pandemic response, Aotearoa/New Zealand deviated from WHO recommendations in its use of strict border control measures. This commentary seeks to critically situate Aotearoa's adoption of border restrictions within the context of quarantine historically and global policy advice. Informed by discourse analysis of WHO COVID‐19 technical guidance and travel advisories, it is argued that in situating COVID‐19 as a global health problem requiring multilateral action WHO advice failed to reflect the needs of nation states, such as Aotearoa/New Zealand, which were poorly prepared to respond to a pandemic. [ FROM AUTHOR] Copyright of New Zealand Geographer is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all Abstracts.)

From 2022, New Zealand schools are teaching a new compulsory history curriculum that aims to teach diverse New Zealand histories, while foregrounding the centrality of Māori histories and the impacts of colonisation. The new curriculum will upend a long history of ‘forgetting’ the nation’s contentious and conflictual past, and in particular the nineteenth century ‘wars for New Zealand’ (O’Malley, 2016) that secured settler hegemony over the nation-state. In this paper, we focus on the roles of remembering and forgetting in the narration of national histories to explore what might be a productive orientation to take to this contentious and unsettling past. We argue that the new history curriculum inaugurates a new phase of narrating the nation, replacing earlier phases of monocultural and bicultural nationhood that depended on this past being ‘forgotten’. And we argue for the productive value of a histories of critical mourning approach to remembering this founding violence.

Good school leadership skills are critical to positive student learning outcomes; however, within Māori-medium programmes, leaders need additional skills pertaining to the Māori world and bilingual education best practices. Level 2 Māori medium programmes with 51–80% Māori language instruction offer a unique brand of bilingual education to the New Zealand context with its close balance between English and te reo Māori instruction, making them a good prospect for future growth. This article reports on a mixed-methods project that used a nationwide online survey and follow-up interviews with Māori medium leaders. The findings revealed a high level of personal commitment in a complex and challenging environment, but low expectations for student bilingual outcomes. Leaders' knowledge of bilingual education models and tikanga (culture) Māori was also weak. The outcomes lead to a call for additional support for principals to realise the potential these programmes offer for bilingual education in Aotearoa/New Zealand.

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Seagrass Zostera muelleri has been reported to reproduce mainly asexually in New Zealand. However, a recent study in Tauranga Harbour suggested that flowering might occur more often than previously...

Indigenous ways of caring for the environment have long been marginalised through research methodologies that are blind to a range of ways of knowing the world. Co-production of knowledge across Indigenous knowledge systems and Western scientific approaches is receiving attention both internationally and within the science system in Aotearoa New Zealand. Addressing power asymmetries as part of the co-production process is also slowly gaining recognition. Those involved in knowledge co-production initiatives must support learning about different world views, ways of knowing and accounting for the environment, while also enabling learning of the many biases and assumptions built into methodologies. This deliberation is needed, so non-Indigenous researchers can form enduring trustworthy partnerships and contribute to co-production initiatives. Presented here are insights shared by a cohort of environment research practitioners who have been deliberating on co-production occurring across knowledge systems in Aotearoa New Zealand. Originating from analysis of interviews undertaken about relationships recreational groups have with Te Urewera (forested hill country in the North Island of Aotearoa New Zealand), this paper depicts a layered reflection on how non-Māori (primarily but not exclusively) across Aotearoa New Zealand are learning to be manuhiri (those being welcomed on arrival to a place by the Indigenous people of that place). As a contribution to this collective learning, a set of methodological sensitivities are proposed as support for research amidst changing relationships with places. Doing so we aim to contribute to reflexive and decolonising encounters with Indigenous approaches to environmental care.

Despite the absence of cuttlefish in Aotearoa New Zealand waters, cuttlebones and cuttlebone fragments have been reported and collected in the country since the early twentieth century. Not all could be reliably identified. As such, here we review all cuttlebone material collected from New Zealand shores available in natural history collections, as well as literature and online records. Species were identified, through morphological features and, for the first time, DNA barcoding, as: the Australian endemic Sepia apama Gray, 1849 (and possibly S. grahami A. Reid, 2001) and the widely distributed Indo-Pacific S. latimanus Quoy & Gaimard, 1832. In addition, the predation/scavenging marks (praedichnia) left on the cuttlebones by other organisms are assigned to four major types and attributed to albatrosses, sharks, and dolphins. The successful extraction of DNA from cuttlebones has potential future applications, including the examination of type specimens, since species were described based only on cuttlebones.

INTRODUCTION: Cultural supervision with Māori (tangata whenua) in social work has been a focus of practice in Aotearoa New Zealand. New approaches to address the cultural needs of Māori social workers and those of other cultural backgrounds have been developed. This article portrays a model of cultural supervision for Muslim social workers in Aotearoa. APPROACH: The broader methodological structure of this reflective account is a kaupapa Māori framework and Rangahau (a Wānanga response to research). Rangahau is the traditional Māori methodology of inquiry utilising mātauranga Māori and āhuatanga Māori – traditional Māori bodies of knowledge from the context of a Māori world view. Critical self-reflection and use of reflective journals are used as methods of the rangahau. FINDINGS: A model of supervision is presented which is tawaf, a ritual of haj – one of the pillars of Islam. Muslims (who follow Islam as a religion) perform haj (pilgrimage) to receive hedayet (spiritual guidance) to cleanse their nafs (soul). In this model, the phases of tawaf have been applied to structure and guide social work supervision sessions designed for Muslim social workers. Some important values of Islam such as tawbah, sabr, shukr, tawakkul, and takwa, have been integrated into the model as every action of Muslims is value-based. The model combines both nafs and a value-based approach in supervision. IMPLICATIONS: Tawaf represents the Islamic worldview and aims to deconstruct and reconstruct supervisees’ practice and assumptions. This will be used in the context of cultural supervision with Muslim social workers by Muslim supervisors.

It is commonly known that social workers are required to possess wide-ranging knowledge. Furthermore, a multi-dimensional approach to social work knowledge is required to help social workers make decisions in their practice. Thus, for many social workers, it is almost impossible to emphasise only one dimension of knowledge over others. One area of social work that is of particular interest is resettlement for former refugees. The knowledge required for social workers practising in refugee resettlement must include contextual knowledge of both local and global contexts. This article is a reflection from a resettlement social worker, who shares her own practice journey in working with former refugees in Aotearoa New Zealand. As part of this reflection, the social worker shares her experience in utilising different types of knowledge to inform decision-making processes in her practice. She hopes this article can encourage further reflections in our social work practice with former refugees to become more culturally sensitive, effective and contextual to each social work scenario.

It is perhaps unusual for the reviewer to review a book in which they are a contributing author. In my case, the co-author of a small chapter on the kindergarten movement in Aotearoa/New Zealand ad...

INTRODUCTION: Respect for diversity is a primary principle of the social work profession; however, the term diversity has been critiqued as meaningless and is often linked with cultural competence. Gaps in terminology, education, and knowledge about how to practise diversity have been identified in health and social practice literature, while attempts to teach diversity have uncertain results. The research question guiding this master’s study was “What are the factors that inform Aotearoa social workers’ practice when engaging with diversity?”METHODOLOGY: Qualitative, semi-structured interviews were conducted with a purposive sample of four practising social workers to explore what informed their diversity practice. An inductive thematic analysis of the interview data was undertaken. Numerous themes and sub-themes were identified and grouped into seven thematic categories.FINDINGS: For research participants, the term diversity exists only in the discursive; and it “gets in the way” of practice. While acknowledging the importance of education and practice with Te Tiriti, participants could not seem to connect this knowledge with diversity and associated practices. The authors suggest that the definition of diversity for the purposes of social work education and competency frameworks requires a more critical approach: its associations with power, and its tendency to describe and classify otherwise complex, fluid, contextual identities. Aotearoa New Zealand social work education must also engage in critical analysis of monocultural, hegemonic discourse and power relationships through te Tiriti frameworks to prepare all students for practice with diversity in a bicultural context.

INTRODUCTION: This article reports on a project which explored the process of “biculturation” (settling into a country with a bicultural mandate for social work practice) for 20 foreign-trained social workers who moved to Aotearoa New Zealand. This article details the particular theme of stages that the participants navigated in new terrain working within a bicultural framework with Māori. METHODS: Semi-structured interviews were undertaken with 20 foreign-trained social workers who had moved to Aotearoa New Zealand to practise social work. A thematic analysis was undertaken with the use of NVivo software. FINDINGS: Participants reported negotiating phases consistent with the international literature on acculturation. Particular challenges were noted regarding coming to terms with the impact of colonisation and the difference between bicultural and multicultural approaches. CONCLUSION: These stages have been represented by the various phases of growth of the fronds of a ponga tree described as the koru model. The stages described should be of use to social workers (or other professionals) who have shifted from one country to another, or are thinking about such a move. This is especially relevant when moving to a country where an indigenous group has experienced the negative impact and trauma of colonisation. The information will also be of use to social work agencies, employers, professional associations and regulatory bodies in understanding the process of acculturation for transnational social workers.

Persistent health inequities between rangatahi Māori (Indigenous young people) and other young people within Aotearoa New Zealand are incurred by a colonial machinery of institutions, service syste...

Intimate partner violence (IPV) continues to be an issue for women globally. There remains a gap in research about what contributes to better mental health following IPV. The sociodemographic characteristics and other factors associated with positive mental health were explored among a sample of 454 women aged 16 years and over who reported previous exposure to physical and/or sexual IPV. Sixty-six percent of women reported positive mental health. The cessation of violence, support at disclosure, and ongoing informal support were factors significantly associated with positive mental health. Greater community outreach to improve responses to disclosure and practical support is needed.

Though short, Aotearoa/New Zealand’s history is rich and holds an abundance of knowledge preserved in the form of songs, beliefs, practices, and narratives that inform this country’s unique place in the world as well as the identity of its people. This paper observes that with migratory history and a heritage of colonization, the people of Aotearoa/New Zealand express three identities: indigenous, colonial and migrant, all with a claim to appropriate representation in the country’s built fabric. It discusses the current state of knowledge by looking at the history and architectural tradition manifested in Auckland, the largest and fastest-growing city in Aotearoa. It adds that further research is required to understand and develop an appropriate methodology to address Auckland’s growing multiculturalism, which lacks adequate expression.

We investigated writing performance and knowledge of writing before and after a persuasive writing intervention for ethnically diverse elementary school students in a low socio-economic community i...

The government of Aotearoa New Zealand has recognised the gravity of climate change by adopting a Climate Emergency declaration, passing the Zero Carbon Act (2019), and asking the Climate Change Commission to chart a pathway towards a carbon-zero future. The climate emergency necessitates transformation of the practices and visions of individuals and society towards a sustainable future. We argue that education must be recognised as a key enabler for this transformational process. In this article, we draw on our recommendations to the Climate Change Commission (2021a) for structural changes in our education system to build capacity for the implementation of climate-change education for a sustainable future. Our focus is on building capacity in school leaders and teachers through development of knowledge and skills, provision of time and space, and cultural embedding of education on sustainable living and climate change into the ways we all teach and learn. Our intention is to provide a “think piece” to be considered and discussed by school educators and leaders across Aotearoa New Zealand.