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Does an education intervention improve behavioural intent to screen for depression : a feasibility study
No full textBACKGROUND
Depression affects one in five New Zealanders and often goes without recognition, or effective treatment. Screening has the potential to improve detection of depression, however, screening for depression within New Zealand osteopathy is poorly implemented. Addressing the lack of knowledge with depression screening has been found to improve osteopaths’ detection of depression and referral for appropriate treatment. This study’s primary objectives were to determine if it was feasible that a behaviour change education intervention, using the Whooley questions, for depression screening could influence student osteopaths’ readiness to change, commitment and clinical behavioural intention within clinical practice. The study investigated student osteopaths’ perceptions and experiences of the behaviour change intervention, including the use of Whooley questions in a clinical setting.
METHODS
This was a non-randomised prospective feasibility study which incorporated mixed methods to form two studies. The main quantitative study included a pre-post questionnaire survey of an education session on depression screening and post questionnaire survey of depression screening after six weeks of clinical practice. The second, supportive qualitative study was informed by interpretive description and thematic analysis.
RESULTS
The quantitative data revealed significant gains in the osteopathic students’ clinical behaviour intentions to screen for depression as well as in their perceptions of willingness to change. Their belief in the need to change their screening behaviours and the benefits of such change also improved significantly. Spearman’s rho showed a significant positive correlation of large magnitude between students’ initial commitment to screen for depression in comparison to their final intention score to screen for depression, following six weeks of screening practice. Qualitative data suggested the education session encouraged positive behaviour change regarding the adoption of depression screening. The Whooley questions were found to be a useful screening tool, and patients who responded positively to the Whooley questions were able to be appropriately referred on. Finally, reminder screening cards were perceived to be a key tool for facilitating behaviour change and depression screening in a clinic setting.
CONCLUSION
Preliminary evidence demonstrates that a brief educational intervention designed to train student osteopaths in screening for depression could be feasible and may improve students’ readiness to change and commitment, and clinical behavioural intent within clinical practice. The education session was perceived to be relevant and informative for screening for depression. After six weeks of screening for depression, students felt they were able to appropriately screen patients with possible depression, and some did refer patients for an accurate diagnosis and treatment
Mathematical problem solving as problematising journey
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Data analysis
Example: wandering pathways
Example: emerging and enmeshed traces and knots
Result
Urban connections: improving user experience in transit oriented development
No full textRESEACH QUESTION:
How can mixed-use development and its connections to a series of urban spaces improve user experience at one of Auckland’s major transport nodes?
ABSTRACT:
Historically, the city of Auckland has been built as a city for cars. Road infrastructure has formed the city significantly. This is contradictory to what city design and urban planning has advocated for over the last half century – a focus on pedestrianism to create lively cities. The priority given to road infrastructure in Auckland does affect the experience of being a pedestrian in a negative way and subsequently it affects the potential for liveliness that is desired at a local and global scale.
The built environment (architecture and urban space) and the human psyche are two intrinsically linked phenomena. The constant presence of the built environment is constantly stimulating the biologically embedded sensory systems that humans have. When senses are stimulated by an environment, the brain registers a perception of that environment and stores that perception as a mental image that can be recalled as some type of experience. This ever-present relationship between the built environment and experience therefore needs to be considered to have any chance at building a positive image for a city because where experiences are positive, the chances of places being lively with pedestrians are higher. This project explores this process with the aim of applying it to the design proposal.
The experience of being a pedestrian in a car-based city like Auckland can be unpleasant and there are a few elements that contribute to this. Firstly, the higher convenience of car travel means more cars in the city and this presents more safety hazards to pedestrians. Secondly, good quality pedestrian ways are limited because they are simply not a priority. Both of these can act as deterrents for people to walk or use public transport and this does not encourage liveliness in a city. That being said, in recent years, Auckland has realised that cars are not what make cities lively and so there has been a wave of significant pedestrian and public transport infrastructure upgrades to boost the experience and liveliness of the city.
This project feeds from the desire to improve experiences for pedestrians in the city and as such identifies a significantly unpleasant pedestrian experience in Auckland and aims to improve it. Newmarket Train Station’s surrounding area is the catalytic site for this project, and it is here where an improved pedestrian experience is proposed
More than meets the eye : a foray into designing architecture for the multiple senses
No full textRESEARCH QUESTIONS:
How can architecture provide an increasingly multisensory experience for the betterment of the human psyche?
How can this experience be a catalyst in the overall development of the deaf and the blind?
The research culminates in the design of a vocational training and development centre for the deaf, blind and the sighted in India.
The human body gifted with a plethora of senses. Along with the traditionally known five senses, the sense of balance, temperature, pressure and movement are the lesse known senses in the body. The body perceives the external environment via these senses of perception. Research proves that every experience that has the involvement of most of the senses is always deep and meaningful It gets deeply etched in the human mind. These senses work with each other to give a cohesive view of the environment. All the other senses compensate for the lack of any one. Research shows that as compared to experiences involving a single sense of perception, any experience involving multiple senses is always enriching.
Architecture is an applied and visual art. A beautiful building not only can be appreciated for its beauty but also for its utility. Pallasma emphasizes on the importance of multisensory perception in architecture. He claims that the senses connect our inner selves to the world through architecture. The Planning, massing, materials and textures are some design strategies that have the ability to formulate a long-lasting perception of the space. A slight change in any of the strategies could drastically change the overall perception of the space. Zumthor’s thermal baths would feel different if the cladding stone is replaced. This is a beautiful quality of architecture.
Due to their physical conditions, the deaf and blind understand architecture from a totally different view. In order to understand space, blind people have to hear, touch and feel the space. In the case of deaf people, vision and touch play a major role. All the areas within the space should be clearly visible. As their mode of conversation is sign language, the dimensions of the spaces should be sufficient for them to make eye contact and entirely visualize the person. As a multisensory approach is taken by the deaf and blind, their understanding of the space is more creative and rich than the able bodied.
Site: In the vicinity of the Khadakwasala Dam, at Pune, Maharashtra, India
E-picture books : the perspectives of New Zealand parents and early childhood teachers on young children’s use of e-picture books as an emergent literacy tool
No full textRESEARCH QUESTIONS:
1. What are critical issues related to young children’s literacy skills development when they read e-picture books?
2. What are parents’ perspectives of the value of e-picture books for young children’s literacy skills development?
3. What are early childhood teachers’ perspectives of the value of e-picture books for young children’s literacy skills development?
ABSTRACT:
Picture books are one of the foundation tools for parents and early childhood teachers in supporting young children to develop their emergent literacy skills. There has been an increase in digital screen technology use in our society, and an increase in the production and publication of digital picture books aimed at young children. Therefore, this qualitative research investigates the perspectives of parents and early childhood teachers, in New Zealand, on the use of e-picture books by young children as an emergent literacy tool. An online survey informed the development of interview questions for five parent and five early childhood teacher participants. Findings demonstrated that parents and teachers guard children’s access to screen technology and thus their use of e-picture books. Parents were more likely than teachers to have explored these resources and to provide their children with access. Both parents and teachers raised a range of issues with children using screen devices, which focused on children’s brain and language development. The research found a clear correlation between the participants’ experience with and reliance on screens in their careers as an indicator of their willingness to engage with this resource with children. Parents had a positive perspective on the use of e-picture books but teachers had divided views about their use in early childhood settings. Recommendations include early childhood teachers developing their confidence in using screen technology alongside children, and further research on children’s use of screens
Embracing Western music via Japan : Chinese intellectuals, Japan, and the beginnings of modern music education in China
No full textThe last decade of the Qing dynasty (1902-1912) saw the emergence of the first generation of Chinese champions of Western music.1 In Japan at the turn of the twentieth century a small number of Chinese students became formally involved in the learning of various kinds of Western music by enrolling in Japanese institutions. After their return to China, these Japanese-trained pioneers mapped out for themselves a significant place in the Chinese urban musical scene. Some dedicated themselves exclusively to Western music. Others were involved either simultaneously or successively in both Western and Chinese music. In all, these pioneers had a profound influence not only on the creation of Western-style musical education in China but also on the development of modern Chinese music.
This paper cannot give a detailed account of all those who were actively engaged in musical studies during this transitional period, that is, the very last decade of the Qing dynasty. Instead, it has chosen to focus on the lives and work of four of the most representative figures of this pioneering generation. These are Xiao Youmei (蕭友梅, 1884 -1940), Shen Xingong(沈心工, 1870-1947), Zeng Zhimin (曾志忞, 1879 -1929), and Li Shutong (李叔同, 1880 -1942), all of whom, with the exception of Xiao, were known for their roles in the so-called School-Song movement.2 Although these four Chinese intellectuals shared a common scholar-gentry family background, early Confucian upbringing and a Westernized modern Japanese education, by the time they returned to China their careers had evolved in substantially different directions. Thus, Shen’s interests were almost exclusively in teaching and producing songs for school children; Zeng was known for his interests in Western music theory, his holistic approach to music education, and his advocacy of reforming Chinese music along Western lines; and Li – while his place in the annals of art history of modern China was undoubtedly due to his fame as an artist par excellence in the Renaissance sense – was also celebrated for his partiality for Schubert-style lieder (art songs) and his unsurpassed skill in composing lyrics to Christian hymn tunes. Xiao was different in that he was the only one among this pioneer generation who went on to pursue advanced study in the birthplace of Western music, Germany. Under the supervision of two of the most prominent German music theorists and musicologists, Hugo Riemann (1849-1919) and Arnold Schering (1871-1941), Xiao mastered skills in counterpoint, fugal writing, orchestration, and other compositional techniques, earning a doctoral degree in music education
Online communities of practice in the secondary music classroom : a tool for increased collaboration and peer to peer learning?
Get PDFRESEARCH QUESTIONS:
1. How might participating in an online community of practice encourage collaboration and peer to peer learning for secondary school music students in remotely located secondary schools?
2. What are students’ perceptions of the implications on their learning in using a community of practice model?
3. How might I build my students’ capacity to participate in online communities of practice as part of their music education experience?
ABSTRACT:
The possibilities open to 21st century learners in learning music are fast diversifying. The master–apprentice model that is often found in formal music education offers one such approach. An alternative that is being embraced by many musicians is that of peer learning in online communities of practice. This study examines how the community of practice model might be applied in formal music education within the context of a remotely located New Zealand secondary school.
This study was undertaken using practitioner research along with drawing on aspects of Kaupapa Māori methodology. The data gathering methods employed were those of an electronic questionnaire, observation, and a focus group. These tools gathered insight into the students’ perception on the effects of participation in an online community of practice on their learning.
It was found that participation in an online community of practice afforded greater opportunity for peer to peer learning and collaboration, however, the participants were not always comfortable with seeing themselves as ‘experts’ when engaging in these learning models. The community also remained largely teacher-driven rather than student-driven. Thus, the gains in student agency observed in this study were modest. It was found that social media was an appropriate forum for an online community of practice, but it was important to consider student perception of the social standing (amongst those students) of the social media platform chosen.
The recommendations of this study are that in order to see more of a radical transformation in student agency, the online community must be grown further with a focus on strengthening students’ capacity to be active participants. Furthermore, a greater cognitive diversity in the community is needed, which would be best accomplished by engaging more schools in the community. For educators looking to apply this model in their own setting, this study recommends the careful scaffolding of students so they can participate successfully, along with a careful selection of platform, are key
Back to the future : business workplace competencies revisited
No full textHigher education has a responsibility to consider the development of generic competencies in students to enable them to transfer tertiary learning to meet the changing demands of the workplace when they graduate (Quek, 2005). According to Kay (2017) these cognitive, personal and interpersonal competencies should be co-created with key stakeholders and set the direction and shared vision of a programme of study. To ensure the best possible match between graduate competencies and employer needs, graduate competencies need to be regularly refreshed to ensure students have a relevant and useful curriculum.
Work-integrated learning (WIL) courses in New Zealand are often taken by students in their final year of study, and involve students undertaking work and/or a project in an organization related to their major. WIL courses are typically used as a barometer in gauging the effectiveness of both a programme of study and the graduate profile in terms of developing “employability” and “graduateness” (Jackson, Sibson & Riebe, 2013; Oliver, 2011).
Several substantive New Zealand studies identifying competencies in business education were last undertaken nearly 20 years ago (Burchell, Hodges & Rainsbury, 2000, Hodges, & Burchell, 2003). Graduate competencies, informed by the literature at the time, were ranked by employers as follows: ability and willingness to learn; energy and passion; teamwork and cooperation; interpersonal communication; customer service orientation; order, quality and accuracy; flexibility; problem solving; achievement orientation and initiative. Rainsbury, Hodges and Burchell (2002) explored the same set of competencies with business students and graduates and ranked the following as the most important: computer literacy, customer service orientation, teamwork and cooperation, self-confidence, and willingness to learn.
Hebblethwaite and Ayling (2018) investigated the development of employability skills, as advocated by the New Zealand Employability Skills Framework, during a WIL experience to inform future WIL curriculum development. The study determined that employability skills are developed by students in WIL courses at variable levels. Thus, the challenge for business programmes is two-fold; first, to ensure graduate outcome statements promote graduate “employability” and “graduateness” and second, that the prescribed graduate outcome statements occur in the programme of study. In this paper we discuss the challenge of developing “employability” and “graduateness” in business programmes and WIL courses
In a prison, architecture is the world : damning denunciation of the Devil's Isle
No full textRESEARCH QUESTION:
How can the architecture in a prison be used to rehabilitate low to medium security prisoners to benefit society?
ABSTRACT:
This research project attempts to create a new prison design typology within the New Zealand climate and turning the tide of punishment to instead rehabilitate the offenders for reintegration into society. This typology will be achieved through the architecture of the building, with the use of natural light, air flow, colour, space and form to inspire inmates to improve themselves.
From this project, it is clear that prisons in the past and mostly still today are used to punish and discipline a person who has done wrong against the law. However, a recent phenomenon has seen a change in the way we utilise our prisons, and how the people kept inside are treated. It has become evidentially true that as a society we will benefit more by having prisons aimed to rehabilitate and reform its inmates. It is evident through the research that an environment in which a person is surrounded by can have the biggest influence on their progress for rehabilitation. Natural environments seem to have the most positive effects.
To address the question of using architecture in prisons to rehabilitate the prisoners, this project will research in depth the successful and unsuccessful prisons. By looking at existing projects, it will become evident as to what should be included in the future to enhance the space and make it as rehabilitative as possible
Future of the past : the place of adaptive reuse in revitalizing a historic church
No full textRESEARCH QUESTION:
How can adaptive reuse be applied to a historic church in Auckland CBD to protect the cultural and historical values of the building and improve community interaction?
ABSTRACT:
The importance of conservation in architecture is to preserve the evidence of cultural development and historical values in a particular social context. The lack of awareness and attention to this often leads to a dramatic end, demolition or structural collapse. An increasing number of historic buildings are facing significant issues, and because of the lack of attention, are failing to express their cultural and architectural value to the public. Throughout different eras, architects have made steps to improve the quality and function of buildings, and consequently, this has resulted in changes to the architecture. Due to this, old buildings with architectural and cultural value gradually fall out of favour, and f a c e difficulties with their preservation.
Heritage New Zealand is taking steps to conserve historic buildings to save their heritage. Heritage buildings are often conserved but are not always well utilised by the public; and it is only when people engage with the buildings that they become aware of their historic importance. This poses a relevant question, , : is it possible for adaptive reuse to regenerate the depreciated value of the country’s heritage.
This project aims to investigate the problems faced by St. David’s Presbyterian Church in Auckland, and to take necessary action to protect the significant church. Since the church is a historic war memorial, protection of the building is essential to respect and honour the men who sacrificed their lives for their country. The project will explore an appropriate design for the adaptive reuse of the heritage building. The building will be reused and given a new programme, a performance centre, art gallery and Art-in-Residency..
Systematic research, study and analysis of the church and its social and cultural dignity will provide information on significant issues. For the required design decisions, the project explores various literature, precedents and site investigations. The design focuses on the creative integration of the old and the new, such as the incorporation of modern technology for strengthening the existing building, contemporary materials, and minimal additions are explored and applied to the building. Creating a functional building that serves the public in order to improve social bondage is required in this situation