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What are the factors that create a positive dental experience for children?
No full textOBJECTIVE
To conduct a systematic literature review on the current literature concerning the factors that create a positive experience and are equally effective in reducing dental anxiety for children visiting the dental clinic. The focus was on evaluating what techniques and strategies influence a positive experience for our children.
METHOD
The study reviewed international peer-reviewed research articles published between 2000 and 2019 in English, which focused on identifying interventions for children older than five years of age, for children visiting a dental clinic. The outcome of this analysis identified factors and techniques which have been adopted and evaluated to have a positive influence on a child’s dental experience during routine dental treatment. Studies were retrieved from the PubMed library.
RESULTS
The study identifies key factors that influence the dental experience for children, namely multimedia, colour, parental presence/absence, noise in the dental operatory and animal-assisted therapy. The search yielded one hundred and eighty-three studies, of which eleven were considered eligible based on a comprehensive evaluation of these studies based on specific inclusion/exclusion criteria. The included studies produced a mix of techniques and strategies that have been shown to influence the dental experience for children. The role of non-pharmacological interventions and their application to dental treatment has provided varying results in seeking what determines a positive dental experience for children. Five studies were significantly associated with a positive experience. A range of pre-treatment interventions such as animal-assisted therapy and anxiety level evaluation survey were found to have a significant effect on the child’s dental experience, however, parental presence/absence technique was not found superior to improving child dental anxiety to other nonpharmacological behaviour management techniques in the dental operatory.
CONCLUSION
The studies identified a wide range of different interventions resulting in varying outcomes. However, this systematic review highlights and identifies, that there was relatively little application of innovative and new approaches utilising digital technology. Other than audio visual eyewear, there were no other examples of digital or mobile technology used to create a positive experience. This lack of innovation was somewhat surprising and it highlights a significant opportunity for future exploration
Investigating drama as a teaching and learning pedagogy
No full textRESEARCH QUESTIONS:
1. What are student experiences of drama in their learning?
2. What are teacher perceptions of how drama can be used in teaching?
3. How can dramatic approaches be used in my teaching to improve learning?
4. In what ways can my school enhance learning using dramatic approaches?
ABSTRACT:
Mā te whiritahi, ka whakatutuki ai ngā pūmanawa ā tāngata
Together weaving the realisation of potential (Māori Proverb)
This study seeks to evaluate the effectiveness of drama as a teaching tool in a primary school environment. The curriculum areas involved in the study were mathematics (measurement) and Ecology of Learning (teaching students about the stages or levels of particular competencies including collaboration, creativity, critical thinking, communication, citizenship, and character). A review is made of previous studies looking at the history of drama in education, the impact of drama on learning particular curriculum areas, and the theories of learning that support the inclusion of drama as a teaching tool. The findings of the study support the use of drama in some elements of education. Interruptions to the program may have contributed to the assessed outcomes of the mathematical elements of the program, however interruptions are an accepted part of a teaching program and as such a program’s robustness in the face of interruptions has to be taken into consideration when considering its effectiveness. The outcomes of the Ecology of Learning section of the study showed higher levels of engagement and the perception of a greater depth of understanding of the material presented. Students were also able to successfully evaluate and apply information gained from their own exploration and presentation to those of other groups. This suggests that while drama does not provide an effective tool across all areas of the curriculum (such as when set formulae need to be remembered), it does offer solutions for subjects where information needs to be considered from different angles and points of view
Reliability of wireless sensors using low cost WiFi chipsets for structural monitoring
No full textThis paper focused on the gathering of comparative temperature data from the ventilation systems installed in two buildings constructed to differing building standards. The Logging of temperature at 6 locations in the ventilation system ducting, plus current for the AC load was undertaken. An interval of 15 minutes for temperature was requested, however more frequent current measurements were required as short term variation had to be accounted for. At one of the sites the system proved to be reasonably reliable, with typical uptime of 7-14 days, the other site suffered from frequent drop-outs/crashes often within 24 hours of being manually reset
Using te reo Māori and ta re Moriori in taxonomy
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Ko ngā ingoa Linnaean ka noho hei pou mō te pārongo e pā ana ki ngā momo koiora. He mea nui rawa kia mārama, kia ahurei hoki ngā ingoa pūnaha whakarōpū. Me pēnei kia taea ai te whakawhitiwhiti kōrero ā-pūtaiao nei. Nā tēnā kua āta whakatakotohia ētahi ture, tohu ārahi hoki hei whakahaere i ngā whakamārama pūnaha whakarōpū. Kua whakamanahia ēnei kia noho hei tikanga mō te ao pūnaha whakarōpū. Heoi, arā noa atu ngā hua o te tukanga waihanga ingoa Linnaean mō ngā momo koiora i tua atu i te tautohu noa i ngā momo koiora. Ko tētahi o aua hua ko te whakarau: (1) i te mātauranga o ngā iwi takatake, (2) i te kōrero rānei mai i te iwi o te rohe, (3) i ngā kōrero pūrākau rānei mō te wāhi whenua. Kei te piki haere tēnei āhua whakamahinga hei āwhina kia whakamanahia ngā iwi taketake i roto i te mahi pūnaha whakarōpū. Nā tēnā ka whakamanawahia te iwi i runga i tōna mōhio he hoa-rangapū ia i roto i te mahi whiriwhiri ingoa kōrero pūrākau. Kua roa noa atu a Aotearoa e whakamahi ana i te reo taketake o Aotearoa / Rēkohu rānei i roto i te mahi whakamārama pūnaha whakarōpū. Engari ahakoa tērā, kāore i te pērā rawa te kaha o te ao pūnaha whakarōpū ki te whakapiri mai ki ngā iwi taketake i roto i tēnei tukanga. Kei roto i te rangahau nei i arotakengia ngā tau ki muri, me te aha, ko tōna kitenga e pēnei na: mai i tau 1830, neke atu i te 1,288 ngā wā kua whakamahia te reo Māori, te reo Moriori rānei i roto i te pūnaha whakarōpū. Kei te piki haere hoki tēnei tatauranga. Ko tētahi kitenga o te arotake nei, ko te tohu atu i ētahi āhuatanga whakamahi i te reo Māori, reo Moriori hoki. Hei tauira: (1) ngā momo whakarerekētanga whakamahi o ngā kupu “Māori, Moriori” rānei hei tohu atu tērā i ahu mai tēnā momo koiora mai i Aotearoa. (2) ngā ingoa kōrero pūrākau Māori / Moriori mō ngā momo koiora; (3) ngā ingoa whenua Māori / Moriori hoki e whai hononga ana ki ngā momo koiora (4) ētahi ingoa whakamārama i hangaia mai i ngā kupu Māori / Moriori hoki me (5) ētahi ingoa hou kua whakaarahia e te iwi e mahi ngātahi nei ki te taha o ngā kaipūnaha whakarōpū. Ko tā mātou nei, he arotahi he tautoko hoki i te tuarima o ēnei āhuatanga. He pūnaha mahi ngātahi tēnei hei whakamārama i ngā momo koiora. Ka pēnei mā te āta titiro ki ētahi tauira. Ko ēnei tauira ka whakamiramira i ngā huanga me ngā uauatanga o tēnei pūnaha mahi ngātahi hei whakamārama i ngā momo koiora. Ka tuku āwhina hoki mātou hei ārahi i ngā kaipūnaha whakarōpū kia pai ake te whakapiri atu ki te iwi mō te whakamārama momo koiora. Ka mātua matapakihia ngā take e pā ana ki te “whakarōmahanga” o ētahi kupu Māori, te whakamahinga o te tohutō, me te hiranga hoki kia whakapiri atu ki te iwi mā te roanga atu o te tukanga whakaingoa. Ko tā mātou hoki e tohutohu nei kia kohia katoatia ngā ingoa reo Māori, reo Moriori hoki kia noho hei rārangi tohutoro mō te wā anamata hei ārahi i te whakamahinga, hei hanga pātengi raraunga hoki mō Aotearoa. Ko tēnei pātengi raraunga me māmā te tomo atu, me wātea hoki hei rauemi whakamahi mā te kaiarangahau.
ABSTRACT
Linnaean names are an anchor for biological information about a species, and having clear, unique, taxonomic names is vital for scientific communication. Accordingly, there are specific rules and guidelines enshrined in codes that govern nomenclature and taxonomic description. The process of creating Linnean names for species can however provide multiple functions beyond identification, including the incorporation of cultural knowledge, vernacular and place names as epithets. Increasingly this usage helps engage and empower Indigenous cultures in taxonomic work through a shared sense of ownership over the species and the choice of epithet. Aotearoa New Zealand has a long history of using both the indigenous Maori language – te reo, and the Indigenous language of Rekohu (the Chatham Islands) – ta re Moriori, in taxonomic description, but not necessarily one of engaging Maori and Moriori in this process. Here we review this history, finding that since its first use in 1830, te reo and ta re have been incorporated over 1288 times within taxonomic nomenclature, and that this usage is increasing. We identify five central ways in which te reo and ta re have been incorporated, including the use of (1) variations of the words “Maori” and “Moriori” to designate Aotearoa New Zealand origins, (2) Maori / Moriori vernacular names for species, (3) Maori / Moriori place names associated with species, (4) novel descriptive names created from Māori and Moriori words, (5) novel names suggested by Maori in collaboration with taxonomists. We focus on and promote this last, collaborative system for species description through case studies that highlighting the advantages and the potential challenges of this process, and we provide guidance for taxonomists to better engage with iwi / imi in species description. Specifically, we discuss issues relating to the Latinisation of Maori words, the use of macrons, and the need for engagement of iwi / imi throughout the naming process. We also recommend creation of a central depository to log te reo and ta re names to act as a reference for future usage and provide a readily accessible electronic database for Aotearoa New Zealand people and researchers to use
Implication of quantitative CT and artificial intelligence in COPD
No full textContent
New Zealand Maori 新西兰毛利人- Maori Health 毛利人的健康 -
COPD 慢阻肺 :
COPD Definition 慢阻肺 - Chronic Obstructive Pulmonary Disease (COPD man慢阻肺) - COPD = shaded part - Prevalence 患病率 - Economic and Social Burden 经济和社会负担 - Diagnosis and Initial Assessment 诊断和初步评估 - Post-bronchodilator FEV1
AI and Q CT人工智能和量化CT:
Artificial Intelligence 人工智能 - Convolutional neural network - Deep learning - Quantitative CT 量化CT -
Research Project 研究项目:
Objectives - Potential applications 潜在应用
An exploration of staff retention strategies implemented by the banking sector in Laos to retain talented employees
No full textRESEARCH QUESTION
How do banks FB1, FB2, FB3, LB1 and LB2 retain their talented employees?
SUB-RESEARCH QUESTIONS:
1. What staff retention strategies are implemented by foreign-owned banks FB1, FB2 and FB3 in Laos?
2. What staff retention strategies are implemented by locally-owned banks LB1 and LB2 in Laos?
3. What components of the remuneration packages are effective in retaining talented staff at foreign-owned banks FB1, FB2 and FB3?
4. What components of the remuneration packages are effective in retaining talented staff at locally-owned banks LB1 and LB2?
5. What components of job satisfaction are effective in retaining talent at foreign-owned banks FB1, FB2 and FB3?
6. What components of job satisfaction are effective in retaining talent at locally-owned banks LB1 and LB2?
7. What components of organisational culture motivate talented employees to stay at foreign-owned banks FB1, FB2 and FB3?
8. What components of organisational culture motivate talented employees to stay at locally-owned banks LB1 and LB2?
ABSTRACT:
With the current strong economic growth trend in Laos, investment has been made throughout various industries. This includes the banking sector that has led to the rise of a number of both locally-owned and foreign-owned banks. The reliance on advanced information technology in these banks has been hindered by various obstacles caused by consumers and government regulations. What this implies is that human-workers still play key roles in the banking sector making employee retention, especially with regards to talented employees, become one of the most essential focusing points under the HRM umbrella for the locally owned and foreign-owned banks in Laos. This is because talented workers are in high demand and are considered to be the brains of these banks, so robust retention strategies need to be in place to retain the star performers.
The purpose of this research thesis was to examine the ways banks in Laos retain their talented employees. Simply put, its main aim was to explore strategies implemented by locally owned and foreign-owned banks participating in this research thesis to retain their talent through the participants’ lens. To address research questions and objectives, a qualitative research approach was adopted where semi-structured interviews were conducted to extract data from seven participants. Of these, four participants have held HR and Branch Manager’ positions at three selected foreign-owned banks, whereas the three other participants have worked as HR and Training/Development Managers for two locally-owned banks.
Based on the findings, strategies used by the participating banks were both monetary and non-monetary-focused. From foreign-owned banks, these strategies reflected the roles of HR and line managers, job security, compensation, workplace relationship, demographic change, career development, equal pay, employee involvement, job enrichment, flexible work arrangements, team building, the application of religious beliefs and human capital. For locally owned banks, the strategies included the use of psychological contract, a lead market pay structure, motivation, promotion, training and development, supportive leadership, job enlargement, work attire, workplace communication and technological involvement. These findings satisfactorily achieved the research aim and objectives as well as provided some clues for the researcher to develop a retention model that can be applied in these banks. Furthermore, six constructive recommendations were given to those banks in order to guide them in strengthening their staff retention strategies
Exploring the lived experience of osteopathy students making the transition from working in student clinic (8 hours per week) to working full-time (40 hours per week) during the summer holiday break
No full textINTRODUCTION:
The transition made from being a novice to having greater expertise has been discussed since the late 20th century in the field of nursing. However, recently the focus of research has widened to study transitions in all forms of healthcare. Osteopathy, a form of manual healthcare, has limited research into its techniques and philosophies, and the transitions made by students when studying and practicing osteopathy. In New Zealand, Unitec and the ARA Institute of Technology are the providers of education in osteopathy, with students completing an undergraduate degree and Master of Osteopathy (MOst) Postgraduate Diploma of Osteopathy, respectively. This research project investigates the lived experiences of student osteopaths as they make the transition from full-time students and part-time practitioners to full-time practitioners in a supervised work environment at Unitec. During the MOst programme at Unitec, students complete eight hours of clinical work experience per week during the semester. During the summer break of the first year, the students are immersed in a clinical experience where they complete 40 clinical work hours per week for one month.
METHODOLOGY:
An exploration of the transition that students make during this immersive experience was conducted through focus group interviews. To analyse the data, a descriptive phenomenological research method was used. This method allows the researcher to analyse the data, extract the essence of the discussion and create a fundamental structure of the phenomenon (making the transition). Preconceptions and biases held by the researcher are recorded and acknowledged to mitigate external influences acting on the data. Colaizzi’s (1979) method was used to analyse the data. In this method, the information gathered is read and reread and clustered into themes before the essence and fundamental structure of the phenomenon is recorded and checked by the participants.
RESULTS/FINDINGS:
The themes and subthemes that presented themselves were:
1.“Confidence from Validation” with subthemes including the effects of validation on i. clinical skills; ii. professional identity; and iii. comparison with others.
2. “Immersion and groundedness” (which is described by the participants as being mentally present and able to adapt their own style of osteopathy for each patient) with subthemes including the changes to i. sense of self and confidence; ii. New patient management; and iii. environmental effects: tutors, chores and reception.
3. “Stress from clinical and extra-curricular commitments”, with subthemes i. financial burden; ii. positive and negative reactions to stress; and iii. rewards from immersion.
CONCLUSION:
The students felt nervous and unsure going into the month, expecting very difficult clinical scenarios to come up throughout the month. The clinical tutors played a large part in building the students’ confidence during the experience. As there is no objective measure of improvement, the students sought validation of their clinical skills from the tutors and compared their skills to those of other students. After being immersed in the experience the students built a sense of self confidence and groundedness. The environment that the students worked in, from the tutors and receptionists to the chores and clinical maintenance, had a large effect on their experience of this transition. Stresses such as financial strains and relationship burdens added to the pressure on the students, as the month of clinical work is unpaid, leaving students without income for a month during a time where they could have equivalent, paid employment (the summer break period). Some students felt that the stresses improved their clinical confidence and competence as they learnt to manage themselves and their time effectively. By comparison, other students felt that these stresses took away from the experience. There was consensus that the month-long immersion was essential for helping the novice osteopath find their own style of osteopathy that they hope to employ in the future and helping in the transition that is entailed in acquiring greater expertise
Dancers’ experience of osteopathy and their attitudes towards dance injuries
No full textBACKGROUND:
Professional dancers almost invariably experience injury at some point in their dance careers. There is weak evidence to show that many dancers do not seek professional consultation to manage their injuries. Moreover, many dancers attempt to continue to practice and perform and this can negatively impact on their physical, mental and emotional wellbeing. When treatment is sought, manual therapists (such as osteopaths, physiotherapists) are most commonly consulted. Despite this, there is minimal research examining dancers’ experiences of manual therapy, and more specifically, their experiences of consulting osteopaths.
AIM:
To explore New Zealand dancers’ experiences of osteopathic care for dance-related injuries and their attitudes towards seeking help for dance injuries.
METHOD:
A descriptive phenomenological study of four New Zealand professional dancers. Dancers were interviewed using semi-structured and open-ended interview techniques. Transcripts were analysed using Braun and Clarkes’ approach to thematic analysis.
RESULTS:
Three essential themes were revealed which helped provide insight into dancers’ attitudes towards injuries and their experiences of osteopathy. The first theme ‘pushing through pain’ considered some of the reasons for dancers to continue to dance despite injury. The second theme, ‘deciding if and who’ explained some of the factors that dancers contemplated when deciding whether their pain or injury warranted treatment. The third essential theme, ‘experience of different treatment modalities’ provided an insight of what dancers found most helpful during consultations and treatments.
CONCLUSION:
Participants’ attitudes towards injuries were compelling with their decision-making being influenced by pressures within dance culture coupled with self-expectations. Dancers were often competitively driven and their hesitancy to seek treatment may be similar to those identified in other high-level athletes involved in other sports. The fear of disappointing their peers and colleagues appeared to be more dominant in the accounts of dancers than what has been reported for other athletes. Dancers found osteopathy to be beneficial, which was largely attributed to positive communication and the whole-body treatment approach used by osteopaths. It is important for osteopaths to be aware of the challenges dancers face surrounding their pain and injuries in order to produce the best possible outcome
Plasti-city : reframing the perceived value of plastic waste
No full textRESEARCH QUESTION:
How can a transformational urban journey reframe the perceived value of plastic waste?
ABSTRACT:
It would be hard to imagine modern life without plastics. In the last half-century, we have seen them replace many other materials due to their cheap, lightweight, and durable properties. Acknowledging consumption is an essential component of a functioning economy; it is equally important that architects identify effective solutions to the waste consumption generates. Plastic waste and environmental pollution can affect us, willingly, or not. This study seeks to identify an architectural response to New Zealand’s growing problem of plastic waste. Drawing on a body of literature, the research has identified current waste management systems, material flows, behaviour patterns, and their encompassing economic systems. The study examines a practical approach to recycling through key case studies and then investigates how a selection of architectural projects has generated interest in waste treatment processes that are typically concealed. The project questions the role of architects and their responsibility to support collaboration of people, technology, and materials through creative spaces. The design attempts to ‘glorify’ key stages of the recycling process through a sculptural form, exposing a network that is typically concealed, and challenges perceptions of how waste ‘goes away’. Visual exposure is a central consideration for the project, and it will be explored by manipulating the traditional shed-like typology of a recycling facility and investigating its placement within the urban realm. The programme has been developed to create an opportunity for visitors to experience the transformational journey of waste plastics back into valued commodities. The aim of this research project is to establish a high level of transparency to help alleviate negative connotations around post-use plastics as ‘waste’
Modelling wear patterns on footwear outsoles
No full textABSTRACT:
The outsoles of footwear develop nicks, cuts, and tears via repeated exposure to the abrasive forces that occur between the outsole and the ground. These abrasions result in the formation of characteristics unique to the outsole and the individual wearing them; additionally resulting in the degradation of the outsole design imprinted by the manufacturer. The combination of these characteristics allow the forensic scientist to uniquely identify the individual to whom it belongs. Quite often a period of time can elapse between the discovery of a shoeprint at the crime scene and the identification of a suspect. In these instances, the forensic scientist must rely on their training and expertise—developed through years of experience and study—to determine if the crime scene shoeprint matches the out-sole of the suspect’s shoe.
This work introduces a computational framework capable of modelling wear patterns on the out-soles of footwear. This model is able to predict the evolution of the wear pattern after an arbitrary time period given in weeks. We introduce an additional model capable of reconstructing the outsole back to its original state on a given week. This framework—built on convolutional neural networks—provides an objective point of reference for forensic scientists in their evaluation of outsole wear patterns