38139 research outputs found
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Healthcare and Social Needs of Older Adults in Underserved Urban Communities: Insights from Community Health Workers
No full textAs populations age globally, ensuring equitable healthcare access and social support for older adults in underserved urban areas has become increasingly critical. Elderly residents in low-income districts face challenges, including poor living conditions, social isolation, and healthcare access barriers. Community health workers (CHWs) are vital in bridging these gaps, yet their effectiveness is often Limited by resources and training. This qualitative study explores the healthcare and social needs of elderly residents receiving community services, identifies gaps in support systems, and examines the challenges faced by CHWs in delivering care in an underserved urban district. The study took place in Sham Shui Po, a district in Hong Kong with a high concentration of economically disadvantaged elderly residents. Data were collected through 17 semi-structured interviews with older residents and non-governmental organization (NGO) staff, alongside three focus group discussions with CHWs, and were analyzed using thematic analysis. The results showed that senior residents faced poor living conditions, chronic illnesses, and mobility issues, exacerbated by financial constraints and limited healthcare access. Long wait times, transportation challenges, and language barriers hindered medical service use. Many struggled with digital healthcare tools, limiting their ability to manage health independently. CHWs provided vital support but encountered physical strain, inadequate training, and logistical difficulties, highlighting the need for structured training and better resources. Addressing elderly care challenges requires integrated healthcare models, expanded financial and digital literacy programs, and enhanced CHW training and support. Strengthening these areas can improve health outcomes and well-being for aging populations in low-income urban settings
The place of pedagogy in an uncertain world: Propositions for pedagogical justice
No full textThe world is becoming increasingly characterised by volatility, uncertainty, complexity and ambiguity (VUCA). How education systems, policies and practices respond to the challenges facing young people and their communities is of critical importance, including questions of pedagogy and curriculum in mainstream and alternative education contexts. Knowing how systems and institutions can address the challenges of a VUCA world is important in striving for justice in educational contexts. This paper draws on a series of reflective dialogues undertaken by members of a newly formed pedagogy research group at a regional Australian university in response to a provocation regarding the place of pedagogy in an uncertain world. In this paper, we provide a range of conceptual and theoretical considerations for pedagogy across diverse disciplinary and educational contexts, which arose through the dialogic process of the group. These are presented here as prompts towards a series of propositions for pedagogical justice in the twenty-first century
The Tale of Diamonds [Telling Tales]
No full text'The Tale of Diamonds' (2024) is an original larger-than-life custom-made diamond painting, completed in collaboration with my mother who had been diagnosed with advanced cancer. Each diamond drill was placed individually by hand, like a contemporary cross stitch infused with symbolic and personal storytelling. The subject matter is reminiscent of a dark fairy tale; with fiction, alongside the diamond art process, serving as a powerful mechanism in engaging with embodied trauma and personal exchanges of caring amidst the broader cancer management setting.
This work was shown in 'Telling Tales', a two-part postgraduate and staff touring exhibition. Part A: Art as Personal Narrative, situated at A block Gallery, UniSQ explores the important role that person-centred art stories play in terms of our well-being. Part B: The Narratives of Care and Caregiving in Art was exhibited at St Andrew’s Hospital, Toowoomba and further explores wellbeing via notions of care and caregiving through personal and/or public narratives. The exhibition incorporates a creative research approach and its concerns for how meanings and understandings surrounding wellbeing can make visible the caregiver and processes of caregiving across creative disciplines and contexts. Thematically, the exhibition seeks to reveal the many complexities and tensions that can be associated with the role of the caregiver and highlight possibilities for unexplored and perhaps even unconventional ideas in its broad approach to caregiving
Wondering and wandering: Changing perspectives about learning through art
No full textThis chapter advocates for more affective and performative ways of learning, seeking to cultivate new enriched learning experiences through art in primary school classrooms. Hence, learning needs to be unlearned to accomplish new rich learning experiences. This notion draws, firstly, upon the conceptualisation of the transformative potential inherent in humanistic contemplative exploration, akin to wondering and wandering facilitated by engagement with arts practices. Secondly, the wondering and wandering are mapped to show how the world can be viewed as performative, and how they are translated into visible representations of the students’ experiences of their world
Council of Deans of Nursing and Midwifery 2025 Symposium
No full textAim/Objective: This pilot study evaluates the impact of a dedicated First Nations-only online cohort in the Bachelor of Nursing (BN) program at a regional Australian university. The research explores whether a culturally safe, cohort-based model improves progression, retention, and student experience among First Nations nursing students studying together online.
Methods: Guided by an Indigenist research paradigm, the study employs yarning as a culturally appropriate qualitative method through both individual and group interviews with cohort participants. Quantitative data on student progression and attrition will be compared across First Nations and non-First Nations cohorts. This mixed-methods approach aims to capture both measurable outcomes and rich, contextualised student narratives.
Results: Preliminary findings suggest that students in the First Nations-only cohort experience enhanced peer connection, cultural safety, and academic confidence. These factors appear to positively influence engagement, satisfaction, and retention. Quantitative analysis is ongoing.
Conclusion: Cohort-based, culturally responsive models of online nursing education play a vital role in improving educational outcomes for First Nations students. By embedding cultural safety, peer support, and Indigenous pedagogies, initiatives described in this study can enhance academic success and support professional identity and confidence. The pilot findings have significant implications for addressing the underrepresentation of First Nations people in the health workforce—particularly in rural and regional Australia where health inequities are most pronounced
Working Towards Achieving True Representation of Aboriginal and Torres Strait Islander Peoples in Nursing and Midwifery: Booklet 1 - Truth Telling and History
No full textFrom corporate emissions to financial statements: Understanding accounting conservatism in the wake of carbon risks
No full textWe examine the relationship between carbon risk and accounting conservatism using 7,636 firm-year observations from 29 countries. Using firms’ carbon emissions as a proxy for carbon risk, we find that firms with higher carbon risk exhibit greater conditional accounting conservatism. However, this positive relationship is weaker in firms with stronger corporate governance and higher institutional ownership, suggesting that effective internal and external monitoring reduces the reliance on conservative reporting in response to carbon-related exposures. Further analysis shows that the relationship becomes more pronounced after the 2015 Paris Agreement. The effect is also stronger in countries with active emissions trading schemes (ETS), higher governance quality, and stakeholder-oriented business cultures. These findings offer timely and policy-relevant insights for regulators, standard-setters, and policymakers, particularly in light of the introduction of IFRS S2 by the International Sustainability Standards Board (ISSB), which mandates climate-related financial disclosures and emphasizes the importance of integrating carbon risk into core financial reporting practices
Accounting for Culture in Evaluations of Climate‐Induced Noneconomic Losses and Damages: Case Studies With Three Indigenous Communities From Rural Fiji
No full textMany Indigenous societies have effective resilience strategies that have served them well for centuries. These strategies have enabled generations of people to cope with, adapt, and overcome diverse forms of adversity. For many semi-subsistence-based societies, climate change poses a different threat; one that has rendered some traditional adaptation pathways partially ineffective as natural resources have become less abundant and natural systems more unpredictable. This study presents narratives compiled through ethnography and qualitative research with three rural Indigenous iTaukei communities located on two islands in Fiji. Attributed in part to the prevalence of cultural values centered on relationalism, these communities have retained very effective systems of social resilience; however, losses sustained from almost annual cyclone events and associated landslides and earthquakes are taking their toll on the communities' capacities to recover and re-establish valued dimensions of social life. This study responds to calls for empirical evidence of the forms and significance of noneconomic loss and damage (NELD) by drawing out gender-sensitive, relational aspects of loss and damage observed in villagers' narratives
Parental style and executive functioning in ADHD: Effects on driving risk and licencing
No full textThe primary aim of this study was to investigate the factors that affect those with ADHD, that may lead to a delay in licencing and risky driving behaviour. This study investigated the variables of parental style, executive functioning, ADHD symptomology and how they associate to driver behaviour and age of licensure. Survey data were collected from 160 participants. Participants ranged from 20-64 years of age (85.6% female), with 49.4% reporting an ADHD diagnosis. The online survey collected data related to demographic and driving-related demographics, questionnaires of ADHD Self-Reporting Scale, the Executive Function Index, Parental Bonding Instrument, use of ADHD medication, age of licensure, and the Driver Behaviour Questionnaire. The study variables were assessed by a linear regression with risky driving behaviour (Driver Behaviour Questionnaire) as the outcome variable. A second analysis, a logistic regression was run to assess the study variables on age of licensure. Results of the study saw that ADHD symptomology and executive functioning were associated with risky driving behaviour. Secondly this study found that ADHD symptomology does not appear to influence age of licensure. These results strengthen the concerns of driver safety for those with greater ADHD symptomology and raise important questions around support for ADHD families
Right to Learn: Women's educational opportunities in nineteenth century Britain
No full textThe history of women’s education in nineteenth century Britain has received scant attention when it comes to addressing women’s educational opportunities in specific educational areas across all social classes. Historians have considered individual schools, individual classes and even individual countries, but the broad picture of women’s education in Britain has remained underexplored. By concentrating on the history of women’s education in trade, secondary and higher education for working-class, middle-class and elite women, this study has analysed the public opinion, funding and broader historical forces, including legislation, that played a part in the expansion of women’s education in Britain. This thesis examines five key periods of the nineteenth century, identifying how each of which had its own contributing factor that gave women more opportunities for education. Tracing these changes across the nineteenth century, this thesis reveals how the opportunities for women’s higher learning expanded or stagnated depending on the era and the women’s class. Overall, it was not just the actions of one person or a few, the contributions of one class, or school, that allowed women’s educational opportunities to expand. Instead, it was the actions of many, all intersecting in unexpected ways, which allowed the nineteenth century to lay the foundations for the future growth in British women’s education during the twentieth century