title: The Technology of Nonviolence: Social Media and Violence Prevention edited by Joseph G. Bock , The MIT Press, Cambridge, Massachusetts, 2012, 288 pp [Book Review]

authors: Sargisson, Rebecca J.

abstract: Book Review: In Christchurch, New Zealand, in 2010 and 2011, a series of earthquakes destroyed buildings, caused liquefaction, and deprived survivors of electricity, transport routes, and water. Canterbury University student, Sam Johnson, used Facebook to mobilize other student volunteers (the ‘Student Volunteer Army’, http://www.sva.org.nz), who helped to ameliorate the effects of the earthquakes. With this example in mind of how social media was successively used by local people following a disaster, I was excited by the title of Joseph Bock’s book, which promised insight into the ways that social media might also be used to predict and prevent outbreaks of violence.

text: The Technology of Nonviolence: Social Media and Violence Prevention edited by Joseph G. Bock , The MIT Press, Cambridge, Massachusetts, 2012, 288 pp [Book Review] Book Review: In Christchurch, New Zealand, in 2010 and 2011, a series of earthquakes destroyed buildings, caused liquefaction, and deprived survivors of electricity, transport routes, and water. Canterbury University student, Sam Johnson, used Facebook to mobilize other student volunteers (the ‘Student Volunteer Army’, http://www.sva.org.nz), who helped to ameliorate the effects of the earthquakes. With this example in mind of how social media was successively used by local people following a disaster, I was excited by the title of Joseph Bock’s book, which promised insight into the ways that social media might also be used to predict and prevent outbreaks of violence.

year: 2013

title: Systematic review and individual participant data meta-analysis of randomized controlled trials assessing mindfulness-based programs for mental health promotion

authors: Galante, J

abstract: Mindfulness-based programs (MBPs) are widely used to prevent mental ill health. Evidence suggests beneficial average effects but wide variability. We aimed to confirm the effect of MBPs and to understand whether and how baseline distress, gender, age, education, and dispositional mindfulness modify the effect of MBPs on distress among adults in non-clinical settings. We conducted a systematic review and individual participant data (IPD) meta-analysis (PROSPERO CRD42020200117). Databases were searched in December 2020 for randomized controlled trials satisfying a quality threshold and comparing in-person, expert-defined MBPs with passive-control groups. Two researchers independently selected, extracted and appraised trials using the revised Cochrane Risk-of-Bias tool. IPD of eligible trials were sought from authors. The primary outcome was psychological distress (unpleasant mental or emotional experiences including anxiety and depression) at 1 to 6 months after program completion. Data were checked and imputed if missing. Pairwise, random-effects, two-stage IPD meta-analyses were conducted. Effect modification analyses followed a within-studies approach. Stakeholders were involved throughout this study. Fifteen trials were eligible; 13 trialists shared IPD (2,371 participants representing 8 countries. In comparison with passive-control groups, MBPs reduced average distress between 1 and 6 months post-intervention with a small to moderate effect size (standardized mean difference, −0.32; 95% confidence interval, −0.41 to −0.24; 0.001; no heterogeneity). Results were robust to sensitivity analyses and similar for the other timepoint ranges. Confidence in the primary outcome result is high. We found no clear indication that this effect is modified by the pre-specified candidates. Group-based teacher-led MBPs generally reduce psychological distress among volunteering community adults. More research is needed to identify sources of variability in outcomes at an individual level.

text: Systematic review and individual participant data meta-analysis of randomized controlled trials assessing mindfulness-based programs for mental health promotion Mindfulness-based programs (MBPs) are widely used to prevent mental ill health. Evidence suggests beneficial average effects but wide variability. We aimed to confirm the effect of MBPs and to understand whether and how baseline distress, gender, age, education, and dispositional mindfulness modify the effect of MBPs on distress among adults in non-clinical settings. We conducted a systematic review and individual participant data (IPD) meta-analysis (PROSPERO CRD42020200117). Databases were searched in December 2020 for randomized controlled trials satisfying a quality threshold and comparing in-person, expert-defined MBPs with passive-control groups. Two researchers independently selected, extracted and appraised trials using the revised Cochrane Risk-of-Bias tool. IPD of eligible trials were sought from authors. The primary outcome was psychological distress (unpleasant mental or emotional experiences including anxiety and depression) at 1 to 6 months after program completion. Data were checked and imputed if missing. Pairwise, random-effects, two-stage IPD meta-analyses were conducted. Effect modification analyses followed a within-studies approach. Stakeholders were involved throughout this study. Fifteen trials were eligible; 13 trialists shared IPD (2,371 participants representing 8 countries. In comparison with passive-control groups, MBPs reduced average distress between 1 and 6 months post-intervention with a small to moderate effect size (standardized mean difference, −0.32; 95% confidence interval, −0.41 to −0.24; 0.001; no heterogeneity). Results were robust to sensitivity analyses and similar for the other timepoint ranges. Confidence in the primary outcome result is high. We found no clear indication that this effect is modified by the pre-specified candidates. Group-based teacher-led MBPs generally reduce psychological distress among volunteering community adults. More research is needed to identify sources of variability in outcomes at an individual level.

year: 2023

title: Researcher-teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics

authors: Hawera, Ngārewa

subjects: teacher

abstract: This paper describes aspects of learning for a teacher in a Māori-medium Year 7–8 classroom and two mathematics education researchers from a university when they collaborated on a project supporting children to develop their ideas about transformation geometry. Key principles of kaupapa Māori (Māori ideology) methodology such as ako (reciprocal learning), manākitanga (showing care, respect and kindness) and whanaungatanga (family-like relationships) were integral to the initiation and facilitation of the research. Data presented is qualitative and derived largely from wānanga ā-kanohi (face-to-face discussion) between the participants. Results revealed that the collaborative partnership was conducive to developing insights into the complexities of learning mathematics in an indigenous setting. Issues of collegiality, learning mathematics in a second language, teacher mathematical knowledge and appropriate contexts for learning mathematics are analysed and discussed.

text: Researcher-teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics This paper describes aspects of learning for a teacher in a Māori-medium Year 7–8 classroom and two mathematics education researchers from a university when they collaborated on a project supporting children to develop their ideas about transformation geometry. Key principles of kaupapa Māori (Māori ideology) methodology such as ako (reciprocal learning), manākitanga (showing care, respect and kindness) and whanaungatanga (family-like relationships) were integral to the initiation and facilitation of the research. Data presented is qualitative and derived largely from wānanga ā-kanohi (face-to-face discussion) between the participants. Results revealed that the collaborative partnership was conducive to developing insights into the complexities of learning mathematics in an indigenous setting. Issues of collegiality, learning mathematics in a second language, teacher mathematical knowledge and appropriate contexts for learning mathematics are analysed and discussed.

year: 2014