title: The identification of threshold concepts and their application in curriculum development: Exploring threshold concepts through the context of engineering education

authors: Morgan, Alan Alexander Harold

subjects: Threshold Concepts

abstract: Threshold Concept (TC) theory was introduced by Erik Meyer and Ray Land in 2003 and states that every discipline of study contains troublesome concepts that transform the learner when they come to be understood. This transformation will concern either the learner’s thinking about the discipline and/or their perception of the discipline. Five characteristics were originally proposed that can help to signalise TCs, which are, troublesome, transformative, irreversible, integrative and bounded.

This thesis explores both, the in-depth ways in which TCs have sought to be identified, and to what extent the role of TCs in curriculum development has been studied. This was done by exploring researchers’ thinking in regard to the importance of each of the five TC characteristics, the data collection methods and participants that were included in their studies, and the extent to which they attempted to study TCs in relation to the development of curricula. Engineering education TC studies formed the context through which I attempted to answer the research questions. The first method I used to obtain my data was to carry out a systematic quantitative literature review (SQLR) of peer-reviewed TC research articles that were published between 2003 and the present day. From the relevant 147 papers that resulted from my database searching, I narrowed this down to the 15 articles that related directly to engineering education. The SQLR data was then used to inform the semi-structured interviews that I conducted with three TC researchers in the field of engineering education.

The findings suggested troublesome and transformative to be the TC characteristics that are the most essential of the five to consider when seeking to identify TCs. This finding was based on the fact that they were the two characteristics most highly referenced in the SQLR literature and were the ones thought most important by two of three of my interviewees. The inclusion of  multiple types of participants and data collection methods were found to be common and effective practices amongst TC researchers. Again, this finding was supported with the SQLR data and by all three interviewees. Lastly, it was discovered that, despite TCs being considered the potential centrepieces of a curriculum, there is a lack of TC studies focussing on the role of TCs in curriculum development. There existed no studies within the SQLR literature that held this aspect as a sole focus.

text: The identification of threshold concepts and their application in curriculum development: Exploring threshold concepts through the context of engineering education Threshold Concept (TC) theory was introduced by Erik Meyer and Ray Land in 2003 and states that every discipline of study contains troublesome concepts that transform the learner when they come to be understood. This transformation will concern either the learner’s thinking about the discipline and/or their perception of the discipline. Five characteristics were originally proposed that can help to signalise TCs, which are, troublesome, transformative, irreversible, integrative and bounded.

This thesis explores both, the in-depth ways in which TCs have sought to be identified, and to what extent the role of TCs in curriculum development has been studied. This was done by exploring researchers’ thinking in regard to the importance of each of the five TC characteristics, the data collection methods and participants that were included in their studies, and the extent to which they attempted to study TCs in relation to the development of curricula. Engineering education TC studies formed the context through which I attempted to answer the research questions. The first method I used to obtain my data was to carry out a systematic quantitative literature review (SQLR) of peer-reviewed TC research articles that were published between 2003 and the present day. From the relevant 147 papers that resulted from my database searching, I narrowed this down to the 15 articles that related directly to engineering education. The SQLR data was then used to inform the semi-structured interviews that I conducted with three TC researchers in the field of engineering education.

The findings suggested troublesome and transformative to be the TC characteristics that are the most essential of the five to consider when seeking to identify TCs. This finding was based on the fact that they were the two characteristics most highly referenced in the SQLR literature and were the ones thought most important by two of three of my interviewees. The inclusion of  multiple types of participants and data collection methods were found to be common and effective practices amongst TC researchers. Again, this finding was supported with the SQLR data and by all three interviewees. Lastly, it was discovered that, despite TCs being considered the potential centrepieces of a curriculum, there is a lack of TC studies focussing on the role of TCs in curriculum development. There existed no studies within the SQLR literature that held this aspect as a sole focus.

year: 2019

title: A two-component transport model for solar wind fluctuations: Waves plus quasi-2D turbulence

authors: Oughton, Sean

subjects: solar wind

abstract: We present a model for the transport of solar wind fluctuations, based on the assumption that they can be well-represented using two distinct components: a quasi-2D turbulence piece and a wave-like piece. For each component, coupled transport equations for its energy, cross helicity, and characteristic lengthscale(s) are derived, along with an equation for the proton temperature. This energy-containing “two-component” model includes the effects of solar wind expansion and advection, driving by stream shear and pickup ions, and nonlinear cascades. Nonlinear effects are modeled using a recently developed one-point phenomenology for such a two-component model of homogeneous MHD turbulence [1]. Heating due to these nonlinear effects is included in the temperature equation. Numerical solutions are discussed and compared with observations

text: A two-component transport model for solar wind fluctuations: Waves plus quasi-2D turbulence We present a model for the transport of solar wind fluctuations, based on the assumption that they can be well-represented using two distinct components: a quasi-2D turbulence piece and a wave-like piece. For each component, coupled transport equations for its energy, cross helicity, and characteristic lengthscale(s) are derived, along with an equation for the proton temperature. This energy-containing “two-component” model includes the effects of solar wind expansion and advection, driving by stream shear and pickup ions, and nonlinear cascades. Nonlinear effects are modeled using a recently developed one-point phenomenology for such a two-component model of homogeneous MHD turbulence [1]. Heating due to these nonlinear effects is included in the temperature equation. Numerical solutions are discussed and compared with observations

year: 2010

title: What works for midwives supporting māmā through emotional distress?

authors: Roia, Tiaan Mereana Manurangi

abstract: Pregnancy and the postnatal period are particularly vulnerable times for mothers’ mental health, with an increased risk of women experiencing depression and anxiety during this time. Therefore, understanding the level and type of service midwives provide to māmā who experience emotional distress is vital to know what midwives need in order to provide the right care to their clients.
The aim of this study was to find out what tools and resources community-based midwives find most helpful to support the needs of māmā. Seven semi-structured interviews were conducted, including four Māori midwives, who were able to provide insight on their experiences caring for mothers with mental health needs. Overall, the interviews reflected a strong sense of care and empathy from midwives during their time caring for mothers. Midwives appeared to rely on their interpersonal skills and intuition about emotional distress, and emphasised the importance of connecting with people and utilising support from their communities. Whilst midwives were interested and engaged with providing appropriate care to mothers, they were unbeknown to some of the clinical resources that could be available to their clients. The complexity of referrals and access to mental health services was central to the midwives’ frustration around caring for mothers, as well as a lack of education relating to kaupapa Māori, cultural competency, and mental health processes.
Recommendations based on this study are to provide midwives with education and training on topics like kaupapa Māori, on social and mental health resources and processes for referral to increase their ability to support and care for mothers who experience emotional distress. Improvements to the pathways for referrals and access to mental health services is essential. Future research should focus on understanding why midwives aren’t using a range of online apps and tools, and increase awareness of the available modes of support available.

text: What works for midwives supporting māmā through emotional distress? Pregnancy and the postnatal period are particularly vulnerable times for mothers’ mental health, with an increased risk of women experiencing depression and anxiety during this time. Therefore, understanding the level and type of service midwives provide to māmā who experience emotional distress is vital to know what midwives need in order to provide the right care to their clients.
The aim of this study was to find out what tools and resources community-based midwives find most helpful to support the needs of māmā. Seven semi-structured interviews were conducted, including four Māori midwives, who were able to provide insight on their experiences caring for mothers with mental health needs. Overall, the interviews reflected a strong sense of care and empathy from midwives during their time caring for mothers. Midwives appeared to rely on their interpersonal skills and intuition about emotional distress, and emphasised the importance of connecting with people and utilising support from their communities. Whilst midwives were interested and engaged with providing appropriate care to mothers, they were unbeknown to some of the clinical resources that could be available to their clients. The complexity of referrals and access to mental health services was central to the midwives’ frustration around caring for mothers, as well as a lack of education relating to kaupapa Māori, cultural competency, and mental health processes.
Recommendations based on this study are to provide midwives with education and training on topics like kaupapa Māori, on social and mental health resources and processes for referral to increase their ability to support and care for mothers who experience emotional distress. Improvements to the pathways for referrals and access to mental health services is essential. Future research should focus on understanding why midwives aren’t using a range of online apps and tools, and increase awareness of the available modes of support available.

year: 2023