title: Education, dialogue and interculturalism: New directions and contexts

authors: Peters, Michael A.

abstract: Editorial - This special issue bring together a set of essays on interculturalism by a range of scholars from around the world.

text: Education, dialogue and interculturalism: New directions and contexts Editorial - This special issue bring together a set of essays on interculturalism by a range of scholars from around the world.

year: 2012

title: Disentangling the impacts of anxiety, stress and depression on immunity

authors: Catherine, Breeze

abstract: While immunity and psychological distress are strongly associated, studies seldom consider how different types of distress relate to immune functioning. The literature tends to emphasis the impact of stress on immunity. The present study estimated the unique contributions of stress, depression and anxiety on immune function in culturally diverse samples of adults from Italy, New Zealand and India. The participants were Italian (n = 1061), New Zealand (n = 1037), and Indian (n = 384) volunteers. Stepwise multiple linear regression and dominance analysis were used to analyse differences in immunity uniquely explained by anxiety, depression, and stress, with immune functioning defined by physical symptoms. While samples from the three countries differed significantly, anxiety consistently explained the greatest proportion of differences in immunity. After accounting for the effect of anxiety, stress and depression explained only small portion of variation in immune functioning, differing between countries. The association of anxiety with immune functioning was consistent across three different countries and the unique impact was further confirmed by the results of dominance analysis. These findings suggest a clear link between anxiety and immunity, when disentangling between distress types. This challenges the prevailing stress- disease model and calls for further research into the impact of anxiety on immunity. If future research supports a causal link where anxiety precedes immunity deficiency, interventions to reduce anxiety may improve immune functioning and health outcomes in the general population.

text: Disentangling the impacts of anxiety, stress and depression on immunity While immunity and psychological distress are strongly associated, studies seldom consider how different types of distress relate to immune functioning. The literature tends to emphasis the impact of stress on immunity. The present study estimated the unique contributions of stress, depression and anxiety on immune function in culturally diverse samples of adults from Italy, New Zealand and India. The participants were Italian (n = 1061), New Zealand (n = 1037), and Indian (n = 384) volunteers. Stepwise multiple linear regression and dominance analysis were used to analyse differences in immunity uniquely explained by anxiety, depression, and stress, with immune functioning defined by physical symptoms. While samples from the three countries differed significantly, anxiety consistently explained the greatest proportion of differences in immunity. After accounting for the effect of anxiety, stress and depression explained only small portion of variation in immune functioning, differing between countries. The association of anxiety with immune functioning was consistent across three different countries and the unique impact was further confirmed by the results of dominance analysis. These findings suggest a clear link between anxiety and immunity, when disentangling between distress types. This challenges the prevailing stress- disease model and calls for further research into the impact of anxiety on immunity. If future research supports a causal link where anxiety precedes immunity deficiency, interventions to reduce anxiety may improve immune functioning and health outcomes in the general population.

year: 2024-04-28

title: Examining the effects of Ki-o-Rahi on the development of fundamental movement skills by children in Aotearoa New Zealand

authors: Daveta, Wiliame

subjects: fundamental movement skills

abstract: Children with poor fundamental movement skills might have challenges when engaging in activities that require specific skills to help them perform effectively. Development of those skills through targeted training has the potential to build the foundation for fundamental movement skills. This study examined whether Ki-o-Rahi can enhance learning fundamental movement skills (FMS) and cognitive and social skills in Aotearoa New Zealand children. A quasi-experimental pre-post design was conducted over 8 weeks with 86 primary school children from five separate classes that were allocated to treatment conditions via cluster sampling: two classes to the intervention group, two to the control group, and one to the legend-only control group. The intervention group learned the legend and played Ki-o-Rahi over 8 sessions, whereas the control groups continued with their regular physical activities, but only one of the control groups learned the legend. FMS were measured using the Test of Gross Motor Development—Third Edition (TGMD-3) and the Motor Assessment Battery for Children (MABC-2). Cognitive skills were measured using the Head-Toes-Knees-Shoulders test (HTKS), forward and backward digit span, and forward and backward corsi block. Researchers measured social skills using the Early Childhood Social Relationship with Peers (ECSRP) teacher-proxy questionnaire. The results demonstrated that the intervention and control group gained improvements in the FMS and social skills but not cognitive skills. The legend-only group showed no significant changes. The findings suggest that Ki-o-rahi can contribute to developing FMS, cognitive, and social skills in Aotearoa New Zealand children. Future research should consider extending the duration of the study to assess long-term effects and include a larger cohort of Pacific or Māori children to explore potential benefits of Ki-o-Rahi in greater depth.

text: Examining the effects of Ki-o-Rahi on the development of fundamental movement skills by children in Aotearoa New Zealand Children with poor fundamental movement skills might have challenges when engaging in activities that require specific skills to help them perform effectively. Development of those skills through targeted training has the potential to build the foundation for fundamental movement skills. This study examined whether Ki-o-Rahi can enhance learning fundamental movement skills (FMS) and cognitive and social skills in Aotearoa New Zealand children. A quasi-experimental pre-post design was conducted over 8 weeks with 86 primary school children from five separate classes that were allocated to treatment conditions via cluster sampling: two classes to the intervention group, two to the control group, and one to the legend-only control group. The intervention group learned the legend and played Ki-o-Rahi over 8 sessions, whereas the control groups continued with their regular physical activities, but only one of the control groups learned the legend. FMS were measured using the Test of Gross Motor Development—Third Edition (TGMD-3) and the Motor Assessment Battery for Children (MABC-2). Cognitive skills were measured using the Head-Toes-Knees-Shoulders test (HTKS), forward and backward digit span, and forward and backward corsi block. Researchers measured social skills using the Early Childhood Social Relationship with Peers (ECSRP) teacher-proxy questionnaire. The results demonstrated that the intervention and control group gained improvements in the FMS and social skills but not cognitive skills. The legend-only group showed no significant changes. The findings suggest that Ki-o-rahi can contribute to developing FMS, cognitive, and social skills in Aotearoa New Zealand children. Future research should consider extending the duration of the study to assess long-term effects and include a larger cohort of Pacific or Māori children to explore potential benefits of Ki-o-Rahi in greater depth.

year: 2024