title: Workload categorization for hazardous industries: the semantic modelling of multi-modal physiological data

authors: König, Jemma Lynette

subjects: complex event processing

abstract: The forestry industry is one of the most hazardous industries in New Zealand, and the physical and cognitive fatigue of forestry workers has been shown to contribute to this. Physical and cognitive fatigue can be exacerbated by prolonged physical and cognitive workload. As such, we propose that the identification and mitigation of fatigue factors could reduce the risk of incidents and injuries in hazardous work environments. This paper introduces a semantic model for workload categorization. The model takes as input a set of multi-modal physiological measurements and uses parallel processing, complex event processing, and rule-based modeling to categorize a series of workloads (resting, cognitive workload, and physical workload). The model has undergone a set of evaluations, including categorization accuracy and performance. The model has been tested under three scenarios: when a participant is resting and refraining from any physically or mentally demanding tasks; when a participant is undertaking a cognitively intensive task; and when a participant is walking, jogging, and running. The study has been conducted with participants between the ages of 22 and 39 and has shown an average accuracy of 89% for resting workload, 76% for cognitive workload, and 97% for physical workload. Finally, in this paper, we discuss the application and extension of this model to predict fatigue in hazardous industries. The work described in this paper contributes to a larger research project centered on investigating technology uses in hazardous work environments.

text: Workload categorization for hazardous industries: the semantic modelling of multi-modal physiological data The forestry industry is one of the most hazardous industries in New Zealand, and the physical and cognitive fatigue of forestry workers has been shown to contribute to this. Physical and cognitive fatigue can be exacerbated by prolonged physical and cognitive workload. As such, we propose that the identification and mitigation of fatigue factors could reduce the risk of incidents and injuries in hazardous work environments. This paper introduces a semantic model for workload categorization. The model takes as input a set of multi-modal physiological measurements and uses parallel processing, complex event processing, and rule-based modeling to categorize a series of workloads (resting, cognitive workload, and physical workload). The model has undergone a set of evaluations, including categorization accuracy and performance. The model has been tested under three scenarios: when a participant is resting and refraining from any physically or mentally demanding tasks; when a participant is undertaking a cognitively intensive task; and when a participant is walking, jogging, and running. The study has been conducted with participants between the ages of 22 and 39 and has shown an average accuracy of 89% for resting workload, 76% for cognitive workload, and 97% for physical workload. Finally, in this paper, we discuss the application and extension of this model to predict fatigue in hazardous industries. The work described in this paper contributes to a larger research project centered on investigating technology uses in hazardous work environments.

year: 2022-04

title: Connecting School Culture to Boys' Learning:  An investigation into how school culture affects boys' learning in one New Zealand primary school.

authors: Hyndman, Robert Murray

subjects: boys

abstract: Abstract
Boys' underachievement has become a topical issue in recent years.  In response, one New Zealand primary school created a Boys' Project.  It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them.  This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning.  

The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement.  From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences.  The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed.  

The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies.  The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.

text: Connecting School Culture to Boys' Learning:  An investigation into how school culture affects boys' learning in one New Zealand primary school. Abstract
Boys' underachievement has become a topical issue in recent years.  In response, one New Zealand primary school created a Boys' Project.  It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them.  This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning.  

The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement.  From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences.  The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed.  

The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies.  The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.

year: 2007

title: "It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand.

authors: Ritchie, Jenny

subjects: racism

abstract: Racism is an undelying current within educational practice in Aotearoa/New Zealand. This paper discusses some of the data from a doctoral study that explored a particular teacher education context. In Aotearoa, the early childhood curriculum, Te Whariki, has a bicultural paradigm that requires a degree of bicultural and bilingual competence on the part of educators. This paper explores some of the issues around preparing teachers to deliver this curriculum, with a particular focus on racism.

text: "It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand. Racism is an undelying current within educational practice in Aotearoa/New Zealand. This paper discusses some of the data from a doctoral study that explored a particular teacher education context. In Aotearoa, the early childhood curriculum, Te Whariki, has a bicultural paradigm that requires a degree of bicultural and bilingual competence on the part of educators. This paper explores some of the issues around preparing teachers to deliver this curriculum, with a particular focus on racism.

year: 2005