title: Testing the efficacy of a motor analogy designed to promote safe landing by older adults who fall accidentally: a study protocol for a randomised control study

authors: Oladi, Sana

abstract: Introduction: Falling is associated with adverse effects on the health of older people. The majority of research into falls among older people has focused on prevention, with less attention to ‘how to fall safely’. Previous research suggests that motor analogies can be used to promote safe landing by young adults; however, the efficacy of this technique for older people remains unknown. This study aims to determine whether a motor analogy is useful for promoting safe falling in the older adult population. Methods and analysis: The study adopts a randomised, controlled, single- blinded study design. People 65 years and older will be randomly allocated to a control condition or a motor analogy condition. They will receive a nudge in a forward, backward or sideways direction (randomised order), which will initiate a fall. The nudge will occur at variable (randomised) time points, so participants will not be aware of when they will fall. Participants in the motor analogy condition will be instructed to ‘land like a feather’, whereas participants in the control condition will be instructed to ‘land safely’. The primary outcome parameters are maximum impact force (normalised by mass) applied to different body segments during impact and fracture risk ratio of wrists and hips. A two- way multivariate analysis of variance will be conducted to examine differences between the motor analogy and control conditions as a function of the different variables.

text: Testing the efficacy of a motor analogy designed to promote safe landing by older adults who fall accidentally: a study protocol for a randomised control study Introduction: Falling is associated with adverse effects on the health of older people. The majority of research into falls among older people has focused on prevention, with less attention to ‘how to fall safely’. Previous research suggests that motor analogies can be used to promote safe landing by young adults; however, the efficacy of this technique for older people remains unknown. This study aims to determine whether a motor analogy is useful for promoting safe falling in the older adult population. Methods and analysis: The study adopts a randomised, controlled, single- blinded study design. People 65 years and older will be randomly allocated to a control condition or a motor analogy condition. They will receive a nudge in a forward, backward or sideways direction (randomised order), which will initiate a fall. The nudge will occur at variable (randomised) time points, so participants will not be aware of when they will fall. Participants in the motor analogy condition will be instructed to ‘land like a feather’, whereas participants in the control condition will be instructed to ‘land safely’. The primary outcome parameters are maximum impact force (normalised by mass) applied to different body segments during impact and fracture risk ratio of wrists and hips. A two- way multivariate analysis of variance will be conducted to examine differences between the motor analogy and control conditions as a function of the different variables.

year: 2022

title: Making home, making identity: Asian garden making in New Zealand, 1850s–1930s

authors: Beattie, James John

subjects: New Zealand

abstract: A ‘garden breathes spirit, atmosphere’ into space, a garden makes place home.¹ Gardenmaking, as KatieHolmes, SusanMartin and KylieMirmohamadi observe, is ‘an act of memory and settlement’, one looking ‘back to recollected forms and forward to new growth’.² For most settlers to New Zealand, making a home through gardening meant recreating aspects of their European heritage. It meant introducing, as environmental historian Thomas Dunlap notes, ‘European grass growing in imitation of English meadows’. It involved recreating the lowlands of Scotland through gorse hedges and thistle. Or, it meant cultivating an environment to incorporate familiar flowers and trees, and new varieties too.³ This article, however, complicates this picture of settler garden making as a reminder of home in Europe. It instead examines those Europeans who fashioned gardens and landscapes as reminders of a home in Asia. By examining their hidden histories of garden making, it complicates assumptions made in New Zealand and overseas garden history literature about settlers invariably hailing from Europe and inevitably recreating gardens reminiscent of their home there.⁴ My findings also challenge preconceived notions that the only people making Asian gardens in New Zealand were Chinese migrants themselves.⁵ Equally, I do not discuss the popularity of Asian species or cultivars in settler society, as planted for purely aesthetic responses. Instead this article only examines planting to recall the places from which the varieties originated.⁶ In revealing this hidden history, so to speak, of Europeans brought up in Asia or having spent much of their life there and using garden making and landscape features to recall that history, this article extends the recent research of Duncan Campbell and others into the important connections New Zealand maintained with Asia, from the collection of rare and valuable Chinese objects through to settler recreations of Japanese games, and literary and aesthetic influences. To quote Campbell’s chapter title, itself taken from a work by the New Zealand/British writer Katherine Mansfield (1888–1923), this article gives spatial and visual life to ‘[w]hat lies beneath those strange rich surfaces’ of colonial New Zealand.⁷ Scraping away the surfaces of three of those gardens—two in colonial Canterbury, in New Zealand’s South Island, and one in its subtropical north of the 1920s and 1930s— reveals a rich patina of Asian influences colouring New Zealand’s garden history. My hope is for this article to mark the beginning of a project drawing together the warp of literature on settler garden making using Chinese plants and designs with the weft of the history of the garden making of the Chinese themselves.⁸

text: Making home, making identity: Asian garden making in New Zealand, 1850s–1930s A ‘garden breathes spirit, atmosphere’ into space, a garden makes place home.¹ Gardenmaking, as KatieHolmes, SusanMartin and KylieMirmohamadi observe, is ‘an act of memory and settlement’, one looking ‘back to recollected forms and forward to new growth’.² For most settlers to New Zealand, making a home through gardening meant recreating aspects of their European heritage. It meant introducing, as environmental historian Thomas Dunlap notes, ‘European grass growing in imitation of English meadows’. It involved recreating the lowlands of Scotland through gorse hedges and thistle. Or, it meant cultivating an environment to incorporate familiar flowers and trees, and new varieties too.³ This article, however, complicates this picture of settler garden making as a reminder of home in Europe. It instead examines those Europeans who fashioned gardens and landscapes as reminders of a home in Asia. By examining their hidden histories of garden making, it complicates assumptions made in New Zealand and overseas garden history literature about settlers invariably hailing from Europe and inevitably recreating gardens reminiscent of their home there.⁴ My findings also challenge preconceived notions that the only people making Asian gardens in New Zealand were Chinese migrants themselves.⁵ Equally, I do not discuss the popularity of Asian species or cultivars in settler society, as planted for purely aesthetic responses. Instead this article only examines planting to recall the places from which the varieties originated.⁶ In revealing this hidden history, so to speak, of Europeans brought up in Asia or having spent much of their life there and using garden making and landscape features to recall that history, this article extends the recent research of Duncan Campbell and others into the important connections New Zealand maintained with Asia, from the collection of rare and valuable Chinese objects through to settler recreations of Japanese games, and literary and aesthetic influences. To quote Campbell’s chapter title, itself taken from a work by the New Zealand/British writer Katherine Mansfield (1888–1923), this article gives spatial and visual life to ‘[w]hat lies beneath those strange rich surfaces’ of colonial New Zealand.⁷ Scraping away the surfaces of three of those gardens—two in colonial Canterbury, in New Zealand’s South Island, and one in its subtropical north of the 1920s and 1930s— reveals a rich patina of Asian influences colouring New Zealand’s garden history. My hope is for this article to mark the beginning of a project drawing together the warp of literature on settler garden making using Chinese plants and designs with the weft of the history of the garden making of the Chinese themselves.⁸

year: 2011

title: Mates at the school gates:Investigating peer relationships among rangatahi Māori

authors: Knowles, Anthea Heather

subjects: school attendance

abstract: As a teacher, I have found that while some rangatahi feel connected to school, many others do not. In an attempt to reduce the gap between Māori and non-Māori educational achievement, there have been significant nationwide initiatives implemented into schools across New Zealand. These programmes have been centred mostly around improving school engagement. Despite these efforts, school attendance rates among Māori continue to decline. This thesis explores the role of peer relationships among rangatahi Māori, including how these relationships may influence various domains of engagement at school, such as participation, belonging and orientation to learning. 

This research involves focus group interviews with six rangatahi Māori aged 17-18, and in Years 12 and 13 in a small-town New Zealand High School. The wāhine Māori who contributed to the study, had been identified by the school as successfully engaged through regular attendance and participation of school activites. The findings from this study identify some critical aspects to building strong peer relationships, including: having a social space to gather, practicing manaakitanga, recognising equity, maintaining connection with each other, and welcoming humour. The rangatahi in this study value their peers and social relationships and they freely access these resources as needed. In doing so they are able to collectively critique experiences of marginalisation and acquire a collective source of resilience. The participants in this study then draw on this collective resilience during challenging situations.

text: Mates at the school gates:Investigating peer relationships among rangatahi Māori As a teacher, I have found that while some rangatahi feel connected to school, many others do not. In an attempt to reduce the gap between Māori and non-Māori educational achievement, there have been significant nationwide initiatives implemented into schools across New Zealand. These programmes have been centred mostly around improving school engagement. Despite these efforts, school attendance rates among Māori continue to decline. This thesis explores the role of peer relationships among rangatahi Māori, including how these relationships may influence various domains of engagement at school, such as participation, belonging and orientation to learning. 

This research involves focus group interviews with six rangatahi Māori aged 17-18, and in Years 12 and 13 in a small-town New Zealand High School. The wāhine Māori who contributed to the study, had been identified by the school as successfully engaged through regular attendance and participation of school activites. The findings from this study identify some critical aspects to building strong peer relationships, including: having a social space to gather, practicing manaakitanga, recognising equity, maintaining connection with each other, and welcoming humour. The rangatahi in this study value their peers and social relationships and they freely access these resources as needed. In doing so they are able to collectively critique experiences of marginalisation and acquire a collective source of resilience. The participants in this study then draw on this collective resilience during challenging situations.

year: 2019