title: What wrist should you wear your actigraphy device on? Analysis of dominant vs. non-dominant wrist actigraphy for measuring sleep in healthy adults

authors: Driller, Matthew W.

subjects: polysomnography

abstract: OBJECTIVE: Differences in sleep results due to the placement of actigraphy devices (non-dominant vs. dominant wrist) are yet to be determined. 
METHODS: 65 nights of data from 13 adult participants was collected while participants wore two actigraphy devices, one on each wrist. Sleep indices including total sleep time (TST), total time in bed (TTB), sleep efficiency (SE%), sleep latency (SL), wake after sleep onset (WASO), sleep onset time (SOT) and wake time (WT) were assessed between the two devices. 
RESULTS: There were no significant differences between devices for any of the measured sleep variables (p>0.05). SE%, SL and WASO resulted in high correlations between devices (0.89, 0.89 and 0.76, respectively), with all other sleep variables resulting in very high correlations (>0.90) between devices.
CONCLUSIONS: Based on our results, it does not seem critical which wrist the actigraphy device is worn on for measuring key sleep variables.

text: What wrist should you wear your actigraphy device on? Analysis of dominant vs. non-dominant wrist actigraphy for measuring sleep in healthy adults OBJECTIVE: Differences in sleep results due to the placement of actigraphy devices (non-dominant vs. dominant wrist) are yet to be determined. 
METHODS: 65 nights of data from 13 adult participants was collected while participants wore two actigraphy devices, one on each wrist. Sleep indices including total sleep time (TST), total time in bed (TTB), sleep efficiency (SE%), sleep latency (SL), wake after sleep onset (WASO), sleep onset time (SOT) and wake time (WT) were assessed between the two devices. 
RESULTS: There were no significant differences between devices for any of the measured sleep variables (p>0.05). SE%, SL and WASO resulted in high correlations between devices (0.89, 0.89 and 0.76, respectively), with all other sleep variables resulting in very high correlations (>0.90) between devices.
CONCLUSIONS: Based on our results, it does not seem critical which wrist the actigraphy device is worn on for measuring key sleep variables.

year: 2017

title: Evaluating an online learning community: Intellectual, social and emotional development and transformations.

authors: Khoo, Elaine G.L.

subjects: online teaching

abstract: Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting teaching-learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper presents findings of a case study of a semester-long online graduate course designed to facilitate a learning community at a New Zealand tertiary institution. It adopts a sociocultural analytical framework and argues for a multiple developmental analytical approach to evaluating learning that considers lecturer and student intellectual, social and emotional development and transformations. Implications are presented for online lecturers, course designers and institutional administrators.

text: Evaluating an online learning community: Intellectual, social and emotional development and transformations. Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting teaching-learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper presents findings of a case study of a semester-long online graduate course designed to facilitate a learning community at a New Zealand tertiary institution. It adopts a sociocultural analytical framework and argues for a multiple developmental analytical approach to evaluating learning that considers lecturer and student intellectual, social and emotional development and transformations. Implications are presented for online lecturers, course designers and institutional administrators.

year: 2011

title: Sylvia’s place: Ashton-Warner as New Zealand educational theorist.

authors: Middleton, Sue

subjects: educational theorist

abstract: Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

text: Sylvia’s place: Ashton-Warner as New Zealand educational theorist. Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

year: 2009