title: Education: a space to survive and thrive?

authors: O'Sullivan, Mary

subjects: teacher educator

abstract: The article presents our response to some ideas presented by David Kirk in his 2012 Scholar Lecture to the Physical Education and Sport Pedagogy Special Interest Group of the British Educational Research Association Annual Conference in September 2012. We seek to present an alternate view to one aspect of Kirk's argument which supports a view that physical education pedagogues are marginalised in academia and that such a status is attributed at least in part to their professional positioning within the field of education and within schools or faculties of education. We argue that a career as a scholar in the university sector means understanding the goals and priorities of the particular university where you work and how your interests and capacities align. We argue that being a teacher educator or a sport pedagogy scholar in a College of Education or in a Department of Human Movement Studies is not the central defining characteristic in progressing your career. What matters is that the priorities of your department and the attitude of your colleagues to your teaching and research align with your capacities and interests. We reject what we read as the message that being involved in teacher education is not a good career move in the contemporary university. While we acknowledge challenges to teacher education in England and elsewhere, this is not a reason to abandon research on teaching/teacher education or careers in schools/departments of education.

text: Education: a space to survive and thrive? The article presents our response to some ideas presented by David Kirk in his 2012 Scholar Lecture to the Physical Education and Sport Pedagogy Special Interest Group of the British Educational Research Association Annual Conference in September 2012. We seek to present an alternate view to one aspect of Kirk's argument which supports a view that physical education pedagogues are marginalised in academia and that such a status is attributed at least in part to their professional positioning within the field of education and within schools or faculties of education. We argue that a career as a scholar in the university sector means understanding the goals and priorities of the particular university where you work and how your interests and capacities align. We argue that being a teacher educator or a sport pedagogy scholar in a College of Education or in a Department of Human Movement Studies is not the central defining characteristic in progressing your career. What matters is that the priorities of your department and the attitude of your colleagues to your teaching and research align with your capacities and interests. We reject what we read as the message that being involved in teacher education is not a good career move in the contemporary university. While we acknowledge challenges to teacher education in England and elsewhere, this is not a reason to abandon research on teaching/teacher education or careers in schools/departments of education.

year: 2013

title: Mild traumatic brain injury during infancy: Executive function and behavioural outcomes 24 months post-injury

authors: Zareie, Setareh

subjects: mild traumatic brain injury

abstract: Traumatic brain injury (TBI) is a leading cause of death and disability for children and young people worldwide. Research has found that children in infancy and early childhood are at the highest risk of sustaining a TBI; and that mild TBI accounts for a large majority of these injuries. Unfortunately, there is limited research regarding the effects of TBI in this age group; and population-based studies are undertaken rarely. Most of the paediatric TBI research also focuses on school-aged children; and thus the effects of TBI sustained in infancy are not yet well understood. The main aim of this study was to investigate whether preschool children who have sustained a mild TBI would perform differently to healthy children in executive function (EF), with a particular focus on working memory and inhibitory control. A secondary aim was to investigate whether preschool children who have sustained a mild TBI would differ to healthy children in behavioural/emotional functioning.

The investigation involved a population-based sample of 24 children who sustained a mild TBI between the ages of 0-2 years old. 24 children who had not had a TBI were also recruited as an age-matched comparison group. Assessments involved both parents and their children; and were conducted approximately 24 months post-injury. Parents completed the Behaviour Rating Inventory of Executive Function – Preschool Version (BRIEF-P); and the Behaviour Assessment System for Children, Second Edition (BASC-2). Children were also assessed using performance-based measures of EF such as the Delayed Alternation task - which measures working memory; and the Colour-Object Interference task - which measures inhibitory control. 

Results showed that children with and without mild TBI were characterised by similar EF abilities, including working memory and EF behaviours. In contrast, more children in the injury group (22.7% of the TBI sample) had clinically significant internalising behaviour problems (anxiety, depression and somatisation) as rated by their parents. These results indicate the need for children who have had a mild TBI to be screened for possible behavioural/emotional difficulties; and for interventions to be implemented as needed. Additional support for parents/caregivers may also be necessary. While no differences were observed between the two groups in EF at the time of assessment, it is recommended that longer-term studies are conducted.

text: Mild traumatic brain injury during infancy: Executive function and behavioural outcomes 24 months post-injury Traumatic brain injury (TBI) is a leading cause of death and disability for children and young people worldwide. Research has found that children in infancy and early childhood are at the highest risk of sustaining a TBI; and that mild TBI accounts for a large majority of these injuries. Unfortunately, there is limited research regarding the effects of TBI in this age group; and population-based studies are undertaken rarely. Most of the paediatric TBI research also focuses on school-aged children; and thus the effects of TBI sustained in infancy are not yet well understood. The main aim of this study was to investigate whether preschool children who have sustained a mild TBI would perform differently to healthy children in executive function (EF), with a particular focus on working memory and inhibitory control. A secondary aim was to investigate whether preschool children who have sustained a mild TBI would differ to healthy children in behavioural/emotional functioning.

The investigation involved a population-based sample of 24 children who sustained a mild TBI between the ages of 0-2 years old. 24 children who had not had a TBI were also recruited as an age-matched comparison group. Assessments involved both parents and their children; and were conducted approximately 24 months post-injury. Parents completed the Behaviour Rating Inventory of Executive Function – Preschool Version (BRIEF-P); and the Behaviour Assessment System for Children, Second Edition (BASC-2). Children were also assessed using performance-based measures of EF such as the Delayed Alternation task - which measures working memory; and the Colour-Object Interference task - which measures inhibitory control. 

Results showed that children with and without mild TBI were characterised by similar EF abilities, including working memory and EF behaviours. In contrast, more children in the injury group (22.7% of the TBI sample) had clinically significant internalising behaviour problems (anxiety, depression and somatisation) as rated by their parents. These results indicate the need for children who have had a mild TBI to be screened for possible behavioural/emotional difficulties; and for interventions to be implemented as needed. Additional support for parents/caregivers may also be necessary. While no differences were observed between the two groups in EF at the time of assessment, it is recommended that longer-term studies are conducted.

year: 2014

title: Māori and kava: New drug fashion or re-engagement with 'kawa'?

authors: Aporosa, S. 'Apo'

subjects: kava

abstract: The Pacific “cultural keystone species” (Garibaldi & Turner, 2004, pp.1,5) kava is uniquely linked with notions of mana (spiritual power) and used to infuse efficacy into celebrations and life events. The drink, made from this potent icon of identity, brings on feelings of relaxation without marked euphoria, aiding clear-minded talanoa (discussion) to facilitate important and/or contentious dialogue. The sharing and drinking of kava as part of host/guest formalities is used in bringing about mutuality and unity (Aporosa, 2019). It is estimated there are more than 20,000 kava users in Aotearoa/New Zealand on an average Friday or Saturday night, with increasing interest and uptake of this indigenous drink by Māori. Crowley (1994) reports that the Māori word ‘kawa’, literally meaning ‘marae protocol’, has its linguistic foundations in ‘kava’ and the practices associated with this cultural keystone species. This paper explores that linguistic union to ask whether increased kava use by Māori has greater significance than simply a new interaction with a foreign drug substance. Further, due to the use of kava in facilitating talanoa (discussion), the possibility of kava playing a similar role for Māori is considered, one linked to ancestral Pacific connections aimed at assisting kōrero (talanoa), cultural connectedness and practice.

text: Māori and kava: New drug fashion or re-engagement with 'kawa'? The Pacific “cultural keystone species” (Garibaldi & Turner, 2004, pp.1,5) kava is uniquely linked with notions of mana (spiritual power) and used to infuse efficacy into celebrations and life events. The drink, made from this potent icon of identity, brings on feelings of relaxation without marked euphoria, aiding clear-minded talanoa (discussion) to facilitate important and/or contentious dialogue. The sharing and drinking of kava as part of host/guest formalities is used in bringing about mutuality and unity (Aporosa, 2019). It is estimated there are more than 20,000 kava users in Aotearoa/New Zealand on an average Friday or Saturday night, with increasing interest and uptake of this indigenous drink by Māori. Crowley (1994) reports that the Māori word ‘kawa’, literally meaning ‘marae protocol’, has its linguistic foundations in ‘kava’ and the practices associated with this cultural keystone species. This paper explores that linguistic union to ask whether increased kava use by Māori has greater significance than simply a new interaction with a foreign drug substance. Further, due to the use of kava in facilitating talanoa (discussion), the possibility of kava playing a similar role for Māori is considered, one linked to ancestral Pacific connections aimed at assisting kōrero (talanoa), cultural connectedness and practice.

year: 2019