title: Digital tools disrupting tertiary students’ notions of disciplinary knowledge: Cases in history and tourism

authors: Cowie, Bronwen

subjects: digital tools

abstract: This paper reports on the findings from a two year research project that explored the potential of digital tools in support of teaching–learning across different disciplinary areas at a New Zealand university. Two courses (in History and Tourism) are case studied using data collected through interviews with lecturers, tutors and their students, and an online student survey. Findings from the research revealed that both lecturers and students were challenged in learning about the affordances and use of the lecturer selected digital tools as a mediational means. The tools were not initially transparent to them, nor were they able to be easily deployed to undertake their primary task—teaching for the lecturers, and, learning and demonstrating learning for the students completing assigned tasks. The process of learning and using the tools disrupted participants’ prior thinking and led to new understandings of both disciplines and of effective pedagogies for the two disciplines. The findings increase our understanding of the ways digital tools can develop, challenge and expand tertiary students learning and have implications for practice.

text: Digital tools disrupting tertiary students’ notions of disciplinary knowledge: Cases in history and tourism This paper reports on the findings from a two year research project that explored the potential of digital tools in support of teaching–learning across different disciplinary areas at a New Zealand university. Two courses (in History and Tourism) are case studied using data collected through interviews with lecturers, tutors and their students, and an online student survey. Findings from the research revealed that both lecturers and students were challenged in learning about the affordances and use of the lecturer selected digital tools as a mediational means. The tools were not initially transparent to them, nor were they able to be easily deployed to undertake their primary task—teaching for the lecturers, and, learning and demonstrating learning for the students completing assigned tasks. The process of learning and using the tools disrupted participants’ prior thinking and led to new understandings of both disciplines and of effective pedagogies for the two disciplines. The findings increase our understanding of the ways digital tools can develop, challenge and expand tertiary students learning and have implications for practice.

year: 2014

title: Melatonin and sleep responses following exercise in elite female athletes

authors: O'Donnell, Shannon Lea

subjects: Actigraphy

abstract: Objective: To determine the melatonin concentrations and subsequent sleep indices of elite netball athletes following a training day when compared to a control day. Methods: Ten elite female netball athletes (mean ± SD; age = 23 ± 6 yrs) provided saliva samples PRE (17:15h) and POST (22:00h) a training session, and a day with no training (CONTROL). Sleep monitoring was performed using wrist actigraphy to assess total time in bed (TTB), total sleep time (TST), sleep efficiency (SE) and sleep latency (SL). Results: Melatonin levels were significantly lower (p < 0.05), both PRE and POST the training condition (6.2 and 17.6 pg/mL, respectively) when compared to the CONTROL (14.8 and 24.3 pg/mL, respectively). There were no significant differences observed between conditions for any of the sleep variables. However, a small reduction in TST could be observed following the training session condition compared to the CONTROL condition. Conclusion: The scheduling of netball training in the evening is shown to suppress salivary melatonin levels. This may have an influence on subsequent sleep following night-time exercise.

text: Melatonin and sleep responses following exercise in elite female athletes Objective: To determine the melatonin concentrations and subsequent sleep indices of elite netball athletes following a training day when compared to a control day. Methods: Ten elite female netball athletes (mean ± SD; age = 23 ± 6 yrs) provided saliva samples PRE (17:15h) and POST (22:00h) a training session, and a day with no training (CONTROL). Sleep monitoring was performed using wrist actigraphy to assess total time in bed (TTB), total sleep time (TST), sleep efficiency (SE) and sleep latency (SL). Results: Melatonin levels were significantly lower (p < 0.05), both PRE and POST the training condition (6.2 and 17.6 pg/mL, respectively) when compared to the CONTROL (14.8 and 24.3 pg/mL, respectively). There were no significant differences observed between conditions for any of the sleep variables. However, a small reduction in TST could be observed following the training session condition compared to the CONTROL condition. Conclusion: The scheduling of netball training in the evening is shown to suppress salivary melatonin levels. This may have an influence on subsequent sleep following night-time exercise.

year: 2019

title: An Evaluation of an Impaired Driver Treatment Programme Facilitated by Tūhoe Hauora

authors: Waru, Nicole Arihia

subjects: Tuhoe Hauora

abstract: Driving while impaired is a substantial issue in Aotearoa.  It has the potential to result in loss of life and cause significant health and economic strain on society.  Recidivist impaired drivers are major contributors to this problem.  Countermeasures of impaired driving have previously included liquor licencing, drinking age restrictions, health promotion campaigns and health rehabilitation therapies.  The Ministry of Health offer an Impaired Driving therapy throughout Aotearoa as countermeasure to this issue.  The programme is administered through the funder-contract system. Participation is compulsory for those mandated by court order.  
This study evaluates an Impaired Driver programme facilitated by Tūhoe Hauora; a kaupapa Māori mental health and addiction provider based in Taneatua, Eastern Bay of Plenty.  The course is delivered once weekly over a period of ten weeks to a group of twelve or less recidivist impaired drivers or first time offenders who were convicted of driving with excessive levels of breath alcohol.    
The evaluation draws from a community psychology paradigm in exploration of the lived experiences of programme participants, in the context of course 2 of the 2014 Tūhoe Hauora Impaired Driving course.  
The experiences of five individuals were explored using in-depth face to face interviews and presented using a case-by-case approach.  Participant observation, document review, evaluation visits and participant surveys were used as supplement methods of inquiry.  The findings illustrated that Tūhoe Hauora met contract requirements by addressing impaired driving recidivism to date of interview.  The evaluation also found the course actualising the mission of Tūhoe Hauora which was to address the holistic well-being of programme participants.  The research did present areas in the programme that could be improved particularly pertaining to the referral process and a need for agency collaboration.  Recommendations were formulated in attempt to address the programme gaps and discussion is offered in addressing the multi-layered oppression that was experienced throughout the evaluation process by both Tūhoe Hauora and the evaluation participants.

text: An Evaluation of an Impaired Driver Treatment Programme Facilitated by Tūhoe Hauora Driving while impaired is a substantial issue in Aotearoa.  It has the potential to result in loss of life and cause significant health and economic strain on society.  Recidivist impaired drivers are major contributors to this problem.  Countermeasures of impaired driving have previously included liquor licencing, drinking age restrictions, health promotion campaigns and health rehabilitation therapies.  The Ministry of Health offer an Impaired Driving therapy throughout Aotearoa as countermeasure to this issue.  The programme is administered through the funder-contract system. Participation is compulsory for those mandated by court order.  
This study evaluates an Impaired Driver programme facilitated by Tūhoe Hauora; a kaupapa Māori mental health and addiction provider based in Taneatua, Eastern Bay of Plenty.  The course is delivered once weekly over a period of ten weeks to a group of twelve or less recidivist impaired drivers or first time offenders who were convicted of driving with excessive levels of breath alcohol.    
The evaluation draws from a community psychology paradigm in exploration of the lived experiences of programme participants, in the context of course 2 of the 2014 Tūhoe Hauora Impaired Driving course.  
The experiences of five individuals were explored using in-depth face to face interviews and presented using a case-by-case approach.  Participant observation, document review, evaluation visits and participant surveys were used as supplement methods of inquiry.  The findings illustrated that Tūhoe Hauora met contract requirements by addressing impaired driving recidivism to date of interview.  The evaluation also found the course actualising the mission of Tūhoe Hauora which was to address the holistic well-being of programme participants.  The research did present areas in the programme that could be improved particularly pertaining to the referral process and a need for agency collaboration.  Recommendations were formulated in attempt to address the programme gaps and discussion is offered in addressing the multi-layered oppression that was experienced throughout the evaluation process by both Tūhoe Hauora and the evaluation participants.

year: 2016