title: Access to sexual health services and support for people with intellectual and developmental disabilities: an Australian cross-sector survey

authors: Frawley, Patsie

subjects: Social Sciences

abstract: Introduction
People with intellectual and developmental disabilities under the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) have the right to access sexual health services including information, education, and support. Little is known about the capacity of sexual health professionals to provide these services.

Methods
Using an observational research design, this study utilised a descriptive survey tool (PASH–Ext) that also encompassed a standardised measure, with a cross-sectional purposive sample of 52 Australian sexual health professionals. Data was collected in 2020.

Results
Just over half of the participants reported having received training in their preservice education to work with people with intellectual and developmental disabilities, of these 60% held the view that people with intellectual and developmental disabilities would not feel embarrassed receiving sexual health information and support.

Conclusion
The study found that training is both important to the professionals’ preparedness to work with people with intellectual and developmental disabilities, and that these professionals advocate for the continuation of this training in pre-service courses and additional training in post service education for sexual health workers.

Policy Implications
To progressively realise Article 25 of the UNCRPD signatory, countries need to ensure sexual health services are accessible to people with intellectual and developmental disabilities. This study recommends that sexual health policy addresses equity of access for people with intellectual and developmental disability by ensuring all staff are prepared and supported to provide these services.

text: Access to sexual health services and support for people with intellectual and developmental disabilities: an Australian cross-sector survey Introduction
People with intellectual and developmental disabilities under the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) have the right to access sexual health services including information, education, and support. Little is known about the capacity of sexual health professionals to provide these services.

Methods
Using an observational research design, this study utilised a descriptive survey tool (PASH–Ext) that also encompassed a standardised measure, with a cross-sectional purposive sample of 52 Australian sexual health professionals. Data was collected in 2020.

Results
Just over half of the participants reported having received training in their preservice education to work with people with intellectual and developmental disabilities, of these 60% held the view that people with intellectual and developmental disabilities would not feel embarrassed receiving sexual health information and support.

Conclusion
The study found that training is both important to the professionals’ preparedness to work with people with intellectual and developmental disabilities, and that these professionals advocate for the continuation of this training in pre-service courses and additional training in post service education for sexual health workers.

Policy Implications
To progressively realise Article 25 of the UNCRPD signatory, countries need to ensure sexual health services are accessible to people with intellectual and developmental disabilities. This study recommends that sexual health policy addresses equity of access for people with intellectual and developmental disability by ensuring all staff are prepared and supported to provide these services.

year: 2022-06-02

title: Current singularities at finitely compressible three-dimensional magnetic null points

authors: Dmitruk, Pablo

subjects: mathematics

abstract: The formation of current singularities at line-tied two- and three-dimensional (2D and 3D, respectively) magnetic null points in a nonresistive magnetohydrodynamic environment is explored. It is shown that, despite the different separatrix structures of 2D and 3D null points, current singularities may be initiated in a formally equivalent manner. This is true no matter whether the collapse is triggered by flux imbalance within closed, line-tied null points or driven by externally imposed velocity fields in open, incompressible geometries. A Lagrangian numerical code is used to investigate the finite amplitude perturbations that lead to singular current sheets in collapsing 2D and 3D null points. The form of the singular current distribution is analyzed as a function of the spatial anisotropy of the null point, and the effects of finite gas pressure are quantified. It is pointed out that the pressure force, while never stopping the formation of the singularity, significantly alters the morphology of the current distribution as well as dramatically weakening its strength. The impact of these findings on 2D and 3D magnetic reconnection models is discussed.

text: Current singularities at finitely compressible three-dimensional magnetic null points The formation of current singularities at line-tied two- and three-dimensional (2D and 3D, respectively) magnetic null points in a nonresistive magnetohydrodynamic environment is explored. It is shown that, despite the different separatrix structures of 2D and 3D null points, current singularities may be initiated in a formally equivalent manner. This is true no matter whether the collapse is triggered by flux imbalance within closed, line-tied null points or driven by externally imposed velocity fields in open, incompressible geometries. A Lagrangian numerical code is used to investigate the finite amplitude perturbations that lead to singular current sheets in collapsing 2D and 3D null points. The form of the singular current distribution is analyzed as a function of the spatial anisotropy of the null point, and the effects of finite gas pressure are quantified. It is pointed out that the pressure force, while never stopping the formation of the singularity, significantly alters the morphology of the current distribution as well as dramatically weakening its strength. The impact of these findings on 2D and 3D magnetic reconnection models is discussed.

year: 2005-07-15

title: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School

authors: Anderson, Diana

subjects: Harakeke

abstract: Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

text: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

year: 2009