scholarly journals Meditative Breathing A Catalyst for Positive Change

2021 ◽  
Author(s):  
◽  
Robyn Browne
Keyword(s):  
New Zealand ◽  
Classroom Climate ◽  
Classroom Teacher ◽  
Research Question ◽  
Self Regulation ◽  
Well Being ◽  
Ministry Of Education ◽  
Cogenerative Dialogue ◽  
Main Research ◽  
Health Distress

<p>The New Zealand government faces substantive challenges in meeting both the health and education needs of a significant number of our children who are vulnerable to alienation and inform the statistics of mental health distress and academic underachievement. The New Zealand Ministry of Education acknowledges that the education system is not meeting the needs of its most disadvantaged young people. This research explored whether a programme of meditative breathing might contribute to the alleviation of this situation by supporting the development of self-regulation and well-being in students. It also sought to enable student agency by adding nuanced student voice to the literature in this field. While there is an increasing number of peer-reviewed studies in this field, there are few studies that encourage the participants to describe their experiences directly in their own words or images. The main research question was ‘What are student’s experience of guided meditative breathing?’ The sub-questions were ‘Does it contribute to their wellbeing?’ and ‘Does it contribute to their learning?’. Students participated in a ten-week programme of daily meditative breathing. Data was collected from the weekly cogenerative dialogue, journals, from a heuristic and teacher recorded reflections with a three-month follow-up. The meditative breathing intervention intervention was described by students and the classroom teacher as leading to a calmer and more peaceful classroom climate. They indicated reduced anxiety, increased clarity of thinking, improved self-regulation and engagement. A number of students described taking the skills that they had learned in the programme and regularly applying them in other contexts. Implications for teachers and teacher training are discussed.</p>

Meditative Breathing A Catalyst for Positive Change

2021 ◽  
Author(s):  
◽  
Robyn Browne
Keyword(s):  
New Zealand ◽  
Classroom Climate ◽  
Classroom Teacher ◽  
Research Question ◽  
Self Regulation ◽  
Well Being ◽  
Ministry Of Education ◽  
Cogenerative Dialogue ◽  
Main Research ◽  
Health Distress

<p>The New Zealand government faces substantive challenges in meeting both the health and education needs of a significant number of our children who are vulnerable to alienation and inform the statistics of mental health distress and academic underachievement. The New Zealand Ministry of Education acknowledges that the education system is not meeting the needs of its most disadvantaged young people. This research explored whether a programme of meditative breathing might contribute to the alleviation of this situation by supporting the development of self-regulation and well-being in students. It also sought to enable student agency by adding nuanced student voice to the literature in this field. While there is an increasing number of peer-reviewed studies in this field, there are few studies that encourage the participants to describe their experiences directly in their own words or images. The main research question was ‘What are student’s experience of guided meditative breathing?’ The sub-questions were ‘Does it contribute to their wellbeing?’ and ‘Does it contribute to their learning?’. Students participated in a ten-week programme of daily meditative breathing. Data was collected from the weekly cogenerative dialogue, journals, from a heuristic and teacher recorded reflections with a three-month follow-up. The meditative breathing intervention intervention was described by students and the classroom teacher as leading to a calmer and more peaceful classroom climate. They indicated reduced anxiety, increased clarity of thinking, improved self-regulation and engagement. A number of students described taking the skills that they had learned in the programme and regularly applying them in other contexts. Implications for teachers and teacher training are discussed.</p>

scholarly journals Effects of exposure to immersive videos and photo slideshows of forest and urban environments

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Fariba Mostajeran ◽  
Jessica Krzikawski ◽  
Frank Steinicke ◽  
Simone Kühn
Keyword(s):  
Research Question ◽  
Well Being ◽  
Urban Environments ◽  
Natural Environments ◽  
Jail Inmates ◽  
Forest Environment ◽  
Main Research ◽  
Head Mounted Display ◽  
Sense Of Presence ◽  
Hospital Patients

AbstractA large number of studies have demonstrated the benefits of natural environments on people’s health and well-being. For people who have limited access to nature (e.g., elderly in nursing homes, hospital patients, or jail inmates), virtual representations may provide an alternative to benefit from the illusion of a natural environment. For this purpose and in most previous studies, conventional photos of nature have been used. Immersive virtual reality (VR) environments, however, can induce a higher sense of presence compared to conventional photos. Whether this higher sense of presence leads to increased positive impacts of virtual nature exposure is the main research question of this study. Therefore, we compared exposure to a forest and an urban virtual environment in terms of their respective impact on mood, stress, physiological reactions, and cognition. The environments were presented via a head-mounted display as (1) conventional photo slideshows or (2) 360$$^{\circ }$$ ∘ videos. The results show that the forest environment had a positive effect on cognition and the urban environment disturbed mood regardless of the mode of presentation. In addition, photos of either urban or forest environment were both more effective in reducing physiological arousal compared to immersive 360$$^{\circ }$$ ∘ videos.

scholarly journals Pervasive Learning and Technology Usage for Creativity Development in Education

2019 ◽  
Vol 14 (01) ◽  
pp. 95 ◽  
Author(s):  
Ivanna Shubina ◽  
Atik Kulakli
Keyword(s):  
Research Question ◽  
Relevant Literature ◽  
Self Regulation ◽  
Main Research ◽  
Technology Learning ◽  
Creativity Development ◽  
Educational Processes ◽  
Educational Paradigm ◽  
Pervasive Learning

This paper’s aim is to investigate the role of creativity and pervasive learning in a modern education paradigm. The research was conducted by relevant literature review along with reflective analysis on sub-context such as creativity, educational development, pedagogical methods, important factors behind of creativity development and technology-learning systems affects. Various issues may become a supportive factor or barrier for creativity development in educational processes. Technology in an education field provides many opportunities for creativity enhancement, among which supports to enhance curiosity to develop some skills to improve student's cognitive processes and engagement as well as to increase intrinsic motivation, self-regulation. Authors attempted to consider all the benefits, challenges and risks related to enhancing creativity with the help of technology in modern educational paradigm. Many studies have been analyzed in order to answer main research question: How technology-pervasive learning environment can enhance stimulation and development of creativity among students?

scholarly journals Impact of Telework On the Perceived Work Environment of Older Workers

2017 ◽  
Vol 64 (2) ◽  
pp. 199-214
Author(s):  
René Arvola ◽  
Piia Tint ◽  
Ülo Kristjuhan ◽  
Virve Siirak
Keyword(s):  
Communication Technology ◽  
Older Workers ◽  
Systematic Approach ◽  
Research Question ◽  
Well Being ◽  
Information Communication ◽  
Mental Work ◽  
Main Research ◽  
Traditional Work ◽  
Regular Work

Abstract Telework has become a natural part of regular work life of employees who use the information communication technology (ICT). Telework has a potential to support postponing retirement for mental workers. The objective of this research was to find out interaction between senior employees′ teleworking and well-being. The main research question was - can telework improve elderly employees′ well-being? Over 100 respondents from different areas in mental work were involved in a quantitative survey. The results of a conducted survey showed that telework is exaggerated to some extent as teleworkers’ well-being (M = 7.79; SD = 1.28) does not diverge from non-teleworkers′ wellbeing (M = 7.75; SD = 1.40). However, telework can be neither underestimated nor taken as interchangeable with traditional work. Therefore, it is necessary to pay attention to telework as a different way of working with its specialties. Systematic approach to telework enables companies to employ elderly by providing diversity of work forms.

scholarly journals A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand

Teachers Work ◽  
2015 ◽  
Vol 11 (2) ◽  
pp. 201-220 ◽  
Author(s):  
Grant Rix ◽  
Ross Bernay
Keyword(s):  
New Zealand ◽  
Primary Schools ◽  
Family Health ◽  
Well Being ◽  
Mindfulness Practice ◽  
Classroom Teachers ◽  
Self Awareness ◽  
Ministry Of Education ◽  
Long Term Effects ◽  
Key Competencies

This study investigated the effects of an eight-week mindfulness in schools programme delivered in five primary schools in New Zealand. The participants included 126 students ranging in age from 6-11 years old and six classroom teachers. The programme was developed by one of our researchers (Rix) to align with The New Zealand Curriculum (Ministry of Education, 2007) and with a bi-cultural focus in mind. A Māori model of hauora (holistic well-being), Te Whare Tapa Wha, was incorporated as a key element of the programme. Te Whare Tapa Wha describes a Māori perspective on health and well-being which suggests that the house (whare) and its parts are viewed as a metaphor for different aspects of one’s health such that if one part of a house (or one’s health) is not in order, then there will be an effect of the other parts of the house (an individual’s health). Thus, physical health, spiritual health, family health and mental health are all interconnected for a person’s well-being, which is also a critical aspect of mindfulness. Classroom teachers were asked to complete fortnightly journal entries as part of a qualitative analysis of the effectiveness of the programme. A follow-up survey was completed three months after the last mindfulness class to assess any potential long term effects. Findings suggest that the programme may be efficacious for increasing calm, reduced stress, and improved focus and attention. In addition, results indicated enhanced self-awareness, and the development of positive relationships. A number of these outcomes were observed in both students and classroom teachers. These findings suggest that mindfulness practice can make a strong contribution to the key competencies outlined in the New Zealand curriculum. The design of the programme, findings of the study, and future recommendations for implementing mindfulness practice in New Zealand schools are discussed.

I principali ambiti di ricerca della Psicologia della Salute in Europa. Una rilettura critica a partire dal 23° Congresso Europeo di Psicologia della Salute

2009 ◽  
pp. 139-158
Author(s):  
Veronica Velasco ◽  
Massimo Miglioretti
Keyword(s):  
Health Psychology ◽  
Behavioural Change ◽  
Self Regulation ◽  
Illness Perception ◽  
Well Being ◽  
Main Research ◽  
Research Areas ◽  
Abstract Book ◽  
Health Promotion Interventions ◽  
Health And Well Being

- The aim of this paper is to highlight the main research areas in health psychology in Europe through the critical analysis of presentations and posters at the last European Congress of Health Psychology, which was held in Pisa. Through the analysis of the congress programme and the abstract book we identified nine main areas: theories of behavioural change; health promotion interventions; illness perception and representations; coping strategies and self-regulation in the management of illness; the contribution of positive psychology to developments in health psychology; health in different stages of life; the psychophysiology of health and well-being; the health and well-being of workers and work organizations; research methods in health psychology. In every area considered, beyond classic contents, new developments and novel approaches were identified.

scholarly journals Telework and perceived workload: Learnings prior to the COVID-19 upheaval

2021 ◽  
pp. 1-5
Author(s):  
Tuuli Turja ◽  
Oxana Krutova ◽  
Harri Melin
Keyword(s):  
Rural Areas ◽  
Research Question ◽  
Well Being ◽  
National Data ◽  
Main Research ◽  
The Status ◽  
Perceived Workload ◽  
Wage Earners ◽  
The Relationship

During COVID-19, telework has become a new form of work for broader groups of workers who were not teleworking prior to the pandemic. In this study, we ask what we will be returning to after COVID-19, if teleworking will become a new norm or if most workplaces will merely return to the old forms of work. The main research question of this study was to estimate the role of telework in perception of workload. More specifically, to gain an understanding of the stakes involved when reorganizing work after the pandemic, we analysed the relationship between perceived workload and opportunities to telework. Multilevel analysis utilized representative national data of wage earners in Finland (N = 4091). The findings showed that the opportunity to telework is associated with lower perceived workload in the capital area but not in the rural areas. More specifically, increasing telework opportunities among different-level workers, particularly in educational and social work in the capital area, would be beneficial in terms of increasing well-being at work. There could be good reasons for organizations to reject returning to the status quo ex ante after COVID-19 and to consider the new norm, where opportunities to telework are offered to wider worker groups.

13 Current Media Business Models in the Digital Age – the Takeaways for Bulgaria

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Ivo Indjov ◽  
◽  
◽  
Keyword(s):  
Digital Media ◽  
Business Models ◽  
Research Question ◽  
Public Funding ◽  
Digital Age ◽  
Well Being ◽  
Left Wing ◽  
Main Research ◽  
Viral Spread ◽  
The Media

The study seeks an answer to the current problem of the deepening global crisis of classic media business models in the digital age and the need to seek sustainable new forms of financing. This state of the journalistic media, resp. of quality journalism is the result of competition from the Internet and major online platforms, but also from acute financial crises, the most recent one caused by Covid-19. They hit the two market foundations of the media company the hardest – advertising and sales. Financially afflicted media repel citizens and are a direct threat to democracy. Weakened, they fall under external dependence, and cannot control the politicians and those in power; neither can they oppose the viral spread of misinformation and fake news on social media. The main research question is “Is it possible – and in what way – to save the media financially in the digital age?” 13 current media-financing models with an emphasis on digital media have been studied - beyond advertising, classified ads etc., which until recently ensured the well-being of the press and television. Two different media business models were also considered: taz – a successful German left-wing alternative newspaper based on cooperative ownership and a solidary model of attracting readers, and “Capital” – a Bulgarian business-oriented medium that successfully applies new forms of financing. Both editions focus on digital transition. The elements of comparison show that for several reasons the “taz model”, which provides a much more direct and emotional connection with the readership, is not applicable to Bulgaria in the medium term. The main conclusion of the study is that in order to survive in the digital age, journalistic media must have a flexible pluralistic funding model. Depending on the nature of the media, its target groups and the specifics of society, it may contain only part or a wider range of the following main sources of funding: market; state / public funding; structures of civil society and citizens.

scholarly journals 'I Can Tell You This Is a Fine Country': Identity Construction in the British-New Zealand Imperial Diaspora

2021 ◽  
Author(s):  
◽  
Lilja Mareike Sautter
Keyword(s):  
New Zealand ◽  
Print Culture ◽  
Collective Identity ◽  
Research Question ◽  
Late Nineteenth Century ◽  
Main Research ◽  
Stuart Hall ◽  
Diasporic Community ◽  
Paul Gilroy ◽  
Fundamental Tension

<p>This thesis uses diaspora theory to analyse late-nineteenth-century texts written by women in New Zealand. The texts include a number of novels as well as non-fictional journals and memoirs. Robin Cohen's definition of diaspora provides a framework for understanding the British settler community in New Zealand as an imperial diaspora. My approach modifies Cohen's framework by also employing constructivist theories of diaspora, in particular by Stuart Hall, Paul Gilroy and James Clifford. These theorists see identity as continuously produced within representation and diaspora as furthering cultural crossover and hybrid identities. This view of the British diaspora reveals fissures within the teleological ideology of the nation-state, which underlies imperialism. Rather than focusing on a binary of imperial centre and colonial periphery, I understand the diasporic community in New Zealand as part of an international network in which mobility and a shared print culture provided manifold connections.  The main research question asks how the texts participate in the construction of identity in the diasporic community in New Zealand and how they situate themselves within a wider context of diasporic print culture. It focuses both on the identity of women within the community and on the significance of notions of women‟s role, femininity and women's writing for the identity production of the community as a whole. The three sections, "Journey", "Settling" and "Community", trace the diaspora's narrative production of its collective identity through time and space. They consider the diaspora‟s textual imagining of its journey to New Zealand, its project of settling there, and its building of a distinct community. It emerges that the texts usually attempt to reconcile a number of contradictions and conflicting discourses, at the basis of which lies a fundamental tension between the diaspora's dispersal from the homeland and its need to produce a collective identity. This tension leads to an underlying instability within the texts and frequently causes them to deconstruct their own ostensible ideologies. However, at the same time the texts offer a number of powerful ideas and narratives which allow the diaspora to create a complex but meaningful collective identity.</p>

scholarly journals 'I Can Tell You This Is a Fine Country': Identity Construction in the British-New Zealand Imperial Diaspora

2021 ◽  
Author(s):  
◽  
Lilja Mareike Sautter
Keyword(s):  
New Zealand ◽  
Print Culture ◽  
Collective Identity ◽  
Research Question ◽  
Late Nineteenth Century ◽  
Main Research ◽  
Stuart Hall ◽  
Diasporic Community ◽  
Paul Gilroy ◽  
Fundamental Tension

<p>This thesis uses diaspora theory to analyse late-nineteenth-century texts written by women in New Zealand. The texts include a number of novels as well as non-fictional journals and memoirs. Robin Cohen's definition of diaspora provides a framework for understanding the British settler community in New Zealand as an imperial diaspora. My approach modifies Cohen's framework by also employing constructivist theories of diaspora, in particular by Stuart Hall, Paul Gilroy and James Clifford. These theorists see identity as continuously produced within representation and diaspora as furthering cultural crossover and hybrid identities. This view of the British diaspora reveals fissures within the teleological ideology of the nation-state, which underlies imperialism. Rather than focusing on a binary of imperial centre and colonial periphery, I understand the diasporic community in New Zealand as part of an international network in which mobility and a shared print culture provided manifold connections.  The main research question asks how the texts participate in the construction of identity in the diasporic community in New Zealand and how they situate themselves within a wider context of diasporic print culture. It focuses both on the identity of women within the community and on the significance of notions of women‟s role, femininity and women's writing for the identity production of the community as a whole. The three sections, "Journey", "Settling" and "Community", trace the diaspora's narrative production of its collective identity through time and space. They consider the diaspora‟s textual imagining of its journey to New Zealand, its project of settling there, and its building of a distinct community. It emerges that the texts usually attempt to reconcile a number of contradictions and conflicting discourses, at the basis of which lies a fundamental tension between the diaspora's dispersal from the homeland and its need to produce a collective identity. This tension leads to an underlying instability within the texts and frequently causes them to deconstruct their own ostensible ideologies. However, at the same time the texts offer a number of powerful ideas and narratives which allow the diaspora to create a complex but meaningful collective identity.</p>

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