Play and cultural transition

In many countries, early childhood educators have to confront the issue of how to assist immigrant children adapt to life in a new context. For example, in 2007-08, 44 771 children aged 0- 14 years old came to Australia with their familes to start life afresh (Australian Government 2009). Countries need to put into place policies and Practices that minimise the dislocation that immigrant families and their children face. Knowledge of what other countries are doing to educationally support immigrant children can assist professionals to better understand what is sound practice and what should be avoided. This chapter discusses some of the identified immigration issues of a small sample of Chinese children who have PMR parents/caregivers in Hong Kong. This chapter also examines how the
role of play in early childhood settings can help immigrant children adjust to their new teaching and learning context. Seven early childhood teachers and the principal of a local childcare centre were invited to participate in a small scalc study that is reported on in this chapter. Using convenience sampling, interviews were conducted for qualitative data collection.

Vitamin D deficiency may play a role in depression

Vitamin D is known to be widely deficient in Western populations. The implications of this in terms of bone health are increasingly understood, yet its impact on other health areas, particularly mental health, is unclear. Recent data suggests that hypovitaminosis D may be common, especially in the elderly. Other studies have suggested that low levels of vitamin D are associated with poor mood. There are a number of trials that have suggested a role for Vitamin D in the supplementary treatment of depression. Dose may be a critical issue, as sun exposure and dietary intake may be low and high doses may be required.

The play of power and politics in innovation and HRM

This paper analyses the human resource management (HRM) practices involved in the implementation of a process innovation approach to product development (concurrent engineering (CE)) in the Australian subsidiary of a multinational firm engaged in military defence electronics. According to the research literature, almost all aspects of managing product development under a CE approach are linked to people management. Yet in this particular case, other than project team structure, the prescriptive HRM dimensions of CE were conspicuously absent in the implementation process. This absence is explained by the play of power and politics involving stakeholders analysed over an 18 month period. The implications of this analysis for understanding the embedded, interdependent and political nature of HRM and process innovation are addressed.

Health beliefs - what role do they play in outcomes research?

Lay beliefs about health and illness are individual and social, influenced by prevailing social and medical ideologies. Health beliefs clearly influence self-care motivation and have an effect on health-promoting behaviour (e.g. attendance at a screening program, food choices, adherence to prescribed medication). Further, the beliefs and attributions that people hold can directly affect physiological systems (e.g. the immune system). Health beliefs have been shown to influence a variety of patient-reported outcomes, including medication adherence, satisfaction and health-related quality of life. It is widely acknowledged that when the patient's beliefs are acknowledged and incorporated, rather than ignored, optimal biomedical patient-reported outcomes are more likely to be achieved. Several psychological models have been developed to predict health behaviours and may be utilised to identify the beliefs that inform such behaviours. These models consider the social milieu, personality, demographic, political and economic predictors of health beliefs. They demonstrate the impact of beliefs such as the causes of illness, effectiveness of healthcare and acceptability of health services, and how manipulating these can result in actual or intended behaviour change. This workshop will introduce health beliefs and discuss the psychological models that underpin the translation of belief into behaviour. The session is interactive, with participants defining health beliefs and their impact on behaviour. Participants will be invited to critique the models and apply their chosen model to a health indication of their choice.

Reshaping dominant stories : a poststructuralist approach to online role play

Online role play is an increasingly popular teaching/learning technique in higher education (Wills & McDougall 2009) but there has been little research into ways a poststructuralist approach may be supported in this format. This paper describes two very different means of incorporating a poststructuralist approach into role plays in higher education to problematise dominant assumptions in the language and content of the subject matter. The first method was a series of interventions in a face-to-face role play in which medical students practised consultations with adolescent school students. The consultations were interrupted repeatedly with activities designed to interrogate assumptions and the school students acted as coaches to improve the medical students' technique. Although this role play was performed face-to-face, some of its activities may be redeveloped to suit an online role-playing format. The second method was a feature of an online role play involving Middle-East politics and journalism students, in which daily online newspapers provided a reflecting and distorting mirror to the political events simulated by the politics students. Indications of ways in which the two methods produced changes in understanding were gathered using a mixture of qualitative and quantitative methods: questionnaires, focus groups, interviews, participant observation and analysis of online discussions and artefacts.

Story as a vehicle for learning in online role play : a case study

In online role plays, students are asked to engage with a story that serves as a metaphor for real-life experience as they learn and develop skills. However, practitioners rarely examine the characteristics and management of this story as factors in the students' engagement in and learning from the activity. In this paper I present findings from a recent case study which examines these factors in an online role play that has been named as an exemplar and has been run for 19 years in Australian and international universities to teach Middle East politics and journalism. Online role plays are increasingly popular in tertiary education, in forms ranging from simple text-based role plays to virtual learning environment activities and e-simulations. The role play I studied required students to communicate in role via simulated email messages and draw on real-life resources and daily simulated online newspaper publications produced by the journalism students rather than rely on information or automated interactions built into an interface. This relatively simple format enabled me to observe clearly the impact of the technique's basic design elements. I studied both the story elements of plot, character and setting and the non-story elements of assessment, group work and online format. The data collection methods include analysis of student emails in the role play, a questionnaire, a focus group, interviews and the journal I kept as a participant-observer in the role play. In evaluating the qualities and impact of story elements I drew upon established aesthetic principles for drama and poststructuralist drama education.