Thematische Bibliographien / Physical therapists - New Zealand

Auswahl der wissenschaftlichen Literatur zum Thema „Physical therapists - New Zealand“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 9. Februar 2022

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Zeitschriftenartikel zum Thema "Physical therapists - New Zealand":

Cottingham, ND, BHSC, Grad Dip HSC, PG Dip HSc, Phillip, Jon Adams, PhD, Ram Vempati, PhD, Jill Dunn, MHSC, BHSc (Comp Med) und David Sibbritt, PhD. „The Characteristics, Experiences and Perceptions of Registered Massage Therapists in New Zealand: Results from a National Survey of Practitioners“. International Journal of Therapeutic Massage & Bodywork: Research, Education, & Practice 11, Nr. 2 (06.06.2018): 11. http://dx.doi.org/10.3822/ijtmb.v11i2.385.

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Background: Massage therapy is widely recognized as offering many health benefits, with a growing number of studies finding it has value in stress management, pain reduction, and overcoming physical limitations. However, there are few studies of massage therapists practices and perceptions in New Zealand and internationally. This paper reports the findings from the first national survey examining the characteristics, perceptions, and experiences of New Zealand-based massage therapists on a range of aspects related to their role and practices.Purpose: This study sought to ascertain the characteristics, experiences, and perceptions of massage therapists in New Zealand, particularly in the aspects of: integration of health care; attitudes and practices related to research; and evidence and attitudes to registration.Setting: Massage practice in New Zealand (nationwide survey).Participants: Members of Massage New Zealand (a massage practitioners association).Research Design: Massage practitioners were surveyed online, using a 65-part questionnaire, on a range of characteristics of their practices and their attitudes to research, integration, and registration. Statistical analysis was performed using STATA. Statistical significance was set at 0.05.Main Outcome Measures: Four hundred massage therapists (MTs) were invited to participate and 115 responded, providing a response rate of 29%. MTs valued research (95%) and perceived that it had an impact for their practices (88%). Significant correlations were found for research value and: mean case-load (p = .009) and level of academic qualification (p = .004). The majority of MTs (79%) supported integration with conventional practitioners, and 83% referred clients to general practitioners, with 75% receiving referrals from general practitioners. Ninety-three percent of MTs supported registration, with 67% of those supporting statutory registration.Conclusion: Massage practitioners perceive that they make a significant contribution to health care, but area of practice, such as research, and referral and integration into mainstream health care require more in-depth investigation.

Nicholls, David, Grayson Harwood und Ricky Bell. „Physical therapies in 19th century Aotearoa/New Zealand: Part 1 - Maori physical therapies“. New Zealand Journal of Physiotherapy 44, Nr. 2 (20.07.2016): 75–83. http://dx.doi.org/10.15619/nzjp/44.2.02.

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Nicholls, David, und Grayson Harwood. „Physical therapies in 19th century Aotearoa/New Zealand: Part 2 - Settler physical therapies“. New Zealand Journal of Physiotherapy 44, Nr. 3 (20.11.2016): 124–32. http://dx.doi.org/10.15619/nzjp/44.3.02.

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Caragianis, Suzanne. „The prevalence of occupational injuries among hand therapists in Australia and New Zealand“. Journal of Hand Therapy 15, Nr. 3 (Juli 2002): 234–41. http://dx.doi.org/10.1016/s0894-1130(02)70006-9.

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Hocking, Clare, Juanita Murphy und Kirk Reed. „Strategies Older New Zealanders Use to Participate in Day-To-Day Occupations“. British Journal of Occupational Therapy 74, Nr. 11 (November 2011): 509–16. http://dx.doi.org/10.4276/030802211x13204135680820.

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Aim: This exploratory study aimed to uncover the strategies that older adults employ to ameliorate the impact of impairments and barriers to participation. Method: Eight participants were interviewed in their own homes, in a town or city in New Zealand. Findings: Inductive analysis of data revealed four main categories of strategies: strategies to keep safe, to recruit and accept help, to meet social and biological needs (nutritional and medical), and to conserve financial, material and bodily resources. Discussion: The study supports some previous findings of strategies used by older people, and demonstrates that enquiring into the strategies that older people devise and adopt into their own lives is a productive line of inquiry. The strategies described differ from those that occupational therapists recommend, and do not incorporate public health messages about the benefits of physical activity or recommendations about falls prevention. Conclusion: The findings suggest that asking older clients about the strategies that they use will uncover valuable information for therapists giving advice or issuing equipment to help older adults to manage in the community.

Copeland, Janet M., William J. Taylor und Sarah G. Dean. „Factors Influencing the Use of Outcome Measures for Patients With Low Back Pain: A Survey of New Zealand Physical Therapists“. Physical Therapy 88, Nr. 12 (01.12.2008): 1492–505. http://dx.doi.org/10.2522/ptj.20080083.

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Donaldson, Gail, Gillian M. Johnson, Gisela Sole und Meredith Perry. „Usage and clinical perspectives of silicone oil as a therapeutic adjunct in hand rehabilitation: A survey of New Zealand and Australian therapists“. New Zealand Journal of Physiotherapy 49, Nr. 1 (04.04.2021): 7–14. http://dx.doi.org/10.15619/nzjp/49.1.02.

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Allan, John. „Royal Australian and New Zealand College of Psychiatrists mood disorders clinical practice guidelines update“. BJPsych Open 7, S1 (Juni 2021): S170. http://dx.doi.org/10.1192/bjo.2021.469.

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AimsTo provide guidance for the management of mood disorders, both depressive and bipolar disorders, based on scientific evidence supplemented by expert clinical consensus.BackgroundIt is the EIT responsibility to monitor a patient's physical health and the effects of anti-psychotic medication for at least the first 12 months.MethodThe update has been developed in a consistent manner to the 2015 guideline. The composition of the working group has remained largely the same as has the process to evaluate the evidence and synthesise the findings. To approach the update, the working group identified areas within the 2015 guideline where significant changes had occurred, for example the development of new therapies or where thinking and practice have changed and new ideas have emerged. Recommendations were reviewed in light of any new findings and evidence. As only some sections of the 2015 guideline have been updated/revised, the time taken to develop the update has been considerably shorter. Public consultation and peer review informed the final version.ResultThis led us to review the mechanism in the team for arranging and reviewing these investigations.ConclusionThe mood disorders clinical practice guideline update addresses both depressive and bipolar disorders. It provides up-to-date recommendations and guidance within an evidence-based framework supplemented by expert clinical consensus.

Namasivayam-MacDonald, Ashwini M., und Luis F. Riquelme. „Speech-Language Pathology Management for Adults With COVID-19 in the Acute Hospital Setting: Initial Recommendations to Guide Clinical Practice“. American Journal of Speech-Language Pathology 29, Nr. 4 (12.11.2020): 1850–65. http://dx.doi.org/10.1044/2020_ajslp-20-00096.

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Purpose This document outlines initial recommendations for speech-language pathology management of adult patients with COVID-19 in the acute hospital setting. Method The authors initially developed these recommendations by adapting those developed for physical therapists working with patients with COVID-19 by Thomas et al. (2020). The recommendations then underwent review by 14 speech-language pathologists and rehabilitation-focused academics representing seven countries (Belgium, Brazil, Canada, Ireland, Japan, New Zealand, the United States). The authors consolidated and reviewed the feedback in order to decide what should be included or modified. Applicability to a global audience was intended throughout the document. Results The authors had 100% agreement on the elements of the recommendations that needed to be changed/modified or added. The final document includes recommendations for speech-language pathology workforce planning and preparation, caseload management, service delivery and documentation, as well as recommendations for the selection of appropriate personal protective equipment and augmentative and alternative communication equipment in the acute care hospital setting. Conclusions Speech-language pathologists play a critical role in the assessment, management, and treatment of patients with COVID-19. Several important considerations need to be made in order to meet the needs of this unique patient population. As more is learned about the impact of the virus on swallowing and communication, the role of the speech-language pathologist on interdisciplinary care teams will remain paramount.

Hendrick, Paul, Carol Bond, Elizabeth Duncan und Leigh Hale. „Clinical Reasoning in Musculoskeletal Practice: Students' Conceptualizations“. Physical Therapy 89, Nr. 5 (01.05.2009): 430–42. http://dx.doi.org/10.2522/ptj.20080150.

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BackgroundQualitative research on physical therapist students' conceptualizations of clinical reasoning (CR) is sparse.ObjectivesThe purpose of this study was to explore CR from students' perspectives.DesignFor this study, a qualitative, cross-sectional design was used.MethodsThirty-one students were randomly selected from years 2, 3, and 4 of an undergraduate physical therapist program in New Zealand. Students were interviewed about their understanding of CR and how they used it in practice in a recent musculoskeletal placement. Interviews were recorded and transcribed verbatim. A 3-stage analysis included the categorization of students' conceptualizations on the basis of the meaning and the structure of each experience and the identification of cross-category themes.ResultsFive qualitatively different categories were identified: A–applying knowledge and experience to the problem, patient, or situation; B–analyzing and reanalyzing to deduce the problem and treatment; C–rationalizing or justifying what and why; D–combining knowledge to reach a conclusion; and E–problem solving and pattern building. Cross-category analysis revealed 5 general themes: forms of CR, spatiotemporal aspects, the degree of focus on the patient, attributions of confidence, and the role of clinical experience.ConclusionsCategories formed a continuum of CR from less to more sophistication and complexity. Students were distributed evenly across categories, except for category E, which included only students from years 3 and 4. Each category comprised a logical, coherent experiential field. The general themes as critical dimensions suggest a new way of exploring CR and suggest a possible pathway of development, but further research is required. These findings have implications for teaching and the development of physical therapy curricula.

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Dissertationen zum Thema "Physical therapists - New Zealand":

Petrie, Kirsten. „Gender construction in New Zealand physical education“. Thesis, University of Canterbury. School of Sciences and Physical Education, 2002. http://hdl.handle.net/10092/2870.

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This study investigates how teacher beliefs, programmes and practices contribute to gender construction, within co-educational secondary schools, in New Zealand. It explores how physical education teaching practices support and reinforce socially desirable forms of masculinity and femininity. The research utilises interviews with teachers and students in co-educational secondary schools in the Canterbury region. Students and teachers offer narratives surrounding the gendered beliefs and practices that are inherent in physical education classes. The evidence presented represents the collaborative ideas of four teachers and twenty students. The discussion investigates the nature of teacher beliefs surrounding the development of gender, and examines the hidden curriculum that supports the replication and legitimisation of socially desirable forms of masculinity and femininity. In particular, it examines teachers' understandings of masculinity and femininity, the hierarchies and different expectations of achievement and behaviour that exist in physical education classes. It examines how changes in physical education programmes, have challenged explicit issues relating to gender, while hidden messages have not been addressed. Lastly the discussion reflects on the reasons why gender constructions go unchallenged, and provides insight into possible avenues to instigate change. This research indicates how gender continues to be constructed due to the hidden curriculum that is operationalised by teachers and students in physical education classes. It suggests strategies that would assist in changing and challenging the gender construction in physical education. Finally, the study concludes that in order for gender construction to be reduced within from the physical education classroom the physical education sector must strive to challenge existing ideologies and develop practices that allow and provide for a diverse range of masculinities and femininities.

Marsh, Louise, und n/a. „Physical aggression among high school students in New Zealand“. University of Otago. Dunedin School of Medicine, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080710.115418.

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Recent New Zealand (NZ) research found rates of physical fighting and weapon carrying among high school students in Dunedin were equal to that of rates for the United States (US). The NZ Government has identified violence as a priority health issue. However, NZ is lacking information on the prevalence of the problem, and the identification of factors which may provide clues for prevention. The current understanding of the social context in which physical aggression takes place, has focused on risk factors that are present in the adolescents� ecological frame. Emerging protective factors are increasingly being recognised as major determinants that can moderate the adverse effects of risk factors. However, little research into protective factors has been conducted in NZ. The aim of this thesis was to investigate physical aggression among adolescents in NZ. This was explored through four in-depth studies: i) a national survey of secondary school principals and counsellors ii) focus groups with students in Otago; iii) an online survey with students in Otago and iv) a survey with teachers in Otago. The national survey of secondary school principals and counsellors points to a degree of concern about physical violence in NZ. One in ten reported fights occurred frequently, and over a quarter of principals and over one third of counsellors reported that at least one student at their school had been caught carrying a weapon. Focus groups with Otago adolescents indicated that fights often began as verbal disagreements escalating to physical fights, that a fight should be defined as serious as opposed to a play fight; and differences were also found between fighting at school and outside of school. Participants suggested that items may be reported as weapons, even though they are not being carried for such purposes. Previous estimates of aggressive behaviours may have been unjustifiably high and possibly hid signifcant differences in the nature of the aggression being reported. A quantitative cross-sectional online survey was undertaken with Otago secondary school students, and confirmed that physical aggression among NZ adolescents is a significant problem. Mutivariate analyses identified the school as an important factor in the social system of adolescents; in particular feeling safe, not feeling alienated and being treated fairly. The results highlighted the need to concentrate on strategies that improve students� positive engagement with school as a means to reduce physical aggression. The final study of Otago secondary school teachers showed that while teachers did not consider physical aggression as a major problem in their schools, they did report frequent occurrences of physical fighting. Respondents also reported some teachers experienced significant physical aggression from students. Physical aggression among NZ adolescents is a significant public health problem that needs addressing. This behaviour impacts directly on the education offered to students, the safety of the environment in which learning takes place, and the stress of the work place for teachers. This thesis has identified school engagement as the most promising protective factors for young people against involvement in physical aggression.

Kozlonskie, Laura M. „Physics and chemistry for pre-secondary students in New Zealand“. Thesis, University of Canterbury. Physics, 2004. http://hdl.handle.net/10092/5926.

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In 1996 we set out to show that primary teachers could teach the new physical science curriculum with no further training if they had the right books. We searched the literature for didactics which had been shown to positively impact learning so that we could incorporate those features into any books we would make. We conducted a pilot project for which we wrote and printed 30 workbooks for one activity. Next, we sent out a book survey to find what books were available for the subject in New Zealand at that time. Simultaneously, we scoured Europe, Asia and North America for good lesson material. We found material which incorporated the didactic criteria from our literature search and adapted some of it for our study, producing about 12,000 guided workbooks for each of the last four pre-secondary years, 3000 for each age nine to twelve. The books were made available to all New Zealand schools. Two groups of about 12 teachers each formally trialled the books. One group answered questionnaires and the other kept action research journals. Both groups confirmed the principal research premise- teaching hours increased with no further training. Once good books were in hand other problems became apparent. A nationwide resources survey revealed a lack of equipment and other problems such as poor classroom design, awkward grouping of children of different ages and abilities, lack of time, dysfunctional open plan classes of 100 pupils, two-year teaching cycles, competition from free resource packs, and lack of support material such as videos. From this study it can be concluded that the books made a positive impact for teaching physical science. The books gave teachers an international standard of lessons to work from. It was shown by this study that a teacher with no background in physics or chemistry can teach primary physical science at an international standard once good books are in hand as long as poor equipment, space and facilities are not too serious a set of impediments.

Foley, Louise Sherwyn. „Sedentary behaviour and physical activity in New Zealand children : Intervention and measurement“. Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/8291.

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Background: Increasing physical activity and decreasing sedentary behaviour is important for the prevention and treatment of childhood obesity. Interventions to decrease sedentary behaviour (primarily sedentary screen-time) in children have had success in reducing screentime, increasing physical activity and improving body composition. Active video games, where players physically interact with on-screen images, are a promising intervention for reducing sedentary behaviour and increasing physical activity. However, there is a dearth of intervention research. Furthermore, research is limited by difficulties in accurately measuring these behaviours. Aim: To examine new approaches for intervention in, and measurement of, sedentary behaviour and physical activity in New Zealand children. Method: Two complementary studies were undertaken. The first was a large (n=322) randomised controlled trial that examined the effect of a 24 week active video games intervention on physical activity, sedentary behaviour and body composition in overweight and obese children. The second was a validation (n=32) of a self-report tool used to quantify daily energy expenditure, sedentary behaviour and physical activity in children. Doubly labelled water and accelerometry were used as the validation standards for energy expenditure and behaviour, respectively. Results: The first study found a significant treatment effect for body mass index over 24 weeks (-0.24kg/m2, 95% CI -0.44 to -0.05, p=0.02), favouring the intervention group. Overall levels of physical activity and sedentary behaviour did not change; however intervention participants reported playing more active video games (10.03 minutes, 95% CI 6.26. to 13.81, p<0.0001), and less sedentary video games (-9.39 minutes, 95% CI -19.38 to 0.59; p=0.07) than control. In the second study, the self-report tool indicated moderate validity for the assessment of total daily energy expenditure (rho=0.70, p<0.0001) and activity-related energy expenditure (rho=0.54, p=0.001) compared to the criterion standard of doubly labelled water. Compared to accelerometry, the self-report tool indicated moderate validity for the assessment of time spent in physical activity (rho=0.42, p=0.02) and weak validity for the assessment of time spent in sedentary behaviour (0.20, p=0.30). Conclusion: Active video games may be useful to promote a healthy weight in overweight or obese children. The self-report tool may be used in future sedentary behaviour intervention research.
Whole document restricted until Sep. 2012, but available by request, use the feedback form to request access.

Anastas, Alexis Sotir. „Physical sedimentology of the Cenozoic Te Kuiti Group limestones, North Island, New Zealand“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq22440.pdf.

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Thorn, Sandra Anne. „Olympism Education:Teaching and learning Olympism in a New Zealand secondary physical education programme“. Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/4537.

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As a physical education teacher educator and Olympic educator I have become conscious that many physical education teachers have heard of Olympism, but are confused about what it encompasses. Furthermore they are challenged to understand how to teach Olympism in their physical education programmes. The potential of the educative and social value of Olympism is, as yet, unfulfilled. My study is about the content knowledge teachers require for teaching Olympism, the successful pedagogies they use, and the meanings that students derive from putting Olympism into action within, and outside of, the gymnasium. My qualitative case study uses teacher and student interviews, and observations to gather data as it follows the teaching and learning of Olympism in the Year 9 physical education programme of a New Zealand secondary school. In my attempt to understand what teachers need to know and do to make Olympism a reality in physical education programmes I have drawn on aspects of Shulman‟s (1987) seminal framework of teacher knowledge, to understand the content knowledge needed for teaching Olympism, the pedagogical content knowledge required, and the knowledge of students and their characteristics as they learn about Olympism. My findings reveal that teachers require various forms of content knowledge to teach Olympism, such as knowledge of students and their needs, a clear definition of Olympism for the setting, Olympism as a personal life-stance, ethical situations in games, and a holistic physical education curriculum. Pedagogies that the teachers used were found to be the transformation of Olympism into manageable concepts for teaching, the use of experiential and social teaching models in games contexts, and the extensive use of questioning and discussion strategies to develop critical thinking. Evidence shows the range of the students‟ learning, and the development of deeper meanings of Olympism. The students regarded the teacher as a role model of Olympism, and varied in their ability to transfer Olympism understandings into their wider lives. My detailed account of how teachers understand and teach Olympism, and the extent to which students apply their knowledge in class and beyond, offers a practical example of what Olympic education can look like when it has Olympism at its core. Such teaching I have named Olympism education.

Wild, Michelle Anne. „Growth dynamics of braided gravel-bed river deltas in New Zealand“. Thesis, University of Canterbury. Dept of Civil and Natural Resources Engineering, 2013. http://hdl.handle.net/10092/8456.

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This research has been undertaken to further our knowledge of decade-to-century timescale braided, gravel-bed river delta growth dynamics. The study included: a review of available literature; field studies; the development of microscale models for two study deltas; and the development of a simple numerical model incorporating movement of braided river channels across a delta topset (varying the location of sediment delivery to the delta). Results from the microscale modelling showed that successful physical modelling requires well-defined fixed boundaries and, ideally, good historical aerial photography for the estimation of the model time scale. A complex braided gravel-bed river delta system composed of two merging deltas entering a deep, low-energy receiving basins was able to be successfully modelled to provide valuable information on delta growth dynamics. However, a microscale model of a delta prograding into shallow receiving basins, with a large supply of fine sediment, was more difficult to calibrate and assess (partly due to limited field data), and was considered less reliable. The simple rule-based numerical model ‘DELGROW’, developed to simulate a braided river system entering a deep, low-energy body of water, requires a known sediment supply rate, as well as information on the braided river topography, submerged delta foreset, and lakebed bathymetry. Unlike simple 1-d width-averaged geometric models, DELGROW takes into consideration barriers (e.g. islands) as well as relatively complex converging braided river delta configurations. By changing the sediment supply, or modifying the river system, the response of the river system to various scenarios can also be assessed. Microscale models and DELGROW appear to realistically simulate decade-to-century timescale growth of braided gravel-bed river deltas entering a deep, low-energy, receiving basin. Both of these modelling methods initially use the supplied sediment to try and eliminate any riverbed irregularities (e.g. low areas), before continuing to advance and deposit sediment in a more evenly-distributed manner, whilst taking into consideration irregularities due to barriers, and asymmetric sediment sources such as merging deltas. Neither model can reliably predict locations of bank erosion, or channel avulsions that divert flow and sediment outside of the fixed model boundaries.

Patel, Asmita. „The green prescription and New Zealand older adults: Motives, benefits and barriers“. AUT University, 2010. http://hdl.handle.net/10292/998.

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Despite empirical evidence for the health-related benefits of physical activity, a large proportion of older adults are insufficiently active. In New Zealand, the Green Prescription is the nationwide physical activity scripting programme. The Green Prescription has been found to be effective in increasing physical activity in previously low-active and sedentary adults. However, more information is required about the efficacy of Green Prescription use with older adults. The present research examined participants' views and experiences of physical activity counseling via the conventional Green Prescription and a modified pedometer-based Green Prescription. Both versions of the Green Prescription were effective in increasing and maintaining physical activity over a 12-month period. Demographic factors were found to significantly influence perceived barriers and motives for physical activity regardless of type of Green Prescription administered.

Mongillo, M. A. (Mike A. ). 1949. „Remote sensing techniques for geothermal investigation and monitoring in New Zealand“. Thesis, University of Auckland, 1992. http://hdl.handle.net/2292/2141.

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This thesis examines the use of remote sensing techniques for the investigation and monitoring of geothermal areas in the Taupo volcanic zone of New Zealand. The research and development of a helicopter-borne video thermal infrared scanner technique and associated computer image processing methods constitutes the major portion of this study. In addition, preliminary results are presented from a related shallow ground temperature study conducted to investigate diurnal, seasonal and meteorological effects on temperatures in active thermal ground and results from a precursory assessment of SPOT-l satellite multispectral imagery obtained over the Waiotapu Geothermal Field for detecting, identifying and mapping characteristic geothermal surface features are also reported. The initial conduct of two video thermal IR scanner test surveys, one using an Inframetrics 525 over portions of the Rotorua Geothermal Field, the other using a FLIR 1000A over portions of the Wairakei-Tauhara Geothermal Field, demonstrated that imagery useful for basic geothermal feature mapping could be obtained in the late summer to early autumn period. Surveying during the hours around dusk was shown to be appropriate. Experimentation established instrument operating settings and defined nominal survey parameters. The real-time video imagery format proved useful as an aid to navigation and as a check on proper instrument set-up and operation- The helicopter platform provided valuable manoeuvrability and control. The results obtained from these two initial surveys aided development of survey design and conduct methodology. The video imagery obtained with both the Inframetrics and FLIR scanners was compatible with New Zealand's PAL standard- Visual TV-VCR inspection of the IR imagery allowed easy identification of a range of natural thermal features. Identification of cultural features aided location of the thermal anomalies. The Inframetrics imagery suffered from serious banding and other minor problems. The FLIR imagery was of a generally higher quality, though it exhibited problems. The fundamental ability to digitize images from the videotapes and apply powerful computer image processing techniques to aid interpretation and analysis was demonstrated. A methodology for pre-processing and enhancing the digitized Inframetrics and FLIR images was developed. Application of these image processing techniques brought out detail unavailable in the grey-level imagery and greatly increased interpretation ability. The demonstrated success of the first two test surveys led to the conduct of the first known large-scale video thermal IR scanner surveys of geothermal fields. Most details of the first of these ate confidential (at the client's request). A complete range of geothermal features was detected and easily recognised and their distribution established thus providing a much more detailed map of the geothermal activity than was previously available. The successful results attained confirmed the survey design and conduct methodology used. The second and largest survey covered the entire Rotorua Geothermal Field (l8 km2). Imagery was obtained with both the Inframetrics and FLIR IR scanners and a visible wavelength video camera. Extensive ground control measurements were made. This comprehensive survey of geothermal activity established a baseline from which change can be monitored The survey identified large scale seepage and submerged thermal input into Lake Rotorua which may be the source of known missing chloride. The first geothermal surface feature changes were identified, thus demonstrating the usefulness of the method for monitoring change. Preliminary image temperature calibration results were obtained and a procedure for constructing visible wavelength-thermal IR composite images was developed. The positive results demonstrated by this survey have led to the helicopter-borne video thermal IR technique being adopted for major geothermal feature mapping and monitoring programmes in New Zealand. Preliminary assessment of the high spatial resolution (20m) SPOT-1 multispectral imagery of the Waiotapu Geothermal Field. showed that the larger geothermal surface features can be detected and identified on a contrast stretched, 3-band colour composite image. A shallow (≤ 1m depth) ground temperature measurement site was established in an area extending from very active to near ambient conditions. Preliminary results show that temperature variations ranging from l-19 °C can occur in the most active ground. These temperature variations exhibit a strong negative correlation with atmospheric prcss111e changes and can introduce large, unexpected inaccuracies in ground temperature measurements.

Youngson, John Hughan, und n/a. „Physical and chemical processes affecting the formation of alluvial gold deposits in Central Otago, New Zealand“. University of Otago. Department of Geology, 2007. http://adt.otago.ac.nz./public/adt-NZDU20071108.160736.

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Alluvial gold placers in Otago and northern Southland occur at several stratigraphic horizons within the Late Cretaceous - Recent sedimentary sequence. The gold is derived ultimately from primary sources in the Otago Schist. Poor correlation between the distribution of placers and that of the known primary deposits reflects repeated recycling of gold in the present drainage network and two precursor networks, each with substantially different architecture. The previous drainage networks were inundated and buried during marine or lacustrine transgression. There has been local addition of first cycle gold and immature detritus during each recycling phase. Most of the placer deposits are fluvial in origin but colluvial placers occur locally along the margins of several Central Otago ranges. Aeolian placers and marine placers are rare. Most of the gold in placers north of the Caples/Torlesse Terrane boundary is Au-Ag alloy, except in vicinity of the Hyde-Macraes Shear Zone, where α-Au-Ag-Hg alloy is also present. Conversely, α-Au-Ag-Hg alloy dominates in placers south of the Caples/Torlesse Terrane boundary, except those whose headwaters lie, or lay, in the Torlesse Terrane. These systems that cross the terrane boundary contain Au-Ag and Au-Ag-Hg alloys in the reach downstream of the boundary, and placers with their source in Aspiring Lithologic Association also contain both alloys. Textural and compositional maturity of the placer host generally increase with decreasing age, reach maxima at the Waipounamu Erosion Surface, and generally decrease in tandem with age above this surface. Exceptions occur in northern Southland, where quartz pebble conglomerate placers are actively forming. Fluvial quartz pebble conglomerate placers have not formed in a single sedimentary cycle. Instead, they have formed from precursor sediment where a high water table drives alteration of the labile component, and when uplift and erosion rates, topography and stream gradients are all sufficiently low to drive sedimentary recycling without significant input of low-grade basement detritus. The maturity of pre-marine examples (Taratu, Papakaio and Hogburn Formations) was enhanced by wave-reworking before final inundation during marine transgression. Colluvial placers in alluvial fans at the margins of Quaternary schist antiforms are repeatedly recycled into younger fan sediments during range growth. These ranges grow in width, as well as length and height, at the expense of the intervening basins, which become progressively narrower. The colluvial placers are ultimately reworked into a fluvial placer in an axial river between two ranges, which concentrates all of the colluvial gold into an incised channel once the widening ranges meet. Aeolian placers have formed from fluvial precursors in the semi-arid parts of the rain shadow east of the Southern Alps, particularly on the lower slope of ranges exposed to westerly winds. Silcrete and less common greywacke ventifacts are commonly associated with these placers. Progressive changes in gold particle shape by flattening during transport in fluvial systems has been the most important process in the concentration of gold in placers. Flattening changes the hydrodynamic behaviour of gold particles by increasing their surface area to volume ratio, thereby making them easier to entrain and enabling transport to lower energy parts of the fluvial system. Gold particle flatness determines whether transport or concentration occurs and there is a predictable relationship between particle flatness and transport distance. This relationship explains the typical occurrence of placers immediately downstream of terminal moraines, the confluence with steeper tributary streams and the mouth of incised gorges. In each case, gold with sub-critical flatness is deposited from a higher energy system or reach into a lower energy system or reach, and must be flattened to a critical state before further transport can occur. Chemical mobility of gold in groundwater occurs during uplift, commonly in association with sedimentary recycling. Secondary gold overgrowths are common in some placers and stitch or overgrow transport-induced features such as folds and abrasion marks. Chemical mobilisation and re-precipitation of gold is of minor importance, however, and results in volumetrically insignificant amounts of secondary gold. Increases in gold grain size upward through the section on both the local and the regional scale does not result from gold 'growth', but instead from preservation of progressively more proximal reaches of the host placers with decreasing age.

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Bücher zum Thema "Physical therapists - New Zealand":

Malick, Maude H. Manual on static hand splinting: New materials and techniques : for use by physicians, occupational therapists, hand therapists, physical therapists and orthotists. 5. Aufl. Pittsburgh: AREN-Publications, 1985.

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Stothart, R. A. For the record: An encyclopaedia of historical aspects of New Zealand physical education. Christchurch, New Zealand: University of Canterbury, 2012.

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Ross, Bruce, und Lisette Burrows. It takes two feet: Teaching physical education and health in Aotearoa New Zealand. Palmerston North, N.Z: Dunmore Press, 2003.

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Macdonald, Charlotte. Strong, beautiful, and modern: National fitness in Britain, New Zealand, Australia, and Canada, 1935-1960. Wellington, N.Z: Bridget Williams Books, 2011.

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Caroline, Daley. Leisure & pleasure: Reshaping & revealing the the New Zealand body 1900-1960. Auckland, New Zealand: Auckland University Press, 2003.

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Fitzpatrick, Katie. Stop playing up!: Critical pedagogy, physical education and (sub) urban schooling. New York: PETER LANG, 2012.

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McKee, Rachel Locker. People of the eye: Stories from the deaf world. Wellington [N.Z.]: Bridget Williams Books, 2001.

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P, Sturman A., und Spronken-Smith Rachel, Hrsg. The physical environment: A New Zealand perspective. Melbourne, Vic: Oxford University Press, 2001.

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(Editor), Andrew Sturman, und Rachel Spronken-Smith (Editor), Hrsg. The Physical Environment: A New Zealand Perspective. Oxford University Press, USA, 2002.

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(Editor), Andrew Sturman, und Rachel Spronken-Smith (Editor), Hrsg. The Physical Environment: A New Zealand Perspective. Oxford University Press, 2001.

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Buchteile zum Thema "Physical therapists - New Zealand":

Boileau, Joanna. „The Physical Environment“. In Chinese Market Gardening in Australia and New Zealand, 55–93. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51871-8_3.

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Petrie, Kirsten, und Denise Atkins. „Primary Physical Education in Aotearoa New Zealand“. In Routledge Handbook of Primary Physical Education, 271–84. First Edition. | New York : Routledge, 2018. | Series: Routledge International Handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315545257-23.

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Smith, Anne B. „Changing the Law on Physical Punishment in New Zealand“. In Enhancing Children's Rights, 33–47. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_3.

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Garner, D. M. „Studies on Physical Oceanography in the Ross Sea by the New Zealand Oceanographic Institute“. In Antarctic Research: The Matthew Fontaine Maury Memorial Symposium, 168–69. Washington D. C.: American Geophysical Union, 2013. http://dx.doi.org/10.1029/gm007p0168.

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Ellis, J. I., D. C. Schneider und S. F. Thrush. „Detecting anthropogenic disturbance in an environment with multiple gradients of physical disturbance, Manukau Harbour, New Zealand“. In Island, Ocean and Deep-Sea Biology, 379–91. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-017-1982-7_35.

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Hakovirta, Mia, und Christine Skinner. „Shared Physical Custody and Child Maintenance Arrangements: A Comparative Analysis of 13 Countries Using a Model Family Approach“. In European Studies of Population, 309–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68479-2_14.

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AbstractThis book chapter provides new insights to the question of how child maintenance policies have responded to changing post separation family arrangements and most specifically shared physical custody (SPC). We analyse how SPC is implemented and how it operates in child maintenance policies in 13 countries: Australia, Belgium, Denmark, Estonia, Finland, France, Iceland, New Zealand, Norway, Spain, Sweden, the UK and the U.S. The comparative analysis is based on vignette questionnaire collected in 2017. There are differences in how countries have acknowledged and recognized shared physical custody in their child maintenance policies. It varies from complete annulment of obligations, to some countries making finer grained adjustments to reduce child maintenance obligations and yet others’ making no changes as a result of shared physical custody, with the paying parent still having to provide the full amount of child maintenance. It seems there is no standard practice and nor do the different arrangements map easily onto child maintenance scheme typology. The latter is surprising, as it might have been expected that similarly structured child maintenance schemes would treat shared physical custody in similar ways. This variability demonstrates a lack of coherence across child maintenance policies on how to deal with this phenomenon of greater gender equality in post-separation parenting arrangements.

Nelson, Emily, und Leigh Johnson. „Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times“. In Teacher Transition into Innovative Learning Environments, 291–303. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_23.

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AbstractA shift to Innovative Learning Environments (ILEs) in New Zealand schools is a current Ministry of Education strategic direction challenging how we as teacher educators prepare candidate teachers (student teachers or trainee teachers) to teach in these emerging environments. Candidate teachers in our primary teaching degree increasingly are placed in ILEs on practicum as these develop in schools in our geographic area. Our students report anecdotally that teaching in ILEs poses them steep and novel challenges around how they plan, teach, assess, manage students and learning, as well as work collaboratively with associate teachers and, increasingly, other colleagues. With our current programme underpinned by a more conventional image of teaching and learning, and schools transitioning between conventional and arguably more innovative, bespoke environments, we wondered how our students navigated the novel pedagogical and physical configurations they encountered in ILEs on practicum. We conducted focus group interviews with our candidate teachers and recent graduates who had completed one or more practicum in an innovative learning environment (as defined by the practicum school). We explored participants’ perceptions of the particular demands ILEs created for them. Utilising Lefebvre’s (The production of space. Trans. Blackwell, Cambridge, MA, 1991) socio-spatial trialectic and Monahan’s (Built pedagogies & technology practices: designing for participatory learning. Palo Alto, CA, 2000) notion of “built pedagogy” in this chapter we identify key socio-spatial entanglements, or harmonics, that emerge from our analysis and explore how these inform how we might better prepare our candidate teachers in these transitional times.

„New Zealand: A New Life“. In History of Modern Physical Sciences, 289–333. WORLD SCIENTIFIC (EUROPE), 2019. http://dx.doi.org/10.1142/9781786346650_0007.

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„New Zealand Revelations 1940“. In History of Modern Physical Sciences, 187–229. WORLD SCIENTIFIC (EUROPE), 2019. http://dx.doi.org/10.1142/9781786346650_0005.

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„New Zealand: A Life Scientific“. In History of Modern Physical Sciences, 335–95. WORLD SCIENTIFIC (EUROPE), 2019. http://dx.doi.org/10.1142/9781786346650_0008.

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Konferenzberichte zum Thema "Physical therapists - New Zealand":

Adams, Jenni, Pat Langhorne, Eleanor Howick und Esther Haines. „Women in Physical Science in New Zealand“. In WOMEN IN PHYSICS: The IUPAP International Conference on Women in Physics. AIP, 2002. http://dx.doi.org/10.1063/1.1505331.

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Ikonen, Enso, und Istvan Selek. „Calibration of Physical Models with Process Data using FIR Filtering“. In 2020 Australian and New Zealand Control Conference (ANZCC). IEEE, 2020. http://dx.doi.org/10.1109/anzcc50923.2020.9318340.

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Mousavinejad, Eman, Fuwen Yang, Qing-Long Han und Ljubo Vlacic. „Cyber-physical attacks detection in networked control systems with limited communication bandwidth“. In 2017 Australian and New Zealand Control Conference (ANZCC). IEEE, 2017. http://dx.doi.org/10.1109/anzcc.2017.8298484.

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Chamanbaz, Mohammadreza, Fabrizio Dabbene und Roland Bouffanais. „A Physics-Based Attack Detection Technique in Cyber-Physical Systems: A Model Predictive Control Co-Design Approach“. In 2019 Australian & New Zealand Control Conference (ANZCC). IEEE, 2019. http://dx.doi.org/10.1109/anzcc47194.2019.8945588.

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Anwar, Muhammad Hamid, Caly Setiawan und Herka Maya Jatmika. „Physical Activity Experience Among Transnational Young People Living in New Zealand“. In International Conference on Educational Research and Innovation (ICERI 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200204.057.

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Hassan, Mahmudul, und Anuja Dharmaratne. „‘Affordance’ detection by mid-level physical parts“. In 2015 International Conference on Image and Vision Computing New Zealand (IVCNZ). IEEE, 2015. http://dx.doi.org/10.1109/ivcnz.2015.7761532.

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Hamid Anwar, Muhammad, Caly Setiawan und Herka Maya Jatmika. „Ethical Issues in Researching Immigrant Youth Physical Activity: A New Zealand Perspective“. In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.142.

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Cunningham, Sally Jo, und Jillene Bydder. „A mixed digital / physical snapshot of early internet / web usage in New Zealand“. In the 2009 joint international conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1555400.1555472.

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Richardot, A., und E. T. McAdams. „Harmonic distortion at the electrode/electrolyte interface: A physical interpretation of Schwan's empirical model“. In ANZIIS 2001. Proceedings of the Seventh Australian and New Zealand Intelligent Information Systems Conference. IEEE, 2001. http://dx.doi.org/10.1109/anziis.2001.974090.

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Wilson, Holly, und Liesje Donkin. „UNDERSTANDING NEW ZEALAND ADULTS’ ATTITUDES TOWARDS DIGITAL INTERVENTIONS FOR HEALTH“. In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact011.

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"E-health has transformed healthcare by improving access and reach of health services, which is now more critical than ever given the COVID-19 pandemic. One aspect of e-health is the delivery of health interventions via the internet or through smartphone apps, known as digital interventions (DI). These DI can improve physical and mental health for people, by modifying behaviour and improving illness management. Despite, the benefits of DI use remains low. One explanation for this low usage is people’s attitudes towards DI. Indeed, having a positive attitude towards DI is associated with an increased likelihood of wanting to engage with DI. Therefore, people’s attitudes towards digital interventions are important in understanding if people are willing to engage with them. To date, limited research exists about attitudes and much of this varies based on region and population. Along, with understanding people’s attitudes it is important to understand what shapes people’s attitudes towards these interventions. Therefore, this study sought to determine New Zealand (NZ) adults’ attitudes towards DI and what shapes these attitudes. In order to address these questions a cross-sectional survey was used. Results indicate that NZ adults have neutral to somewhat positive attitudes to DI and their attitudes are influenced by common factors including: beliefs about accessibility of DI and the COVID-19 experience. These findings suggest that some NZ adults have a positive attitudes to DI, but overall people’s attitudes needed to be addressed to ensure people are ready to use DI."