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As smartphone ownership and use by children and youth has increased over the past decade, so has the presence of phones within the classroom. This has created unique challenges for teachers, school leaders, and policymakers. In this research study, we used a cross-sectional survey design to examine educator (n = 217) and student (n = 332) perspectives on students' mobile phone use in New Zealand schools through a mixed-methods approach. The results indicate that both educators and students were in favour of regulating students' phone use at the school level, but they were less in favour of a total ban approach. Most participants thought that students should not be allowed to have phones during class time, with rationale that centred around student learning and safety. Mobile phones were viewed as a distraction to student learning and compromised student safety through inappropriate use (e.g., photos and videos being taken at school and shared), cyberbullying, and social media-related issues. The findings of our research provide insights that are relevant to the development of educational policies around students' mobile phone use at school and contribute to a broader understanding of the impacts of mobile phone use at school on child and youth achievement and well-being. [ABSTRACT FROM AUTHOR]

Introduction: Cerebral visual impairment (CVI) typically affects children's overall functioning in visually cluttered environments. This study aims to consider whether the removal of classroom clutter ameliorates visual problems and the associated behavioral difficulties for these children. Methods: Two classrooms at a special school were de-cluttered. Changes included: covering glass panels with thick black paper; hanging sheets over open shelving; creating areas of blank wall in front of the student to focus attention on work; removing unnecessary equipment and furniture; and taking down information on windows and walls, and that hanging from ceilings. Teachers, paraeducators, and students worked in these classrooms for two weeks, following typical daily routines. Observations by teachers and paraeducators of students' behavior and learning experiences before and after de-cluttering were sought through interviews. Findings: The perspectives of the teachers and paraeducators were that de-cluttering had a positive effect on the students' learning experiences and behavior and also on their own functioning. They also considered the fact that creation of learning spaces lined with black paper resulted in greater attention and focus, but that students continued to be distracted by the noise and movement of others. Discussion: The potential link between cluttered classrooms and students' functioning and behavior indicates that visual clutter may amplify the visual difficulties associated with CVI and distract the students from learning activities, and is in line with current literature. Changes to classroom layouts that include specific areas for different learning activities, including "black hubs," may therefore benefit students with CVI. Implications for practitioners: This pilot study suggests that the elimination of classroom clutter and the creation of black hub learning spaces enhances functioning and merits further investigation. A study that compares specific behaviors and performances, before and after implementation of de-cluttering strategies, might also determine whether the positive effects described by the teachers can be further corroborated. [ABSTRACT FROM AUTHOR]

Various countermeasures are used to mitigate signal passed at danger (SPAD) events on railways, yet they continue. While risk factors that destabilise cognitive processes have been identified, less has been published on the relationship between these factors and the informal strategies that drivers themselves adopt to reduce individual SPAD risk. This study aimed to address this gap and used a participative approach to collect and thematically analyse data from 28 drivers across eight rail organisations in Australia and New Zealand. The results showed not all formal countermeasures were considered effective, and identified several informal strategies. These aimed to reduce task disruption, service distortion and maintain connectedness to signals. While some evidenced redundancies in the task and cab, others did not reduce baseline risk. This paper explores the relationship between the established risks and identified strategies towards evaluating the utility of formal and informal mitigations. The research has application to the investigation of collision risk in all transport domains. Practitioner Summary:A participative approach was used to investigate SPAD mitigation techniques in train driving, and to explore risk-strategy relationship dynamics. Several informal strategies designed to reduce task disruption, service distortion and maintain signal connectedness were identified. While some evidenced redundancies in the task and cab, others did not reduce baseline risk. [ABSTRACT FROM AUTHOR]

The dominant model that informs clinical training for preventing violence and managing aggression posits arousal as mediated downwards from higher cortical structures. This view results in an often-misplaced reliance on verbal and cognitive techniques for de-escalation. The emergence of sensory modulation, via the Six Core Strategies, is an alternative or complementary approach that is associated with reduced rates of seclusion and restraint. Sensory-based interventions are thought to promote adaptive regulation of arousal and emotion, but this connection has had limited theoretical and empirical development. This paper presents results of a pilot trial of sensory-based interventions in four inpatient mental health units in New Zealand. Narrative analysis of interview and focus group data suggest that modifications to the environment and the use of soothing stimuli moderate or optimize arousal and promote an ability to adaptively regulate emotion. Findings are discussed in light of recent advances in the neurophysiology of emotional regulation and the General Aggression Model that posits arousal and maladaptive emotional regulation as precursors to aggression. [ABSTRACT FROM AUTHOR]

Objective: The aim of the study was to evaluate the delayed responses and changes of gradually lengthened masseter muscles of rabbit mandibles. Study Design: Unilateral lengthening of rabbit mandibles was performed in 18 New Zealand rabbits for 7 days at the rate of 1 mm day−1. Mandibles of animals were removed at months 3, 4, and 6 after distraction. Biopsy samples of distracted and contralateral side masseter muscles were histopathologically evaluated and mean area of muscle fibers (MAF) was evaluated with histomorphometric methods. Results were statistically analyzed. Results: Mild to moderate atrophy of the fibers, and necrosis and myophagocytosis in some areas were the leading features at month 3 and which were decreased at month 4 in distracted side-muscle specimens, with no statistically significant differences when compared with non-distracted side muscles at the same periods. Almost completely, normal fibers were detected in distracted muscle specimens at month 6. Evidence of myopathic changes was found to disappear at month 6 and no significant difference was found in the MAF of distracted side muscles. Conclusion: This study showed that the masseter muscle could adapt to gradual lengthening of the mandible within 6 months. Regenerative features and some degree of atrophic changes that could be observed at months 3 and 4 disappeared at month 6, with adaptation of the fibers. [ABSTRACT FROM AUTHOR]