Conference Report: Carnival of Invention

In this report we present a reflection on the Collaborative Poetics Network's first "Carnival of Invention" which was held on 15th June 2018 at the University of Brighton, England. Collaborative poetics is an arts-based research method that brings together expertise from artists, academics, and community participants, to share knowledge and promote social change through engaging and accessible ways. On the day of the Carnival over 40 contributors from around the world came to participate in a series of workshops, presentations, installations and displays. In this article we outline the themes addressed on the day and the media utilized in these interactive and experiential sessions. We argue that this event supported the benefits of arts-based research in developing, analyzing, and communicating rich data sets. Finally, we provide evaluation and reflections from the event (including in haiku, a traditional Japanese form of poetry), in an attempt to creatively capture the events of the day

Conference Report: Carnival of Invention

In this report we present a reflection on the Collaborative Poetics Network's first "Carnival of Invention" which was held on 15th June 2018 at the University of Brighton, England. Collaborative poetics is an arts-based research method that brings together expertise from artists, academics, and community participants, to share knowledge and promote social change through engaging and accessible ways. On the day of the Carnival over 40 contributors from around the world came to participate in a series of workshops, presentations, installations and displays. In this article we outline the themes addressed on the day and the media utilized in these interactive and experiential sessions. We argue that this event supported the benefits of arts-based research in developing, analyzing, and communicating rich data sets. Finally, we provide evaluation and reflections from the event (including in haiku, a traditional Japanese form of poetry), in an attempt to creatively capture the events of the day

Engineering at Cornell

Official publication of Cornell University V.67 1975/7

Optimising the role of the dental health support worker in Childsmile Practice: a comparative Realist approach

Background: Childsmile, the national oral health improvement programme for children in Scotland, aims to reduce oral health inequalities and improve access to dental services. Childsmile is delivered, in part, by a new category of lay or community-based worker known as a Dental Health Support Worker (DHSW) who supports families to improve oral health behaviours and attend a dental practice. Findings from Childsmile’s national process evaluation indicated there was widespread variation in delivery of the DHSW role and additional research was required to further understand and develop programme theory for the DHSW role; and clarify areas of variation which were adaptive and which were a risk to the programme meeting its desired objectives. Aims: The overarching aim was to gain further understanding of which factors and variants (contextual and those associated with programme delivery) impact on effectiveness of the DHSW role within Childsmile Practice. This research is a component study of the national Childsmile evaluation strategy. Findings will be fed back to the Childsmile programme to optimise delivery of the role and to enable future evaluation of the role’s impact. Methods: Learning and evidence generation was triangulated from two phases of research, comprising three component studies. Phase 1 comprised the sensitising study and comparative case studies: both provided learning from within Childsmile. The sensitising study was designed as a scoping exercise using qualitative data collection methods. The aim was to establish existing programme theory and explicate delivery of the DHSW role, while uncovering deviation (from programme theory) and variation within and between NHS boards. Findings were used to design three comparative case studies, comprising one DHSW and key stakeholders involved in delivery of the role from three NHS boards. The comparative case studies employed qualitative data collection methods; and were designed to address the overarching aim, and explore the casual links between context, delivery, and outcomes in delivery of the role using Realist-inspired analysis. Phase 2 comprised a Realist Review to provide learning from out with Childsmile. The aim was to gain an understanding of which components of child health interventions, delivered by lay health workers to parents, could influence ‘child health parenting behaviours’. Findings and Conclusions: Findings indicated that in terms of motivational readiness to engage with positive oral health parenting behaviours (POHPBs) there were three types of families referred to the DHSW for support: low, moderate, and high-risk. It was established that to address programme aims DHSWs ought to support moderate-high risk families, yet DHSWs only had capacity to support low-moderate risk families. Findings demonstrated that the Public Health Nurses/Health Visitors were best placed to triage families according to their needs and motivational readiness. The peer-ness of the DHSW role was found to positively influence parental engagement with the programme and facilitate person-centred support. However, an embedded ‘sweetie culture’ and health damaging environments were found to negatively impact on parents’ self-efficacy and perceived locus of control to engage with POHPBs. Learning indicated that: delivery over a prolonged period of time; incorporation of the programme into the Early Years Pathway and GIRFEC policy; and recent changes to the Children and Young Person (Scotland) Act (2014), served to embed Childsmile within the NHS boards and facilitated stakeholder buy-in, which positively impacted on delivery of the role. From the learning derived within and out with Childsmile the recommendations for the DHSW role included: (1) DHSW support should move away from a primarily information provision and facilitation of families into dental practice role, and incorporate socio-emotional and person-centred support; (2) The DHSW role should be redefined to support moderate-high risk families; and interpretation and application of referral criteria should be addressed to ensure continuity with who is referred for support; and (3) Programme theory for the DHSW role should be refined and future evaluative effort should concentrate on assessing impact

Gamificação na educação: Uma proposta de ensino motivacional

Num contexto de evolução tecnológica e da transformação do modo de pensar da sociedade mediante as influências da era digital, novos métodos de ensino que se aproveitam da estrutura mental desenvolvida pelos alunos são inciativas interessantes de aplicações compatíveis com um ambiente de aprendizado. Aproveitando a popularidade e familiaridade dos jogos digitais entre os jovens da atualidade, uma proposta de ensino gamificado é bem vinda e, além disso, tem todo o potencial para se mostrar útil e efetiva dentro de sala de aula. Este trabalho tratará de fundamentar a capacidade do processo de gamificação em melhorar a produtividade e rendimento dos estudantes, guiando-se por conceitos de \textit{"game design"} que tanto atraem os jogadores da era digital e baseando-se em conhecimentos de psicologia, neurologia e psiquiatria, que provam que jogos não são apenas objetos lúdicos, mas uma ferramenta poderosa para moldar o comportamento.In a context of technologic evolution and transformation of society’s thinking pro- cess style through influences of the digital era, new teaching methods that benefits from the mind structure obtained by students are interesting initiatives of compatible aplica- tions for learning enviroments. Taking advantage of the popularity and conversance of digital games among today’s teens, a gamified teaching proposal is welcome , and beyond that, has all the potential to prove itself useful and effective inside a classroom. This work will handle the task to substantiate the gamification process’ capacity of improving the productivity and yield of the students, driving itself by game design concepts that mostly attract this digital era’s gamers and being based on acquirements of psicology, neurology and psychiatry, that prove games are not just ludic, but a powerful tool to shape behavior