Chapters, Books & Reports

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Submission: UK Copyright and Artificial Intelligence Consultation 2024-25
(2025-02-26) Yuvaraj, Joshua
This is a submission to the UK’s Copyright and Artificial Intelligence Consultation, which closed on 25 February 2025. In this submission I argue the existing computer-generated works exception in s 9(3) of the Copyright, Designs and Patents Act 1988 (‘CGW’) which currently covers works without a human author, attributing authorship to the person who made the arrangements necessary for the production of the work) should be amended to directly cover works produced using generative artificial intelligence (‘GAI’). I ground the argument in an assessment of GAI’s ‘creative’ capacities using creativity theory – GAI is more than a tool but not fully creative. As copyright protection focuses on cultivating human creativity, copyright should protect GAI outputs that evidence human input (i.e. prompts). However, the duration of such protection should be reduced to reflect the lopsided balance of creative ‘labour’ between a user (entering prompts) and the AI (processing prompts via algorithms trained on datasets). The current CGW exception is a balanced solution in principle due to its reduced duration relative to most other original works (50 years vs 70 years after the author’s death). However, I recommend various amendments to the provision to address issues of authorship and originality, so that it can more expressly target GAI-produced works with the requisite human input.
Social Connections: In-Person & Online
(2025-02-19) Fan, Jie; Ogden, Sharon; Rudd, Georgia; Marks, Emma; Peterson, Elizabeth; Walker, Caroline; Meissel, Kane
Having a sense of belonging and good friendships are essential across all life stages but are particularly significant during adolescence, when young people are more likely to spend time with peers in and out of school than with their family. Good friends tended to have shared characteristics, with qualities and interests in common, and are viewed as worthy of being cherished and valued. Friendships and a sense of belonging can be fostered in different contexts and groups, including between peers, family, sports teams and cultural groups, and on social media. The ease of communicating online provides opportunities for friendships and connections beyond the school environment but also makes it a source of online / cyberbullying. While most young people were aware of the risks associated with using social media, they felt these were often unavoidable.
School Experiences: Overcoming Challenges
(2025-02-10) Dawson-Bruce, Ryan; Rudd, Georgia; Peterson, Elizabeth; Marks, Emma; Walker, Caroline; Meissel, Kane
There is no universal experience of school, and no one is likely to have an easy time at school all of the time. Young people face many challenges in and out of school, and there is significant variation in what those challenges are and who experiences them. One thing many young people agree on however is that having friends and ‘fitting in’ are key factors in the experience of school – anyone who is seen as not fitting in or is in any way ‘different’ becomes a target for bullying. Friendships are protective against bullying – having friends means that you are less likely to stand out from the crowd, and friends can stand up to bullies. Our young people have good ideas about how to make school a more inclusive place to support those students who are having a tough time. It is important that initiatives to increase school engagement focus not only on learning and achievement but also students’ experiences in order to make school a positive place to be.
School Attendance: Enablers & Barriers
(2025-01-27) Sarah, Simpson; Williamson, Isabel; Rudd, Georgia; Peterson, Elizabeth; Walker, Caroline; Marks, Emma; Meissel, Kane
Attendance data alone offers an incomplete picture of the factors that influence school attendance. Our findings highlight that young people bring a unique perspective to understanding enablers and barriers – perspectives that often diverge from those of parents, educators and policymakers. Seeing friends, learning, preparing for the future and fulfilling parent expectations were some of the key motivators for young people to attend school. While most rangatahi felt happy about school, many think the education system does not work for everyone. Those who found it hard to go to school were more likely to report peer problems and feeling stressed, worried, and overwhelmed. Our rangatahi have clear and important ideas about improving school experiences, including fostering school environments that can support, inspire, and help young people to build meaningful connections with each other, their teachers, and their learning.
National report on doctors three years after graduating from New Zealand medical schools in 2011-2019
(2024-05-01) Wilkinson, Tim; Rudland, Joy; Salkeld, Alex; Poole, Phillippa; Bagg, Warwick; Connell, Charlie; Verstappen, Antonia; The New Zealand MSOD Steering Group
This report provides the findings from Medical Schools Outcomes Database (MSOD) questionnaires administered between 2014 and 2023 to nine cohorts of doctors who had graduated from a New Zealand medical school three years previously (PGY3), between 2011 and 2019. A total of 1,866 from the 3,918 eligible doctors (47.6%) completed questionnaires.
National report on doctors one year after graduating from New Zealand medical schools in 2014-2018
(2020-10-01) Wilkinson, Tim; Rudland, Joy; Smith, Bruce; Hyland, Fiona; Salkeld, Alex; Poole, Phillippa; Bagg, Warwick; Kool, Bridget; Connell, Charlie; Verstappen, Antonia; The New Zealand MSOD Steering Group
This report provides the findings from Medical Schools Outcomes Database (MSOD) questionnaires administered between 2015 and 2019 to five cohorts of PGY1 doctors who had graduated from a New Zealand medical school in the preceding year, between 2014 and 2018. A total of 1,197 from the 2,372 eligible doctors (50.5%) completed questionnaires
National report on doctors five years after graduating from New Zealand medical schools in 2012–2016
(2022-09-01) Wilkinson, T.; Salkeld, A; Rudland, J; Hyland, F; Poole, P; Bagg, W; Connell, C; Verstappen, Antonia; The New Zealand MSOD Steering Group
This report provides the findings from New Zealand Medical Schools Outcomes Database (NZMSOD) questionnaires administered between 2017 and 2021 to doctors five years after graduating from a New Zealand medical school between 2012 to 2016). It extends upon a previously published report covering questionnaire responses from 2016–2018.
National report on students graduating medical school in New Zealand in 2013-2017
(2018-10-01) Wilkinson, Tim; Rudland, Joy; Smith, Bruce; Hyland, Fiona; Roberts, Eva; Poole, Phillippa; Bagg, Warwick; Kool, Bridget; Verstappen, Antonia
This report provides the findings from the Medical Schools Outcomes Database (MSOD) Exit Questionnaires of New Zealand (NZ) medical students for the five years from 2013 to 2017. A total of 1,786 from a possible 2,292 graduating students (78%) responded.
National report on students commencing medical school in New Zealand in 2013-2015
(New Zealand Medical Schools Outcomes Database (NZMSOD), 2017-09-01) Wilkinson, Tim; Rudland, Joy; Smith, Bruce; Hyland, Fiona; Poole, Phillippa; Bagg, Warwick; Barrow, Mark; Verstappen, Antonia
The Medical Schools Outcomes Database and Longitudinal Tracking Project (MSOD) is an on-going collaborative longitudinal study that is conducted by Medical Deans Australia and New Zealand (MDANZ). The project has been operating since 2005.
National report on doctors eight years after graduating from New Zealand medical schools in 2011-2013
(2022-10-01) Wilkinson, Tim; Rudland, Joy; Salkeld, Alex; Hyland, Fiona; Poole, Phillippa; Bagg, Warwick; Connell, Charlie; Verstappen, Antonia; The New Zealand MSOD Steering Group
This report provides the findings from New Zealand Medical Schools Outcomes Database (NZMSOD) questionnaires administered between 2019 and 2021 to doctors eight years after they graduated from a New Zealand medical school (between 2011 to 2013).
National report on students commencing medical school in New Zealand 2019-2023
(Medical Schools Outcomes Database and Longitudinal Tracking (MSOD) project, 2024-05-01) Wilkinson, Tim; Rudland, Joy; Salkeld, Alex; Poole, Phillippa; Bagg, Warwick; Connell, Charlie; Verstappen, Antonia
This report provides the findings from New Zealand Medical Schools Outcomes Database (NZMSOD) questionnaires administered between 2019 and 2023 to students commencing studies at a New Zealand medical school.
Ko ngā kaumātua ō tātou taonga: Supporting kaumātua health in a changing world: Noho wānanga with kaumātua from Ngāti Whātua. Final report
(2024-12-23) Muru-Lanning, Marama; Dawes, Tia; Lapsley, Hilary; Kerse, Ngaire; Tukiri, Charmaine; Jones, Nicholas; Aziz, Ahmed; Oh, Moana; Em, Soriya
Childhood obesity: Reducing the risk through early-life measures
(Koi Tū: The Centre for Informed Futures, 2023-10-30) Low, Felicia
Carrying excess weight increases a child’s risk of health issues that often extend into adulthood. While there is awareness that overconsumption of food – particularly high calorie, ultraprocessed products – may lead to excess weight in children, it is less recognised that other factors such as in utero nutrition and certain parent/caregiver feeding practices may also promote childhood obesity. This evidence brief focuses on how early life nutrition, including prenatal exposures, caregiver feeding practices and childhood eating behaviours, contributes to overweight and obesity risk in children.
Human-Centred Design Processes for Appropriate, Equitable, and Accessible Medical Device Design Innovation
(Springer Nature, 2024) Moseley, Ashton Margarete; Campbell, Angus Donald; Pfannstiel, Mario A; Gabriele Palozzi, Christopher Kueh
AbstractMedical devices (MDs) must satisfy the functional, emotional, and financial needs of a myriad of end users and stakeholders (‘customers’). To ensure equitable and accessible Medical Device Development (MDD) and innovation, how MDs are designed and by whom is critical. The medical device market is dominated by high-income (HIC) countries, predominantly through an engineering and regulatory lens. The resultant lack of contextually appropriate, accessible MDs, particularly in low-to-middle-income countries (LMICs), suggests the need for a shift towards a more human-centred, design-led (‘creativite’) MDD industry, which promotes local manufacture and innovation in developing contexts. This chapter presents findings from a 2-year research project that explored three human-centred MDD processes (‘tools’). Using a retrospective multiple case study approach, the research investigated, documented, and analysed three MDD processes led by industrial designers from different countries, each concerned with various aspects of equity and accessibility, namely: Pearson Lloyd’s DBO Commode, designed in a HIC for HICs; Design that Matters’ Firefly, a newborn phototherapy device designed in a HIC for LMICs; and Praestet’s Symba, a hospital cot designed in South Africa for HICs and LMICs. By comparing the MDD processes of these cases with existing MDD process literature, and with each other, commonalities and differences were identified. This chapter provides an overview of each case, highlighting specific links to their design process leading to considerations of appropriateness, equity, and accessibility. It will conclude by discussing how human-centred design approaches lead to more innovative MDD outcomes (‘new solutions’) for a range of stakeholders in varied contexts.
Fostering Social Cohesion in the School Physical Education Context
(Routledge, Jan 2025) Gerdin, Göran; Philpot, Rod; Petry, Karen; Moustakas, Louis
The need to focus on social cohesion comes to the fore in times of increasing social inequity, and during the current social changes and challenges that undermine the established social fabric of our societies such as large-scale immigration, increasingly nationalist governments, and the polarising perspectives on, as well as responses to, global pandemics. Chapter 7 makes the case that the nature of compulsory school physical education offers an ideal opportunity to rebuild relationships and inclusive social environments. Drawing on data from the EDUHEALTH project conducted in Sweden, Norway, and New Zealand, examples of teaching for social cohesion in physical education are provided through a focus on building teacher/student and student/student relationships, inclusiveness, culturally inclusive practices, planning and structuring activities that require students to work in heterogeneous teams and require interdependence between group members, and focusing on personal and social responsibility by encouraging adherence to the principles of fair play and democratically determined rules. The chapter concludes by discussing how social cohesion as a quest for – or precursor to – social justice must move students’ thinking beyond mere social integration to address the social conditions that privilege the values and beliefs of some communities, cultures, and religions whilst lessening others (minorities).
Challenges in Medical Education
(Oxford Medical Handbooks, 2025-03-26) Henning, Marcus; Doherty, Iain; Brown, Megan EL; Lyndon, Mataroria; Finn, Gabrielle; Church, Helen; Brown, Megan; Byrne, Matthew; Sharma, Neel
Dealing with the unexpected in research
(Edward Elgar Publishing, 2025-01-14) Beddoe, Liz; Singh Cooner, Tarsem; Alston, Margaret; Buykx, Penny; Foote, Wendy; Betts, David
Qualitative research in social work can create unexpected ethical challenges. While ethics committee approval of social work research projects is almost always the first step in undertaking research, ethical considerations are present from when one begins the project to when one begins writing up their findings. Three elements of ethics can be set out: procedural ethics (the prior approval of an institutional ethics committee); ethics in practice (ethical issues that arise while conducting the research); and research ethics that relate to professional codes of ethics or conduct. This chapter draws on the authors’ experiences of addressing and writing about an unanticipated phenomenon in a long-term ethnographic study of social workers in children's services in England. We observed social workers’ interactions and relationships, as well as direct practice in visits and meetings. Social media use in social work practice was not an intended focus of the study, but its use emerged during field observations. Our observation led to a robust discussion of the ethical aspects of this usage. This chapter explores the decisions that were made about these unexpected findings within a framing of research ethics and context.
COVID-19 and Long-Term Care in New Zealand: impact, measures and lessons learnt
(2020) Ma'u, Etuini; Robinson, Jacquie; Cheung, Gary; Miller, Neil; Cullum, Sarah
Report on the impact of COVID-19 on people using long-term care services in New Zealand.
iZindaba Zokudla (Conversations About Food) Innovation in the Soweto Food System
(Routledge, 2018-08-06) Campbell, Angus Donald; Malan, Naudé; Abendroth, Lisa M; Bell, Bryan
iZindaba Zokudla (Conversations About Food) is an interdisciplinary research project that aims to create a more sustainable food system in Johannesburg through urban agriculture. In 2013, a multi-stakeholder engagement (MSE) process identified appropriate technology as a key requirement in a sustainable food system. In response, in 2014, an interdisciplinary student service-learning course was developed at the University of Johannesburg in the departments of Development Studies and Industrial Design. The service-learning course utilized a methodology that integrated participatory social science and human-centered design research methods in order to develop technologies to improve the productivity of marginalized and resource-poor urban farmers. Teams of students worked with farmers on three urban sites, each with their own specific technological needs. The students’ achievement of the service-learning course objectives was assessed through a variety of disciplinary specific practical and written assignments.
Envisioning student possible selves in science: Addressing “plant blindness” through place-based education
(New Zealand Council for Educational Research (NZCER), 2024-12-12) Cheng, Maurice MW; Cowie, Bronwen; Stantiall, Chloe; Byrant, Nick; Thompson, Natalie
This project aims to develop primary, intermediate, and high school students’ sense of place and science-related possible selves through local curriculum units that focus on plants. We chose plants because, compared with animals, they are often overlooked (hence the phenomenon of “plant blindness”) in their part in realising many sustainable development goals. Our curriculum units covered biological, personal, social/cultural, and political/economic aspects of kūmara, kōwhai, and harakeke. These plants are significant in Aotearoa New Zealand history and culture. Hence, the project harnesses the values of place-based education in supporting students to develop a sense of “Who am I?” with respect to “Where am I?”. The team collaboratively planned two 1-week teaching and learning sequences in each school. Based on the data, including records of planning meetings, teaching materials, lesson observations of each lesson, conversations with students and collection of artefacts, teachers’ post-lesson reflections, and surveys, we constructed vignettes as snapshots of the teaching and learning sequences. These vignettes responded to the questions about how we addressed plant blindness and supported Years 5–9 students to envision science-related possible selves. In short, the team agrees that: (1) a focus on one single plant that is culturally relevant to students and Aotearoa could harness pedagogies that help students to see the significance of plants; (2) elements of the past, the present, and the future of the plants formed important contexts for learning; (3) teachers’ funds of knowledge and their experiences/knowledge in informal contexts and previous careers could enrich their planning and teaching.

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