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RESEARCH QUESTION How can an online multi-part documentary series on perspectives and approaches to typography be used as an educational resource to enhance the teaching and learning of the subject? ABSTRACT The purpose of this practice-led research is to examine conventional approaches to typographic education commonly employed in the New Zealand graphic design classroom and to investigate how the integration of multi-part documentary films into the teaching of typography can help to widen the discourses and perspectives related to New Zealand typographic design. Through this project, I draw upon my personal experiences as an undergraduate student of graphic design, and at present, an educator of the same field, to explore the democratisation potential of digital filmmaking and online distribution, specifically a dedicated online documentary series archive, and how it can enhance the graphic design student’s learning experiences in typographic studies. The expert subjects included in this research were deliberately selected to help illustrate as well as challenge the typographic canon commonly favoured in the delivery of a conventional New Zealand undergraduate visual communication curriculum, which stands as the motivation for this research project.

BACKGROUND: There are complex expressions of gender and sex inherent within the three professions of chiropractic, osteopathy, and physiotherapy. These professions commonly use the body of the practitioner to provide treatment for the body of the patient (more so than most other regulated healthcare modalities), yet the application of a sex and gender lens in this context seems to have received scant attention within the literature. OBJECTIVES: To examine the nature, range and extent of research investigating the impacts of sex and/or gender on patients and practitioners within the professions of chiropractic, osteopathy and physiotherapy, to identify areas for further research. METHOD: A scoping review based on the Arksey and O’Malley (2005) framework was conducted. Sixteen online databases were searched, with no date or geographical restrictions. RESULTS: Forty-eight papers from eight countries, including peer reviewed publications and grey literature, were selected for inclusion. Thirty-five of the papers used related to physiotherapy, nine to chiropractic, one to osteopathy, and three to a combination of these professions. Ten themes were identified. Thirteen textbooks used to teach technique skills to student chiropractors, osteopaths and physiotherapists in New Zealand were also included. Technique textbooks used within these three professions in New Zealand demonstrate a significant under-representation of females as practitioners, compared to males. CONCLUSION: There are numerous opportunities to address significant gaps in research utilising various methodologies and covering a wide range of topics applying a sex and gender lens, relating to the professions of chiropractic, osteopathy and physiotherapy. It seems the proportions of males and females employed within chiropractic, osteopathy and physiotherapy have greatly influenced the volume and direction of research undertaken to date. This scoping review has also highlighted a need for a comprehensive audit of teaching resources for chiropractic, osteopathy and physiotherapy as there are currently few textbooks showing female practitioners demonstrating techniques, particularly high-velocity, low-amplitude thrusts (HVLATs).

Teaching/learning resource selection is an important aspect of teaching and learning activities, which can largely decide what and how teachers teach and what students learn. However, little previous research exists on how to select teaching/learning resources, let alone selecting resources to make Chinese learnable. This research is directed at the development of criteria for teaching/learning resource selection. A main research question addressed by this research is: What are the theories and criteria for teachers of Chinese to select resources to make Chinese learnable for English learners? The contributory research questions are: What are teachers’ attitudes and preferences regarding resource selection and their reasons for these? What are the difficulties or problems teachers in selecting resources and what solutions do they generate? What are students’ attitudes towards the selected resources? What are the criteria for effective teaching/learning resource selection? A grounded theory approach with conceptually-driven data analysis is adopted as the methodology intending to generate theories for effective teaching/learning resource selection. Interviews, observation and document-gathering were employed in data collection to collect evidence from 12 teachers and 48 students. Five criteria were developed from data analysis. Specifically, teaching/learning resource selection should be (a) curriculum-appropriate; (2) make students interested; (3) balance students’ interests and other factors when facing conflicts; (4) students-appropriate; (5) and flexible.