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The paper seeks to identify common features in the fertility patterns of the English-speaking world and provide a model basis for comparison of fertility between countries and over time. Attention is focused on the heterogeneity within the fertility patterns of Australia, Canada, New Zealand, and the United States, similar to that reported earlier for the UK and the Irish Republic. The recent age-specific fertility patterns of these countries display a marked 'bulge' in fertility of women under age 25. A mixture model with two-component: Hadwiger functions provides a suitable fit. The heterogeneity thus suggested is shown to be related to differences in the timing of births by marital status, and its magnitude is related to the proportion of births outside marriage. Additionally, there is some evidence that, in the United States, and to a lesser extent in New Zealand, this heterogeneity in fertility patterns may be explained by ethnic differences in the timing and number of births. [ABSTRACT FROM AUTHOR]

Previous literature has applied system-focused structures to understand the success of First Nations Peoples' nutrition and exercise group programmes. Existing system-focused measures have included biomedical outcomes, access and service utilization. By broadening the focus of programme success beyond the system, we can evaluate programmes from a First Nations Peoples' lifeworld perspective. Critical hermeneutics and yarning using a lens of Habermas' Theory of Communicative Action to the literature has the potential to transform understandings of "success" in First Nations Peoples' nutrition and exercise group programmes. In this literature interpretation, we explored the critical success factors from a lifeworld perspective, giving scope to go beyond a system perspective to include a cultural, social or personal perspective. Our yarning led us to understand that there is a communicative relationship between explicit system structures and implicit lifeworld concepts that are critical success factors for First Nations nutrition and exercise group programmes. We have developed a set of reflective questions to guide others in considering a lifeworld perspective. Our findings represent a shift away from success measured by the dominant power structure to respect the lifeworld culture, knowledges and values of First Nations Peoples towards shared understanding and mutual decision-making. [ABSTRACT FROM AUTHOR]

Since the "discovery" of Walter Smith, American art educators quite naturally assume that Smith was the most important or only graduate of the South Kensington System to influence the development of art education in this continent. In fact Smith was only one of a number of South Kensingtonians who carried the system to the far corners of the English-speaking world, particularly to the colonies that were to become Australia, New Zealand, and South Africa, as well as to Canada. This paper examines the career of one such art educator: David Phillip Blair (1850-1925). Just as Smith was influential in three countries (England, the United States, and Canada), Blair, who was born in Scotland, was active in England, New Zealand, and Canada. [ABSTRACT FROM AUTHOR]