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This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]

Macalister and Webb (2019) claim that "children's literature" written for native English speakers is too difficult for intermediate English as a Second Language (ESL) students, those who have acquired the first 3,000 to 4,000 most commonly used words in English. The authors analyzed a corpus of short stories written for a classroom magazine published by the New Zealand Ministry of Education. They found that children would need to know 8,000 of the most commonly used English word families in order to read the stories with 98% vocabulary coverage. A previous analysis of a similar corpus (Webb & Macalister, 2013) found that 10,0000 word families were needed to obtain 98% coverage. Macalister and Webb (2019) omit any mention of the author's research, also published in this journal, in which he analyzed more than a dozen fiction series popular with children and young adults. Several of those series would be comprehensible with 98% vocabulary coverage to intermediate ESL readers with knowledge of 3,000 to 5,000 word families. As he pointed out in McQuillan (2016a), the classroom magazine corpus Webb and Macalister (2013) used is clearly not typical of the kinds of books children actually read for pleasure. The same is true of their narrative fiction corpus used in the current paper. [This comment is in response to "Can L1 Children's Literature Be Used in the English Language Classroom? High Frequency Words in Writing for Children" (EJ1212805).]

Is it possible to track the revitalization of the Maori language statistically? Different large-scale statistical collections (censuses and surveys) in New Zealand effectively have different definitions of speaker because they ask different questions. This paper compares trends in numbers of Maori speakers as estimated from responses to questions about conversational ability, first language, and level of speaking proficiency, with particular reference to the 2013 Census and Te Kupenga (Maori social survey) 2013. One might expect estimates based on these responses to align closely, but they do not. This paper explores the relationships between the different estimates for different birth cohorts. Data on first language from at least four surveys provide strong evidence of a resurgence in intergenerational language transmission, which is not clearly apparent from the other indicators. Patterns of response to conversational ability and speaking proficiency questions are found to vary according to first language and birth cohort. It is argued that the apparent inconsistencies between the indicators reflect the real complexity of revitalization processes, as well as varying interpretations of the language questions, and that the New Zealand census language question on conversational ability is of questionable value as an indicator for tracking Maori language revitalization.

Much research has been made in recent years on the effect of over and under education on earnings. In this paper, I examine the validity of the assumption that the return to over (under) education is independent of the level of education. I use data from the PIAAC survey to estimate the return to education. The findings show that while this assumption might be valid for the return to under-education, it seems to be wrong for estimating the return to over-education. I offer an alternative model where the return to over-education or under-education is not linear and depends on the level of education.

Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students' achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.

New Zealand data from the International Adult Literacy Survey were analysed to examine the incidence and correlates of self-reported specific reading learning disability (SRLD). The results showed that 7.7% of New Zealand adults reported having had a learning disability. The ratio of males to females with SRLD was 3:2. Between 40% and 50% of New Zealand adults performed below the minimum level of proficiency required for meeting the complex demands of everyday life in knowledge-based societies. For adults with SRLD, around 80% performed below the minimum level, and the literacy proficiency of adults with SRLD in younger age bands appears to have declined since the early 1960s. Almost 100% of adults with SRLD in the 16–20 years age range performed below the minimum level for document and quantitative literacy and 92% for prose literacy. Compared to non-SRLD adults, those with SRLD were found to leave school earlier, engage more often in manual occupations, are more frequently unemployed, and rely on more state assistance to bring their income levels closer to the levels enjoyed by non-SRLD adults. The results are discussed in terms of SRLD not being officially recognised or provided for in New Zealand, the lack of appropriate remedial provisions for children who experience difficulties with reading, and the effects of a strong whole language orientated approach to literacy instruction in schools that has been in place since 1963. Copyright © 2003 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Problems of overeducation and overqualification in developed countries have attracted the attention of policymakers and researchers alike. While these phenomena have been clearly conceptualised, their measurement remains complex and controversial. This paper presents an overview of the phenomena and map overeducation and overqualification across countries. Drawing on a broad set of definitions from the literature, they quantify the intensity of overeducation and overqualification for a set of countries that participated in the first two rounds of the OECD's Program for the International Assessment of Adult Competencies (PIAAC). The results highlight marked differences across countries. However, maps differ according to the focus adopted -- be it overeducation or overqualification -- and are also highly sensitive to the specific definition of occupational mismatch selected. Policymakers clearly need to be cautious when interpreting overeducation/overqualification figures. The analysis also allows to further discuss the strengths and limitations of PIAAC for studying overeducation and overqualification.

This paper discusses the issue of tertiary education for adults with intellectual disabilities. It argues there is a dearth of such opportunities, particularly within the mainstream tertiary education system and this limits employment opportunities and social inclusion for adults with intellectual disabilities. This is not consistent with the explicit and implicit commitments from government to tertiary education opportunities for this learner population in both disability and education policy. Therefore, specialist disability support providers and mainstream education providers must work in partnership with employers in order to create more appropriate, inclusive tertiary learning opportunities that will lead to more employment outcomes and ensure greater levels of social inclusion. Moreover, having a range of tertiary education opportunities would not only help to increase employment outcomes in a quantitative sense but would open up a wider range of employment areas.

This paper seeks to redress a gap in research regarding the effect of contact with accountants (stereotype targets) on the perceptions people have of accounting. Contact with accountants has often been suggested as a strategy for changing the stereotypical perceptions people have of accounting. This study examines how contact with accountants influences these perceptions. The results reveal that while the perceptions do differ between participant groups, contact with accountants creates little awareness of the diverse range of duties performed by accountants. These findings confirm the claims by social psychologists that while contact might assist in changing perceptions, the change will not necessarily have the intended effect. These findings have implications for how accountants, their professional associations and educators represent the image of accounting to their clients, the public and their students.

iTunes U has become the main worldwide provider of educational podcasts but, despite its popularity, little is known about the type of user who downloads iTunes U language resources, or how those resources are used. This paper presents the results of the first major survey (1891 responses) of users of one of the most successful iTunes U content providers in terms of downloads. It presents a profile of the iTunes U language learner, their listening habits, and their opinion of the resources they download. Comparisons are drawn between language learners and learners of other subjects. The results show that in contrast with profiles of learners in other contexts--such as virtual learning environment-delivered podcasts, identified in previous research (mostly carried out with young university students who download podcasts for instrumental reasons)--iTunes U language learners are different. Respondents in this study are mostly middle-aged and employed, and they download resources for personal interest. Users have a high opinion of the quality of the materials, and they believe the materials help them to learn. The results also show that users listen to language podcasts on mobile devices, in sharp contrast with previous research. Finally, the paper discusses implications for further research.

Research in the field of adult ESOL internationally is both spasmodic and fragmentary. The papers in this special issue therefore constitute a major contribution to the field by providing new insights into ESOL research from the perspective of current pedagogical practices in the British context. In this paper, I provide a response to this research from the Australasian perspective, focusing in particular on comparative work conducted in Australia, but also referring briefly to the New Zealand context. I offer comparisons and reflections from a number of perspectives including policy, research and curriculum developments that continue to shape practice in the respective pedagogical environments of Britain and Australasia. In so doing, I also make reference to specific issues raised by individual writers of the papers.

Objective: Digital storytelling and other methods of self-expression and autobiography have become an increasingly important tool for those working with young people, including those from migrant, refugee or other 'culturally diverse' backgrounds. A structured scoping review was undertaken to better understand the potential value and challenges of using digital stories to promote the health and well-being of these diverse groups of young people and to identify key knowledge gaps. Design: The review process comprised a systematic search of the literature and strategic consultations with professionals working with young people in the area of sexual and reproductive health promotion and care. A descriptive-analytic method was used to collate and synthesise the literature and apply narrative and thematic analyses. Results: In total, 28 papers were deemed eligible for inclusion. Findings are presented as two analyses: what is known from the literature and key knowledge gaps. Identified themes included the use of digital stories as social activism and as research intervention, recognition of digital stories as complex terrain and recommendations for good practice. Three key gaps of particular relevance to our research aims were identified. These were (1) the lack of digital stories on sexual health and relationships by 'culturally diverse' young people in Australia, (2) the need for discussion of the ethical considerations of using digital storytelling and related methods in sexual health fields and (3) the value of exploring opportunities to employ digital methods as self-representation and autobiography to generate new knowledge and build organisational capacity. Conclusion: As confirmed in discussions with professionals working in the youth, migrant and sexual health sectors, the literature highlighted the many potential applications of digital storytelling to promoting the sexual health and well-being of young people from diverse backgrounds. Additional research is required to understand the particular ethical and contextual issues shaping, and at times constraining, this engagement in specific cultural contexts.

Mixed methods research requires integration of qualitative and quantitative data. However, there is debate about how to define integration and what is required for integration to occur. This paper describes a mixed methods research project which revisits datasets from different eras, which were originally instigated for different purposes and had different theoretical frameworks. Using selected results about the relationship between teenagers' vocational aspirations and adult occupations we show how the research topic and question integrated the projects within a constructivist theoretical position. We argue that reanalysing and comparing historical datasets can provide new insights into a topic even with minimal integration of the data. We recommend a broad definition of integration and reflexive research practice to encourage innovation and diversity in mixed methods research, particularly with regard to reanalysis of datasets from different eras.

Education and literacy have long been associated with a range of economic and social outcomes in industrialized societies. Recent research based on large-scale national and international surveys has examined effects of education and literacy on individuals' social and economic outcomes. This paper takes a further step in understanding the importance of literacy for individuals' economic and social outcomes by disentangling the effects of two different aspects of literacy, literacy proficiency as measured by standardized tests and reading engagement as measured by self-reports of everyday reading activities. Using recent nationally representative survey data from New Zealand, multivariate regression models estimate the effects of reading engagement on earnings, health, social trust, political efficacy and civic engagement. Reading engagement has statistical and substantial positive effects on each of these outcomes with the effects of literacy proficiency, education and other important variables held constant. Although these results do not imply a causal relationship between reading engagement and the outcomes, they have important implications for policy and practice in adult education as well as for future research about the role of reading engagement in wellbeing more generally. [ABSTRACT FROM AUTHOR]

Background: Falls and fall-related injuries are a problem for many adults with intellectual disability. Most previous studies have collected falls data retrospectively, using organisational incident reports. We developed tools to specifically collect fall-related data and potential fall risk data. This paper reports on the development of these tools and the fall-related data collected in 3 prospective studies. Method: Consultations with 33 stakeholders representing 29 organisations and 5 focus group discussions were used to develop 2 tools for gathering information. Studies in 3 cities applied the tools to explore their acceptability, utility, and cultural appropriateness. Results: Two simple tick box forms were developed; both were easy and quick to complete. In the studies, 135 individuals participated (70 males, 65 females, aged 45 [SD = 11] years), of whom 27% experienced a fall; 39% of these resulted in an injury. Injuries were mostly bruises (30%) and grazes (28%), particularly to the facial area (42%). The 6-month period prevalence of falls was 0.76%. Most falls occurred indoors and during the daytime. Individuals appeared more likely to experience a fall if they had had previous falls and/or fractures, epilepsy, orthopaedic-related conditions, and problems with gait and balance. Conclusion: A robust process ensured the acceptability, utility, face and content validity, and cultural safety of our data collection tools. Falling is a serious problem for many people with intellectual disability, but the reasons for falling appear multifaceted and complex, complicating the development of fall prevention programs.

This paper presents a case study of the life experiences of one exemplar adult second language Maori learner--Te Rita Papesch. Te Rita was one of 17 participants who were interviewed as a part of the first author's PhD study which sought to answer the question: what factors lead to the development of proficiency in te reo Maori amongst adult learners. We have chosen to focus on Te Rita's case because it illustrates four themes common across the cohort of 17. First, Te Rita was primarily motivated to learn te reo as a means to better understand her own identity as a Maori. Second, she was open to change. Third, she demonstrated a commitment to building strong relationships with her mentors and fellow speakers. Fourth, Te Rita was able to transfer skills from other parts of her life into the language-learning context.

This paper describes a research project, "Voices from Manukau", that investigated the impact of a joint initiative by a university and an institute of technology in New Zealand. The purpose of the initiative was to increase the participation of students traditionally under represented at tertiary-level study, particularly Maori (indigenous people) and individuals from Pacific Island nations. Many of the participants were adults who had not experienced high levels of success during their compulsory period of education and they lived in low socio-economic areas. We found that participation of under-represented groups increased. The "Manukau" students were as successful as other undergraduate students studying at the university. Of particular interest was the high level of success of Maori and Pacific Island students.

Although many second language learners still study in a traditional, face-to-face classroom, an increasing number of students now participate in virtual classrooms and communicate online. Regardless of the mode of communication, interaction and focus on form can be considered important components of the learning environment. This paper reports on a study comparing teacher and student interaction on a single communicative task. Three groups of teachers and students in a private language school in New Zealand conducted the task in a face-to-face context. Another four groups in a writing course at the University of Auckland conducted the same task in an online chatroom. Two of these groups included the presence of a teacher (moderated), while two groups consisted of only students (unmoderated). The frequency and characteristics of focus on form episodes (FFEs), in which participants took "time out" to focus on linguistic form, was analysed. The results indicate that focus on form occurred in all three contexts; however, it was most frequent in the face-to-face context and least frequent in the unmoderated context. In addition, the majority of the FFEs were in response to learner errors and targeted both grammar and vocabulary. Finally, the use of emoticons and chat language in the teacher-moderated online context received considerable attention in the interaction. (Contains 3 tables.)

Scientific literacy is explored in this paper which describes two studies that seek to understand a particular feature of the nature of science; namely scientists' habits of mind. The research investigated scientists' views of scientific evidence and how scientists judge evidence claims. The first study is concerned with scientists' views of what constitutes superstitious beliefs. The second concerned potential conflicts between scientific theories and evidence, and religious beliefs. The research findings suggest that these scientists, unlike their stereotype, hold idiosyncratic views of what constitutes good scientific evidence and sound, credible testimony. The interviews provide a window into scientific thinking as practiced by modern scientists, and suggest that the scientists are rather more open to alternative thinking than might be supposed. The implications of these findings are discussed in the context of their implications for scientific literacy. (Contains 8 tables.)

The Good Way model is being used increasingly in New Zealand and Australia in both community-based and residential programmes for the treatment of adolescents and adults with intellectual difficulties who have sexually abusive behaviour. It is also being used with children and, in adapted forms, with mainstream adolescents and people of indigenous cultures. Early process evaluations of the model have been positive. This paper focuses on work with those with mild intellectual disabilities, and proposes that, in addition to being a useful framework for treatment, the Good Way model can also be used both as a practical, constructive neutralization and as a way to develop adaptive "explicit theories" with these clients, particularly when it is used jointly with the preferred clinical approach of developing individualized, self-narratives of desistance and rehabilitation. (Contains 1 figure.)

Background: This paper seeks to extend research into the adult sequelae of childhood conduct problems by investigating the associations between conduct problems in middle childhood and psychosocial outcomes in adulthood. Method: Data were gathered during the course of a 25-year longitudinal study of a birth cohort of New Zealand young people. Information was collected on: a) parent and teacher reports of child conduct problems at ages 7, 8 and 9 years; b) measures of crime, substance use, mental health, sexual/partner relationships, education/employment; c) confounding factors, including childhood, family and educational characteristics. Results: There were statistically significant associations between childhood conduct problems from 7-9 years and risks of adverse outcomes across all domains of functioning. After control for confounding factors the associations between conduct problems and education/employment outcomes became statistically non-significant. Associations persisted for other outcomes (crime, substance dependence, mental health and sexual/partner relationships). Children in the most disturbed 5% of the cohort had rates of these outcomes that were between 1.5 and 19 times higher than rates for the least disturbed 50% of the cohort. The associations between conduct problems and adult outcomes were similar for males and females. Conclusions: Childhood conduct problems were associated with a wide range of adverse psychosocial outcomes (crime, substance use, mental health, sexual/partner relationships) even after control for confounding factors. The results reinforce the need for greater investment into interventions to address these problems.

Background: Cataract surgery improves quality of life and reduces cognitive deterioration. Objectives: This paper discusses the health implications of low vision, commonly related to cataracts, in older adults. A recent publication reported that cataract surgery reduces the risk of dementia by 30% over 10 years. Methods: We searched Medline from inception to January 2023. We also conducted backward and forward citation searches of included studies and set up alerts to identify studies published after the search date. We performed discussion groups with multidisciplinary experts. Results: This article provides a broad description of the importance of vision for cognitive function. We discuss access to public‐funded cataract surgery in Australia and New Zealand and how this impacts population benefits. Conclusions: We have evidence that cataract surgery can decrease the risk of dementia. This is an important topic that deserves recognition as part of an overall ageing response by policymakers and health professionals. [ABSTRACT FROM AUTHOR]

Purpose: In Aotearoa me Te Waipounamu (New Zealand; NZ) there are considerable inequities in health status and outcomes for Māori, the Indigenous peoples of NZ. It is therefore important that the health status and preferences of Māori are specifically considered in healthcare policy and decision making. This paper describes the health-related quality of life of 390 Māori adults who took part in the NZ EQ-5D-5L valuation study. Methods: Responses on the five dimensions of the EQ-5D-5L were dichotomised into "no problems" and "any problems", summarised and disaggregated by age group. Mean preference weights were reported by age group and overall. Mean utility values (calculated by applying each participant's preference weights to their EQ-5D-5L profile) were summed and respective means and standard deviations reported by age, chronic disease status and disability. Results: The EQ-5D-5L dimensions with the highest proportion of participants reporting any problems were pain/discomfort (61.5%) and anxiety/depression (50%). The most commonly-reported chronic disease was mental illness/distress (24.6%). Anxiety/depression ranked as the most important dimension, with usual activities, the least important. The mean utility value was 0.83 with the lowest value (0.79) found in the 18–24 and 45–54 age groups. For participants with at least one chronic disease the mean utility value was 0.76 compared to 0.91 for those with none. Conclusion: To reduce inequities experienced by Māori it is crucial that the health status of Māori and the values Māori place on health-related quality of life are properly understood. This can only be achieved using Māori-specific data. [ABSTRACT FROM AUTHOR]

Viva voce or oral examinations are an intrinsic part of the examination of many doctoral theses. There is some ambiguity about their purpose; however, they are generally perceived to be an opportunity for the candidate to respond to the examiners' comments and questions. They also allow examiners to assure themselves of the candidate's grasp of the topic and research process. In most cases, the examinations are conducted in the institution's language of instruction. However, it is possible for an examination to be held in another language, for example in bicultural countries with more than one official language or to make use of the expertise of an examiner who does not speak or read the language that the student has been supervised in. If the examination is conducted a language that is not common to all the participants – candidate, examiners and examination convenor – then there needs to be a clear process for accurate translation to ensure the examination is valid. This paper contributes to an acceptance of the importance of validating a student's ability to be assessed in their own language. [ABSTRACT FROM AUTHOR]

Sexuality and humour share a fraught relationship at school, so that how humour might be productively employed in sexuality education constitutes a ‘risky’ consideration. This paper explores the role of humour in sexuality education as observed in a Year 9 New Zealand health class. Adding to existing literature emphasising students' use of humour at school, it also considers how teachers might productively mobilise humour in the classroom. Findings reveal that while humour serves established purposes for students such as consolidating heterosexual masculinities, securing peer group hierarchies and disrupting learning agendas, it may hold other pedagogically productive possibilities. Potential uses include the relief of monotony, engaging with the needs of particular cultural groups of students, reinforcing taught information and reducing apprehension around potentially uncomfortable topics. Via this empirical exploration of the mobilisation of humour, the paper endeavours to open its potential as a conceptual site of possibility in sexuality education. [ABSTRACT FROM PUBLISHER]

The training of coaches is considered central to sustaining and improving the quality of sports provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays only a minor role in Parasport coaches' development. To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches. The purpose of this paper is to address the central theme of disability and coach education reform in sport. The aim is to review critically the emerging literature on coach development in Parasport to provide some clarity and consensus on existing pathways and models for coach development, before outlining some potential ways forward for coach education. Starting with a critical review of existing research on coaches' learning and development in Parasport, we then examine potential approaches to coach education, providing examples from existing research in coaching and the wider field of education. This is followed by some modest suggestions for coach education reform as it pertains to the inclusion of disability. [ABSTRACT FROM AUTHOR]

During the nineteenth century, New Zealand was promoted as a land of plenty, promising a 'better life', to encourage families to settle and develop the growing colony. This paper characterises the life-course of early settlers to New Zealand through historical epidemiological and osteological analyses of the St John's burial ground in Milton, Otago. These people represent some of the first European colonists to Aotearoa, and their children. The analyses provided glimpses into the past of strenuous manual labour, repeated risk of injury, and oral and skeletal infections. Mortality of infants was very high in the skeletal sample and the death certificates outlined the varied risks of infection and accidents they faced. Osteobiographies of seven well-preserved adults demonstrated the detailed narratives that can be gleaned from careful consideration of individuals. The skeletal record indicates childhood stress affecting growth and risk of injury prior to migration. However, the historical record suggests that occupational risks of death to the working class were similar in the new colony as at home. The snapshot of this Victorian-era population provided by these data suggests that the colonial society transported their biosocial landscape upon immigration and little changed for these initial colonists. [ABSTRACT FROM AUTHOR]

The oral examination, or the viva voce, is the culmination of the doctoral examination process in many traditions. In these traditions, the chair or convenor facilitates the viva. The idea of convenors is one that has not been discussed at length within the literature of higher education. In this paper, we explore the findings of a qualitative survey that aimed to gain insights into the role of convenors in an oral examination and their views of the oral examination process at a research-intensive university in New Zealand. 55 convenors responded to the survey. The key findings of the survey indicate that convenors' practices are embedded with ideas of pastoral care for the candidates through four key strategies: 1) preparing candidates by setting expectations, 2) making the candidate feel at ease, 3) inviting a support person to attend and 4) building the candidate's confidence. These strategies have rarely been discussed in studies about vivas, and this study provides key insight for candidates, doctoral examiners, supervisors and policymakers. [ABSTRACT FROM AUTHOR]

Objectives: Socioeconomic status and health in childhood are linked to health outcomes in later life. Health outcomes may also be shaped by socioeconomic circumstances in adulthood and later life. This paper examined the relationship between childhood conditions and later life health and tested whether this relationship was mediated by later life economic living standards. Methods: Data from a longitudinal study of aging was combined with retrospective life history data from 787 participants from the New Zealand Health, Work and Retirement Study. Results: Significant relationships were found between childhood conditions and later life health. These relationships were mediated by economic living standards in older age, but the partial direct effect of childhood conditions on health found in early older age became fully meditated 10 years later. Conclusion: While childhood circumstances are part of this complex relationship, socioeconomic conditions in later life are vital to ensuring ongoing health into older age. [ABSTRACT FROM AUTHOR]

Migrants and refugees settling permanently in a new country face significant social, linguistic and cultural challenges. However, they also bring intercultural strengths and skills which, if acknowledged and enhanced, can support successful settlement and inclusion in a pluralistic society. This paper describes the underpinning rationale and salient features of an intercultural settlement programme piloted in New Zealand with a group of recently arrived settlers from refugee backgrounds. The programme was designed to enhance the settlement process for newcomers through the development of critical thinking, problem-solving and intercultural skills. The pedagogical approach was rights-based and incorporated facilitated discussions within an environment of power-sharing, inclusiveness and critical enquiry. This paper discusses the implementation of the programme as well as findings from a preliminary research project which sought to explore the effectiveness and the extent to which the programme achieved its aims. The findings indicate that this approach can constitute good practice in an education programme designed to support interculturalism and successful integration. [ABSTRACT FROM PUBLISHER]

Purpose – The purpose of this paper is to explore the use of chewing tobacco by South East Asian men in Auckland and their difficulty in giving up the habit. Design/methodology/approach – Semi-structured interviews with ten men were conducted in a grounded theory case study design. Snowball sampling was used to identify and recruit participants from hard-to-find populations. Written consents were obtained. Findings – Each of the men attributed their initiation to chewing tobacco to the influence of friends and the society in which they lived. They all were aware that chewing tobacco could increase their risk for oral cancer and wanted to quit. New Zealand law prohibits the import and sale of oral forms of tobacco. However, the men in this study were still able to get chewing tobacco via friends and family bringing it into the country "for personal use". Research limitations/implications – This paper opens up a space for further research within the South East Asian communities, with the view to identifying and developing effective cessation methods. Originality/value – This paper is significant as there has been minimal research conducted on the pervasiveness of chewing tobacco in the South East Asian communities in New Zealand. [ABSTRACT FROM AUTHOR]

Background: The management of prediabetes in the community setting is a global priority. We evaluated the feasibility of a 6-month multilevel practice nurse-led prediabetes dietary intervention which involved goal setting. The aim of this paper is to explore the weight loss goals and strategies reported by participants to achieve their weight loss goals as recorded by practice nurses, and report on factors that influenced dietary behaviours. Methods: This study used a convergent mixed-methods design. A six-month pragmatic non-randomised pilot study with a qualitative process evaluation was conducted in two neighbouring provincial cities in New Zealand. A structured dietary intervention delivered by practice nurses was implemented in four practices in 2014–2016. Content analysis of the text and descriptive statistics were used to analyse the data. Results: One hundred and fifty seven people with prediabetes were enrolled (85 intervention, 72 control). The intervention group lost a mean 1.3 kg more than the control group (p <.0.001). The majority of the intervention group indicated either a high level of readiness (n = 42, 53%) or some readiness (n = 31, 39%) to make food changes. The majority of weight loss goals aligned with clinical guidelines (between 5 and 10% of body weight). While just over half (n = 47, 55%) demonstrated weight loss at the end of the six month period, the majority of participants did not achieve their predetermined weight loss goal (n = 78, 83%). Gender, ethnicity and budget were not related to weight loss at six months. Readiness to change and reported challenges to making dietary changes were related to weight loss at six months. Negative factors or set-backs included sporadic adherence to diet due to other health problems, change in context or environment and coping with ill health, most notably stress and low mood. Conclusions: The data relating to weight loss and dietary goals provided insight into the challenges that people faced in making dietary changes for weight loss across a six month period. Simplifying goal setting to those goals with the greatest potential clinical impact or the greatest significance to the person, in a socially supportive environment, may increase the success of goal achievement. Trial registration: ANZCTR ACTRN1261500080656. Registered 3 August 2015 (Retrospectively registered). https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=366560&isReview=true [ABSTRACT FROM AUTHOR]

The pseudoscorpion genus Synsphyronus is widely distributed in the Australasian region, with 30 species described from Australia and two from New Zealand. This paper describes the first species to be recorded from New Caledonia: S. platnickisp. nov. Two of the three nymphal stages, tritonymph and protonymph, are described, as well as the adults. [ABSTRACT FROM AUTHOR]

This paper describes a conceptual framework in music therapy with adults with severe and profound levels of intellectual disability. Drawing from Carl Rogers' person-centered work and his notion of the good life as a direction, the author presents four core relational experiences (curiosity, invitation, celebration, and recognition) that underpin the therapeutic process with this client population. Case vignettes from the author's clinical work illustrate how core experiences are presented through improvisational musical experiences. Considerations are given to the clinical significance of good-life-oriented experiences on the emotional health of individuals with severe and profound intellectual disability, and to its implications beyond the music therapy space. [ABSTRACT FROM AUTHOR]