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According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance of including students in ILEs. We wish to argue, however, that the successful implementation of inclusion also needs to address the location of special education teachers within these spaces. Our research provides a 'spaces of belonging' framework that offers support for the successful inclusion of special education teachers within an ILE. Results from our ILE project and interviews with special education teachers in Australia and New Zealand will illustrate the three concepts of 'spaces of belonging', using studies from a range of schools. We hope that the findings will inform future planning and design processes that will promote effective inclusive teaching practices in Australia and New Zealand.

Many former university students on the autism spectrum have poor employment outcomes despite strengths, qualifications, and ability. This article presents findings from a qualitative study of 11 former university students on the spectrum (self-identified: 2 males, 7 females, 2 non-binary, 18-50+ years), and five significant others (2 mothers, 3 spouses), from Australia and New Zealand. We identified issues associated with better and poorer transition to employment experiences (poor mental health, lack of support, poor interview skills). The former students also indicated a belief that it was not the role of a university education to prepare students for employment. This belief may have influenced their discipline choices and attitude towards using career supports and university employability components. The participants who studied non-vocationally specific qualifications described more difficulty with conceptualising their transition to employment, developing an employment goal, and finding work. It was suggested that universities may need to provide comprehensive transition to employment programs that develop the 'soft skills' required for employment and offer work placements for both vocationally and non-vocationally oriented courses to help students build skills that increase their employability.

Hikitia te Ora (Certificate in Health Sciences) is a 1 year Indigenous bridging foundation programme at the University of Auckland, Aotearoa New Zealand. The programme aims to increase Maori and Pacific health workforce representation. This qualitative study applied a Kaupapa Maori positioning to elucidate the strengths, challenges, and opportunities of the programme. Data were collected through two workshops and seven focus groups with a total of 67 participants who were students of Hikitia te Ora from past and present cohorts, or their family members. Using a general inductive thematic analysis, the primary themes identified were that programme successes encompassed whanaungatanga (process of establishing relationships), academic and pastoral support, programme structure and the teaching content. Challenges included social cliques and divisive social groupings, timetabling of courses and high workloads. The three areas that emerged for further development include extending Pacific content, increasing the number of students in the programme, and maintaining a programme-specific study space for students. Implementing the findings from this study into Hikitia te Ora is expected to improve educational outcomes for Maori and Pacific students and may have the potential to benefit other bridging foundation courses aiming to promote Indigenous health workforce development.

Tourette Syndrome (TS) is a neurological disorder estimated to affect around 1% of children worldwide. Although advances in pharmacological and behavioural treatments appear promising, there is a paucity of research, especially in New Zealand, where little is known about parents' and caregivers' attitudes and experiences. The current study aimed to explore parents' and caregivers' attitudes and experiences of education for their child diagnosed with TS in New Zealand. Participants were also asked about any changes in tics during the COVID- 19 lockdowns. Parents with a child diagnosed with TS and members of the Tourette's Association New Zealand's patient support association were recruited for the survey. In total, 75 parents agreed to participate in the anonymous online survey during February and March 2021. A thematic analysis of participants' qualitative responses was completed. Five distinct themes emerged from the data: (1) Accommodations (2) Separate Space (3) Tics' interference with Learning (4) Tics and COVID- 19 Lockdown, and (5) Recommendations. Understanding parents' attitudes towards and experiences with TS is essential when identifying recommendations for school personnel, peer educational programs and clinical pathways in New Zealand. Suggestions for future research are discussed.

Innovative learning environments (ILE) with open flexible classroom spaces are designed to support collaboration and emphasise responsibility for self-regulated student learning as a partnership between students and teachers. Recent studies of ILE focus more on teachers than students' experiences, and there is a gap in the theorising of student learning in ILE. Using the metaphor of a kaleidoscope to reflect the complexity and dynamism of learning patterns and processes, this article presents and discusses a framework that illustrates ways in which students might orient to learning in ILE. The framework was developed by a team of researchers during collaborative analysis of data from three separate studies involving New Zealand ILE schools. The framework is illustrated using data snapshots from student interviews. Student orientation to learning provides a useful construct for thinking about whether and how ILE work for different learners and learning needs. The triarchic framework encapsulates the complex nature of the user-resourced space interface, including learning relationships, subject material, and ILE environments. It can be used as a heuristic for leaders and teachers to structure learning in ILE to enhance students' learning experiences and support learner agency and achievement.

Understanding employability for Maori, the Indigenous peoples of Aotearoa New Zealand (NZ), is an under researched area. The dominant Western culture, structures and practices in university and industries within NZ have obscured Maori presence and limited Maori student's expression of their own cultural identity. The current employment environment in NZ is starting to appreciate and recognize the contribution of Maori values and principles in the workplace. The demand for Maori employees competent in tikanga (Maori protocols) and Te Reo (Maori language, one of three official languages of NZ) is on the rise. We highlight the need to explore ways to change Higher Education and work-integrated learning (WIL) to better enable and encourage students to explore their cultural identity and add value into the workplace by bringing their 'whole selves' and their 'superpower'. This study adopted a case study methodology to examine employability from a Maori perspective.

In the past 10 years Aotearoa/New Zealand, the educational landscape has experienced a significant shift towards Innovative Learning Environments (ILEs). The paper discusses the perceptions of 79 Aotearoa/New Zealand teachers who work with students with high and very high needs in mainstream Innovative Learning Environments (ILEs), and the aspects of pedagogical practices and classroom environments that have an impact on teaching and learning. An online questionnaire was distributed to teachers and the quantitative findings indicated generally positive views of ILEs for teaching and learning for all students. Innovative learning spaces were considered as beneficial for the teaching and learning of high needs as well as for students with very high needs. Open-ended questions included in the survey, however, enquiring into the benefits and concerns of ILEs for students with additional needs, reported that while overall benefits could be perceived, there were apprehensions about if and how the ILE is the best model for students with significant disability. The results are discussed in terms of applying the findings to a broader argument that supports the inclusion of students with additional needs within ILEs.

Access to tertiary education is a challenge for many people from refugee-backgrounds. In Aotearoa New Zealand (NZ), resettled refugees are entitled to access education alongside other New Zealanders, and NZ's resettlement policy material recognises education as a key pillar of resettlement. However, refugee-background students are not recognised as 'priority learners' in education policy, so educational institutions are not required to report on refugee-background students' educational access or outcomes. At all levels of the education system, teaching and support practices for refugee-background students vary widely. Many barriers hamper refugee-background students' access to and success in tertiary education. However, refugee-background students are also necessarily-skilful border navigators. In this paper, we share data from an in-progress participatory action research project based in southern NZ that involves collaborating with refugee-background students at the secondary-tertiary education border. After describing the project, its rationale, and our theoretical framework, we draw on insights from seven of the students to illustrate how students represented educational navigation in NZ: as a resistance project, a subterranean project, and a relational project. We conclude by suggesting some implications from our study for research, policy and practice in education.

Internationalisation and forced migration are rarely thought about as related phenomena in higher education (HE) literature. Internationalisation is associated with movement, choice and brand recognition, and used in international rankings methodologies as a proxy for quality. Forced migration is associated not only with movement, but also with lack of choice, containment, or 'stuckness'. Some scholars have called for a rethinking of 'the international' through attention to students as mobile agents, and international study as situated within broader mobile lives. Our study responded to these calls through exploring the educational biographies of 37 international and refugee-background women students based in two universities: 21 in New Zealand and 16 in Bangladesh. Ten of the women were from refugee or refugee-like backgrounds, while the remainder were international students. The women's accounts revealed the complex ways in which circumstances shaped their educational journeys similarly and differently. One woman represented mobility in relation to autonomy and choice; but most emphasised relational webs as shaping their access to and experiences of international study, and post-study aspirations. In this paper, we draw on selected narratives to illustrate the range of ways in which family and/or community members appeared in women's accounts of their education journeys: as a source of (1) sustenance and support; (2) inspiration and motivation; and (3) obligation, and sometimes regulation. We conclude by suggesting that attention to the affective and embodied entanglements that shape students' international study journeys might inform new ways of thinking about both 'the international' and higher education more broadly.

As part of a multiyear research project investigating the affordances of online citizen science (OCS) projects for enhancing school students' learning in relation to science and digital technology, teacher-researchers have designed and implemented classroom interventions incorporating one or more OCS projects. The project is situated in New Zealand, and each intervention has embedded an OCS project within a wider unit of learning focusing on one or more "science capabilities" (Ministry of Education, n.d.). This article presents one of the case studies generated in the wider project. It is of a Year 9 class that engaged with the OCS project Planet Four as part of a wider inquiry unit emphasising the science capability Use evidence: "Can humans live on Mars?" The findings demonstrate that a deliberate focus on using evidence throughout the unit gave students multiple opportunities to practise and develop this science capability within the engaging context of space travel.

In Australia and Aotearoa New Zealand, the impetus to create open learning spaces that afford spatial and pedagogical flexibility have disrupted the nature of teachers' work. In redesigned education facilities, teachers engage in sophisticated processes of collaboration and ongoing teacher professional learning. Moving from traditional classroom designs brings with it a shift in how knowledge is transmitted, co-produced and engaging with aspirational pedagogy and attending to the power dynamics of students and teachers and teachers as co-collaborators. Using a patchwork metaphor to frame our methodological approach, examples from research projects into teachers' work from across Aotearoa New Zealand and Australia addresses the question: "What is involved in high-quality teacher collaboration in Innovative Learning Environments?" This patchwork of practice is intended to support the work of those charged with researching, reviewing and enhancing collaboration in ILEs. Specifically, dimensions of alignment, acculturation, adaptation, aspiration and agency can inform teacher professional learning and development. By examining the complex conditions of ILEs in a range of projects, where teachers are no longer alone in teaching but contribute to both short-lived and sustained collaborations, we identify examples from research that illustrate new teaching realities in ILEs, and frame possibilities for action.

Using the case studies of Sweden and New Zealand, this article examines the ways in which self-sufficiency and individual responsibility are embedded in integration policy and enacted in daily practice. New Zealand was at the forefront of international neoliberal reforms in the 1980s. These reforms were entrenched and strengthened in the 1990s, with profound impacts on economic and social policy. Sweden, while internationally known for its protection of social rights, also emphasizes economic self-sufficiency and individual responsibility in its integration policies. In this article, we draw on S. J. Ball's conceptualization of policies as text, discourse, and enactment to conduct a critical analysis of refugee integration policies in these contexts. After outlining broad patterns in policy and practice, we draw on our respective research with highly skilled refugees (Sweden) and refugee-background young people (New Zealand) to trace the implications of refugee integration policy 'on the ground'. Thus, we contribute to an emerging literature that examines the ways in which national policy is translated into local integration practices. We conclude by considering the relevance of our analysis beyond our respective national borders. [ABSTRACT FROM AUTHOR]

In many schools across Australasia, single-cell classrooms have been replaced by 'innovative learning environments' (ILEs). This redesign of education spaces has had pedagogical and physical ramifications for students and teachers. This qualitative study, conducted in New Zealand and Australia, investigated how students with disability responded to ILE design. Students with disabilities have, in traditional classrooms, often been reported to be isolated and marginalised. This study sought to examine if the ILE design in its material, pedagogical and relational space supported students with disability in developing a sense of belonging at their schools. The analysis of interview data utilised the Spaces of Belonging Framework. Findings highlight that belonging was facilitated for students with disabilities across all three domains of the Framework. Skilful ILE design can promote the inclusion of students with disability and support academic and social outcomes. This enables a sense of connectedness to the school environment. [ABSTRACT FROM AUTHOR]

Purpose: Up to 90% of people with Parkinson's disease (PD) develop communication difficulties over the course of the disease. While the negative effect of dysarthria on communicative participation has been well-documented, the impact of the occurrence of acquired stuttered disfluencies on communication in different speech situations is unknown. This study aimed to determine if the frequency of occurrence of stuttered disfluencies affects communicative participation in individuals with PD, and whether such a relationship is mediated by examiner- and self-rated measures of disease severity. Method: Conversational speech samples were collected from 100 people with PD aged 53-91 years to calculate the frequency of occurrence of stuttered disfluencies. Participants completed the Communicative Participation Item Bank to assess participation in communicative situations. Information on overall speech, cognitive, and motor performance was collected using both self-rated and examiner-rated methods. Results: Participants with PD presented with 0.2%-9.9% stuttered disfluencies during conversation. Overall, participants with PD reported their communicative participation to be impacted "a little" (19.5 ± 7.0), but there was considerable interindividual variation. A higher frequency of stuttered disfluencies was associated with significantly lower communicative participation (1 = -0.32, p < .01). In addition, examiner-rated frequency of stuttered disfluencies (p < .01), speech (p < .01), and motor severity (p = .04) were all significant predictors of communicative participation. Using self-ratings, speech (p < .01) and cognitive (p < .01) measures significantly predicted communicative participation. Conclusions: In people with PD, communicative participation was significantly worse for those with a higher frequency of stuttered disfluencies. Examiner- and self-rated measures of disease severity contributed different information related to communicative constraints. Together, these results highlight the importance of individualized and holistic speech therapy that considers a wide variety of symptoms, including stuttered disfluencies, to ensure positive functional outcomes. [ABSTRACT FROM AUTHOR]

In the course of researching and writing the first-ever book length biography of Edward Graeme Robertson's (1903–1975) eventful life and career in Australasian neurology, a rare 1933 cinema film recording of National Hospital staff at Queen Square has recently been rediscovered. Graeme completed his residency in neurology at Queen Square in the early 1930s and maintained close connections with his colleagues in London, thoughtfully recording them at different times using early movie cameras. Two versions of Graeme's 1933 film have been preserved, and there are also other color clips of his colleagues from later in life in the UCL Neurology archives and Robertson family collection. These remarkable films contain images of several historically significant neurologists, including Gordon Morgan Holmes (1876–1965), Samuel Alexander Kinnier Wilson (1878–1937), Derek Denny-Brown (1901–1981), Macdonald Critchley (1900–1997), and several others. We provide a contextual summary of the many clips recorded alongside an in-depth inventory of all the personalities represented in the 1933 film. Selected photographs are used to indicate the contents of these remarkable films. [ABSTRACT FROM AUTHOR]

Introduction: Our objective was to investigate the utility of fluorodeoxyglucose positron emission tomography‐computed tomography (FDG PET‐CT) in assessing CT Stage 1A non‐small cell lung cancer (NSCLC) in patients under consideration for curative treatment. Performing FDG PET‐CT in these patients may lead to unnecessary delays in treatment if it can be shown to provide no added value. Methods: We retrospectively reviewed 735 lesions in 653 patients from the New Zealand Te Whatu Ora Northern region lung cancer database with suspected or pathologically proven Stage 1A NSCLC on CT scan who also underwent FDG PET‐CT imaging. We determined how often FDG PET‐CT findings upstaged patients and then compared to pathological staging where available. Results: FDG PET‐CT provided an overall upstaging rate of 9.7%. Category‐specific rates were 0% in Tis, 0.9% in T1mi, 7.4% in T1a, 10% in T1b and 12% in T1c groups. The percentage of lesions upstaged on FDG PET‐CT that remained Stage 1A was 100% in T1mi, 100% in T1a, 47.1% in T1b and 40.7% in T1c groups. The P value was statistically significant at 0.004, indicating upstaging beyond Stage 1A was dependent on T category. Conclusion: Our data suggests that FDG PET‐CT is indicated for T1b and T1c lesions but is of limited utility in Tis, T1mi and T1a lesions. Adopting a more targeted approach and omitting FDG PET‐CT in patients with Tis, T1mi, and T1a lesions may benefit all patients with lung cancer by improving accessibility and treatment timelines. [ABSTRACT FROM AUTHOR]

The university experience of students with ASD was explored through a qualitative study of 11 former university students and six significant others from Australia and New Zealand. A range of key issues were identified including difficulties encountered when studying, reasons for completion and non-completion, supports used, and coping strategies used by the participants. Many switched to part-time to manage their poor mental health and/or executive function and most had slow rates of progress. Also, some felt they had made poor discipline choices. The participants offered suggestions for future students and for making universities more autism friendly, and the possible need for transition and more structured study supports was identified.

An on-line survey of 102 (51 females; undergraduate and graduate) university students with ASD across Australia and New Zealand examined student characteristics and satisfaction with academic and non-academic supports. A broad range of disciplines were studied, and the participants' reported strengths included a passion for learning, strong technology skills, and creative thoughts. The participants' greatest concerns were academic requirements and mental health, including high rates of self-harm and suicidal ideation. Despite support satisfaction ratings being high, support usage was low, possibly indicating a mismatch of supports and needs, lack of awareness of available supports, and/or poor advocacy skills.

Care has received relatively little attention in higher education (HE) literature. However, literature alluding to care reveals contrasting perspectives. Some scholars diminish care concerns as a product of the marketised university, where students-as-consumers insist on 'safe' teaching and the avoidance of 'troublesome knowledge'. Others position care as an ethical pedagogical stance, given the power asymmetries inherent in university life. Some suggest that attention to care in HE is risky, since it troubles gendered boundaries between public and private life, and rationality and emotion. In this article, we discuss a research project that explored diverse students' conceptions of good teaching and effective learning at a research-intensive university in Aotearoa New Zealand, using focus group discussions, critical incident technique and photovoice. Participants included 55 Maori, Pacific, international and (other) local students enrolled in Health Science and Humanities subjects. Although care was not the focus of the study, all cohorts of students represented care as a key marker of good teaching. They described good teachers as people who care about their discipline, care about teaching and care about students, powerfully influencing students' engagement with subject matter, enthusiasm for learning and aspirations for the future. While some students acknowledged and lamented their position as consumers in marketised HE, they also revealed an awareness of the factors that constrain teachers' capacity to care and expressed gratitude for teachers' investment in students. We argue for the need to recognise teaching in HE as cognitive, emotional and embodied work; to acknowledge teachers' powerful influence on students; and to avoid simplistic representations of both teachers and students in contemporary HE.

Higher education (HE) research often draws on a range of qualitative research approaches. However, some methods developed in other fields are underutilised in HE research, even though they could be of great use for answering particular kinds of research questions, or for involving students more actively in the research process. In this article, we draw on a study that piloted different methodological approaches to explore students' conceptions of good teaching and effective learning at university. The participants in our study included 33 high achieving international, Maori, Pacific Island, and (other) local students enrolled in Humanities subjects. Our study used photovoice as a visual data collection approach in conjunction with more traditional methods of data collection: open-ended focus group questions and critical incident technique. In this article, we review the photovoice literature, which is mostly from outside HE. Then, we describe our study, discussing the students' responses to photovoice, and the different kinds of data it elicited. We note that, while most students expressed appreciation of the photovoice approach, some also found it restrictive and challenging in some respects. We conclude, photovoice offers a useful methodological addition to HE research, while noting, as with all data collection approaches, researchers need to be mindful of its limitations.

In an exploratory project over 12 months, we investigated the role and impact of online citizen science (OCS) participation in primary school science education in four schools. Our inquiry focused on the potential of participation in online citizen science projects to support development of science capabilities for citizenship, teacher practices in embedding this new paradigm in their science units, and student behaviour when participating using different digital device setups. Our findings help teachers follow the successful practice of their colleagues who participated in our project. Findings also helped to develop professional development resources that are shared on the Science Learning Hub. We also report insights that have important implications on the development of best practices for purposeful digital device use in classroom settings.

In 2018, a research project funded by New Zealand's Teaching and Learning Research Initiative (TLRI) explored the impact of online citizen science (OCS) projects on the science education of primary school children in New Zealand. This article provides an in-depth case study from this project in order to share ways in which one teacher used OCS projects specifically to develop students' science capability, "Critique evidence". Comparing data from students' conversations and work with the progress indicators for the science capabilities released by the Ministry of Education in 2019 suggests that many of the students were achieving at or above the expected level. We suggest that teacher professional learning and development in relation to the intent of science in "The New Zealand Curriculum," and the purpose of the science capabilities, was a significant enabler. [Written with assistance from Markus Luczak-Roesch, Cathal Doyle, Cameron Pierson, Yevgeniya Li, Brigitte Glasson, Carol Brieseman, Matt Boucher, and Dianne Christenson.]

In 2007, the Malaysia government initiated twinned primary teacher education arrangements with five Southern Hemisphere higher education institutions (HEIs). Participating students completed their teacher education in both Malaysia and a partner HEI. In this paper, we consider the preliminary findings of a comparative study tracking the beginning teacher journeys of 13 Malaysia based twinning programme graduates and six New Zealand based teachers. The study involved two aspects: (1) a comparative discourse analysis of key Malaysia and New Zealand education policy documents; and (2) thematic and discourse analysis of participants' reflections on their early teaching experiences. Our focus is on beginning teachers as "policy workers": policy subjects whose work is shaped and constrained by policy discourses and imperatives, and policy actors who mediate, translate and resist these. We compare the two policy contexts and consider how policy discourses appeared and were contested in teachers' initial online questionnaire responses.

Much evidence exists that culturally responsive and equitable teaching practices are challenging to develop. Evidence exists that in-the-moment coaching of "rehearsals" of practice can help foster mathematics teaching strategies, but how such coaching can assist the development of culturally responsive practice is less clear. Drawn from a larger study into rehearsals of practice, this article illustrates how teacher educator modelling of instructional activities with in-the-moment coaching can provide opportunities for professional noticing of culturally responsive teaching practices. Such opportunities were identified across seven videos of rehearsals of practice in which teacher educator pairs modelled and coached mathematics teaching. Examples are discussed in relation to facilitation of professional noticing and two aspects of a framework of "cultural competencies" for teachers of indigenous Maori learners. Implications include enhanced equity of access to mathematics learning through pre-service teachers being able to notice, discuss, and use culturally responsive teaching practices.

Understanding the nature of science (NoS) is perplexing for young children because it is concerned with not only understanding how evidence is generated but also what kind of meanings can be made from information collected. However, acting as a scientist-in-role, making independent decisions about what information to collect and deciding how to go about it, can enable students to experience scientific practices that empower them to better appreciate and understand the NoS. This paper illustrates how drama processes, in two international settings in Wellington, New Zealand and Oxford, United Kingdom encouraged nine to ten-year-old children to engage in the scientific 'as-if' world. The data collected from these two locations was analysed deductively to illustrate how working-in-role can influence the nature of learning and shape the scientific practices experienced that consequently inform how the NoS is understood. The children in Wellington (New Zealand) worked in-role as atmospheric scientists to design a reduced-emissions race track. The class in Oxford (UK) adopted the role of technological scientists theorising about properties of materials to create and test original carriers designed to transport a range of everyday objects. How drama promoted working-in-role to experience scientific practices supporting the understanding of the NoS, are discussed. The findings suggest that being in-role as a scientist offered learners various opportunities to be agentive, to think and act scientifically, better appreciate the nature of work that scientists do and consequently appreciate the NoS.

Purpose: Young people drinking to extreme drunkenness is a source of concern for policy makers and health promoters. There are a variety of community groups who appear to respond to the alcohol-related problems. The purpose of this paper is to investigate the working practices and relationships among local community groups as part of the pre-intervention context-assessment process. Design/methodology/approach: Drawing on the narratives of nine community workers and ten venue managers the authors examine the community level approach to inform the choice of interventions to reduce risky drinking practices and community wide alcohol-related harm. Findings: There was considerable agreement across the community workers and venue managers about the nature of risk for young people in the night time economy (NTE). Two central themes of "perceived risk" and "management of risk" emerged from the data. Further, the community workers and venue managers identified different high-risk locations and strategies to improve their ability meet the needs of young people experiencing risk in the NTE. The local authorities, community organisations and night time operators adopted a broad proactive and connected approach to develop a coherent strategy to achieve new measures of safety in the NTE. Originality/value: Applying the social ecological model to provide a framework for the understanding of the social, environmental and political factors that influence alcohol use in young people.

Aim: To explore the work of palliative care from the perspectives of district nurses with a focus on the strategies they use to achieve positive outcomes for patients. Design: An exploratory descriptive qualitative study. Methods: A combination of group and individual interviews using semi‐structured interviewing were used to explore district nurses' views of providing palliative care across two large urban community nursing services. Results: Sixteen district nurse participants were interviewed. Three key themes were identified: "Getting what was needed" involved finding solutions, selling a story and establishing relationships. District nurses sought ways to "Stay involved" recognizing the benefit of delaying discharge for some patients. "Completing a nursing task" was a way of managing time constraints and a form of self‐protection from having difficult conversations. Conclusion: This study highlights the importance of understanding the contextual nature of the practice setting in relation to the provision of palliative care. In doing so, it has revealed the strategies district nurses use to overcome the challenges associated with providing palliative care within a generalist workload. Implications for the Profession and/or Patient Care: District nurses experience a tension between managing high patient workloads and remaining patient centred in palliative care. Being task focused is a way of remaining safe while managing a high volume of work and is not always a negative factor in the care they provide. However, focusing on a task while at the same time addressing other unmet needs requires a set of skills that less experienced nurses may not have. Impact: Palliative care education alone will not improve the quality of palliative care provided by generalist community district nurses. The practice context is an important factor to take into consideration when supporting the integration of palliative care in district nursing. No Patient or Public Contribution: No patient or public contribution was made to this study. Reporting Method: We have adhered to the relevant EQUATOR guidelines and used the COREQ reporting method. [ABSTRACT FROM AUTHOR]

Marginal zone lymphomas (MZLs) are a rare, indolent group of non‐Hodgkin lymphomas with different diagnostic, genetic and clinical features and therapeutic implications. The most common is extranodal MZL of mucosa‐associated lymphoid tissue, followed by splenic MZL and nodal MZL. Patients with MZL generally have good outcomes with long survival rates but frequently have a relapsing/remitting course requiring several lines of therapy. The heterogeneous presentation and relapsing course present the clinician with several diagnostic and therapeutic challenges. This position statement presents evidence‐based recommendations in the setting of Australia and New Zealand. [ABSTRACT FROM AUTHOR]

Background: Running retraining is commonly used in the management of medial tibial stress syndrome (MTSS) but evidence for its effectiveness is lacking. The primary aim of this study is to determine if the addition of running retraining to best standard care is beneficial in the management of runners with MTSS. Methods: This study is an assessor‐blinded and participant‐blinded, parallel‐group, randomised controlled trial. The trial will recruit 64 participants aged between 18 and 45 years, with a clinical diagnosis of MTSS that has affected their running participation for at least four weeks. Participants will be randomised to receive best standard care (control) or running retraining and best standard care (intervention group) over an 8‐week period. Best standard care will consist of load management advice, symptom management advice, footwear advice and a strengthening program. Running retraining will consist of a cue to reduce running step length. Outcomes will be measured at weeks 1, 2, 4 and 8. The primary outcome measure will be the University of Wisconsin Running Injury and Recovery Index at week 4. Secondary outcome measures include: (i) Exercise Induced Leg Pain Questionnaire—British Version, (ii) global rating of change scale, (iii) worst pain experienced during a run, (iv) weekly run volume, (v) reactive strength index score, (vi) single leg hop test, (vii) soleus single leg maximum voluntary isometric contraction, (viii) gastrocnemius single leg maximum voluntary isometric contraction, (ix) single leg plantar flexor endurance test, (x) running step length, and (xi) running step rate. Data will be analysed using the intention‐to‐treat principle. Discussion: This randomised controlled trial will evaluate if reducing running step length provides additional benefit to best standard care in the management of runners with MTSS over an 8‐week period. Trial registration: Australian New Zealand Clinical Trials Registry: ACTRN12624000230550. [ABSTRACT FROM AUTHOR]

Although efforts to reduce aggression and violence in emergency departments are important, it is also critical to minimise harm and support staff where this occurs. This research describes support mechanisms emergency nurses value when they experience occupational aggression and violence. A mixed-methods design including thematic analysis of six interviews and descriptive analysis of fifty-one surveys, with experienced emergency nurse participants and respondents from a single large urban emergency department. Four key themes summarised coping with aggression and violence: Minimising exacerbating factors (mental health, lack of understanding of zero tolerance in practice, and wait times); Support before violence (use of huddles and having experienced nurses on each shift); Support during violence (education including restraint, self-defence, de-escalation and legalities); and Support after violence (debriefing, incident reporting and a sense of 'toughness') Emergency nurses need preparation and support to competently manage complex mental health presentations, understand legal rights, communicate effectively with patients, families and colleagues and access event debriefing. Security staff are valued team members but also need adequate resourcing and preparation. [ABSTRACT FROM AUTHOR]

This international study investigated the experiences and attitudes of teaching artists whose work is rooted in theatre, dance, and closely-related disciplines. Based on survey data from teaching artists working in Australia, New Zealand, Southeast Asia, United Kingdom, and the United States (n = 172), the paper illuminates participants' perspectives on preparation, practice and professional identity. Emergent themes include: (1) teaching artist training and preparation, (2) work contexts and populations served, and (3) work challenges and obstacles. Following discussion of key survey findings, three case studies based in higher education settings in the USA, UK and Southeast Asia are presented. Hagman's (2005) framework for multiple fields of subjectivity at work in aesthetic experience is employed to illustrate the ways in which the intrasubjective, the intersubjective, and the metasubjective fields of subjectivity inform each teaching artist's practice and professional identity. The paper concludes with an analysis of themes in light of current discussions on reflective practice and implications for teaching artist "praxis". (Contains 7 footnotes.)

Excessive entitlement--an exaggerated or unrealistic belief about what one deserves--has been associated with a variety of maladaptive behaviors, including a decline in motivation and effort. In the context of tertiary education, we reasoned that if students expend less effort to obtain positive outcomes to which they feel entitled, this should have negative implications for academic performance. We tested this hypothesis in a naturalistic experiment in a large course, in which students' self-reported entitlement attitudes (measured at the beginning of the semester), the idiosyncratic difficulty of the class, and several other individual difference variables associated with academic achievement (personal responsibility, frustration intolerance, and locus of control) were used to predict final exam performance. As expected, greater entitlement was associated with poorer final exam marks, particularly among students for whom the class was objectively challenging. Although no other personality variable qualified the interaction, the extent to which students accepted responsibility for their performance mediated the main effect of entitlement, while external locus of control independently predicted poor exam performance.

Distance education's history is a tremendous resource for all involved in distance education. Some aspects of that history provide enduring touchstones for present distance educators, creating a heritage that should not be overlooked as distance education continues to develop and expand. In this article we draw on the concept of generational frameworks to focus on particular developments that have shaped and continue to shape distance education. From those developments we identify and discuss seven elements that serve as the core features of the heritage that underpins our distance education practice. We challenge current distance educators to identify their own heritage elements and build on them as they contribute to the future of the discipline.

Purpose: Young adult's drinking is about pleasure, a communal practice of socialising together in a friendship group. The purpose of this paper is to investigate the evolving support practices of drinking groups for better targeting of health communications messages. Design/methodology/approach: This qualitative descriptive study examined the narratives of 28 young people's (age 18-24 years old) experience of a "night out" framed as the Alcohol Consumption Journey. Findings: The Alcohol Consumption Journey ritual consisted of three phases: preloading, going out and recovery. The participants described multiple forms of support practices located at each phase of the Alcohol Consumption Journey for maximising pleasure, minimising risk, encouraging supportive behaviours, enhancing group cohesion and protecting the drinkers from alcohol-related harm. Hence, support practices played a critical part in constituting and consolidating the drinking group. While the support practices appeared to be structured into the Alcohol Consumption Journey, they were activated differently for young men and young women. Support practices were an important driver in perpetuating the Alcohol Consumption Journey. Originality/value: The paper extends Vander Ven's concept of "drunk support" to better understand young adults' evolving support practices in the ritualised Alcohol Consumption Journey.