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In theory, collaboration is a key component of education in Aotearoa New Zealand. In practice, however, cross sector collaborative relationships are not so easily established or maintained, even when collaboration is 'mandated' through government policy. This research explores the perspectives of nine teachers from one Kahui Ako/Community of Learning (Kahui Ako), who discussed the successes and challenges they experienced when collaborating across sectors. With commitment to collaborative work, the research participants were able to cross the borders that exist within and extend beyond the education sectors, exploring exciting new frontiers of leadership and learning. The teachers' experiences were analysed using a social learning theory lens, highlighting the complex nature of cross-sector collaboration. It is hoped this research will support other education communities to evaluate the effectiveness of their own collaborative endeavours.

Background: Understanding students' naive conceptions about the norms that guide scientific best practice is important so that teachers can adapt to students' existing understandings. Objective: We examined what incoming undergraduate students of psychology believe about reproducibility and open science practices. Method: We conducted an online survey with participants who were about to start their first course in psychology at a university (N = 239). Results: When asked to indicate how a researcher should conduct her study, most students endorsed several open science practices. When asked to estimate the proportion of published psychological studies that follow various open science practices, participants' estimates averaged near 50%. Only 18% of participants reported that they had heard the term "replication crisis." Conclusion: Despite media attention about the replication crisis, few incoming psychology students in our sample were familiar with the term. The students were nevertheless in favour of most open science practices, although they overestimated the prevalence of some of these practices in psychology. Teaching Implications: Teachers of incoming psychology students should not assume pre-existing knowledge about open science or replicability.

Curriculum innovation occurs throughout the early childhood education (ECE) sector. This article reports on the results of a survey conducted in Aotearoa New Zealand, during Phase 1 of a two-phase mixed-methods study. The research examines the factors that shape the way teachers use curriculum innovation and seeks to understand how teachers' interactions with other teachers, families, and learners affect their innovative practices. In this study, 193 ECE teachers from throughout Aotearoa New Zealand responded to an online quantitative survey on these topics. The initial findings show that teachers' innovation is informed by self-belief, relationships, and contextual factors, and how these all work to shape curriculum innovation. It is anticipated that this research will spark new thinking, new practices, and new collaborations across the ECE sector. Phase 2 qualitative case studies are currently underway across multiple locations in Aotearoa New Zealand.

While much has been done to advance narrative assessment practice in the early years, less attention has been granted to the role of the image in this pursuit. As a consequence, the purposes, value and strategic use of images (photographs, videos, visual metaphors etc.) in foregrounding learning of young children are not well understood. This paper reports on the results of a short pilot survey, sent to the early childhood education (ECE) sector Aotearoa New Zelaand in early February 2022, asking a series of exploratory questions about the status and utility of the image in ECE assessment. Images were not only viewed by many respondents as central to assessment and the co-production of knowledge about children's learning, but they were also considered to be significant in terms of the trustworthiness and credibility of assessment information. Images represented young children's learning in accessible ways and provided for reinterpretation, negotiation of meaning, and ongoing conversations about children's changing experiences, capabilities, relationships, and community in ECE. As entry points to assessment dialogues with whanau and children, images provided a shared source of evidence about valued learning. We conclude with a provocation arising from understanding images as central to assessment that calls for more critical literacy concerning the placement and status of the image in ECE assessment practice -- especially in light of assessment in the bicultural curriculum context of Te Whariki (MoE, 2017).

A key role of universities is the credentialing of student learning by awarding degrees and diplomas. This requires universities to have confidence in the integrity of their assessment processes and in turn, external stakeholders to have the same confidence. This study investigates the following research question: 'Has COVID-19 had an impact on the assessment and invigilation of accounting courses in Australia and New Zealand and, if so, how?' This is a critical issue for accounting faculty in many countries as COVID-19 has forced a shift in the way assessments are administered -- from face to face to online. The study involved a survey of accounting faculty in Australia and New Zealand and found changes occurred to how students were assessed because of COVID-19 and a variety of institutional responses to this. The paper makes recommendations for accounting educators, universities, and the professional accounting bodies.

Using visualized bibliographic data and a range of quantitative research methods, the analysis of the International Journal of Technology and Design Education (IJTDE), which is included in the core collection of Social Science Citation Index, reached a number of conclusions. Firstly, IJTDE is an important platform for the exchange of research results in the field of technology education, and has a significant influence. Secondly, De Vries, Williams, Ankiewicz and a number of others are influential and prolific authors in the IJTDE. Authors from the USA, England, New Zealand, Taiwan and Australia make most contributions to the IJTDE, Delft University of Technology, University of Auckland and the University of Waikato are the more prolific institutions in the IJTDE. Thirdly, technology education, education, design, science, creativity, technology, design education, knowledge, student, technological literacy and problem solving are the most frequency keywords in the IJTDE. Creativity, design education, problem solving, curriculum development, design and critical thinking, practice, engineering education, and STEM education are research trends in the IJTDE between 2000 and 2018. Fourthly, the discipline knowledge base mainly focuses on teaching and design methods in the technological environment, and the definitions of technology-related concepts. The results enable a deeper understanding and consideration of the content and influence of IJTDE, and the research hotspots in the field of technology education.

There is a great deal of contemporary research demonstrating the effective use of picturebooks in the classroom; however, there are few studies recording perceptions and use of picturebooks in Initial Teacher Education [ITE]. This study explores the reported use of picturebooks within a New Zealand university-based ITE degree programme. The data discussed in this article was collected using semi structured interviews with eight teacher educators from different learning areas of the New Zealand Curriculum. In order to unpack the power of using picturebooks as part of teacher preparation a discussion of why and how picturebooks are used by teacher educators is presented. These themes include modeling pedagogy for future teachers; dealing with negative attitudes to certain curriculum areas; plugging gaps in pre-service teacher knowledge among others.

The investigation examined a collaborative teaching and learning house structure at a New Zealand intermediate (or middle) school. Using observations, questionnaires, and interviews, we explored the perceptions of staff, children, and parents about the educational value of such a model and whether it meets the principles of good education for the young adolescent age group. We found that a sizeable majority of the participants viewed this model positively and that it does reflect established principles of good education for young adolescent children, such as employing multiple learning and teaching approaches that respond to young adolescents' diversity and providing an organizational structure that supports meaningful relationships and learning (National Middle School Association, 2010). It corresponds particularly well with the principles of collaborative teaching and learning and the practice of keeping classes together for two years. Many parents wanted more information about this collaborative teaching and learning option prior to the current decision point at enrolment. We recommend continuing with this collaborative house structure at the school and suggest this school and other New Zealand intermediate schools explore ways to include more children in this form of education.

Thirteen members of ISTE's Special Interest Group for Teacher Educators (SIGTE) traveled to Auckland, Rotorua, and Christchurch to visit seven schools and present and attend the Learning@School 2010 conference as part of a travel tour last February. This second installment about their trip features ways they saw technology used in New Zealand to develop student voices in the classroom, in the community, and across the world. They observed students engaged in peer listening and sharing activities as well as student/teacher cooperative practices that valued the students as co-developers or co-researchers in the learning processes. (Contains 6 resources.)

Objectives: To determine the frequency of 14 discipline strategies used by mothers (n = 564) and fathers (n = 335) in caring for their six-month old infant. Methods: Data on discipline practices were obtained from families participating in an obesity prevention trial (Prevention of Overweight in Infancy). Each parent was asked to indicate the frequency of using 14 different discipline strategies during the previous week with their infant. Associations between the use of these strategies and parity, deprivation, parental ethnicity, depression symptoms and infant sex were investigated. Results: Parents reported using both positive (mean: 8.8 for mothers and 7.9 for partners) and negative (0.7 for mothers and 0.7 for partners) strategies over the past week. At six months, positive strategies such as smiling, praising and distraction were most commonly reported (=87% for both mothers and partners), negative strategies such as smacking, time out and shouting being reported infrequently (=8% for all). Discipline requiring a level of cognitive understanding not developed at six months was reasonably common, including reasoning (17.7% for mothers, 23.4% for partners), negotiation (6.2%, 11.7%) and ignoring (26%, 19%). Multivariate analysis demonstrated that mothers with more than one child had a lower positive discipline index than those with only one child (difference, 95% C.I.: 1.05 (0.57, 1.54). An increase of one point on the 10-point hostile parenting scale was associated with an increase of 0.18 (0.04, 0.31) for the mothers and 0.47 (0.23, 0.70) for partners on the negative strategy index. Conclusions: Discipline strategies emerge early in infancy and are associated with family size and parental hostility.

Technology education in the New Zealand context has seen significant change since its inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers' preoccupation with the making of quality product outcomes, rather than their enactment of the curriculum, which conceptualises a wider remit. Research into the perceptions of technology teachers' interpretation and enactment of the curriculum suggests that to enable change, teachers need to adopt a form of "technological thinking", in support of their "technical thinking". Technological thinking is a notion presented to support teachers to explore a range of differing pedagogical approaches and learning outcomes, reflective of the intent of the New Zealand curriculum, which aims to foster learning environments that are innovative and responsive to students' social and academic needs.

Tubeless upper airway surgery in children is a complex procedure in which surgeons and anaesthetists share the same operating field. These procedures are often interrupted for rescue oxygen therapy. The efficacy of nasal high-flow oxygen to decrease the frequency of rescue interruptions in children undergoing upper airway surgery is unknown. In this multicentre randomised trial conducted in five tertiary hospitals in Australia, children aged 0–16 years who required tubeless upper airway surgery were randomised (1:1) by a web-based randomisation tool to either nasal high-flow oxygen delivery or standard oxygen therapy (oxygen flows of up to 6 L/min). Randomisation was stratified by site and age (<1 year, 1–4 years, and 5–16 years). Subsequent tubeless upper airway surgery procedures in the same child could be included if there were more than 2 weeks between the procedures, and repeat surgical procedures meeting this condition were considered to be independent events. The oxygen therapy could not be masked, but the investigators remained blinded until outcome data were locked. The primary outcome was successful anaesthesia without interruption of the surgical procedure for rescue oxygenation. A rescue oxygenation event was defined as an interruption of the surgical procedure to deliver positive pressure ventilation using either bag mask technique, insertion of an endotracheal tube, or laryngeal mask to improve oxygenation. There were ten secondary outcomes, including the proportion of procedures with a hypoxaemic event (SpO 2 <90%). Analyses were done on an intention-to-treat (ITT) basis. Safety was assessed in all enrolled participants. This trial is registered in the Australian New Zealand Clinical Trials Registry, ACTRN12618000949280, and is completed. From Sept 4, 2018, to April 12, 2021, 581 procedures in 487 children were randomly assigned to high-flow oxygen (297 procedures) or standard care (284 procedures); after exclusions, 528 procedures (267 assigned to high-flow oxygen and 261 assigned to standard care) in 483 children (293 male and 190 female) were included in the ITT analysis. The primary outcome of successful anaesthesia without interruption for tubeless airway surgery was achieved in 236 (88%) of 267 procedures on high-flow oxygen and in 229 (88%) of 261 procedures on standard care (adjusted risk ratio [RR] 1·02, 95% CI 0·96–1·08, p=0·82). There were 51 (19%) procedures with a hypoxaemic event in the high-flow oxygen group and 57 (22%) in the standard care group (RR 0·86, 95% CI 0·58–1·24). Of the other prespecified secondary outcomes, none showed a significant difference between groups. Adverse events of epistaxis, laryngospasm, bronchospasm, hypoxaemia, bradycardia, cardiac arrest, hypotension, or death were similar in both study groups. Nasal high-flow oxygen during tubeless upper airway surgery did not reduce the proportion of interruptions of the procedures for rescue oxygenation compared with standard care. There were no differences in adverse events between the intervention groups. These results suggest that both approaches, nasal high-flow or standard oxygen, are suitable alternatives to maintain oxygenation in children undergoing upper airway surgery. Thrasher Research Fund, the Australian and New Zealand College of Anaesthetists, the Society for Paediatric Anaesthesia in New Zealand and Australia. [ABSTRACT FROM AUTHOR]

Purpose: This paper highlights important lessons for co-innovation drawn from three ex-post case study innovation projects implemented within three sub-sectors of the primary industry sector in New Zealand. Design/methodology/approach: The characteristics that fostered co-innovation in each innovation project case study were identified from semi-structured interviews conducted with key stakeholders in each project, iterative discussions to confirm the findings and secondary document analysis. Common themes from the three cases are examined in relation to innovation system structure and function analysis and agricultural innovation system (AIS) literature. This study builds on the literature attempting to overcome methodological challenges in the applied AIS research space. Findings: The findings have implications for co-innovation in practice; that there needs to be network-level capability and legitimacy, an understanding of priorities between actors, and adequate resources, to ensure proposed outcomes are likely to be attained. Practical implications: Practically, project leaders need to ensure they embed an appropriate mix of actors in the research program and they also need to create and encourage room for open and honest dialogue between these actors to develop a shared vision of the future. Theoretical implications: A conceptual model is developed to highlight and simplify lessons that can inform future projects involving co-innovation approaches to create value in the primary industries and AIS more generally. This model is unique to the applied AIS research space and provides new insights on enhancing the potential value of a co-innovation approach. Originality/value: The paper adds to current scholarly debates and provides insight to key actions stakeholders need to take to foster co-innovation processes for successful outcomes in extension.

"Risky" play is an important component of play, which positively affects the cognitive, social and emotional development of children. However, a growing culture of "risk aversion" may be limiting the degree of risk that children are allowed to encounter. We undertook qualitative interviews with eight schools to examine the acceptability of an intervention designed to increase risk and challenge in the school playground (e.g. more rough-and-tumble play and tree climbing). Schools were overwhelmingly positive about the approach and all enjoyed participating. Each school believed many benefits occurred from increasing risk and challenge within play, including better behaviour, improved cooperation between children and increases in physical activity. There were some challenges for schools, but these were generally research related, and all were viewed as acceptable. Indeed, schools found the process enlightening, and upon completion of the two-year intervention often viewed play in quite a different light.

Purpose: The purpose of this paper is to illustrate an application of Cross-Boarder Insolvency Act 2008 (Cth) as instigated by the joint sitting of the Full Federal Court of Australia and the High Court of New Zealand pertaining to the Halifax Investment Services Pty Ltd liquidation case. Design/ methodology/ approach: The method of investigation employed is a legal method of critical analysis of legislation and case law. Results/ findings: The Halifax Case provides an example of a situation where the Cross-Border Insolvency Act was applied with the cooperation of two separate international jurisdictions. [ABSTRACT FROM AUTHOR]

The empirical study described here uses the R-SPQ-2F questionnaire [Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. "British Journal of Educational Psychology," 71(1), 133-149] to test deep and surface approaches to learning in a university intermediate-level accounting class that uses business cases in group presentations. Statistical testing of results for learning style before and after group presentations indicates an increase in surface learning over time, with no detectable change in deep learning style. The type of business case used has no effect, in this setting. Course grades, however, are significantly less for students who did not participate in the group presentation activity at all. The results support the claim that students focus on what is required; they may adopt a strategic approach to learning. In a similar way, accounting academics and workload models may be reacting to incentives that discourage reflective and formative feedback. If deeper approaches to learning are desirable, assessments need to reward this behaviour.

Two first-year engineering mathematics courses used computer-aided assessment (CAA) to provide students with opportunities for formative assessment via a series of weekly quizzes. Most students used the assessment until they achieved very high (>90%) quiz scores. Although there is a positive correlation between these quiz marks and the final exam marks, spending time on the CAA component of the course was negatively correlated with final exam performance. Students across the ability spectrum reduced their time commitment to CAA in their second semester, with weaker students achieving lower quiz totals, but with more able students' quiz marks hardly affected. Despite this lower quiz performance, the weaker students still improved their final exam marks in the second semester.

This article begins by considering the general nature of capability, from some dictionary meanings, then extends to theoretical perspectives related to the capability approach. As a consequence, we arrive at an operational definition that emphasises the ability to solve problems in a systematic way that brings transformation. In these terms, capability is seen as an inherent feature of the life process. The second part of this article presents a model of knowledge generation and illustrates how the development of capability is also an inherent feature of the research process in the fundamental goal of transforming both theory and practice. In the final section, we review and update the activities, initiatives and outcomes of the Capability Building program of Nga Pae o te Maramatanga, from its beginning in late 2002 to the present, and show that this multi-level and networked program continues to be successful in building research capability. We end by listing some key objectives that are necessary for continuing to strengthen our research culture and capabilities for the future.

Pacific students in New Zealand (NZ) quickly learn that they are not very smart. The statistics tell them this. They also come to believe that they do not try very hard. The talk of equal opportunities tells them this, especially when it is coupled with negative statistics. This is not surprising. Education in NZ has been embedded in notions of egalitarianism and merit throughout its history, and this has been accepted in a "common sense" way. Many New Zealanders still believe that an individual's ability to be successful is based on their merits, generally viewed as a combination of factors including innate abilities, working hard, having the right attitude, and having high moral character and integrity. New Zealanders not only tend to think that is the way the system should work, but most actually accept uncritically that this is how it does work. This paper discusses the historical understandings of merit and equality of educational opportunity in NZ and how these understandings have informed historical education policies for Maori and Pacific students in NZ.

Maori (indigenous) doctoral students in Aotearoa New Zealand face challenges not usually experienced by other doctoral candidates. We draw on data from in-depth interviews with 38 Maori doctoral candidates and argue that because of the tensions between academic disciplinary knowledge frameworks and knowledge drawn from te ao Maori (the Maori world) indigenous students have additional cultural, academic, and personal demands placed on them while aiming to produce research theses that meet conventional standards of academic scholarship. Complex methodological and ethical issues also emerge in undertaking doctoral research projects situated at the interface of academy and indigenous communities. Moreover, Maori students experience various degrees of tension between their sometimes strong cultural identities and their emerging and, therefore, less certain identities as researchers and scholars. (Contains 5 notes.)

This descriptive study examined text and traditional bullying in New Zealand (NZ), and the relationship between text bullying and traditional bullying, and feeling unsafe at school. A self-report online survey assessed the frequency of bullying among 1169 15 year old secondary students, for five categories of bullying: text messages, rumors, exclusion, teasing, and physical bullying. Results show that in the school year assessed 47% reported having been bullied sometimes or often and 37% reported bullying others; 11% reported being text bullied, while 7% reported text bullying others. Students involved in text bullying were significantly more likely to be involved in traditional forms of bullying and were less likely to feel safe at school. (Contains 2 tables.)

This study reports on the development and evaluation of a rating tool to assess the scientific utility and cultural appropriateness of community-level indicators for application with Indigenous populations. Indicator criteria proposed by the U.S. Institute of Medicine were culturally adapted through reviewing the literature and consultations with academic and Indigenous stakeholders. Pre-testing and collaborator feedback drove the iterative development of the tool with stakeholder groups in Canada, Aotearoa/New Zealand, and Australia. Pilot testing with 17 raters across countries involved rating the same selection of six health and social indicators using a six-point ordinal scale. The final version of the rating tool includes 16 questions within three criterion domains: "importance," "soundness," and "viability." Academic and community stakeholder review established face and content validity. The indicator rating tool demonstrated good internal consistency and excellent inter-rater reliability for two of three pilot testing groups. Use of this instrument can strengthen collaborative research planning and evaluation with Indigenous communities through selection of relevant and culturally appropriate indicators for application to public health research, prevention programmes, and health and social policy.

Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers. An online survey assessed students' self-reports of physical fighting and weapon carrying. The findings show that, while teachers did not consider physical aggression a major problem in their schools, they did report frequent occurrences of physical fighting. Some teachers also reported experiencing significant physical aggression towards them by students. Student aggression was not significantly associated with teachers' perceptions of physical aggression in their schools. Teachers are facing physical aggression in their workplace, making schools a stressful working and learning environment. (Contains 6 tables and 3 figures.)

How do funding providers make informed decisions about funding youth work programs and services? One provider in New Zealand commissioned a group of participant-researchers to explore the question "What is youth work of value?" and then develop a model of best practice. The findings have implications for both youth work practitioners and funding providers.

The purpose of this article is to offer a new approach to measuring person-organization (P-O) fit, referred to here as "Latent fit." Respondents were administered unidimensional forced choice items and were asked to choose the statement in each pair that better reflected the correspondence between their values and those of the organization; scaling was done using an item response theory (IRT) model for stimulus endorsement. An empirical study comparing this new approach to two traditional P-O fit measurement approaches was also conducted. The results indicated that the Latent fit approach had merit, with the fit scores exhibiting theoretically expected patterns of relations with other variables and incremental validity in predicting intentions to leave. (Contains 3 notes, 3 tables, and 2 figures.)

Given the recent radical overhaul of secondary school qualifications in New Zealand, similar in style to those in the UK, there has been a distinct change in the tertiary entrant profile. In order to gain insight into this new situation that university institutions are faced with, we investigate some of the ways in which these recent changes have impacted upon tertiary level mathematics in New Zealand. To this end, we analyse the relationship between the final secondary school qualifications in Mathematics with calculus of incoming students and their results in the core first-year mathematics papers at Canterbury since 2005, when students entered the University of Canterbury with these new reformed school qualifications for the first time. These findings are used to investigate the suitability of this new qualification as a preparation for tertiary mathematics and to revise and update entrance recommendations for students wishing to succeed in their first-year mathematics study. (Contains 3 tables, 5 figures and 2 notes.)

Background: In the Lidcombe Program of Early Stuttering Intervention, parents present verbal contingencies for stutter-free and stuttered speech in everyday situations. A previous randomized controlled trial of the programme with preschool-age children from 2005, conducted in two public speech clinics in New Zealand, showed that the odds of attaining clinically minimal levels of stuttering 9 months after randomization were more than seven times greater for the treatment group than for the control group. Aims: To follow up the children in the trial to determine extended long-term outcomes of the programme. Methods & Procedures: An experienced speech-language therapist who was not involved in the original trial talked with the children on the telephone, audio recording the conversations using a telephone recording jack. Parental reports were gathered in addition to the children's speech samples in order to obtain a balance of objective data and reports from a wide range of situations. Outcomes & Results: At the time of this follow-up, the children were aged 7-12 years, with a mean of 5 years post-randomization in the 2005 trial. Twenty of the 29 children in the treatment arm and eight of the 25 children in the control (no treatment) arm were able to be contacted. Of the children in the treatment group, one (5%) failed to complete treatment and 19 had completed treatment successfully and had zero or near-zero frequency of stuttering. Three of the children (16%) who had completed treatment successfully had relapsed after 2 or more years of speech that was below 1% syllables stuttered. Meaningful comparison with the control group was not possible because an insufficient number of control children were located and some of them received treatment after completing the trial. Conclusions & Implications: The majority of preschool children are able to complete the Lidcombe Program successfully and remain below 1% syllables stuttered for a number of years. However, a minority of children do relapse and will require their parents to reinstate the treatment procedures. (Contains 2 tables.)

This study examined the strength of tracking sport participation from childhood to early adulthood among the Dunedin Multidisciplinary Health and Development Study cohort. Participation in sport, dance, or gymnastics as part of a club or group (outside of school) was assessed at ages 7, 9, 15, 18, and 21 years. In addition to the traditionally used correlation coefficients, summary statistics (intraclass correlations; ICC) from random effect models and stability coefficients from generalized estimating equations (GEE) were calculated using all the longitudinal data and controlling for the influence of covariates on tracking strength. Correlation coefficients revealed statistically significant tracking of club sport participation (7-21 years) at low levels (r = 0.07-0.28). The ICC summary statistic (0.23) was consistent with this, while the GEE suggested moderate tracking (0.59). The results of this study suggest that encouraging sport participation during childhood and adolescence may result in a modest increase in the likelihood of participation later in life. However, the substantial movement into and out of sport participation observed here and in other studies cautions against relying solely on sport promotion among youth as a strategy to promote lifelong participation. (Contains 3 tables.)

Aim: To examine the associations between connectedness to family and friends, and school engagement, and selected health compromising and health promoting behaviours in a sample of New Zealand adolescents. Methods: A web-based survey was designed and administered to a random sample of 652 Year 11 students aged 16 years from all Dunedin (NZ) high schools between 30th July and 31st October 2001. Connectedness to family and friends, and school engagement were assessed, together with reports of various health compromising and health promoting behaviours. Logistic regression was used to determine the extent to which these family, friends and school variables were related to health compromising and health promoting behaviours. Results: School engagement was strongly related to both low levels of health compromising and high levels of health promoting behaviours. Connectedness to family was associated primarily with fewer reports of suicidal ideation and increased reports of physical activity. Connectedness to friends was associated in the main with increased reports of health compromising behaviours. Conclusion: This study reinforces the importance of school and family as support networks for young people. School may well play an especially important role in health promotion among young people. The mechanisms by which engagement with school operates need to be explored further.

How do we understand our own cultural histories and how do these understandings impact on our senses of self? This paper addresses the case of Pacific islander migration into New Zealand. It is based on a study fuelled by a group of Pacific island teachers exploring their own experiences of becoming teachers in New Zealand schools. The paper raises some theoretical issues relating to cultural identity as understood in relation to educational practices at the interfaces of cultures. By examining how notions of Pacific cultural identity for individuals are held in place by particular self-images the paper asks how such identities might be seen as reaching out to possible futures. The paper concludes with some tentative thoughts on how an individual might work towards strengthening a historical sense of self and a more productive reflective/reflexive conception of engagement in a situation of cultural minority.

Maternal reports of intimate partner violence (IPV) were obtained from a cohort of Pacific mothers living in New Zealand. The Conflict Tactics Scale was completed by 1,095 women who had given birth in the past 12 months, and who were married or living with a partner as married. The 12-month prevalence of "victimization" through verbal aggression was 77%, 21% for "minor" physical violence, and 11% for "severe" physical violence. The 12-month prevalence of "perpetration" of verbal aggression against a partner was 90%, 35% for "minor" physical violence, and 19% for "severe" violence towards their partner. The experience of social inequality and acculturation are associated with IPV, albeit differentially across the experience of victimization and perpetration. Factors significantly associated with victimization are ethnicity, maternal education, social marital status and household income. Factors significantly associated with perpetration are ethnicity, cultural alignment, maternal birthplace and alcohol consumption since the birth of the child. (Contains 3 tables and 1 figure.)

We describe self-reported sources of income and expenditure, and the association between part-time employment and spending on fast food, alcohol, cigarettes, and gambling for a sample of 3434 New Zealand (NZ) secondary school students (mean age 15.0 years). Disposable income was usually received from parents and guardians, but nearly 40% of students also reported receiving money from part-time employment. The proportion of students employed increased as socioeconomic rating increased, and was associated with increased purchasing of fast food and alcohol, and increased spending on cigarettes and gambling. Spending by youth has obvious public health implications, particularly when it is concentrated on products that have a negative health impact.

To comply with workplace legislation, New Zealand schools are required to have policies regarding tobacco smoking. Many schools also have policies to prevent tobacco use by students, including education programmes, cessation support and punishment for students found smoking. This paper investigated the associations between school policies and the prevalence of students' cigarette smoking. Furthermore, we investigated the association between school policy and students' tobacco purchasing behavior, knowledge of health effects from tobacco use and likelihood of influencing others not to smoke. Data were obtained from a self-report survey administered to 2658 New Zealand secondary school students and staff from 63 schools selected using a multi-stage sampling procedure. Components of school policy were not significantly associated with smoking outcomes, health knowledge or health behavior, and weakly related to a punishment emphasis and students advising others to not smoke. Similarly, weak associations were found between not advising others to not smoke and policies with a punishment emphasis as well as smoke-free environments. The results suggest that having a school tobacco policy was unrelated to the prevalence of tobacco use among students, tobacco purchasing behavior and knowledge of the negative health effects of tobacco.

This article reviews the practice of special consideration for students who have been unable to complete examinations or assignments due to temporary incapacity such as illness or bereavement. A literature review revealed no meaningful academic discussion on the place of such special consideration in higher education. A broad overview of the international situation is presented and the courses of action used in various institutions are identified. While it is a widely accepted practice that some form of special consideration is offered to students, there is no generally argued justification for it. The key argument offered in this article is that special consideration can be offered while still being fair and while maintaining academic rigour. The broad social values that can be used to justify special academic consideration are presented, as are the general conditions which must exist for special consideration to be justified and verified. The paper closes with a brief review of potential further research in this area.

We examined social participation in organized clubs and groups from childhood to adolescence in a sample of young people from Dunedin, New Zealand. Groups were broadly categorized as ''sports'' and ''cultural/youth'' groups. While the results indicated high levels of participation in childhood with a decline over the ensuing adolescent years, path analyses suggested strong continuities in participation over time. Both family ''active-recreational'' orientation (ARO) and ''intellectual-cultural'' orientation (ICO) predicted participation, and mediated the effects of disadvantage on participation. Participation was significantly related to adolescent attachment to parents, friends and school/workplace, as well as self-perceived strengths, after controlling for early family disadvantage and social support, peer attachment and literacy. The effect of participation in adolescence is to widen the ''social convoy'' to which young people are exposed as well as strengthening relationships within that convoy.

Political leaders, the media, business people, trade union leaders and academics continually refer to how globalisation is impacting on our lives. Governments may at times argue that globalisation benefits us, and at others attribute to globalisation many of the major problems we currently face. What do ordinary people make of all this? We do not have a systematic account of their understandings, in terms of the primary associations they make with globalisation, and how they orient to it in terms of resistance or support. 302 respondents (groups from the UK, US, Australia and New Zealand) were asked to note the first five things they associate with the word "globalisation". Their most salient associations centre on issues of economy, culture, power and communication. Differences emerge in the contrasting priorities that the groups give these categories and how they evaluate them in positive or negative terms, with the US respondents holding a comparatively more positive outlook. (Contains 2 notes and 7 tables.)

Investigated how gender of the aggressor, target, and observer would influence perception and evaluation of aggression. New Zealand college students read vignettes describing aggressive acts. Overall, they rated women's aggression as more acceptable than men's aggression. Men considered aggression more acceptable, because they considered the act less aggressive. Participants overestimated how biased others were toward members of their own gender. (SM)

Study examined the predictive association for both global and academic self esteem among students ages 9-13 in a large sample of New Zealanders. Results showed levels of global self esteem significantly predicted adolescent reports of problem eating, suicidal ideation, and multiple compromising behaviors. Implications are discussed for the importance of raising self esteem among young people. (Author/JDM)

The paper commences with a brief summary of the literature on the quality assurance process in e-Learning in higher education. This is followed by an overview of the U21Global quality assurance framework. Within this framework there is particular emphasis on the process governing the appointment (and re-appointment) of adjunct faculty; a process that incorporates four discrete steps: (i) recruitment; (ii) training and accreditation; (iii) supervision and mentoring; and (iv) reflection and performance appraisal. Importantly, the design of the framework ensures that this element of the internal quality assurance process provides, not only an enhanced learning experience for students, but also rich longitudinal data for the purposes of external verification of quality and standards. The paper concludes that while the online environment certainly presents new challenges for tried-and-tested quality assurance processes, it also provides opportunities to usher in new guidelines capable of bringing about a significant improvement in standards.

Whether blood eosinophil counts and exhaled nitric oxide (FeNO) are associated with important outcomes in mild asthma is unclear. In this prespecified subgroup analysis of a previously published open-label clinical trial, we aimed to assess associations between blood eosinophil counts and FeNO with outcomes and response to asthma treatment. In the previously reported 52-week, open-label, randomised controlled trial, people with mild asthma receiving only β agonist reliever inhalers were enrolled at one of 16 clinical trials units in New Zealand, the UK, Italy, or Australia. Eligible participants were randomly assigned (1:1:1, stratified by country), to receive inhalers to take as-needed salbutamol (two inhalations of 100 μg in a pressurised metered dose inhaler), maintenance budesonide (200 μg twice per day by inhaler) plus as-needed salbutamol (two inhalations of 100 μg), or as-needed budesonide–formoterol (one inhalation of 200 μg budesonide and 6μg formoterol by inhaler). The primary outcome was the annual rates of asthma exacerbations per patient, and in this prespecified subgroup analysis, we assessed whether annual exacerbation rates in each treatment group were significantly different depending on levels of blood eosinophil count, FeNO, or a composite score of both. Analyses were done for patients with available biomarker measurements The study was registered with the Australian New Zealand Clinical Trials Registry, number ACTRN12615000999538. 675 participants were enrolled between March 17, 2016, and Aug 29, 2017, of whom 656 had results for blood eosinophil analysis and 668 had results for FeNO. Of the patients who received as-needed salbutamol, the proportion of patients having a severe exacerbation increased progressively with increasing blood eosinophil count (two [4%] of 49 participants with <0·15 × 109/L, six [6%] of 93 with 0·15 to <0·3 × 109/L, and 15 [19%] of 77 with ≥0·3 × 109/L; p=0·014). There were no significant interactions between blood eosinophil count or FeNO level and the effect of as-needed budesonide–formoterol compared with as-needed salbutamol for either exacerbations or severe exacerbations. However, there were significant interactions between blood eosinophil count subgroups and the effect of maintenance budesonide plus as-needed salbutamol compared with as-needed salbutamol, both for exacerbations (p=0·0006) and severe exacerbations (p=0·0007). Maintenance budesonide plus as-needed salbutamol was more effective than as-needed salbutamol in patients with blood eosinophil counts of 0·3 × 109/L or more, both for exacerbations (rate ratio 0·13 [95% CI 0·05–0·33]) and severe exacerbations (risk odds ratio 0·11 [0·03–0·45]). This difference was not seen for blood eosinophil counts of less than 0·15 × 109/L (1·15 [0·51–1·28] for exacerbations and 5·72 [0·97–33·60] for severe exacerbations). There was no consistent interaction between treatment response and FeNO or the composite score. In patients with mild asthma, the effects of as-needed budesonide–formoterol on exacerbations are independent of biomarker profile, whereas the benefits of maintenance inhaled budesonide are greater in patients with high blood eosinophil counts than in patients with low counts. AstraZeneca, Health Research Council of New Zealand. [ABSTRACT FROM AUTHOR]

Information about traditional end-of-life care customs was gathered from Māori New Zealanders. How health and palliative care services helped or hindered families to use their customs within different health care settings was also examined. The use of the digital story-telling method to create personalised short videos is reported on in this paper. Kaupapa Māori Research and social constructivist methods were employed to conduct face-to-face interviews with 61 Māori families (including someone with a life limiting illness), plant medicine healers, spiritual practitioners and health and palliative care providers. Of these, sixteen family representatives participated in a digital story telling workshop. A Kaupapa Māori thematic analysis confirmed earlier findings that the digital storytelling method was a useful technique to record Māori traditional caregiving customs. Subject material aligned with four dominant themes; (1) 'whānau manaaki', where the mana (value, prestige, authority) of family was given visibility and was celebrated; (2) the 'importance of wairuatanga' provided insight into the place of Māori spirituality, (3) the 'importance of rongoā rākau' highlighted the role of traditional plant medicines; and (4) the 'cultural support provided by health professionals' reflected the care values health and palliative Q3 care professionals should ideally adopt. [ABSTRACT FROM AUTHOR]

Critically examines methodology used by Vincenzi (1987) in study reporting association between childhood depression and reading ability. Asserts that methodology does not support such a conclusion. Extends examination to the general literature on depression and cognitive impairment and argues that a clear association has yet to be demonstrated. (Author/NB)

The recent financialisation of Aotearoa/New Zealand's tertiary education sector has resulted in a situation where students are increasingly encouraged to view themselves as 'fully financialised subjects' in which tertiary education is considered an 'investment' into one's future self. This has led directly to the reconfiguration of tertiary education's value in relation to its purely financial terms, with this being encouraged and adopted by both the government and tertiary education providers. The adherence to a fully-financialised mindset and the continued reliance on traditional funding models has resulted in the differentiation in value of specific subjects over others, with tertiary education providers necessarily favouring those in accordance to their apparent ability to provide future financial returns. The corresponding failure of successive governments to provide adequate levels of resources towards tertiary education has resulted in cumulative funding shortfalls that, when taken alongside the differentiation in perceived value of subjects that a financialised mindset elicits, has precipitated the erosion of particular departments within tertiary education institutions at the expense of others. By evoking Alain Badiou's (2006; 2012) understanding on the concept of 'truth', acknowledging the inherent problem that it poses for the financial mindset, this article ultimately argues that alternative ways of valuing tertiary education are possible and, indeed, necessary if the university is to continue to fulfil its public role as critic and conscience of society. [ABSTRACT FROM AUTHOR]

The article discusses the decision by the New Zealand Classification Office to grant an interim restriction order on the novel "Into the River" in terms of relevant principles of the New Zealand Bill of Rights Act 1990 (NZ BORA).

This article reports on the results of a consumer lifestyles segmentation study of the adult New Zealand population, which is part of an ongoing research programme conducted by consumer behaviour researchers at the University of Otago since 1979. Seven lifestyle segments were identified: the 'Progressives', 'Disengaged', 'Young Pleasure-Seekers', 'New Greens', 'Success-Driven Extroverts', 'Quiet Lifers' and 'Traditional Family Values'. These segments are based on responses to nearly 200 questions about consumer attitudes, opinions and behaviours from over 2,000 respondents. The discussion of the segments provides a number of new and useful insights into the contemporary world of the New Zealand consumer. [ABSTRACT FROM AUTHOR]