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Aotearoa New Zealand's aquatic ecosystems are declining despite widespread awareness of mitigation needs. This study employs storytelling to address this issue, testing the role of the messenger in encouraging freshwater restoration in rural catchment communities. We quantified peer-to-peer knowledge exchange on three cognitive processes (retention and extraction of information, motivation to reproduce modelled restoration behaviour, and recall of acquired information), using ArcGIS® 'StoryMaps'. We created two restoration stories; one told through the voice of a respected catchment group member known for leadership, and one through a collective catchment group voice. We surveyed freshwater community members (N = 82) before and after reading the stories, and one month later, and found that participants reading either catchment restoration story (1) accepted both the catchment collective and the respected individual member as a trusted source, and could therefore relate to either, and (2) thought the story was informative and contained new details, independent of the time span land holders have been actively restoring. While our study found no significant differences between individual or collective storytellers, it confirms the value of trusted messengers as restoration knowledge brokers in rural catchment communities, a critical step in value-led freshwater restoration at large scales. [ABSTRACT FROM AUTHOR]

Background/Objectives: Evidence-based guidelines and care standards recommend offering oral nutrition supplements to all older adults with hip fracture, not just those already malnourished. This study aimed to identify the proportion of inpatients in a sample of hospitals in two countries that were provided with oral nutritional supplementation (ONS) following a hip fracture and to identify factors associated with ONS provision. Methods: An analysis of prospectively collected data from a bi-national Hip Fracture Registry nutrition sprint and registry audit data limited to older adults (≥65 years) undergoing surgical intervention for a fractured hip from 1 to 31 August 2021. Multivariable logistic regression was used to identify factors associated with providing ONS. Results: Patient-level data was available for 385 older adults (median 85 years; 60.5% female) admitted to twenty-nine hospitals. Less than half (n = 47.3%) of the audited inpatients were provided ONS. After adjusting for covariates, ONS was more likely to be provided to older adults who were identified as malnourished on formal testing (OR 11.92; 95%CI 6.57, 21.69). Other factors associated with prescription of ONS included those who did not have a preoperative medical assessment (OR 2.26; 95%CI 1.19, 4.27) or were cognitively impaired (OR 1.83; 95%CI 1.01, 3.32), severely frail, or terminally ill (OR 3.17; 95%CI 1.10, 9.17). Conclusions: ONS was provided in line with evidence-based recommendations for less than half of the older adults with a hip fracture in 29 hospitals in two countries. A structured approach to implementation may be required to reduce complications and improve outcomes for all older adults after a hip fracture, not just those assessed as cognitively impaired, frail, and/or malnourished. [ABSTRACT FROM AUTHOR]

The aims of this research were threefold: (1) explore the perceptions of paramedic educators regarding information literacy education (ILE); (2) reveal the information literacy (IL) abilities of paramedic science students; and (3) develop an integrated IL framework for paramedicine. Two key findings arose from this research. First, paramedic educators need to include higher functions of synthesis and creative thinking in ILE. Second, ILE needs to be mapped and scaffolded to incrementally develop these skills across each year of the program. The results informed the development of a programwide ILE framework implemented in 2019 and to be evaluated in 2021.

Along the east coast of the South Island New Zealand, large deposits of loess formed in the Quaternary Period. In the late 1880s and early 1890s, an amateur geologist, John Hardcastle, observed the deposits around his hometown of Timaru. He formulated a theory that their origins were glacial and that as these deposits formed, they left a register of climate. This was the first time that a connection between loess deposits and climate was made, and his discovery is still recognised across the world today. However, the deposits themselves are hardly acknowledged. [ABSTRACT FROM AUTHOR]

The importance of using real-life contexts in teaching mathematics is emphasised in many policy and curriculum statements. The literature indicates using contexts to teach mathematics can be difficult and few detailed exemplars exist. This article describes the use of real-life contexts in one New Zealand Year 11 algebra lesson. Data included a video recording of one lesson and the teacher's reflections on the lesson. Analysis of the lesson revealed the importance for its success of the ways in which the learning tasks and their contexts were introduced, ongoing referral to the contexts, consolidation of prior mathematics learning, and teacher questioning. The lesson described illustrates how meaningful links to real-life contexts can be developed to promote mathematical understanding, how a balance between focusing on the mathematics and the context can be achieved, and that these require careful planning. The lesson example and its analysis indicate that awareness of the complexity of implementing context-based mathematics learning is important for those who promote or want to implement context-based mathematics teaching, including policy makers, teacher educators, and teachers. (Contains 1 table and 6 figures.)

In this paper we review fifty years of articles published in Australian Journal of Adult Learning in its various iterations. We examine the different roles of the journal: to illuminate the history and trends of adult education authors; to be the flagship of the adult education profession in Australia; to reflect on significant national events; and to mirror the changing knowledge base of the discipline. We analyse the authorship of the articles over fifty years, and determine patterns in contribution to the journal by gender, location, institutional affiliation and author numbers. We also examine key themes that have surfaced in the writings on adult education. The articles published in the journal are significant because they are primary sources of the day, unfettered by the perspectives, viewpoints and standards of later periods. Our paper serves as a useful looking glass through which we might be able to view more clearly the shifting research interests of the past and the challenges in the future for the adult and community learning sector. (Contains 11 figures and 6 tables.)

The study reported on here sought to better understand the development of writing talent from the perspectives of a group of gifted adolescent female writers. Recent shifts in how giftedness and talent are conceptualized has led to an increased focus on domain-specific abilities and the importance of understanding how specific talents can be identified and supported. Gagne's Differentiated Model of Giftedness and Talent (DMGT) (see Gagne, 2000; 2003; 2007; 2008) distinguishes between gifts and talents. Gifts represent the potential for outstanding achievement, while talents are the manifestation of this potential. Of particular interest to teachers and parents are the conditions that are influential in gifts being realised as talents--what Gagne refers to as catalysts. The participants in this study were asked to reflect on the development of their interest and ability in writing over time. Emerging from their feedback were two categories of catalysts: the intrapersonal and the environmental. For this group of students, intrapersonal catalysts were more influential to the realisation of their writing talent than environmental catalysts. This intrinsic motivation to write, and from an early age, is consistent with studies of eminent adult writers. Parents and teachers featured as important environmental catalysts. The participants in this study valued the input and support of teachers, particularly during the early years of their schooling. However, as they moved through the school system, these students felt the nature of the curriculum, and assessment practices increasingly threatened their intrinsic motivation for writing and diminished the satisfaction gained from writing at school. An unexpected outcome of this research was the important influence of music on their current writing. (Contains 1 footnote.)

Concerns about a decline in literacy and numeracy standards in New Zealand are longstanding. Such concerns have again come to the fore with the introduction of the Education (National Standards) Amendment Act 2008. In this paper we track the debates leading up to the new legislation, focusing on the political struggles and the way in which games of truth, power and knowledge are played out in a bid to reconstruct thinking and action about literacy and numeracy. Such truth games have resonances within all educational enterprises, influencing the way we think about the key skills deemed appropriate for dealing with everyday civic life.

Between 2006 and 2008 the Ministry of Education funded the evaluation of three Talent Development Initiatives for gifted and talented students. The methodology employed was one of participatory action research, a process of evaluation that enables learning by doing, as researchers and practitioners work alongside one another. Through the process of evaluating the three programmes, the researchers were also able to reflect on how and what formative feedback effects the development, implementation, maintenance, and evaluation of provisions for gifted and talented students. Based upon notes from team meetings, ongoing communications, and focus group discussions, the researchers concluded that an action research approach, despite some tensions, is useful and instrumental in the ongoing development of provisions for gifted and talented students.

Modern organisations have become more complex, less mechanistic and increasingly sensitive to rapid changes in the external environment than in previous eras. Today, executives lead employees through a maze of complexity and changing contexts. However, another group of dedicated professionals, the human resource managers and practitioners, also play a big part in shaping business success. For human resource managers, learning how to cope with a diverse range of people-centred challenges has generated a succession of workplace development initiatives aimed at aligning education and training with business strategy (Anderson 2009). In the knowledge economy, the value of workplace education and training has become a mantra for business survival. Simultaneously, in response to a requirement for change, the human resource management (HRM) profession has engaged in frequent and often inward-looking processes to re-define its own contribution, not only to the effectiveness of an enterprise but also to the individual employee and wider community. Within this evolution, in some organisations, the traditional sub-areas of HRM, such as human resource development (HRD), have gradually become detached from mainstream HRM and assumed a role quite different in both purpose and approach to from the more hegemonic notion of resources management. This paper draws insights from a group of senior HRD professionals in New Zealand to review the significance of workplace learning in a strategic context and identify the challenges the profession faces in meeting the demands of complex workplaces. The paper focuses on how HRD professionals go about aligning learning activities with business objectives--often with mixed results.

New Zealand is a bicultural nation, founded on the signing of the Treaty of Waitangi by the native Maori and the British Crown. It is also home to people from many countries, cultures and ethnicities. Therefore, culturally-relevant response to crisis events has become a significant aspect of the Ministry of Education's interdisciplinary Traumatic Incident Teams' work. The Traumatic Incident Teams, which aim to support school communities and early childhood centres in the aftermath of crisis events, are mindful that people and communities recover best when supporters work within the cultural, religious and philosophical beliefs of those affected. In New Zealand, particular attention is paid when working with Maori to support processes of tangihanga (traditional mourning ceremonies), and cultural practices according to the protocols of Maori groups. This paper discusses three separate responses to crisis events in New Zealand and the place of cultural relevance and sensitivity in recovery. (Contains 1 figure.)

This paper addresses the issues of managerialism and collegiality in universities in times of change. It is based on a case study of a New Zealand university from 1985 to 2010 using interviews with key participants and documentary evidence from the public and private domains. The study concludes that views of university staff about the concepts of managerialism and collegiality are influenced by the personal values of the Vice-Chancellor.

Bipolar disorder (BD) is a serious mental health condition that is clinically complex to monitor and manage. While best practice guidelines exist, they vary internationally lacking consensus. Indigenous peoples, including Māori in New Zealand, experience higher community rates of BD. While New Zealand practice guidelines recommend providing culturally responsive care to Māori, studies show that Māori do not receive best practice. This qualitative study aimed to share the evidence about patterns of health service use and Māori patient experiences with focus group participants involved in the design and delivery of BD services, to discuss and develop guidelines for best practice for Māori with BD and address areas of unmet need. Three focus groups were conducted with 22 participants involved in the delivery of services to Māori with BD across three sites. Willing participants were sent background information and three focus group questions framed to elicit priority solutions to improve clinical, structural and organisational features of mental health service delivery for Māori patients with BD and their whānau (family). The nominal group technique was used to synthesise responses, and then develop a prioritised list of proposed solutions. Results identified system-level changes required at the clinical, structural and organisational levels of healthcare. Findings further evidence the need for healthcare reform in New Zealand, to be responsive to Māori with BD. [ABSTRACT FROM AUTHOR]

Objective: Youth mental health is a growing issue, which can be worsened by alcohol and other drug (AOD) use. The present study aimed to characterise the association of AOD use in youth presenting to an ED with a mental health crisis. Methods: A retrospective observational study of paediatric patients presenting with mental health concerns to a tertiary ED in New Zealand in 2019–2020, with an examination of use of alcohol or other drugs before presentation. Results: There were 842 ED presentations, made up of 491 unique individuals, examined from the 2‐year period. Overdose (63.1%) was the most common reason for presentation, with 39.9% of overdoses involving prescription‐only medications, 36.7% over‐the‐counter, and 20.0% a combination. Seventy‐four (8.8%) presentations had documented use of alcohol or other drugs (excluding those taken in overdose) before arrival, with alcohol (51 presentations), followed by cannabis (19 presentations), being the most commonly recorded drugs used. Concurrent AOD use was not associated with any significant difference in triage, length of stay or admission status. Conclusion: In New Zealand, it is not legal to sell alcohol to persons under 18 years; however, this was the most commonly identified drug impacting on youth mental health presentations. There is a known association between alcohol use and adverse mental health symptoms; therefore, efforts to decrease access to alcohol in this age group must continue, and harm reduction interventions to reduce clinically significant overdoses recommended. [ABSTRACT FROM AUTHOR]

Decisions about progress through an academic programme are made by Boards of Examiners, on the basis of students' course assessments. For most students such pass/fail grading decisions are straightforward. However, for those students whose results are borderline (either at a pass/fail boundary or boundaries between grades) the exercise of some discretion by university staff is required. In the interests of the transparency of the exercise of this discretion and to increase the chances that the "right" decision is made, we tested the validity of the second version of the Objective Borderline Method (OBM2) decision-making tool in a medical programme. Our results suggest that application of OBM2 provides valid data to help university staff make robust decisions about a student's progression through a programme, and with which to defend these decisions if that should be required.

Background: We investigated breed and gender variations in the compositions of long-chain (≥ C20) omega-3 polyunsaturated fatty acids (LC omega-3 PUFA), fat melting point (FMP) and intramuscular fat (IMF) contents in biopsy samples of the M. longissimus dorsi muscle of grazing beef cattle. The hypothesis that biopsy compositions of health-beneficial LC omega-3 PUFA, FMP and IMF in a pasture-based production system will vary with breed, was tested. Muscle biopsies were taken from 127 yearling pasture-based Angus, Hereford, and Wagyu heifers and young bulls exclusive to the Australian Bowen Genetics Forest Pastoral breeding stud averaging 12 ± 2.43 months of age and under the same management routine. Results: Breed had a significant influence on IMF, FMP, and the compositions of oleic acid, α-linolenic acid (ALA), eicosapentaenoic (EPA), docosahexaenoic (DHA), docosapentaenoic (DPA), and total EPA + DHA + DPA in the M. longissimus dorsi muscle biopsies (P ≤ 0.03). The Wagyu breed had the highest (11.1%) and Hereford the lowest (5.9%) IMF (P = 0.03). The reverse trend was observed in FMP values where the Hereford breed had the highest (55 °C), Angus intermediate (46.5 °C), and Wagyu the lowest (33 °C) FMP. The Wagyu and Angus breeds had similar oleic fatty acid (18:1n-9) content, while the Hereford breed had the lowest (P < 0.01). The highest ALA, DPA, total EPA + DHA, total EPA + DHA + DPA and total ALA + EPA + DHA + DPA contents were detected in the Wagyu breed (P ≤ 0.03). The Hereford had similar EPA and DPA contents to the Angus (P ≥ 0.46). Total EPA + DHA + DPA contents in Wagyu, Angus, and Hereford were 28.8, 21.5, and 22.1 mg/100g tissue (P = 0.01), respectively. Sex was an important source of variation that influenced LC omega-3 PUFA composition, FMP and IMF, where yearling heifers had higher IMF (11.9% vs 5.3%), lower FMP (33°C vs 37°C), and higher LC omega-3 PUFA than bulls. Conclusion: All the results taken together indicate that the Wagyu breed at 28.8 mg/100g tissue, was the closest to meeting the Australia and New Zealand recommended source level threshold of 30 mg/100g tissue of health-beneficial ≥ C20 omega-3 FA content. Since gender was a significant determinant of LC omega-3 PUFA composition, IMF content and FMP, it should be factored into enhancement strategies of healthy meat eating quality traits in grazing cattle. These findings also suggest that the Bowen Genetics Forest Pastoral beef cattle studs are important sources of LC omega-3 PUFA that can be used to cover the deficit in these health claimable fatty acids in Western diets. [ABSTRACT FROM AUTHOR]

The use of cover crops can improve the environmental sustainability of intensive cropping systems. A five-year field trial was undertaken to evaluate the effect of multi-season cover cropping on weed suppression within a no-till spring-planted maize system in the Waikato region in New Zealand. Five cover crop treatments were compared: gland clover (Trifolium glanduliferum Boiss.); faba bean (Vicia faba L); oats (Avena sativa L.); and Italian ryegrass (Lolium multiflorum Lam.), and winter fallow. The results demonstrated that in this system, herbicide treatments can be reduced to one application to terminate the winter cover crop and a single maize post-emergence application, thus reducing selection pressure for herbicide-resistance, without any loss in silage or grain production. Furthermore, a legume-based cover crop gave higher yields than the grass cover-crops and reduced the damage by the maize and grass pest cosmopolitan armyworm (Mythimna separata Walker). The build-up of crop residue over time was detrimental to the establishment of the small-seeded clover and ryegrass cover crops but good weed suppression and grain yields were achieved in the final season by replacing them respectively with the larger seeded woolly pod vetch (Vicia eriocarpa (Hausskn.) Halácsy) and a blue lupin (Lupinus angustifolius L.)/ mustard (Sinapis alba L.) mix. [ABSTRACT FROM AUTHOR]

Educational policies and practices are influenced by cultural, political, and economic factors, and this is also true of specialized educational approaches such as gifted education. Factors such as a country's cultural tendency toward egalitarianism or meritocracy, whether the political system is centralized or decentralized, and the degree to which the economy supports basic education for all students may be reflected in the way in which a country approaches gifted education. We examined gifted and talented education policies and practices in 38 Organisation for Economic Co-operation and Development (OECD) member and partner countries and considered how those policies and practices may reflect country-specific characteristics. In this article, we discuss ways in which gifted education in OECD countries may reflect cultural, political, and economic features of countries.

The importance of identifying and nurturing the gifts and talents of young people is now more widely accepted in New Zealand than it has been in the past. In this country the approach to meeting this challenge must reflect an understanding and acknowledgement of Maori conceptions of giftedness and talent. It is proposed here that the under-representation of Maori students in programmes and provisions for the gifted and talented is partly due to a mismatch between the more traditional western European approaches in this area and Maori conceptions and practices. However, it is also contended that efforts in this area will continue to disadvantage gifted and talented Maori students if the broader issues of power and control are not addressed in schools.

Providing feedback on students' written work is a key professional activity in tertiary education. Although there has been research into the effectiveness of lecturers' feedback, there is a need for more studies comparing students' perceptions with those of their teachers. This article discusses the design and implementation of an innovatory approach to both peer review and associated collaborative action research in an undergraduate writing course in a New Zealand university. Data were collected from extracts of students' written reflective journals and a focus group of the teaching team. These data were subjected to grounded analysis to identify the extent to which the respective perceptions converged. The findings from both sources indicated that the students' initial apprehensions about giving and receiving peer feedback changed, and their skills improved during the course. The article concludes by explaining how this project was framed as mutual scaffolding in a zone of proximal development.

Objective: Indigenous suicide prevention is an important focus for national health policies. Indigenous suicide rates in formerly colonial English-speaking countries such as the United States, Australia and New Zealand are considerably higher than the general population, particularly in young males. Given the similarities in their sociocultural history, a time series analysis was conducted to assess recent sex and age trends of suicide in the Indigenous and general populations in the United States, Australia and New Zealand. Methods: Using the number of deaths by intentional self-harm and estimated resident population, suicide incidence rates were calculated for the years 2006–2019 and stratified by Indigenous status, year, time period, sex and age group (above 15 years). Incidence rates were plotted. Using the Poisson regression model, calculated suicide incidence rate ratios were used to make comparisons for sex and age. Results: Across all countries studied, Indigenous suicide rates have increased over time, with Indigenous males having higher suicide rates than Indigenous females. However, the increase in Indigenous female suicides was greater than that for Indigenous males in Australia and New Zealand. Indigenous males aged 15–44 years have the highest suicide rates across all countries. Conclusion: Indigenous suicide rates have remained consistently high in the United States, Australia and New Zealand, with Indigenous males aged 15–44 years showing the highest rate. However, suicide rates for Indigenous females in Australia and New Zealand are increasing more rapidly than males. Given this, it is critical that further research is dedicated to understanding and addressing the issues driving this problem, particularly in youth. [ABSTRACT FROM AUTHOR]

This paper endorses Dick Selleck and Geoffrey Sherington's view that public policy-making is characterised by both fluidity and contestability. In April 1988, the report of a Taskforce headed by Brian Picot recommended major reforms in New Zealand's public education system. Even today, however, there is controversy regarding the major influences on the Taskforce. Utilising untapped primary source material to revisit the deliberations of the Taskforce, this paper epitomises the strongly evidence-based approaches that have long characterised the scholarship of Dick and of Geoff.

A common finding in studies of differential prediction across groups is that although regression slopes are the same or similar across groups, group differences exist in regression intercepts. Building on earlier work by Birnbaum (1979), Millsap (1998) presented an invariant factor model that would explain such intercept differences as arising due to unique variance or measurement error in the predictors and criterion. The model can be tested even when only a single predictor (p = 1) and criterion are present, but Millsap (1998) only illustrated the use of the test in very large samples. The present study investigates the Type I error and power performance of the test of fit across a range of sample sizes and effect sizes in simulated data, using an alternative model that includes group differences in measurement intercepts. Surprising results showed little power for the chi-square test in the p = 1 case but good power for a diagnostic indicator based on negative unique variance estimates. The p = 2 case showed better power in modest samples. A real example from an application on reading disabilities in Share and Silva (2003) is given. The implications of the results for studies of differential prediction involving group differences in regression intercepts are discussed. (Contains 8 tables and 2 figures.)

Objective: Long-term studies following disasters are rare. It is important to quantify long-term effects of disasters to determine impacts on populations over time. We therefore aim to report the long-term associations between exposure to the Canterbury earthquakes and common mental disorders, taking into account potential confounding factors. Methods: The Christchurch Health and Development Study is a 40-year longitudinal study of a birth cohort of New Zealand children (635 males and 630 females). The Christchurch Health and Development Study includes 884 participants with data on earthquake exposure and mental health outcomes at ages 34 and 40 years. Rates of Diagnostic and Statistical Manual of Mental Disorders (4th ed.) disorders were measured categorically and using an expanded definition that included sub-syndromal symptoms. The current impact of the earthquakes is reported using 12-month prevalence data 7 years after the earthquakes. The cumulative impact of the earthquakes over the 7 years since onset is also reported. Results: There was a linear trend towards increasing rates of disorder with increasing exposure to the earthquakes. After adjusting for covariates, the 12-month prevalence of anxiety disorder symptoms was significantly increased (p = 0.003). The earthquakes were also associated with cumulative increases in symptoms of post-traumatic stress disorder (p < 0.001), anxiety disorder (p = 0.016), nicotine dependence (p = 0.012), and the total number of disorders (p = 0.039). Conclusion: The Canterbury earthquakes were associated with persistent increases in Anxiety Disorder symptoms 7 years after their onset. The earthquakes were also associated with cumulative increases in symptoms of common psychiatric disorders. The magnitude of these effects is small, may no longer be clinically significant and has decreased over time. [ABSTRACT FROM AUTHOR]

Objective: To report on post-traumatic growth and post-traumatic stress following the Canterbury earthquakes and to quantify the relationships between exposure to the earthquakes, post-traumatic growth and post-traumatic stress. Method: The Christchurch Health and Development Study is a longitudinal birth cohort study of New Zealanders aged 40 years at the time of latest assessment in 2017. A total of 455 participants were exposed to the Canterbury earthquakes and assessed in 2012 and 2017. Post-traumatic growth was measured in 2017 using the Post-traumatic Growth Inventory. Earthquake-related post-traumatic stress was measured in 2012 using post-traumatic stress disorder items from the Diagnostic Interview Schedule. Post-traumatic growth and post-traumatic stress were modelled using measures of earthquake impact and subjective measures of earthquake consequences (peri-traumatic stress and disruption distress). Results: There was an indirect relationship between earthquake impact and post-traumatic growth. This was mediated via disruption distress. There was also an indirect relationship between earthquake impact and post-traumatic stress. This was mediated via peri-traumatic stress and disruption distress. Post-traumatic growth and post-traumatic stress were not significantly related. Conclusions: Measurement of post-traumatic growth and post-traumatic stress is required for a holistic understanding of disaster consequences. Subjective assessment of distress following disasters is required to predict their psychological effects. [ABSTRACT FROM AUTHOR]

Teachers' feedback on students' written work is an important aspect of pedagogy. However, theoretical views differ on what constitutes "good" feedback, both among applied linguists and academics in other disciplines. In-depth research needs to be carried out into the contextual difficulties of evaluating and assessing academic assignments, and the awarding of grades, especially by those who are relatively inexperienced in this work. This article reports aspects of a case study which explored the beliefs and practices of a group of untrained and inexperienced part-time tutors in a New Zealand university. Data were collected from a preliminary survey, individual interviews, "think aloud" and stimulated recall sessions, and focus group meetings. Extracts from the collected data are presented and discussed. The findings indicate that these tutors initially stated their belief that the purpose of providing feedback was to assist the students to improve their academic writing skills; however, it emerged that their primary concern was to justify the grades that they awarded. It is suggested that using a multi-method approach to data collection can bridge the gap between theoretical perspectives on what constitutes "good" feedback and what tutors actually believe and do in their everyday work.

This paper presents research on the returns to tertiary education for individuals who graduated between 1997 and 2008 with bachelor degrees from universities and polytechnics in New Zealand based on their experiences post study. It examines data on their post-study earnings drawn from two longitudinal datasets linking administrative data on individuals' tertiary education records to their earnings. An advantage of this research is that it reports on differences in the earnings of those who studied in specific fields of study at polytechnics and universities. The data are used to help shed light on the importance of reputational capital in reproducing social classes. (Contains 4 notes, 3 tables, and 2 figures.)

Built on the foundation of four years of research and implementation of mobile learning projects (m-learning), this paper provides an overview of the potential of the integration of mobile Web 2.0 tools (based around smartphones) to facilitate social constructivist pedagogies and engage students in tertiary education. Pedagogical affordances of mobile Web 2.0 tools are evaluated, and student usage and feedback is outlined via an interactive multimedia timeline (using "YouTube" videos) illustrating how these mobile Web 2.0 pedagogical affordances have transformed pedagogy and facilitated student engagement in a variety of course contexts. A rubric for evaluating appropriate smartphone choices is provided, and a model for implementing mobile Web 2.0 pedagogical integration is presented. (Contains 1 figure and 4 tables.)