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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).

Te Whariki, the first bicultural early childhood education curriculum in Aotearoa New Zealand, gained national and international attention. While there was widespread acceptance of its bicultural intent, Te Whariki was not well understood and implemented as a bicultural curriculum. Early childhood education teachers lacked confidence and struggled to integrate te reo me nga tikanga Maori into their daily practices. This article gives voice to the wisdom of three mature stalwarts of te ao Maori and the unique community-based lens of tangata whenua from five marae across the country. It provides pathways into how te ao Maori can be implemented into daily practices, programmes, and pedagogies of teachers in the early childhood sector. An Indigenous framework was used to explore what needs to happen to have a bicultural early childhood education sector. These included knowing and understanding how whakapapa can be the key to engaging in te ao Maori and matauranga Maori.

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.

This qualitative narrative correspondence study investigates older adults' experiences of physical activity (PA) during the 2020 COVID-19 pandemic lockdowns in Aotearoa, New Zealand. This paper presents a reflexive thematic analysis of 501 letters received from 568 participants that discussed PA. Participants described PA as bringing joy and rhythm to daily life under stay-at-home measures. The most frequently discussed forms of PA included exercising, gardening, and housework. Four interconnected conceptual themes identified were as follows: (a) renegotiating environmental relationships, (b) social connection, (c) pleasure and PA, and (d) navigating active aging discourses. This paper emphasizes the important environmental and social motivations for becoming and remaining physically active despite restrictions on movement. Older adults' understandings and performance of PA were heavily shaped by active aging discourses. As such, we suggest that initiatives seeking to promote PA should foreground older adults' feelings of connection, productivity, and pleasure and recognize their diversity. This is contrary to current recommendations focused on duration or intensity of older adults' PA. [ABSTRACT FROM AUTHOR]

This paper presents a case study of a teacher's experience in implementing an inquiry approach to his teaching over a period of two years with two different classes. His focus was on using a range of information technologies to support student inquiry learning. Data was collected over the two year period by observation, interview and student work analysis. The study demonstrates the need to consider the characteristics of students when implementing an inquiry approach, and also the influence of the teachers level of understanding and related confidence in such an approach. The case also indicated that a range of information and communication technologies can be effective in supporting student inquiry learning.

Aim: To identify prioritized strategies to support improvements in early health service delivery around the diagnosis and management of cerebral palsy (CP) for both Māori and non‐Māori individuals. Method: Using a participatory approach, health care professionals and the parents of children with CP attended co‐design workshops on the topic of early diagnosis and management of CP. Health design researchers facilitated two 'discovery' (sharing experiences and ideas) and two 'prototyping' (solution‐focused) workshops in Aotearoa, New Zealand. A Māori health service worker co‐facilitated workshops for Māori families. Results: Between 7 and 13 participants (14 health care professionals, 12 parents of children with CP across all functional levels) attended each workshop. The discovery workshops revealed powerful stories about early experiences and needs within clinician–family communication and service provision. The prototyping workshops revealed priorities around communication, and when, what, and how information is provided to families; recommendations were co‐created around what should be prioritized within a resource to aid health care navigation. Interpretation: There is a critical need for improved communication, support, and guidance, as well as education, for families navigating their child with CP through the health care system. Further input from families and health care professionals partnering together will continue to guide strategies to improve health care service delivery using experiences as a mechanism for change. [ABSTRACT FROM AUTHOR]

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]

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]

Background: Fresh frozen plasma (FFP) transfusion is used to manage coagulopathy and bleeding in cardiac surgery patients despite uncertainty about its safety and effectiveness. Methods: We performed a propensity score matched analysis of the Australian and New Zealand Society of Cardiac and Thoracic Surgeons National Cardiac Surgery Database including patients from 39 centres from 2005 to 2018. We investigated the association of perioperative FFP transfusion with mortality and other clinical outcomes. Results: Of 119,138 eligible patients, we successfully matched 13,131 FFP recipients with 13,131 controls. FFP transfusion was associated with 30‐day mortality (odds ratio (OR), 1.41; 99% CI, 1.17–1.71; p <.0001), but not with long‐term mortality (hazard ratio (HR), 0.92; 99% CI, 0.85–1.00; p =.007, Holm–Bonferroni α = 0.0004). FFP was also associated with return to theatre for bleeding (OR, 1.97; 99% CI, 1.66–2.34; p <.0001), prolonged intubation (OR, 1.15; 99% CI, 1.05–1.26; p <.0001) and increased chest tube drainage (Mean difference (MD) in mL, 131; 99% CI, 120–141; p <.0001). It was also associated with reduced postoperative creatinine levels (MD in g/L, −6.33; 99% CI, −10.28 to −2.38; p <.0001). Conclusion: In a multicentre, propensity score matched analysis, perioperative FFP transfusion was associated with increased 30‐day mortality and had variable associations with secondary clinical outcomes. [ABSTRACT FROM AUTHOR]

Teachers are often faced with the challenge of teaching students with high functioning autism without any formal professional development in autism. Resource Teachers of Learning and Behaviour (RTLB) are a service which is able to provide short-term support for teachers. One of the roles of RTLB is to provide teachers with the required support to further develop their skills to enable them to effectively teach students with high functioning autism. The current study explored teachers' understanding of high functioning autism and aimed to identify what support teachers of these students would like to receive. Results indicated that, contrary to some previous studies, teachers have an understanding of the characteristics of autism. Results also identified support that teachers would like to receive. The supports identified are supports that RTLB are able to provide.

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.

We examined the reliability of grading master's theses at a New Zealand university, where a variant of the academic journal review system is employed. The overall correlation between the grades recommended by internal and external markers of master's theses in psychology and applied psychology at this university was 0.39, which is similar to that produced between reviewers of submissions to academic journals. We conclude that thesis grading is about as reliable as the determination of the merit of journal submissions, which is usually regarded as rather poor. Applying a more objective rubric to thesis marking might raise the reliability, but such a change might also lower the creative and unique nature of theses, and hence reduce the contribution that an individual thesis can make to its particular discipline.

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.

Set against a context of Indigenous health disparities, climate turmoil, and unpredictability of human-ecological systems, this article asks the question of how transformative sustainability education (TSE) with its increasing emphasis on Indigenous knowledge and ways of being can be effectively and ethically applied in colonized modern nation-states? In doing so, it makes the necessary links between the interconnected goals of addressing underlying determinants of Indigenous health and supporting the resurgence of Indigenous knowledges and ways of being toward ensuring planetary well-being more generally. As a means of negotiating this critical interface, three pedagogical capabilities of TSE (Scaling DEEP, Scaling OUT, and Scaling UP) are briefly outlined. Having laid this theoretical groundwork, this article (Part 1) focuses primarily on the role of the transformative sustainability educator in Scaling DEEP (effecting cultural and relational transformation from a de-colonial perspective) as a necessary precursor to the interrelated domains of Scaling OUT and UP (programming and policy change).

Background: An optimal pharmacological strategy for fast-track cardiac anesthesia (FTCA) is unclear. This study evaluated the effectiveness and safety of an FTCA program using methadone and non-opioid adjuvant infusions (magnesium, ketamine, lidocaine, and dexmedetomidine) in patients undergoing coronary artery bypass grafting. Methods: This retrospective, multicenter observational study was conducted across private and public teaching sectors. We studied patients managed by a fast-track protocol or via usual care according to clinician preference. The primary outcome was the total mechanical ventilation time in hours adjusted for hospital, body mass index, category of surgical urgency, cardiopulmonary bypass time and EuroSCORE II. Secondary outcomes included successful extubation within four postoperative hours, postoperative pain scores, postoperative opioid requirements, and the development of postoperative complications. Results: We included 87 patients in the fast-track group and 88 patients in the usual care group. Fast-track patients had a 35% reduction in total ventilation hours compared with usual care patients (p = 0.007). Thirty-five (40.2%) fast-track patients were extubated within four hours compared to 10 (11.4%) usual-care patients (odds ratio: 5.2 [95% CI: 2.39–11.08; p < 0.001]). Over 24 h, fast-track patients had less severe pain (p < 0.001) and required less intravenous morphine equivalent (22.00 mg [15.75:32.50] vs. 38.75 mg [20.50:81.75]; p < 0.001). There were no significant differences observed in postoperative complications or length of hospital stay between the groups. Conclusion: Implementing an FTCA protocol using methadone, dexmedetomidine, magnesium, ketamine, lignocaine, and remifentanil together with protocolized weaning from a mechanical ventilation protocol is associated with significantly reduced time to tracheal extubation, improved postoperative analgesia, and reduced opioid use without any adverse safety events. A prospective randomized trial is warranted to further investigate the combined effects of these medications in reducing complications and length of stay in FTCA. Trials registration: The study protocol was registered in the Australian New Zealand Clinical Trials Registry (https://www.anzctr.org.au/ACTRN12623000060640.aspx, retrospectively registered on 17/01/2023). [ABSTRACT FROM AUTHOR]

Objective: Clinical practice guidelines (CPGs) are an important tool for the management of children with sepsis. The quality, consistency and concordance of Australian and New Zealand (ANZ) childhood sepsis CPGs with the Australian Commission on Safety and Quality in Healthcare (ACSQHC) sepsis clinical care standards and international sepsis guidelines is unclear. Methods: We accessed childhood sepsis CPGs for all ANZ states and territories through Paediatric Research in Emergency Departments International Collaborative members. The guidelines were assessed for quality using the AGREE‐II instrument. Consistency between CPG treatment recommendations was assessed, as was concordance with the ACSQHC sepsis clinical care standards and international sepsis guidelines. Results: Overall, eight CPGs were identified and assessed. CPGs used a narrative and pathway format, with those using both having the highest quality overall. CPG quality was highest for description of scope and clarity of presentation, and lowest for editorial independence. Consistency between guidelines for initial treatment recommendations was poor, with substantial variation in the choice and urgency of empiric antimicrobial administration; the choice, volume and urgency of fluid resuscitation; and the choice of first‐line vasoactive agent. Most CPGs were concordant with time‐critical components of the ACSQHC sepsis clinical care standard, although few addressed post‐acute care. Concordance with international sepsis guidelines was poor. Conclusion: Childhood sepsis CPGs in current use in ANZ are of variable quality and lack consistency with key treatment recommendations. CPGs are concordant with the ACSQHC care standard, but not with international sepsis guidelines. A bi‐national sepsis CPG may reduce unnecessary variation in care. [ABSTRACT FROM AUTHOR]

Objective: To examine the effect of weekly nurse facilitated 5000 m running at Parkrun on markers of health in vulnerable adolescents from a high deprivation area. Design: A matched pair randomized control trial. Sample: Twenty‐five adolescents aged 13–18, 90% identifying as Māori/Pasifika ethnicity. Intervention: The intervention (INT) group participated in 6–10 Parkruns within 10 weeks, and a control group (CON) participated in one Parkrun only. A nurse facilitated the intervention offering support and encouragement at each Parkrun. Measurements: Pre‐ and post‐intervention testing sessions for cardiorespiratory fitness (CRF), glycated hemoglobin, body mass index (BMI), skeletal muscle mass (SMM), body fat, and hand grip strength (STR) were conducted. Results: Parkrun improved CRF (F = 5.308, p = 0.035) and 5000 m time (t = 2.850, p = 0.019) by 5.5 ± 4.9 min (11.2%). Parkrun conferred a large beneficial effect on CRF (η2 = 0.249) a moderate beneficial effect on glycated hemoglobin levels (η2 = 0.119), and small beneficial effects upon SMM (η2 = 0.037) and body fat (η2 = 0.017). Conclusion: A weekly dose of nurse facilitated Parkrun can be recommended as a simple, accessible intervention that confers multiple beneficial effects on markers for health in adolescents from a high deprivation area. [ABSTRACT FROM AUTHOR]

Studies of Phytophthora impact in forests generally focus on individual species without recognition that Phytophthora occur in multispecies communities. This study investigated community structure of Phytophthora species in the rhizosphere of Agathis australis (kauri) in Te Wao Nui o Tiriwa/Waitākere Ranges, New Zealand, in the context of kauri dieback disease expression. Soil sampling and tree monitoring were conducted on 767 randomly selected mature kauri trees. Phytophthora species were detected using both soil baiting and DNA metabarcoding of environmental DNA (eDNA). Four species were detected with soil baiting (P. agathidicida, P. cinnamomi, P. multivora, and P. pseudocryptogea/P. cryptogea) and an additional three species with metabarcoding (P. kernoviae, P. cactorum/P. aleatoria and an unknown clade 7 species). Phytophthora cinnamomi was the most abundant species and was distributed throughout the forest. Both P. multivora and P. agathidicida were limited to forest edges, suggesting more recent introductions. P. agathidicida presence was strongly correlated with declining canopy health, confirming its role as the main driver of kauri dieback. The limited distribution of P. agathidicida and infrequent detections (11.0% samples) suggests that that this species is spreading as an introduced invasive pathogen and provide hope that with strategic management (including track upgrades and closures, restricting access to uninfected areas, and continual monitoring) uninfected areas of the forest can be protected. The frequent detections of P. cinnamomi and P. multivora from symptomatic trees in the absence of P. agathidicida suggest more research is needed to understand their roles in kauri forest health. [ABSTRACT FROM AUTHOR]

Background: Early detection of cerebral palsy (CP) is possible through targeted use of assessment tools. Changes in practice are needed to facilitate this shift towards earlier diagnosis of CP in New Zealand. The aim of this study was to prospectively evaluate readiness to implement an early detection of CP pathway within a level 3 neonatal intensive care unit (NICU) setting prior to any implementation taking place. The PARIHS (Promoting Action on Research Implementation in Health Services) framework was engaged to assess readiness by highlighting determinants that influence implementation outcomes as either barriers or enablers. Methods: A mixed methods approach was used. Firstly, an online staff survey assessed PARIHS sub-elements using Likert scores and free text with the intent to develop a baseline understanding of staff views. Secondly, focus groups were conducted to gain deeper understanding of barriers and enablers to implementation. Participants included health professionals involved in the first 6 months of life. Data were analysed to outline the barriers and enablers of implementation under the Evidence and Context constructs of the PARIHS framework. Results: Twenty-seven participants completed the survey, and 20 participants participated in eight focus groups and two individual interviews. Quantitative (survey) findings found 65% agreement around the usefulness of research evidence on early CP detection; however, ≤ 45% felt current resources (i.e. human, financial and IT) were sufficient for implementation. Qualitative findings (survey and focus groups) highlighted key staff concerns around resources, family impact (creating unnecessary stress), and equity (barriers to participation). Staff wanted information regarding how international evidence translates to the local context and availability of timely follow-up services. Sub-elements within the Evidence and Context constructs were rated as either mixed or low (except for Evidence - Research, rated as high), overall indicating that Auckland NICU is at the early stages of readiness to implement the early CP detection pathway. Conclusion: This work may resonate with other neonatal services preparing to implement CP early detection pathways. Resourcing has a major role in facilitating implementation of pathways and uncertainty about resources is a barrier to implementation. Ongoing focus on building consensus and funding is required to ensure optimal uptake. [ABSTRACT FROM AUTHOR]

Aim: Dietitians work in high‐pressure environments and student dietitians attend placement in these settings. Resilience is a personal quality that can buffer against the stressors of professional placement; however, little is known about how dietetics students learn resilience. This study aimed to describe how resilience is embedded within Australian and New Zealand dietetics curricula. Methods: This three‐phased qualitative study examined 18 credentialed dietetics education programs in Australia (n = 16) and New Zealand (n = 2). In Phase 1 (document analysis), publicly available curricular documents were screened for key resilience terms. In Phase 2, academics were invited to participate in a semi‐structured interview on Microsoft Teams to verify and advance upon documentary evidence. Extracted data were combined and evaluated according to Bloom's Taxonomy in Phase 3. Results: Fifty‐six courses were found to have documented mentions of resilience factors from dietetics programs in Australia and New Zealand. Academics from 14 universities (12 Australia and 2 New Zealand) were interviewed. Three themes were identified from Phase 3: Resilience is valuable content within a dietetics degree, Resilience can be taught indirectly throughout programs and Resilience education is not static. Resilience education was mostly taught by academic dietitians in courses prior to placement and assessed by students completing self‐reflection while on placement. The documentation of resilience within learning objectives and graduate attributes varied between universities. Conclusion: While all dietetics programs included some resilience curricula, academics acknowledged that resilience content and their own knowledge base could be strengthened. The findings provide direction for program improvements and further research. [ABSTRACT FROM AUTHOR]

Background: The incidence of endometrial cancer is globally increasing. Aotearoa New Zealand is no exception with a 59% increase in cases over that last ten years. Aims: We report a sub‐set of themes which pertain to provider reflections of rising endometrioid‐type endometrial cancer incidence in individuals with high weight. Materials and Methods: Fifteen semi‐structured interviews with healthcare professionals experienced in providing care to women with endometrial cancer were audio‐recorded and transcribed. Interviews were analysed using reflexive thematic analysis. Results: Two main themes emerged: (1) concerns for the future; and (2) impact on fertility and treatment options. Healthcare professionals discussed rising incidence in younger people and a need for increased awareness about the association of excess weight as a risk factor for developing the disease. The concern extended to workforce and equipment shortfalls of meeting the needs of individuals with higher weight, which subsequently influenced treatment options, health outcomes and survivorship. Conclusions: Rising incidence of endometrial cancer in individuals with high weight presents multiple chances for inequitable access and health outcomes over the care continuum for endometrial cancer. Action is required to address incidence, awareness, access to equitable and inclusive treatment, and survivorship. [ABSTRACT FROM AUTHOR]

Research has shown that one of the factors that enable effective teachers is their rich "Pedagogical Content Knowledge" (PCK), a special blend of content knowledge and pedagogical knowledge that is built up over time and experience. This form of professional knowledge, first theorized by Shulman (1987), is topic-specific, unique to each teacher, and can only be gained through teaching practice. The academic construct of PCK is recognition that teaching is not simply the transmission of concepts and skills from teacher to students but rather a complex and problematic activity that requires many and varied on the spot decisions and responses to students' ongoing learning needs. This research addresses the key area of early career teacher education and aims to investigate the use of a "Content Representation" (CoRe) as a planning tool to develop early career secondary teacher PCK. The study is designed to examine whether such a tool, co-designed by an early career teacher (ECT) with expert content and pedagogy specialists, can enhance the PCK of early career science and technology secondary teachers. The content and pedagogy experts generally worked constructively with the ECTs in designing their CoRes. The ECTs noted that they highly valued the input of the experts and felt that the design process had enabled them to identify and access the knowledge about the key concepts of the topic, as well as learn new pedagogical techniques for delivering particular content material. All the ECTs reported that they felt that being involved in discussions with the experts in the construction of the CoRe helped them to understand the big picture of the topic. Although the teachers kept in mind the needs of the curriculum and assessment through these discussions, they felt that the CoRe discussions were somewhat liberating in allowing exploration of what the topic itself was all about. (Contains 2 tables and 1 figure.)

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.)

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.

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.

Reliable flood damage models are informed by detailed damage assessments. Damage models are critical in flood risk assessments, representing an elements vulnerability to damage. This study evaluated residential building damage for the July 2021 flood in Westport, New Zealand. We report on flood hazard, exposure and damage features observed for 247 residential buildings. Damage samples were applied to evaluate univariable and multivariable model performance using different variable sample sizes and regression-based supervised learning algorithms. Feature analysis for damage prediction showed high importance of water depth variables and low importance for commonly observed building variables such as structural frame and storeys. Overfitting occurred for most models evaluated when more than 150 samples were used. This resulted from limited damage heterogeneity observed, and variables of low importance affecting model learning. The Random Forest algorithm, which considered multiple important variables (water depth above floor level, area and floor height) improved predictive precision by 17% relative to other models when over 150 damage samples were considered. Our findings suggest the evaluated model performance could be improved by incorporating heterogeneous damage samples from similar flood contexts, in turn increasing capacity for reliable spatial transfer. [ABSTRACT FROM AUTHOR]

Sleep is vital for health and wellbeing across the lifecourse. Ethnic differences have been observed with regards to the prevalence and predictors of self-reported sleep problems. An understanding of sleep experiences with ageing and across ethnicities is required to better support older people. Open-ended interviews were conducted with 23 people living in Aotearoa/New Zealand aged 61–92 years (12 Māori and 11 non-Māori) concerning current sleep status, changes over their lifecourse and personal strategies for supporting good sleep. Participants typically expressed satisfaction with current sleep (usually pertaining to duration) or feelings that sleep was compromised (usually pertaining to waking function). Comparisons to a socially perceived 'ideal' sleep were common, with sleep transitions presented as a gradual and accepted part of ageing. Participants resisted medicalising sleep disruptions in older age. While participants were aware of ways to enhance their sleep, many acknowledged engaging in practices that undermined it. Unique insights from some Māori participants indicated that sleep disruptions were not so readily pathologised compared to Western views and that sleeplessness could provide opportunity for cultural or spiritual connection. Common narratives underpinning the themes were: 'You don't need as much sleep when you're older', 'Sleep just fits in' and 'Having the time of my life'. Findings provide personal experiences and cultural interpretations relating to sleep and ageing. This provides the foundation for future participatory research to co-design sleep health messages which are meaningful for ageing well across ethnicities. [ABSTRACT FROM AUTHOR]

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 potential for future earthquakes on faults is often inferred from inversions of geodetically derived surface velocities for locking on faults using kinematic models such as block models. This can be challenging in complex deforming zones with many closely spaced faults or where deformation is not readily described with block motions. Furthermore, surface strain rates are more directly related to coupling on faults than surface velocities. We present a methodology for estimating slip deficit rate directly from strain rate and apply it to New Zealand for the purpose of incorporating geodetic data in the 2022 revision of the New Zealand National Seismic Hazard Model. The strain rate inversions imply slightly higher slip deficit rates than the preferred geologic slip rates on sections of the major strike‐slip systems including the Alpine Fault, the Marlborough Fault System and the northern part of the North Island Fault System. Slip deficit rates are significantly lower than even the lowest geologic estimates on some strike‐slip faults in the southern North Island Fault System near Wellington. Over the entire plate boundary, geodetic slip deficit rates are systematically higher than geologic slip rates for faults slipping less than one mm/yr but lower on average for faults with slip rates between about 5 and 25 mm/yr. We show that 70%–80% of the total strain rate field can be attributed to elastic strain due to fault coupling. The remaining 20%–30% shows systematic spatial patterns of strain rate style that is often consistent with local geologic style of faulting. Plain Language Summary: The potential for future earthquakes on faults is often inferred from velocities of the ground surface derived from satellite geodesy, but this approach can be challenging in complex deforming zones with many closely spaced faults. We present a new methodology for estimating the rate at which energy is accumulating on faults using measurements of surface strain rates. The method is applied to New Zealand for the purpose of incorporating geodetic data in the 2022 revision of the New Zealand National Seismic Hazard Model. We show that 70%–80% of the total deformation field can be attributed to energy accumulation on known active faults while the source of the remaining 20%–30% remains unknown. Along some of the major faults in New Zealand we find some important differences in rates of energy accumulation from what is expected from geologic data. Estimated rates are significantly lower than even the lowest geologic estimates on some faults in the fault system near highly‐populated Wellington. Key Points: We develop a method to invert geodetically derived strain rates for slip deficit rates on faultsWe find small but systematic differences between slip deficit rates and geologic slip ratesAbout 70%–80% of the surface strain can be attributed to elastic strain due to coupling on faults [ABSTRACT FROM AUTHOR]

Background: Platelets (PLTS) and fresh frozen plasma (FFP) are often transfused in cardiac surgery patients for perioperative bleeding. Their relative effectiveness is unknown. Methods: We conducted an entropy-weighted retrospective cohort study using the Australian and New Zealand Society of Cardiac and Thoracic Surgeons National Cardiac Surgery Database. All adults undergoing cardiac surgery between 2005–2021 across 58 sites were included. The primary outcome was operative mortality. Results: Of 174,796 eligible patients, 15,360 (8.79%) received PLTS in the absence of FFP and 6,189 (3.54%) patients received FFP in the absence of PLTS. The median cumulative dose was 1 unit of pooled platelets (IQR 1 to 3) and 2 units of FFP (IQR 0 to 4) respectively. After entropy weighting to achieve balanced cohorts, FFP was associated with increased perioperative (Risk Ratio [RR], 1.63; 95% Confidence Interval [CI], 1.40 to 1.91; P<0.001) and 1-year (RR, 1.50; 95% CI, 1.32 to 1.71; P<0.001) mortality. FFP was associated with increased rates of 4-hour chest drain tube output (Adjusted mean difference in ml, 28.37; 95% CI, 19.35 to 37.38; P<0.001), AKI (RR, 1.13; 95% CI, 1.01 to 1.27; P = 0.033) and readmission to ICU (RR, 1.24; 95% CI, 1.09 to 1.42; P = 0.001). Conclusion: In perioperative bleeding in cardiac surgery patient, platelets are associated with a relative mortality benefit over FFP. This information can be used by clinicians in their choice of procoagulant therapy in this setting. [ABSTRACT FROM AUTHOR]

There have been growing concerns that social distancing and stay-at-home mandates have exacerbated loneliness for older people. Empirical evidence about older people's experiences of loneliness and COVID-19 have quantified this phenomena without considering how older people themselves define and understand loneliness. This paper explores how older New Zealanders conceptualized and experienced loneliness under 'lockdown' stay-at-home measures. This multi-methods qualitative study combines data from letters (n = 870) and interviews (n = 44) collected from 914 people aged over 60 and living in Aotearoa, New Zealand during the COVID-19 pandemic. We conducted a reflexive thematic analysis to conceptualise this data. We identify three interconnected ways in which older people conceptualised and experienced loneliness: (1) feeling disconnected relating to lack of emotional closeness to another often resulting from being physically separated from others and not being able to touch; (2) feeling imprisoned relating to separation from preferred identities and activities and was frequently associated with boredom and frustration; and (3) feeling neglected which often related to feeling let down by generalised and idealised forms of support, such as one's neighbourhood and health care system. Older New Zealanders experienced lockdown loneliness in three interconnected ways rather than as a stable and homogenous experience. Māori, Pacific, Asian and New Zealand European older people often discussed loneliness in different ways; attesting to loneliness being a culturally-mediated concept shaped by expectations around desirable social interaction. We conclude the paper with implications for research and policy. [ABSTRACT FROM AUTHOR]

Background and Aim: Children and adolescents account for approximately 14% of inflammatory bowel disease (IBD) diagnoses. At an appropriate age and level of development adolescents with IBD have their care transferred from the pediatric to adult clinical team during a process termed "transition". The study aim was to survey pediatric gastroenterologists throughout Australasia to identify commonality in the transition process to contribute to standardized guideline development. Methods: A descriptive survey captured key variables: transition clinic format, process and infrastructure, transition assessments, and guidelines. The survey was distributed electronically to 59 Pediatric Gastroenterologists throughout Australasia in January 2023. Results: Seventeen (29%) clinicians completed the survey: Australia 13 (76%). New Zealand 4 (24%). Thirteen (76%) respondents had access to a dedicated IBD transition clinic. Adolescents attended transition clinics 1–7 times, and the main processes transferred were: prescription provision, biologic appointments, and adult team contacts. Transition was first discussed age 13–15 years (53%), or 16–18 years (47%), with the main discussion topics including: continuing adherence (88%), smoking (59%), alcohol use (59%), recreational drug use (59%). Transition readiness assessments were done infrequently (24%). The minority (24%) used formal guidelines to inform the transition process, but 15 (88%) considered the development of a standardized Australasian guideline as beneficial/extremely beneficial. Conclusions: This survey highlighted that transition care for adolescents with IBD is variable across Australasia. Australasian guideline development may optimize the transition process for adolescents with IBD and improve their longitudinal outcomes. [ABSTRACT FROM AUTHOR]

In an era of rapid geographical data acquisition, interpretations of remote sensing products are an integral part of many undergraduate geography degree schemes but there are fewer opportunities for collection and processing of primary remote sensing data. Unmanned Aerial Vehicles (UAVs) provide a relatively inexpensive opportunity to introduce the principles and practice of airborne remote sensing into field courses, enabling students to learn about image acquisition, data processing and interpretation of derived products. Two case studies illustrate how a low-cost "DJI Phantom Vision+" UAV can be used by students to acquire images that can be processed using Structure-from-Motion photogrammetry software. Results from a student questionnaire and analysis of assessed student reports showed that using UAVs enhanced student engagement and equipped them with data processing skills. The derivation of bespoke orthophotos and Digital Elevation Models has the potential to provide students with opportunities to gain insight into various remote sensing data quality issues, although additional training is required to maximize this potential. Recognition of the successes and limitations of this teaching intervention provides scope for improving future UAV exercises. UAVs are enabling both a reconstruction of how we measure the Earth's surface and a reconstruction of how students do fieldwork.