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New Zealand is known as a nation of immigrants with increasing cultural diversity. Currently, in Auckland, almost a quarter of residents identify with an Asian ethnicity, the largest subgroup of which is Chinese. In the field of gifted and talented education, providing access to a culturally diverse environment is an important aspect of meeting gifted students' special needs. Although the New Zealand educational context has placed added emphasis on culturally differentiated instruction for Maori and Pasifika gifted students, New Zealand primary schools' implementation of approaches to address the learning needs of Chinese students has been largely unexplored. In this article, we present a summary of research which explored the beliefs and perceptions of Chinese gifted and talented students, their parents, and teachers of gifted and talented students within New Zealand using interviews and Q methodology. Our Q methodology consisted of 48 statements which were sorted by 10 Chinese students, their parents, and 10 New Zealand teachers. The data were analyzed using factor analysis. By drawing on the voice of the participants and on the results of the Q methodology, a culturally responsive theoretical framework was developed. This framework aims to contribute to our understanding of the learning needs of gifted Chinese students in New Zealand and to promote an ongoing partnership between Chinese families and the school. We also explain how these elements can be translated into partnership practices within the school context. The importance of listening to voices of minority groups and immigrant families is emphasized.

A valued goal of Higher Education is the furthering of students' ability to monitor and regulate their performance. When exemplars are purposefully integrated into teaching they have the potential to cultivate knowledge and skills that develop this ability. As the voices of educators have been largely silent in exemplar-focused studies, the current study sought to canvas educators' views about why and how they use exemplars. This paper draws on data from 44 educators who responded to prompts in a Likert-scale survey and 14 educators who completed individual interviews. Findings identified three explicit and one implicit reason for using exemplars, with educators using these tools in ways that facilitate realization of each purpose. Educators appeared to hold an implicit expectation that as a consequence of working with exemplars, students would inevitably apply insights gained to their own work. Further, educators did not make any explicit reference to using exemplars to develop student self-monitoring or self-regulation. We concluded the full potential of exemplars can only be realized when educators acknowledge self-regulation as the overarching rationale informing use, and use exemplars alongside works-in-progress with the intention of facilitating the transfer of evaluative and productive knowledge and skills to current and future tasks.

Background: Several attempts have been made to examine students' academic emotions (AEs) in Western contexts, but less is known about how students' self-reported emotions vary over time. Aims: The study aimed to understand Chinese students' emotional responses to academic events and the impact of high-stakes testing on their AEs in the first year with a repeated-measures survey after the Semester 1 and Semester 2 mid-term examinations. Samples" 351 first-year university students completed both surveys in an elite Chinese university, where the top 10% of first-year students were assigned to an honours programme. Methods: Self-reported AEs survey responses were evaluated with confirmatory factor analysis. Invariance testing between honours and ordinary students and between semesters was used to examine between-group differences across time. Results: A three-factor model of AEs (i.e., admired, shame, and self-loathing) was found in both semesters, with strong invariance between semesters. Mean scores between groups were equivalent and semester. However, self-loathing had the lowest mean (mean = 2.50; between mostly disagree and slightly agree), admired was at moderately agree (mean = 4.00), and shame was strongest at just over moderately agree (mean = 4.20). Conclusions: This study reveals a three-factor structure of AEs and the stability of these emotions among highly successful Chinese learners. Despite being elite students, this sample of Chinese learners felt shame and pride in response to mid-term examinations.

Introduction: Heroin can be adulterated with various substances that may or may not have pharmacological effects. Here we report a case series of 8 patients who presented to the emergency department after overdose with intravenous heroin preparation adulterated with the synthetic cannabinoid methyl 2-(1-(5-fluoropentyl)-1H-indazole-3-carboxamido)-3,3-dimethylbutanoate (5F-MDMB-PINACA).Case Series: Except for one patient, all of them presented with a typical initial opioid toxidrome consisting of central nervous system and respiratory depression along with pinpoint pupils. Naloxone was given to them, triggering severe agitation and combative behavior along with overlapping features of anticholinergic and sympathomimetic toxidrome. All patients required multiple doses of benzodiazepines. Three were successfully treated with physostigmine.Discussion: 5F-MDMB-PINACA is a synthetic cannabinoid that was added to heroin in samples obtained from patients reported in this case series. Patients demonstrated significant agitation after receiving naloxone for opioid toxidrome, presumably because of the removal of the depressant effect of opioids, which unmasked the excitatory effects of the synthetic cannabinoids. Three patients required physostigmine along with the benzodiazepines for control of their agitation, urine retention and abnormal vitals, suggesting the possibility of an anticholinergic toxidrome to have developed in these patients.Conclusion: Heroin contaminated with 5F-MDMB-PINACA exhibits variable severities of anticholinergic effects, some on presentation and others only after opiate antagonism.

Formic acid, when combined with sulfuric acid, gets dehydrated to form carbon monoxide (CO). A 27-year-old female was found unconscious inside a car, next to a container with a mixture of sulfuric acid and formic acid. Concentrations of up to 400 parts per million of CO were measured inside the car post ventilation. Serum carboxyhemoglobin level was 15% after receiving 100% oxygen for two hours. The patient received hyperbaric oxygen therapy after which she was extubated with normal mental status. On follow-up after three months, she demonstrated neurocognitive abnormalities suggestive of delayed neurological sequelae from CO exposure.

A focus of sea turtle management has been reducing bycatch in commercial fisheries, but sustainable harvest for consumption is also an important objective in many nations. Identifying how much different fisheries contribute to turtle mortality could help focus limited management resources. We estimated national scale turtle catches for two fisheries in the Solomon Islands: a small‐scale reef fishery where turtles are caught for food and sale, and an offshore longline fishery where turtles are bycatch. The footprint of the longline fishery spanned the entire exclusive economic zone of the Solomon Islands and was 67 times bigger than the footprint of the small‐scale fishery. The median catch summed across both fisheries was ∼12,000 turtles in 2018, with 85%–97% of that catch in the small‐scale fishery. We suggest that turtle management in the Solomon Islands, a nation with globally significant turtle breeding populations, should focus on sustainable management of small‐scale coastal fisheries. [ABSTRACT FROM AUTHOR]

Academic self-efficacy is critical to academic success. Hence those working in higher education need to make deliberate and substantial attempts to foster academic competence, confidence, persistence and resilience in the students they teach, given they are essential components of academic self-efficacy. Addressing an identified gap in the exemplars literature, this article pays particular attention to how exemplars can be used in an embedded and sustained manner with the intent of fostering and supporting these components. Taking into account the three dimensions of self-efficacy -- strength, magnitude and generality -- and the various sources of information students draw upon to make judgements about their capabilities, four inter-dependent and inter-related practices and associated experiences are identified. We argue that collectively these practices and experiences can accentuate the positive effects and ameliorate the potential negative effects of exemplar use on student academic self-efficacy.

In many tropical nations, coastal communities seek to manage their sea cucumber fisheries by establishing locally managed marine areas on their traditional fishing grounds. These managed areas can protect spawning stocks, however the extent to which they help to replenish nearby sea cucumber fisheries is debated, as nothing is known about the scales at which sea cucumber larvae disperse. In this study, we used genetic parentage analyses and statistical modelling to provide the first empirical measure of larval dispersal patterns for a sea cucumber species. We analysed tissue samples from 765 adult and 827 juvenile sandfish (Holothuria scabra) collected from five traditional fishing grounds of the Titan tribe, from Manus Province, Papua New Guinea. All adults were sampled from the Pere fishing grounds (the larval source area), with juveniles sampled from the Pere, Mbunai, Tawi, Timonai and Mbuke fishing grounds. Parentage analysis identified 15 juveniles that were the offspring of parents sampled from Pere fishing grounds, with six of these juveniles located in the same fishing grounds as their parents. The best-fit larval dispersal kernel predicted that the average H. scabra larvae travelled 15 km from its spawning location, with 50% of larvae settling within 6.7 km of their parents and 95% of larvae settling within 59 km of their parents. These results suggest that the Titan tribes' desire to protect their H. scabra spawning stocks by establishing a network of locally managed marine areas across 65 km of continuous coastline is a culturally appropriate strategy, which has merit from both an ecological and fisheries standpoint. [ABSTRACT FROM AUTHOR]

Genome sequences of Methylobacter luteus, Methylobacter whittenburyi, Methylosarcina fibrata, Methylomicrobium agile, and Methylovulum miyakonense were generated. The strains represent aerobic methanotrophs typically isolated from various terrestrial ecosystems.

New Zealand is known as a nation of immigrants with increasing cultural diversity. Currently, in Auckland, almost a quarter of residents identify with an Asian ethnicity, the largest subgroup of which is Chinese. In the field of gifted and talented education, providing access to a culturally diverse environment is an important aspect of meeting gifted students' special needs. Although the New Zealand educational context has placed added emphasis on culturally differentiated instruction for Māori and Pasifika gifted students, New Zealand primary schools' implementation of approaches to address the learning needs of Chinese students has been largely unexplored. In this article, we present a summary of research which explored the beliefs and perceptions of Chinese gifted and talented students, their parents, and teachers of gifted and talented students within New Zealand using interviews and Q methodology. Our Q methodology consisted of 48 statements which were sorted by 10 Chinese students, their parents, and 10 New Zealand teachers. The data were analyzed using factor analysis. By drawing on the voice of the participants and on the results of the Q methodology, a culturally responsive theoretical framework was developed. This framework aims to contribute to our understanding of the learning needs of gifted Chinese students in New Zealand and to promote an ongoing partnership between Chinese families and the school. We also explain how these elements can be translated into partnership practices within the school context. The importance of listening to voices of minority groups and immigrant families is emphasized. [ABSTRACT FROM AUTHOR]

Sea turtles are harvested in many small‐scale fisheries (SSFs), but few nations have quantified the impacts that SSFs are having on their sea turtle stocks. This study provides the first assessment on the catch composition, national harvest rates, and long‐term trends in sea turtle catches in the Solomon Islands SSFs.Between October 2016 and May 2018, 10 community monitors located in eight of the nine provinces of the Solomon Islands were trained and employed to work alongside fishers in their respective communities to document, photograph, and georeference the reefs where sea turtles were harvested. Local ecological knowledge (LEK) surveys were then conducted with 32 experienced fishers to infer whether the harvest rates of sea turtles had changed in recent decades.Community monitors recorded information on 1,132 sea turtles that were harvested on 529 fishing trips: 1,119 sea turtles were identified to species level, with harvests consisting of 73.3% (n = 818) green sea turtles (Chelonia mydas), 25.7% hawksbill sea turtles (n = 291) (Eretmochelys imbricata), and 0.9% (n = 10) olive ridley sea turtles (Lepidochelys olivacea).The great majority (92.6%) of sea turtles were captured by night‐time and daytime freedivers who use masks, snorkels, fins, hooks, spears, and underwater flashlights to target a wide range of fauna that inhabit coral reefs.A methodology that accounts for spatial heterogeneity in sea turtle catch rates was used to estimate that the SSFs of the Solomon Islands harvested 11,184 sea turtles per year, with a 95% confidence interval of 5,862–23,717 sea turtles.Experienced freedivers reported a 4.9‐fold decline in sea turtle harvest rates over the past 30 years, indicating that the sea turtle stocks of the Solomon Islands are being overfished.The results and recommendations from this study were integrated into the Solomon Islands National Plan of Action for Marine Turtles 2023–2027. [ABSTRACT FROM AUTHOR]