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In higher education (HE), collaborative activities that revolve around a core idea, practice, or knowledge base, such as learning circles, communities of practice or inquiry, peer observation, and peer-assisted teaching, are known to support professional learning. This paper explores the experiences of eight HE scholars from Australia and New Zealand, across four years, as they recognized a new means of collaborative professional development that transcends known approaches and extends beyond an immediate focal point. The group originally formed to support the development of HE fellowship applications, but evolved to what they now consider a community for practice (CfP), where the purpose of collaboration has changed to meet the unique learning needs of each member. During their four years of collaboration, meeting discussions were recorded, and individual and community narrative reflections about participation in the group were created. A thematic analysis of these collective data sources revealed the group's evolution, and the authors draw on their experiences to tell their story with an aim to enhance professional learning in HE. The study highlights that individuals' distinct and varied needs can be developed and supported through scholarly, collegial engagements such as a CfP, which does not necessarily require an immediate point of practice. [ABSTRACT FROM AUTHOR]

Freshwater ecosystems are essential to peoples' economic, cultural, and social well‐being, yet are still among the most threatened ecosystems on the planet. Consequently, a plethora of recent regulations and policies seek to halt the loss of restore or safeguard freshwaters, their biodiversity, and the ecosystem services they provide. Ecosystem‐based management (EBM), an approach that considers human society as an integral part of ecosystems, is increasingly being promoted to help meet this challenge. EBM involves an overarching regulatory framework and local solutions with trade‐offs and compromises—factors that not only make decision processes complex but also provide the means for combining top–down regulation with bottom‐up priorities into collaborative management strategies. Although stakeholder participation is encouraged in most modern freshwater management, community values are often largely neglected. Here, we introduce a well‐known participatory decision support framework based on multicriteria decision analysis (MCDA) to operationalize EBM and promote community‐inclusive decision making in freshwater management. We explain the different steps that this approach comprises, which lead to the prioritization of a management strategy in a collaborative way. We also show how cultural values that inherently embed strong links between the environment and people can be used together with typical ecological and socio‐economic values. We illustrate the MCDA‐based EBM‐approach for New Zealand, one of the few countries in which regional freshwater management is mandated to uphold environmental quality standards, while safeguarding local community values and ecosystem services. Finally, we discuss some of the challenges, which are increasingly emerging as a result of mandated community collaboration in environmental management. [ABSTRACT FROM AUTHOR]

Although recent trials comparing on vs. off-pump revascularization techniques describe cardiopulmonary bypass (CPB) as "conventional," inadequate description and evaluation of how CPB is managed often exist in the peer-reviewed literature. We identify and subsequently describe regional and center-level differences in the techniques and equipment used for conducting CPB in the setting of coronary artery bypass grafting (CABG) surgery. We accessed prospectively collected data among isolated CABG procedures submitted to either the Australian and New ZealandCollaborative PerfusionRegistry (ANZCPR) or Perfusion Measures and outcomes (PERForm) Registry between January 1, 2014, and December 31, 2015. Variation in equipment and management practices reflecting key areas of CPB is described across 47 centers (ANZCPR: 9; PERForm: 38). We report average usage (categorical data) or median values (continuous data) at the center-level, along with theminimum andmaximum across centers. Three thousand five hundred sixty-two patients were identified in the ANZCPR and 8,450 in PERForm. Substantial variation in equipment usage and CPB management practices existed (within and across registries). Open venous reservoirs were commonly used across both registries (nearly 100%), as were "all-but-cannula" biopassive surface coatings (>90%), whereas roller pumps were more commonly used in ANZCPR (ANZCPR: 85% vs. PERForm: 64%). ANZCPR participants had 640 mL absolute higher net prime volumes, attributed in part to higher total prime volume (1,462 mL vs. 1,217 mL) and lower adoption of retrograde autologous priming (20% vs. 81%). ANZCPR participants had higher nadir hematocrit on CPB (27 vs. 25). Minimal absolute differences existed in exposure to high arterial outflow temperatures (36.6°C vs. 37.0°C). We report substantial center and registry differences in both the type of equipment used and CPB management strategies. These findings suggest that the term "conventional bypass" may not adequately reflect real-world experiences. Instead of using this term, authors should provide key details of the CPB practices used in their patients. [ABSTRACT FROM AUTHOR]

Recent government moves in many countries have seen coding included in school curricula, or promoted as part of computing, mathematics or science programmes. While these moves have generally been associated with a need to engage more young people in technology study, research has hinted at possible benefits from learning to program including fostering general thinking skills. However, little research has been carried out exploring these ideas. This study analysed data collected while 5- and 6-year-old students in a New Zealand primary school were using Scratch Jnr. to learn about basic shapes, as part of a numeracy topic. Analysis combined Brennan and Resnick's (2012) computational thinking skills framework and Krathwohl's (2002) revision of Bloom's Taxonomy to evaluate any role general thinking skills played in these students' coding work. Results suggest including basic coding in primary curricula provides teachers with an effective means of exercising their students' general and higher order thinking skills. They build on Brennan and Resnick's (2012) framework by including conceptualization as an important element in students' computational work and highlight the role of predictive thinking in debugging code. Findings support historical arguments that more needs to be done to investigate students' cognitive processes when undertaking computational work. Lay description What is already known about the topic: Computational learning is an emerging area of school curricula;, Limited research exists exploring thinking processes within computational learning;, Early studies challenge more recent claims of thinking skill transfer from computational work., What this paper adds: Computational work supports a range of general and higher order thinking skills;, Task design and teacher skills are critical to achieving higher order thinking outcomes from computational work;, Computational work in teams can support collaborative, cooperative and self-management key competencies., Implications for practice and/or policy: Findings broaden the base of empirical support for including computational work in school curricula;, Coding provides an engaging means of exercising complex thinking skills and key competencies in students;, The data methods used provide teachers with visible evidence of students' thinking processes during computational work. [ABSTRACT FROM AUTHOR]

This article offers a brief overview of the history of counselling psychology in New Zealand. It describes current postgraduate study options and registration pathways as well as the institutions and organisations that provide legislative and professional membership and support to counselling psychologists in New Zealand. Data collected from a national survey in 2014 provide insight into the demographics of the profession in New Zealand, the theoretical frameworks that are utilised and employment opportunities that exist for counselling psychologists. The article also highlights the uniqueness of a cultural and contextual approach that aligns itself with New Zealand's founding document, the Treaty of Waitangi/te Tiriti o Waitangi which is based on the principles of partnership, participation and protection. It concludes with the challenges the profession face as a new scope of practice. These challenges include establishing a professional identity in the mental health delivery system in New Zealand and responding to an ever increasing multicultural society. [ABSTRACT FROM AUTHOR]

Union density and collective bargaining coverage is on a downwards trend in many developed countries, and this is evident in New Zealand. Some suggest this decline is resulting in traditional approaches to collective bargaining being replaced with a more collaborative style. This article empirically explores the nature of collective bargaining and examines the attitudes and behaviours of managerial negotiators, in the New Zealand environment, which has seen unions marginalized then recently afforded some degree of legitimacy. The study supports the traditional vs collaborative dichotomy, and the attitudes and behaviour comprising these styles is consistent with the literature and managerial self-reports. [ABSTRACT FROM AUTHOR]

Ensembles such as rock and pop bands are places of exciting creativity and intense, enjoyable music making for young people. A recent review of New Zealand's secondary school qualification, the National Certificates of Educational Achievement (NCEA), has resulted in a new composition assessment of individuals' achievement in groups. An analysis of literature suggests that assessing the achievement of individuals in groups is complex and potentially problematic for novices. This is supported by the findings of an investigation into teacher and student experiences of the new NCEA assessment. In particular, the assessment of an individual's contribution to a collaborative compositional process was found to present significant challenges to pedagogical and assessment practice. [ABSTRACT FROM AUTHOR]