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It is assumed that digital tools with ubiquitous classroom use have affordances for student agency and a range of social skills. However, few studies have explored the generalised impact of everyday digital classrooms on self-regulation and empathy, perspective taking and prosocial skills. Ten and 11 year old students' (n = 115) ratings of self-regulation, social skills and personality were examined in relationship to school-wide practices and instructional foci in two groups of schools (n = 9) involved in a digital innovation serving low-SES culturally diverse communities. In an early adopting group, students had received a high dosage of three or 4 years of 1:1 digital pedagogy, and in a later adopting group of schools, students had received a low dosage of only 6 months. This natural experiment revealed a context specific effect where high dosage students rated their regulation in digital contexts higher, but not in more general non-digital contexts. However, personality scores particularly those related to self-regulation, were higher for the high dosage students. There were no differences in social skills. The differences were related to the strong focus in the digital innovation on aspects of self-regulation. There was less focus on social skills in the digital innovation. More deliberate teacher augmentation and instructional designs for social skills may be required to capitalise on the affordances of digital tools. School-wide practices, while necessary may not be sufficient to enable the generalisation of skills without this deliberate teacher focus.

New Zealand National Party's 2022-2023 policy of Social Investment, which if adopted, will legitimise the management of young unemployed in the name of correcting and helping them. Zygmunt Bauman's (1989) concept of 'rational bureaucratic culture' is used to examine the aims to bring the 'abnormal' citizen into the tax-paying fold. The policy will 'manage and make productive' young welfare recipients to avoid them 'bludging' and encourage them into 'productive work', no matter how menial. Using philanthropic monies alongside funding through Vote : Social Development is a new development which removes the state's sole financing of its safety-net responsibility. It will see a new interpretation of Principal: Agency policy.

Catalysed by conversations amongst a group of colleagues, this article is an initial exploration of what happens to women academics aged 60+ who work in a university in Aotearoa New Zealand. This work is an example of when academic theories, in this case feminism, are called forth by real-world experiences - in this case, increasing academic job insecurity, catalysed by post-pandemic economic shortfalls. We blend together personal anecdotes and feminist analysis to show how women's academic careers, which are commonly constrained by motherhood in their younger years, are also curtailed at the senior end by processes of voluntary/involuntary retirement, as and when demanded by adverse fiscal conditions.

Problem-solving abilities, creative and critical thinking, communication skills, and teamwork are now recognized as fundamental determinants of professional success, especially in vocational professions, such as veterinary science. Tertiary education is now obliged to provide opportunities for students to become proficient in these qualities. With this in mind, the principal author, an equine science senior lecturer, attempted to increase student engagement by developing a new active learning, student-centered one-hour teaching episode on 'equine diarrhea', to replace the traditional didactic lecture format. The aim of the study, therefore, was to share the principal author's journey in the development and implementation of this active learning episode and to explain why it represents a simple but effective method of promoting student engagement. In addition, the adaptation of this method into an online teaching and learning format is briefly discussed. The effectiveness of this active learning method is also explored by comparing it with the traditional didactic method of delivery. Students in the active learning class reported that the learning activity had enhanced their skills in clinical reasoning, problem-solving, and communication. They also described themselves as active participants in the learning process. Students in the traditional didactic class reported that they were satisfied with the time allocated to the lecture, felt that the lecture was well organized and managed, and subsequently felt adequately prepared to answer conventional examination questions relating to equine diarrhea. Other issues, such as student resistance to changes in teaching formats, the effectiveness of group work or teamwork, levels of student confidence within an active learning environment, and the importance of high-quality facilitation during active learning activities, are also discussed in this paper. Although the active learning method described is not novel, the authors hope that fellow educators, across any tertiary discipline, might find that the method described represents a quick and simple method of transforming a single didactic lecture into an enjoyable and engaging learning activity.

This article examines a particular incident in the Waikato wars, 1863-4 and its relevance to the newly mandated New Zealand History curriculum. The new curriculum will for the first time make the teaching of local history compulsory in years 1-10. I examine the wide variety of submissions about the content of this curriculum. As the Royal Society's Expert Advisory Panel (2021, p. 20) responded, there is a recognition 'that History can hurt'. It is an opportunity to reject earlier stories of imperial nation-building and support the recovery of subjected, often unheard, voices from the community. I examine two perspectives of an 'incident' at Rangiaowhia, first from an historian's perspective, then, a rearticulated narrative of hapu, Te Apakura. I also examine two local retellings, where the indigenous perspectives are given voice. Unless the silence is broken, countries' past will be unaddressed and native peoples injuriously affected.

Educational leadership has become a prime focus in the past few decades. Margaret Stuart's thesis is that, as the New Zealand education reforms of the 1990s were bundled with neoliberal economics, the discourse of educational leadership ascended. The country is unique in that its devolution of educational management to individual schools, and an ever-smaller role for the central state, has a 30-year history. This article first examines the discourse of educational leadership, within the context of New Zealand's neoliberal economics, through a genealogical lens, looking at the economic, rather than educational, underpinnings. It then discusses how educational leadership emerges to manage risks and new models of economics and education are being sought. Stuart concludes perhaps, by decentring the Eurocentric models, edu-economics can move to Pacific modes of being.

I use Edward Said's (in: Culture and imperialism, Vintage, 1993) theory, that nations 'are narrations: who owned land, could settle, plan its future, are all stories of imperialism. The history teacher could not only consider 'what to read', but also 'how to read' taking account of the processes of imperialism; of the macro-history of world systems and micro-history of individuals within these. I examine Said's theory in the context of New Zealand history, looking at four interconnected aspects: expropriation of land, trading in goods, appropriation of botanical knowledge, and the place of education in telling the story of the nation. I suggest that using this as a model, teachers can seek out local stories, ensuring several perspectives are heeded and linked to the bigger narratives of the colonial past and present.

More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both non-digital and digital contexts. Downward trends in self-regulation and related personality dimensions were found. Social skills were more variable. Students had heightened awareness of needing to self-regulate in digital contexts, rating their self-regulation lower than in non-digital contexts. High frequencies and durations of fun activities at home (e.g., posting photos or blogs, chatting, and games) were associated with lower ratings. But fun activities were associated with higher ratings of social skills in digital contexts. High levels of parental monitoring were related to higher ratings of self-regulation. These patterns reflect school-wide norms and practices (students are socialized as digital citizens) as well as more general features of socialization at home. We conclude that self-regulation and social skills are sensitive to contexts over the primary school years. Digital tools may be particularly 'impulsogenic', and students need context-specific self-regulatory strategies, but the tools create opportunities to develop valued social skills under specific conditions.

Educational authorities across countries are concerned to promote the well-being of their children. We discuss the approach that two systems, China and New Zealand, have adopted to support the development of well-being. The Chinese system has roots in the Confucian education tradition, Westernization Movement, and Soviet education lessons. It is characterised by a specialist role, the Banzhuren. The contemporary New Zealand system includes the explicit identification of values and competencies for well-being in curricula and system data about development during the school years. Both systems for promoting have weaknesses and strengths and we argue can learn from each other.

The purpose of this research overview is to analyse literature on dyslexia and to identify and evaluate a range of inclusive classroom strategies which can influence the educational achievement of students with dyslexia. Tunmer and Greaney (2010) define dyslexia as "persistent learning difficulties" (p. 239) which present in "otherwise typically developing children, despite exposure to high quality, evidence-based literacy instruction and intervention" (p. 239). The difficulties arise due to a lack of phonemic awareness, key skills required to access literacy (2010). According to Mills (2018) there is no "quick fix or one prescribed intervention" (p. 38) to remediate dyslexia. This research overview provides an analysis of four studies followed by an evaluation of strategies suggested to improve learning outcomes for students with dyslexia. It concludes with key recommendations for inclusive practices which teachers could use to ensure students with dyslexia have the same opportunities to achieve as their peers.

Way to Play is an approach that supports adults to promote the engagement of young children with autism spectrum disorder through play. The Ministry of Education in New Zealand has collaborated with Autism New Zealand to ensure the sustainable delivery of Way to Play within Auckland's early learning services by training early intervention staff to both use Way to Play and to coach and support other adults in its use. Key strategies that form the foundation of Way to Play are described, and an outline of the evidence base for these strategies is provided. Preliminary data demonstrate the effectiveness of the training approach and the perceived impact for young children with autism and their parents/carers and teachers. Case examples illustrate how Way to Play is used across home and educational settings to successfully support the engagement and inclusion of young children with autism. Suggestions are made for a comprehensive investigation of program effectiveness.

A wealth of evidence about the place and value of student evaluations of teaching (SET) exists. Issues highlight often unspoken assumptions about the separation of evaluation from core teaching-learning processes. Despite the research presenting the teacher/institutional viewpoint, few studies address student perceptions of, and engagement with, SET. To examine the converse side of the arguments about SET, this study looked at SET from the perspective of the student. Experiences and perceptions about evaluations were invited from students from two New Zealand tertiary institutions through a questionnaire. The majority of students said that they were happy to provide feedback on teaching and courses, but systems of expectation, imposition on time, lack of knowledge about consequences of the SET system and the way their responses are used are barriers to their engagement. Shifting focus of research from the SET system to the effectiveness of partnerships between students, teachers and institution is suggested as a way to take future SET research in a different direction. This may foreground the positive contribution of SET to learning and teaching rather than repeated exploration of its inherent limitations and weaknesses.

Mathematics classrooms have a long history of what has been termed 'unidimensional' character: a proclivity for student practice routines and teachers as experts and keepers of knowledge. This study investigates affordances of student-created digital learning objects (SC-DLOs) as transformative, design-for-learning practices in the hands of students. Historical distinctions are drawn between digital learning objects (DLOs) and digital learning artefacts (DLAs) primarily for teacher assessment of student learning. SC-DLOs are conceived as students' design for learning for the peer learning community. Hence, SC-DLOs have additional and different learning potential that aligns with 21st century skill development. A corpus of mathematics SC-DLOs (n=155) were analysed from learner blogs (Year 7-8) in a 1:1 digital initiative in New Zealand. A mixed-methods approach was used to investigate features of students' multimodal design for learning. A framework of implications informs and problematises understandings of transformative digital creation by students in mathematics.

The interest and uptake in utilising digital technologies in education appears to be exponential. With the rollout of ultrafast broadband and the development of the Network for Learning in New Zealand, school leaders face the challenges and opportunity of deciding when, what and how they go about implementing digital technologies in their schools. Based on evidence from an interpretive study involving three school leaders of new schools, the alignment of their organisation's vision for teaching and learning and use of digital technologies is explored. This study suggests that digital technologies have significant potential to enhance learning opportunities within an explicit and shared vision of what a learner needs to be successful in their lives.

An academic, Peter Dinniss, discussed the then emerging issue of professionalism in the early childhood education sector in 1974. "There has been much debate over the term ['professional'] together with discussion as to whether teaching is a profession" (1974: 11). On the cusp of the 21st century, the Education Council (now renamed Teaching Council) of New Zealand consulted with teachers on their register about a professional code. This article follows the emergence of the professionalism discourse. I examine traces of the 'strategies, tactics and procedures' in a genealogy of the managerial technicist process of education. My interest lies in emergent 'responsibilization' of teachers over the period. I examine the power/knowledge of the 'profession' in Aotearoa, New Zealand, as teachers invent and govern themselves. I ask if the Council's discourse of professionalism through registration of individuals can be re-envisioned through the collective and democratic practices evident in parent-led services.

Student evaluations of teaching and courses (SETs) are part of the fabric of tertiary education and quantitative ratings derived from SETs are highly valued by tertiary institutions. However, many staff do not engage meaningfully with SETs, especially if the process of analysing student feedback is cumbersome or time-consuming. To address this issue, we describe a proof-of-concept study to automate aspects of analysing student free text responses to questions. Using Quantext text analysis software, we summarise and categorise student free text responses to two questions posed as part of a larger research project which explored student perceptions of SETs. We compare human analysis of student responses with automated methods and identify some key reasons why students do not complete SETs. We conclude that the text analytic tools in Quantext have an important role in assisting teaching staff with the rigorous analysis and interpretation of SETs and that keeping teachers and students at the centre of the evaluation process is key.

An emerging literature suggests that females are more likely than males to take and post selfies and that such selfies tend to both conform to and legitimize the sexualization of femininity. It has been found that key predictors of selfie behaviors are narcissistic personality traits and that taking a higher number of selfies may, in turn, put young people at risk of engaging in negative social interactions online. No studies to date have investigated the mediating effects of selfies and, moreover, selfies that are taken with the intention of to appear physically attractive (i.e., sexualized selfies), on the relationship between narcissism and cyber behaviors. The following study examined selfie taking among a group of 262 adolescent girls (aged 13-16). Results of a path model found a serial mediation effect, indicating that exploitativeness was associated with increased selfie taking, which increased sexualized selfie taking and in turn increased cyber aggression and victimization. In contrast, contingent self-esteem was associated with taking sexualized selfies (with indirect positive effects on cyber behaviors). Results of this model also show that the effect of taking selfies on cyber behaviors is fully mediated by taking sexualized selfies. These findings are discussed in relation to the characteristics of the online environment and the risks of young women's sexualized online self-presentations.

Using Michel Foucault's theories of biopolitics, about risk and security, I examine the welfare policies of the National Coalition Government in New Zealand (2008-2017). This government attempted to mitigate risk by projecting possible challenges and solutions to 'vulnerable populations'. Welfare was re-defined in monetarist economic terms, as ways to ensure 'small government'. Over the three terms of government they brought in changes across the education, and social services, with the intent of implementing new economic facets to reduce the cost to the state of beneficiaries and their dependent children. Using cross-ministry data collection, they planned to identify the 'job-shy' parents and children deemed 'vulnerable'. Social Investment aimed to change the behaviours of such populations, whom the National Coalition government deemed future potential liabilities for the state. Projecting costs over 20 or 30 years and modelling the costs of dysfunction would give the social agencies improved information. Early intervention would save the state welfare budget, and responsibilize the young children at risk of themselves becoming beneficiaries later in life.

Publicizing safety ratings of vehicles can motivate manufacturers to prioritize safety and help consumers choose safer vehicles, leading to safer fleets. The benefits of primary safety technologies that prevent crash occurrence are not currently incorporated in current ratings in a way that values their safety benefits consistently. We aimed to propose a method for assigning weights for each safety technology to account for established safety benefits using published effectiveness and prevalence from real-life data. To illustrate this method, we present a worked example calculated using crash and injury data from Australia and New Zealand. The method proposed attenuates the weights for given safety technologies where two or more safety technologies fitted to the same vehicle are effective for the same types of crashes. In the worked example using Australasian data, large SUVs were estimated to have the largest safety increment from the fitment of all the technologies considered compared to vehicles without these primary safety technologies, with an almost 17% reduction in crash occurrence. Cars with all the technologies fitted had estimated average crash reduction of between 11% and 12%. Different market groups have different crash patterns, so the safety attributable to safety technology fitment differs at the market group level. This study presents an approach for providing a summary measure of crash avoidance according to the fitment of safety technologies. If this measure is combined with an estimate of secondary safety (whether derived from existing crash and injury data or from new car crash assessment programs), the combined estimate then represents the important elements of safety provided by the vehicle. The methods presented here form a rational basis for assigning safety ratings to represent the benefits of swiftly developing safety technologies. [ABSTRACT FROM AUTHOR]

New Zealand's National Institute of Water and Atmospheric Research publishes climate normals for New Zealand that are used for reporting the regional state of the climate, climate extremes and variability. Temperature and precipitation patterns are affected by both anthropogenic climate change and natural climate variability which in turn affect the climatological normal values calculated every decade. This study investigates how New Zealand's normals for temperature and precipitation have shifted over time at the national, regional and seasonal scales from the 1941–1970 period to the 1991–2020 period. Contrary to WMO recommendations, but aligned with many other countries, New Zealand's climate normals have traditionally not undergone homogenisation. The impact of introducing some homogenisation in the latest 1991–2020 normals, in contrast to historical non‐homogenized station normals, has been assessed using a new homogenized "Seventeen‐Station" temperature series from 1941 to 2020. We demonstrate that interpolating sparse non‐homogenized normals spatially to a grid can produce significant erroneous patterns and therefore undermine the accuracy of the conclusions drawn when using such normals. We find that the historical non‐homogenized temperature normals have a consistent negative bias in the long‐term trend at national, regional and seasonal scales. Our analysis of homogeneity tested precipitation showed consistent decreases at a national scale across all normal periods relative to the 1951–1980 precipitation normal. We also highlight how fixed period temperature and precipitation normals do not fully reflect the current state of a climate that is influenced by decadal variability and global warming. To derive normals fit for use in a changing climate it is suggested that automated methods for broad data homogenisation be developed along with alternative methods to derive normals that account for a non‐stationary climate. [ABSTRACT FROM AUTHOR]

There is often intense and passionate debate about the inclusion of those students with the most complex social learning and behavioural needs. This paper, written from a parent's perspective, is based on a case study of a 15-year-old adolescent with severe and high functioning autism that was comparatively well-resourced through the new "Intensive Wraparound Service Initiative" and well-supported by the school, the Ministry of Education and his parents. His mainstream education ended after two terms of multi-level failure and he has been returned to a special residential school. This paper examines in detail the issues surrounding his inclusion and the resources provided to facilitate his education. It discusses the failure of the initiative in this instance, and whether it was due to any deficiencies in his inclusion, the intervention plan and implementation, the level of resources, or whether it was ever practicable or feasible to include a child with this level of need in the mainstream.

This paper examines language development of Samoan students in bilingual contexts in Aotearoa, New Zealand. In the absence of valid and standardized assessments tools in Samoan, one was designed to test reading comprehension and oral language development for Samoan students using common narratives as a base. For reading comprehension, the tool used a listening comprehension format to avoid possible decoding limitations and provided a gradient of difficulty with a surprising drop in both oral and reading comprehension at year 7. This drop was attributed to a change in competencies of some students entering the bilingual classroom at year 7. For example, the mixed levels of both L1 (Samoan) oral and L1 (Samoan) reading comprehension within and across years of schooling likely reflects the varied provision in the Samoan bilingual classes and the variations across cohorts in different degrees of bilingualism. We argue that this might be due to the make up of the two schools of which one was an Intermediate school of years 7 and 8 students and, the other was a full primary school with students from years 4 to 8. The patterns suggest two general instructional needs in Samoan bilingual classrooms. One is the need to develop metacognitive components and the need for deliberate and explicit instruction to build awareness of strategies and effectiveness. The other is the ubiquitous need identified in reading comprehension instruction generally to develop vocabulary both through oral and written forms. There was a highly significant relationship between L1 oral at L1 reading comprehension levels reflecting a general relationship found in other studies of monolingual in L2 (English) contexts. (Contains 4 tables and 4 footnotes.)

The purpose of this review is to expand understanding of the ways culturally, ethnically, and racially diverse youth have begun to reimagine urban and rural spaces using digital storytelling and photovoice, two methods that often fall under the broad field of youth participatory action research. To explain the conditions under which these methods favor movement toward socially just ideas and actions, we also build on and extend research in critical youth empowerment to call attention to the relational nature of the kind of work that positions youth as coresearchers and democratically engaged citizens. Of importance are the availability of safe, nurturing spaces that foster youth engagement, the quality of relationships between youth and adults, and the extent to which decisions and actions remain in the hands of youth. Finally, this review considers the implications for further research and what it could mean to reimagine schools and communities as spaces where youth have a voice as civically engaged citizens.

The newly coined policy of social investment is an economic argument for targeting state investment to the most needy. I use Foucault's notion of biopolitics in a discursive analysis of recent New Zealand policy documents pertaining to a discrete group of 'vulnerable children'. I further argue that the Foucauldian metaphor of state institutions as war-like gives knowledge/power to investment as efficient government.

This study assessed the status of te reo Maori, the indigenous language of New Zealand, in the context of New Zealand English. From a broadly representative sample of 6327 two-year-olds ("Growing Up in New Zealand"), 6090 mothers (96%) reported their children understood English, and 763 mothers (12%) reported their children understood Maori. Parents completed the new MacArthur-Bates Communicative Development Inventory short forms for te reo Maori (NZM: CDI sf) and New Zealand English (NZE: CDI sf). Mothers with higher education levels had children with larger vocabularies in both te reo Maori and NZ English. For English speakers, vocabulary advantages also existed for girls, first-borns, monolinguals, those living in areas of lower deprivation, and those whose mothers had no concerns about their speech and language. Because more than 99% of Maori speakers were bilingual, te reo Maori acquisition appears to be occurring in the context of the acquisition of New Zealand English.

A growing body of research illustrating the detrimental consequences of bullying has led to many antibullying interventions being developed. Despite good intentions, evidence suggests that such programs vary considerably in their efficacy. The current study examines the social discourse around bullying in the New Zealand environment in order to see whether underlying beliefs may undermine or influence approaches to mitigate bullying. The study employed an exploratory, qualitative approach of social discourses in the media. Using 31 online media articles, and 501 related online comments, methods of applied thematic analysis revealed three main themes which captured the beliefs that (a) victims of bullying are weak, (b) perpetrators of bullying are evil, and (c) bullying is a normal and, in some ways, acceptable behavior. Such findings illustrate the role that societal beliefs play in shaping the environment in which bullying occurs, and have important implications for future bullying research and interventions.

This present study reports the impact of a research-practice partnership among nine collaborating schools and researchers in Auckland, New Zealand. The goals of the partnership were to refine digital instruction in ways that would result in improved learning processes and achievement. The partners employed a design-based research approach to iteratively develop and test changes to the pedagogy. Results indicate moderate to large effect sizes in writing, and small effect sizes in reading and mathematics. Results also indicate increasing effects over time in reading and writing, but not in mathematics. Educational effects included greater use of discussions by teachers and greater use of open-ended activity types. These outcomes are discussed in relation to features of the partnership as well as digital pedagogy.

This paper considers how some features of our recent schooling improvement research in New Zealand could be thought of using a Reading Recovery lens. Three powerful Reading Recovery concepts (among many in the Reading Recovery theoretical base) are used to reflect on our research and development work to increase achievement in reading comprehension in Years 4-8. The concepts of Acceleration, Roaming Around the Known, and "treatment integrity" (and the related concept of Sustainability) inform the ways we can look at schooling improvement, but also through the exercise, suggestions are made for how these concepts can be elaborated and refined further in Reading Recovery. (Contains 4 figures.)

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]

In the Hokitika region, on the west coast of the South Island of New Zealand on 18 June 2015, very heavy stratiform precipitation (>200 mm/per day) occurred under north-westerlies with small CAPE (<25 J/kg). Analyses of model simulations and observations showed that this heavy rainfall was due to cold-front lifting enhanced by orographic lifting over the Southern Alps. At 1.5 km grid-length, the model terrain underestimated the average height of the 103 tallest mountains over the South Island by ~800 m. This led to weaker orographic lifting and mountain blocking, and a faster-moving and stronger cold front in the Hokitika region. As a result, large errors in the heavy rainfall prediction occurred. By increasing either the resolved or the sub-grid mountain heights, the simulated rainfall errors were largely reduced through stronger orographic lifting and mountain blocking, and simulation of the cold front movement and strength was improved. All the experiments have the same "flow-over" regime with mountain waves and/or wave breaking ( F m ranges 0.61–1.21). However, the rainfall amount and distribution on the windward side of the mountains varied significantly. Our new findings were that the Southern Alps can have significant indirect effects on heavy rainfall by altering the speed and strength of the cold front, in addition to the well-known direct dynamical effects (i.e., orographic lifting and mountain blocking). A combination of these direct and indirect effects makes the heavy rainfall simulation sensitive to mountain heights even under the same "flow-over" regime. [ABSTRACT FROM AUTHOR]

Catalysed by conversations amongst a group of colleagues, this article is an initial exploration of what happens to women academics aged 60+ who work in a university in Aotearoa New Zealand. This work is an example of when academic theories, in this case feminism, are called forth by real-world experiences – in this case, increasing academic job insecurity, catalysed by post-pandemic economic shortfalls. We blend together personal anecdotes and feminist analysis to show how women's academic careers, which are commonly constrained by motherhood in their younger years, are also curtailed at the senior end by processes of voluntary/involuntary retirement, as and when demanded by adverse fiscal conditions. [ABSTRACT FROM AUTHOR]

Objective: Determination of the real‐world performance of a health care system in the treatment of status epilepticus (SE). Methods: Prospective, multicenter population‐based study of SE in Auckland, New Zealand (NZ) over 1 year, with data recorded in the EpiNet database. Focus on treatment patterns and determinants of SE duration and 30‐day mortality. The incidence, etiology, ethnic discrepancies, and seizure characteristics of this cohort have been published previously. Results: A total of 365 patients were included in this treatment cohort; 326 patients (89.3%) were brought to hospital because of SE, whereas 39 patients (10.7%) developed SE during a hospital admission for another reason. Overall, 190 (52.1%) had a known history of epilepsy and 254 (70.0%) presented with SE with prominent motor activity. The mean Status Epilepticus Severity Score (STESS) was 2.15 and the mean SE duration of all patients was 44 min. SE self‐terminated without any treatment in 84 patients (22.7%). Earlier administration of appropriately dosed benzodiazepine in the pre‐hospital setting was a major determinant of SE duration. Univariate analysis demonstrated that mortality was significantly higher in older patients, patients with longer durations of SE, higher STESS, and patients who developed SE in hospital, but these did not maintain significance with multivariate analysis. There was no difference in the performance of the health care system in the treatment of SE across ethnic groups. Significance: When SE was defined as 10 continuous minutes of seizure, overall mortality was lower than expected and many patients had self‐limited presentations for which no treatment was required. Although there were disparities in the incidence of SE across ethnic groups there was no difference in treatment or outcome. The finding highlights the benefit of a health care system designed to deliver universal health care. [ABSTRACT FROM AUTHOR]

Background: High stakes examinations used to credential trainees for independent specialist practice should be evaluated periodically to ensure defensible decisions are made. This study aims to quantify the College of Intensive Care Medicine of Australia and New Zealand (CICM) Hot Case reliability coefficient and evaluate contributions to variance from candidates, cases and examiners. Methods: This retrospective, de-identified analysis of CICM examination data used descriptive statistics and generalisability theory to evaluate the reliability of the Hot Case examination component. Decision studies were used to project generalisability coefficients for alternate examination designs. Results: Examination results from 2019 to 2022 included 592 Hot Cases, totalling 1184 individual examiner scores. The mean examiner Hot Case score was 5.17 (standard deviation 1.65). The correlation between candidates' two Hot Case scores was low (0.30). The overall reliability coefficient for the Hot Case component consisting of two cases observed by two separate pairs of examiners was 0.42. Sources of variance included candidate proficiency (25%), case difficulty and case specificity (63.4%), examiner stringency (3.5%) and other error (8.2%). To achieve a reliability coefficient of > 0.8 a candidate would need to perform 11 Hot Cases observed by two examiners. Conclusion: The reliability coefficient for the Hot Case component of the CICM second part examination is below the generally accepted value for a high stakes examination. Modifications to case selection and introduction of a clear scoring rubric to mitigate the effects of variation in case difficulty may be helpful. Increasing the number of cases and overall assessment time appears to be the best way to increase the overall reliability. Further research is required to assess the combined reliability of the Hot Case and viva components. [ABSTRACT FROM AUTHOR]

Red needle cast (RNC), mainly caused by Phytophthora pluvialis, is a very damaging disease of the widely grown species radiata pine within New Zealand. Using a combination of satellite imagery and weather data, a novel methodology was developed to pre-visually predict the incidence of RNC on radiata pine within the Gisborne region of New Zealand over a five-year period from 2019 to 2023. Sentinel-2 satellite imagery was used to classify areas within the region as being disease-free or showing RNC expression from the difference in the red/green index (R/Gdiff) during a disease-free time of the year and the time of maximum disease expression in the upper canopy (early spring–September). Within these two classes, 1976 plots were extracted, and a classification model was used to predict disease incidence from mean monthly weather data for key variables during the 11 months prior to disease expression. The variables in the final random forest model included solar radiation, relative humidity, rainfall, and the maximum air temperature recorded during mid–late summer, which provided a pre-visual prediction of the disease 7–8 months before its peak expression. Using a hold-out test dataset, the final random forest model had an accuracy of 89% and an F1 score of 0.89. This approach can be used to mitigate the impact of RNC by focusing on early surveillance and treatment measures. [ABSTRACT FROM AUTHOR]

Drivers and dynamics of initial human migrations across individual islands and archipelagos are poorly understood, hampering assessments of subsequent modification of island biodiversity. We developed and tested a new statistical-simulation approach for reconstructing the pattern and pace of human migration across islands at high spatiotemporal resolutions. Using Polynesian colonisation of New Zealand as an example, we show that process-explicit models, informed by archaeological records and spatiotemporal reconstructions of past climates and environments, can provide new and important insights into the patterns and mechanisms of arrival and establishment of people on islands. We find that colonisation of New Zealand required there to have been a single founding population of approximately 500 people, arriving between 1233 and 1257 AD, settling multiple areas, and expanding rapidly over both North and South Islands. These verified spatiotemporal reconstructions of colonisation dynamics provide new opportunities to explore more extensively the potential ecological impacts of human colonisation on New Zealand's native biota and ecosystems. [ABSTRACT FROM AUTHOR]

This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first two phases of the DBR framework, involving the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for the different contexts. The design of the projects is guided by a set of design principles identified from the literature.

Myrtle rust is a very damaging disease, caused by the fungus Austropuccinia psidii, which has recently arrived in New Zealand and threatens the iconic tree species pōhutukawa (Metrosideros excelsa). Canopy-level hyperspectral and thermal images were taken repeatedly within a controlled environment, from 49 inoculated (MR treatment) and 26 uninoculated (control treatment) pōhutukawa plants. Measurements were taken prior to inoculation and six times post-inoculation over a 14-day period. Using indices extracted from these data, the objectives were to (i) identify the key thermal and narrow-band hyperspectral indices (NBHIs) associated with the pre-visual and early expression of myrtle rust and (ii) develop a classification model to detect the disease. The number of symptomatic plants increased rapidly from three plants at 3 days after inoculation (DAI) to all 49 MR plants at 8 DAI. NBHIs were most effective for pre-visual and early disease detection from 3 to 6 DAI, while thermal indices were more effective for detection of disease following symptom expression from 7 to 14 DAI. Using results compiled from an independent test dataset, model performance using the best thermal indices and NBHIs was excellent from 3 DAI to 6 DAI (F1 score 0.81–0.85; accuracy 73–80%) and outstanding from 7 to 14 DAI (F1 score 0.92–0.93; accuracy 89–91%). [ABSTRACT FROM AUTHOR]

The Hikurangi Margin east of New Zealand's North Island hosts an extensive gas hydrate province with numerous gas hydrate accumulations related to the faulted structure of the accretionary wedge. One such hydrate feature occurs in a small perched upper‐slope basin known as Urutī Basin. We investigated this hydrate accumulation by combining a long‐offset seismic line (10‐km‐long receiver array) with a grid of high‐resolution seismic lines acquired with a 600‐m‐long hydrophone streamer. The long‐offset data enable quantitative velocity analysis, while the high‐resolution data constrain the three‐dimensional geometry of the hydrate accumulation. The sediments in Urutī Basin dip landward due to ongoing deformation of the accretionary wedge. These strata are clearly imaged in seismic data where they cross a distinct bottom simulating reflection (BSR) that dips counterintuitively in the opposite direction to the regional dip of the seafloor. BSR‐derived heat flow estimates reveal a distinct heat flow anomaly that coincides spatially with the upper extent of a landward‐verging thrust fault. We present a conceptual model of this gas hydrate system that highlights the roles of fault‐controlled fluid flow at depth merging into strata‐controlled fluid flow into the hydrate stability zone. The result is a layer‐constrained accumulation of concentrated gas hydrate in the dipping strata. Our study provides new insight into the interplay between deep faulting, fluid flow and gas hydrate formation within an active accretionary margin. Plain Language Summary: Gas hydrates are ice‐like substances in which natural gas molecules are trapped in a cage of water molecules. They exist where the pressure is high, temperature is cold, and enough methane is present. These conditions exist in the marine environment at water depths greater than 300–500 m near sediment‐rich continental margins and in polar regions. It is important to study gas hydrates because they represent a significant part of the Earth's carbon budget and influence the flow of methane into the oceans and atmosphere. In this study, we use the seismic reflection method to generate images of gas‐hydrate‐bearing marine sediments east of New Zealand. Our data reveal an intriguing relationship between deep‐sourced fluid flow upward along a tectonic fault, and shallower flow through dipping sediments. This complex fluid flow pattern has led to disruption of the gas hydrate system and the formation of concentrated gas hydrate deposits within the dipping sediments. Our study highlights the relationships between relatively deep tectonic processes (faulting and fluid flow) and the shallow process of gas hydrate formation in an active subduction zone. Key Points: A distinct gas‐hydrate to free‐gas transition is mapped using high‐ and low‐frequency seismic dataGas and hydrate accumulations in the Urutī Basin are controlled by the structural setting, ongoing deep‐sourced fluid flow, and near surface stratigraphyRegions of high modeled heat flow can be directly related to accumulations of gas and gas hydrates [ABSTRACT FROM AUTHOR]

This study demonstrates a framework for using high-resolution satellite imagery to automatically map and monitor outbreaks of red needle cast (Phytophthora pluvialis) in planted pine forests. This methodology was tested on five WorldView satellite scenes collected over two sites in the Gisborne Region of New Zealand's North Island. All scenes were acquired in September: four scenes were acquired yearly (2018–2020 and 2022) for Wharerata, while one more was obtained in 2019 for Tauwhareparae. Training areas were selected for each scene using manual delineation combined with pixel-level thresholding rules based on band reflectance values and vegetation indices (selected empirically) to produce 'pure' training pixels for the different classes. A leave-one-scene-out, pixel-based random forest classification approach was then used to classify all images into (i) healthy pine forest, (ii) unhealthy pine forest or (iii) background. The overall accuracy of the models on the internal validation dataset ranged between 92.1% and 93.6%. Overall accuracies calculated for the left-out scenes ranged between 76.3% and 91.1% (mean overall accuracy of 83.8%), while user's and producer's accuracies across the three classes were 60.2–99.0% (71.4–91.8% for unhealthy pine forest) and 54.4–100% (71.9–97.2% for unhealthy pine forest), respectively. This work demonstrates the possibility of using a random forest classifier trained on a set of satellite scenes for the classification of healthy and unhealthy pine forest in new and completely independent scenes. This paves the way for a scalable and largely autonomous forest health monitoring system based on annual acquisitions of high-resolution satellite imagery at the time of peak disease expression, while greatly reducing the need for manual interpretation and delineation. [ABSTRACT FROM AUTHOR]