Exploring new frontiers to generate an integrated definition of workaholism

In general, contemporary data indicate that workaholism represents a value system about the importance of working and achieving that certainly does not meet the scientific criteria for addiction, as it is associated with a similar quality of health and relationships to that of the rest of the adult population, and generally does not worsen over time (McMilIan and O'Driscoll, 2004). Interestingly, while the majority of workaholics appear to derive high enjoyment from their work and their leisure, it is their reluctance to utilize psychological `off-buttons' that potentially makes them a challenging group for management professionals (Machlowitz, 1980)

Marnda Gardairri: Facilitation of an Indigenous Ranger Rock Art Workshop

The Marnda Gardairri Indigenous Rangers Workshop was held from 3–5 October 2017 on the Burrup Peninsula in the Pilbara region of Western Australia. The event, which was hosted by the Murujuga Aboriginal Corporation (MAC), brought together rangers from across Australia to discuss rock art conservation and management. The workshop was given the title ‘Marnda Gardairri’ as this means rock scratching/engraving on the Burrup Peninsula. The workshop was developed by MAC in collaborative partnership with Rio Tinto Iron Ore-Pilbara Operations and the Nulungu Research Institute (The University of Notre Dame Australia). Rio Tinto and Woodside Petroleum funded the workshop, with Mel Marshall and Lynley Wallis of Nulungu engaged to coordinate and facilitate the event, assisted by Kate Golson.https://researchonline.nd.edu.au/nulungu_insights/1002/thumbnail.jp

AMS dates and phytolith data from mud wasp and bird nests at Carpenter's Gap, Northern Australia

This paper reports a small suite of AMS radiocarbon dates and phytolith data derived from mud nests collected at the Carpenter's Gap 1 rockshelter in the southwest Kimberley, a site which has a 40,000 year old human occupation sequence. Examination of mud nests was undertaken to supplement the palaeoecological database of the site and help develop a better understanding of issues of phytolith movement, taphonomy and site deposit formation processes in relation to the accumulation of phytoliths in archaeological rockshelter deposits; however, logistical constraints and the novelty of the approach meant this research was designed to be exploratory in nature, rather than exhaustive

Traversing the journey from student teacher to full teacher certification

This research aims to investigate the journey of student teachers as they complete their program of study and begin their careers in the teaching profession. There is little documented evidence of what, if any, impact an initial teacher education program can have on teachers as they move through the profession – from student to newly qualified teacher to fully certificated teacher. This project will explore this relationship and how graduates call on the knowledge acquired in their initial teacher education qualification to inform their practice as teachers. The Teaching Council of Aotearoa New Zealand is currently undertaking a project examining Future Focussed Initial Teacher Education this project will complement this work as well as the Ministry of Education's Draft Strategic Plan for Early Learning. The aims of both of these pieces of work are to provide quality learning outcomes for all children and effective teaching strategies. This project will explore these aims and the relationship between an initial teacher education program. Abstracts—Day 1: Wednesday, July 3rd ● 33 The research is a longitudinal study with three phases. The first phase investigated graduates perceptions of preparedness to teach and as they enter the workforce how their field-based initial teacher education training has contributed to this. The next two phases will follow the newly qualified teachers as the transverse the induction and mentoring towards full certification. In these two phases of this research the participants will become teacher researchers

Learning, becoming, being: The Journey from student teacher to full teacher registration.

This research aims to investigate the journey of student teachers as they complete their programme of study and begin their careers in the teaching profession. There is little documented evidence of what, if any, impact an initial teacher education programme can have on teachers as they move through the profession – from student to newly qualified teacher to fully certificated teacher. This project will explore this relationship and how graduates call on the knowledge acquired in their initial teacher education qualification to inform their practice as teachers. The Teaching Council of Aotearoa New Zealand is currently undertaking a project examining Future Focussed Initial Teacher Education this project will complement this work as well as the Ministry of Education's Draft Strategic Plan for Early Learning. The aims of both of these pieces of work are to provide quality learning outcomes for all children and effective teaching strategies. This project will explore these aims and the relationship between an initial teacher education programme. The research is a longitudinal study with three phases. The first phase investigated graduates perceptions of preparedness to teach and as they enter the workforce how their field-based initial teacher education training has contributed to this. The next two phases will follow the newly qualified teachers as the transverse the induction and mentoring towards full certification. In these two phases of this research the participants will become teacher researchers. This presentation reports on the findings of the first phase which included a survey and semi-structured interview

Learning, becoming , being: The journey from student teacher to full teacher certification.

A 3 phase longitudinal study with a cohort of 3rd Year graduates completing their bachelor of Teaching (ECE) qualification and following them as they move into and complete their two year certification process for the Teaching council. A mixed method research project seeking to capture the challenges and learning experienced by the participants

Rewriting the History of the Native Mounted Police in Queensland

The Archaeology of the Native Mounted Police in Queensland project, jointly led by Nulungu research fellow Dr Lynley Wallis, is a long-overdue exploration into the nature of frontier invasion. Several of our team members have worked in Queensland for many decades and, in every Aboriginal community in which we’ve worked, stories are told about the ‘killing times’ or the ‘war’, as community members call the period when the Native Mounted Police (NMP, also referred to as the ‘Native Police’) were operating. Many community members have asked us over the years to record their stories about the massacres that took place, or have shown us places associated with the police camps or the massacre sites, and often told us that they would like to know more about what happened. These requests eventually led to the archaeologists on this project coming together, talking with key Aboriginal people and communities, and developing a research project to address their interests — the project described in this paper is the result.https://researchonline.nd.edu.au/nulungu_insights/1000/thumbnail.jp

Is it time to talk? interpreter services use in general practice within Canterbury

INTRODUCTION: Effective communication is fundamental to successful health care service delivery, and has a positive impact on access, quality of care, health outcomes, and patient satisfaction. Although there are a growing number of New Zealanders who do not speak English proficiently, underutilisation of trained interpreter services appears to be common in primary health care settings. AIMS: To describe the pattern of interpreter service need and utilisation by general practice services, and to identify key barriers and enabling factors to the use of trained interpreters. METHODS: A mixed methods study was employed. Census and Partnership Health Canterbury Te Kei o Te Waka (PHC) databases were combined, and quantitative analysis used to derive interpreter service need and utilisation patterns. Transcripts of focus groups and interviews from general practitioners, practice nurses and practice administration staff within the PHC were analysed, using qualitative methods to identify barriers and enablers to interpreter service use. RESULTS: For the years 2008-2010, approximately 10742 consultations per year involved a non-English-speaking patient, yet in only approximately 74.8 (0.7%) consultations per year were interpreter services utilised. Analysis of focus groups and interviews identified four global themes that represented barriers for interpreter service utilisation; namely, practicalities, expectations, knowledge of service, and systems. DISCUSSION: The current use of interpreter services in PHC general practice appears to be significantly less than the need. In order to maximise health outcomes and reduce risk, strategies must be initiated to counter the barriers currently inhibiting interpreter service use, including adopting best practice policies

Journey towards full registration: a study of beginning teachers’ externally provided induction programmes in teacher-led ECE services

Abstract The New Zealand Teachers Council recognises that “the induction of provisionally trained teachers is of critical importance for the retention and development of quality teachers” (Cameron, 2007, p. i). This study explores the effectiveness of an externally provided induction programme for provisionally registered teachers in teacher-led early childhood education services within Aotearoa New Zealand. An interpretive approach was taken, which used questionnaires and semi-structured interviews to capture the participants’ provisional registration experiences. The findings are presented in a narrative style in order to capture the voices of the participants. The major findings from the study indicate that the induction process for beginning teachers in teacher-led early childhood services is a complex one, and not always a smooth transition from pre-service training. The context of teacher-led early childhood services is unique to the education sector as it comprises fully qualified, in-training and un-trained educators within its teaching teams. The study is contextualised within a historical overview of both teacher registration and early childhood education in Aotearoa New Zealand. The study indicates that there are both structural and situational factors which influence a beginning teacher’s entry into the profession of teaching within a teacher-led early childhood service. These include the quality of the provisionally registered teacher’s mentor and induction programme, the mandates and policies which govern the sector and the receptiveness of the professional community which the beginning teacher is being inducted into

Filaggrin failure - from ichthyosis vulgaris to atopic eczema and beyond

The main proteinaceous component of the keratohyalin granules within the granular layer keratinocytes of the epidermis is the giant, repetitive polyprotein profilaggrin. When granular layer cells commit to terminal differentiation to form the flattened squames of the stratum corneum, profilaggrin is rapidly cleaved into multiple copies of the 37 kDa filaggrin monomer, which binds to and condenses the keratin cytoskeleton, thereby facilitating cellular compression. Within the stratum corneum, filaggrin is broken down to form natural moisturising factor, a pool of amino acids and derivatives thereof that exerts multiple effects. Filaggrin is therefore essential for normal stratum corneum biogenesis and physiology. In 2006, the McLean group identified the first loss‐of‐function mutations in the filaggrin gene (FLG) as the cause of the common monogenic genodermatosis ichthyosis vulgaris (IV). In parallel, they showed by multiple methods that these mutations, carried by up to 10% of various human populations are the major genetic predisposing factor for atopic dermatitis (eczema) and all of the associated allergic phenotypes that constitute the atopic diathesis. This paradigm‐shifting work showed that skin barrier deficiency is a major early event in the pathophysiology of eczema and allergy