scholarly journals Paramedic Transition into an Academic Role in Universities: A Demographic and Qualification Survey of Paramedic Academics in Australia and New Zealand

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Graham Munro ◽  
Peter O'Meara ◽  
Amanda Kenny
Keyword(s):  
New Zealand ◽  
Academic Writing ◽  
Demographic Data ◽  
Teaching Experience ◽  
Internet Survey ◽  
Learning And Teaching ◽  
Entry Level ◽  
Wide Range ◽  
The Uk ◽  
University Degree

<p align="center"><span style="text-decoration: underline;">Abstract</span></p><p><span style="text-decoration: underline;">Objectives</span></p><p>            To identify the demographic and qualification characteristics of paramedic academics holding teaching and research positions at universities in Australia and New Zealand offering entry-level undergraduate or postgraduate degree programs in paramedicine.</p><p><span style="text-decoration: underline;">Methods</span></p><p>            A 17 item online normative internet survey was used to obtain demographic and qualification characteristics about the target group. The survey was divided into five categories: demographic data, professional qualifications, educational qualifications, learning and teaching experience, and level of academic skills. Data were collected over a two-month period in 2013 and then collated and reported utilising the capabilities of the Survey Monkey program.</p><p><span style="text-decoration: underline;">Results</span></p><p>            Of the estimated 66 eligible participants, 30 responded to the survey, 70% were male, the average age when entering academia was 43 years, and the average age when initially entering paramedicine was 23 years. Two-thirds completed their paramedic training in Australia and New Zealand, with the other third training in the UK, US, or Canada. There was a wide-range of levels of training and qualification reported with three having a PhD on entering academia, while most had little to no experience in research, academic writing, and publication.</p><p><span style="text-decoration: underline;">Conclusions</span></p><p>            Issues of the transference of cultural and professional capital from one community of practice (CoP) into another, the variance in the levels of academic qualifications amongst paramedics when entering academia, and the resources needed to mentor and educate a large majority of these new academics pose significant challenges to new academics and the universities employing them.</p><p>Key words: paramedicine, university, degree, transition, role</p>

Epiphyas postvittana (light brown apple moth).

2021 ◽  
Author(s):  
D. Suckling
Keyword(s):  
New Zealand ◽  
Malus Domestica ◽  
Plant Material ◽  
New Caledonia ◽  
Epiphyas Postvittana ◽  
Horticultural Crops ◽  
Light Brown Apple Moth ◽  
Small Bell ◽  
Wide Range ◽  
The Uk

Abstract E. postvittana is a small, bell-shaped moth, whose caterpillars feed on a very wide range of plants. The eggs, larvae and pupae can be associated with plant material and readily transported. The pest status of this insect in horticultural crops is very significant. It is native to Australia and was distributed to New Zealand, Hawaii, New Caledonia and the UK with apples [Malus domestica] or other plant material in the late 1800s. It has since spread throughout lowland New Zealand, and in recent years has spread through southern parts of the UK, and Ireland. In Hawaii, it appears to be confined to altitudes above 1100 m, and can largely be considered a pest of temperate regions.

Introduction

2018 ◽  
pp. 3-14 ◽  
Author(s):  
Deanna Edwards
Keyword(s):  
New Zealand ◽  
Child Protection ◽  
Work Practice ◽  
Social Work Practice ◽  
Family Time ◽  
Care Child ◽  
Wide Range ◽  
The Family ◽  
The Uk

This introductory chapter provides an overview of family group conferences (FGCs) in the UK. FGCs have been used in the UK since the early 1990s and are now used worldwide following their inception in New Zealand in the 1980s. FGCs belong to an area of social work practice often known as ‘strengths based approaches’ because they seek to utilise the existing and developing strengths of the family and reduce or eliminate concerns. They are used in a wide range of social care child welfare situations from early intervention onwards, but recent use has focused upon their use in child protection, pre-proceedings, and proceedings cases. Ultimately, they seek to empower families: their key principles include the family as primary decision maker, the use of private family time, and the independence of the FGC coordinator.

scholarly journals Ausubel’s principle of prior knowledge in first year mechanics

2011 ◽  
pp. 52-57
Author(s):  
David Sands
Keyword(s):  
Great Majority ◽  
University Education ◽  
Concept Inventory ◽  
Choice Test ◽  
Force Concept Inventory ◽  
Entry Level ◽  
Wide Range ◽  
The Individual ◽  
The Uk ◽  
Force Concept

The Force Concept Inventory, a 30-question multiple choice test, has been used to test the baseline knowledge in mechanics prior to a course of instruction at Hull over the three years corresponding to entry in 2008, 2009 and 2010. Students whose pre-university education occurred outside the UK or who were repeating the year have been excluded from the analysis in order to focus attention on first-time UK students. These constitute the great majority of the entrants and the results essentially characterise the entry-level knowledge of a typical cohort. Two interesting findings have emerged. First, there is a wide range of abilities within each cohort, as judged by the test scores, and secondly, analysis of the scores question by question reveals a remarkable consistency between the different cohorts. This consistency extends even to the distribution of choices within individual questions. Five such questions are analysed in detailed to reveal which aspects of mechanics a typical class finds difficult. Ausubel‟s principle of first finding out what students know in order to teach accordingly can therefore be applied not to the individual students but to the class as a whole and suggestions as to how instruction might be tailored to address the weaknesses revealed by the Force Concept Inventory are discussed.

Researching Tourism, Leisure and Hospitality for your Dissertation

2014 ◽  
Author(s):  
Peter Mason
Keyword(s):  
New Zealand ◽  
Literature Review ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Research Topic ◽  
Writing Style ◽  
Master's Students ◽  
English Speaking ◽  
Book Covers ◽  
The Uk

This book is based on teaching, supervising and examining Master’s students for over twenty years in three countries: the UK, Australia and New Zealand. It is aimed primarily at Master’s students in English speaking countries, or where English is the language of the classroom. However, it should also be useful to undergraduate students in the related fields of Tourism, Leisure and Hospitality. It may also serve as an introduction to those about to embark on PhD study in these related fields. The key areas that the book covers are: 1 Becoming self-aware of your research capability 2 Developing your formal, academic writing style 3 Selecting and refining your research topic 4 Creating your Literature Review 5 Writing your Methodology 6 Presenting your Results 7 Analysing and Discussing your Results 8 Presenting Conclusions

Internet-derived Patient Information on Common Oral Pathologies: Is it Readable?

2004 ◽  
Vol os11 (2) ◽  
pp. 51-54 ◽  
Author(s):  
Ivor G Chestnutt
Keyword(s):  
Patient Information ◽  
Reading Level ◽  
The Internet ◽  
Intended Audience ◽  
Entry Level ◽  
The Public ◽  
Wide Range ◽  
The Mean ◽  
Internet Searches ◽  
The Uk

Background The evolution of the Internet has made available to the public vast reserves of information, and it represents a tremendous educational resource. However, it is obviously important that information directed at patients is readable and understandable. Objective This study aimed to evaluate the readability of patient-related Internet sites presenting information on dental caries, periodontal disease, oral cancer and mouth ulcers. Methodology Four separate Internet searches seeking patient information on these pathologies were conducted in May 2003. In total, 5127 sites were identified. Within each search, the first 25 sites identified as of relevance to patients seeking information were downloaded (100 in total), and the readability determined using the Flesch reading score and the Flesch-Kinkaid reading level. Results A wide range of reading ease scores was obtained, equating to reading ages from seven years to university entry level. The mean reading age of the sites evaluated was 10–11 years of age, higher than the estimated reading age of the UK population in general (nine years). Scores were broadly similar across different pathologies. Conclusions Practitioners and other members of the dental team involved in patient education should be aware that additional advice and support may be required to help patients interpret material downloaded from the Internet. Furthermore, those practices presenting educational material on their practice website should bear in mind the need to ensure that it is pitched at a level appropriate to the intended audience.

scholarly journals CMALT and cMOOC - a community of educators and their learning technologies

2019 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Lisa Ransom
Keyword(s):  
New Zealand ◽  
International Community ◽  
Learning Technologies ◽  
Professional Standards ◽  
Support Structure ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Geographically Distributed ◽  
Authentic Participation ◽  
The Uk

CMALT is a peer-reviewed accreditation based upon the UKPSF (UK Professional Standards Framework) to enable staff (whether academic or administrative) who embed learning technologies in either their teaching or support roles, to showcase their experiences and gain recognition. This programme has been developed by ALT and is co-delivered online, by ASCILITE.   Building upon the experiences of supporting a geographically distributed project involving six institutions nationally across New Zealand during 2014-2015, we (AUT) have developed a support structure for building communities around CMALT accreditation using a cMOOC model. The cMOOC framework enables us to bridge and broker authentic participation within an international community of academics and learning technologists interested in exploring CMALT accreditation, and we have had participation from the UK, Japan, Canada, Australia, and NZ. The CMALT cMOOC was developed in 2017 by the Centre for Learning and Teaching, at Auckland University of Technology, and endorsed by ALT and ASCILITE in 2019.   This presentation will highlight the ecology of resources that are used to support the community and hear from current participants of the programme

scholarly journals Written Feedback In Second Language Writing: Perceptions Of Vietnamese Teachers And Students

2021 ◽  
Author(s):  
◽  
Phuong Anh Nguyen
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Peer Feedback ◽  
L2 Writing ◽  
Written Feedback ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Wide Range ◽  
Different Types ◽  
Teachers And Students

<p>Writing can be very challenging for ESL students since they need to overcome the changes associated with academic writing styles and their mechanics in order to improve their writing skills (Hyland & Hyland, 2006). In Vietnam, English is known as a foreign language in all public and private schools, and writing is a compulsory component. It is unavoidable that students will make errors in their writing development process, and feedback is a fundamental requirement to reduce these errors. Even if giving feedback costs a great deal of time, it can be the most significant investment of writing instructors (Ferris, 2002). In the last 20 years, many studies have examined a wide range of issues in academic writing, including the types of feedback, and stakeholders’ perceptions about feedback; however, the results have been contradictory. Mahmud (2016) revealed that teachers are often forced to use their own writing experience and intuitive criteria due to the lack of information on how to give feedback. Nevertheless, researchers tend to focus on either students’ or teachers’ perceptions, or both teachers’ and students’ perceptions, about different types of feedback in writing (Atmaca, 2016). In Vietnam, there are few studies about students’ and teachers’ perceptions of written feedback. This study investigated the views of both Vietnamese students and teachers on peer feedback, direct feedback, indirect coded feedback, indirect un-coded feedback, and self-feedback to fulfil the gap.  Thirty-six university students in Finance and Banking and two senior English teachers participated in this study. Due to the unexpected pandemic, the researcher changed the study from in-class to online. This qualitative research employs questionnaires and interviews. The pre-questionnaire in class before the outbreak of coronavirus in Vietnam, but the rest of the questionnaire surveys and interviews were collected online because the school had shut down. The students were grouped into two separate online groups on Facebook with their classmates, and they were asked to complete five surveys about five different types of feedback. The findings revealed some similarities between teachers’ and students’ perceptions of feedback in L2 writing. In terms of similarities, both teachers and students agreed that feedback played an important role in L2 writing learning and teaching. Teachers and students believed that feedback could affect L2 learners’ cognitive engagement in writing and some types of feedback could affect learners’ psychology. Moreover, training was necessary to improve peer feedback in both quality and quantity of feedback and to help students use this type of feedback more effectively. The results from teachers’ interviews and students’ surveys also revealed the discrepancies between teachers’ and students’ perceptions of feedback in L2 writing. This study concludes that using appropriate types of teacher feedback can boost students’ confidence to improve their writing skills in the long term.</p>

scholarly journals Rural general practice training: experience of a rural general practice team and a postgraduate year two registrar

2013 ◽  
Vol 5 (3) ◽  
pp. 243
Author(s):  
Joseph Scott-Jones ◽  
Sarah Lucas
Keyword(s):  
General Practice ◽  
New Zealand ◽  
Rural Areas ◽  
Teaching Experience ◽  
Rural Practice ◽  
Medical Graduate ◽  
Training Experience ◽  
Medical Trainee ◽  
Practice Team ◽  
Wide Range

INTRODUCTION: Undertaking training in rural areas is a recognised way of helping recruit staff to work in rural communities. Postgraduate year two medical doctors in New Zealand have been able to undertake a three-month placement in rural practice as part of their pre-vocational training experience since November 2010. AIM: To describe the experience of a rural general practice team providing training to a postgraduate year two medical trainee, and to describe the teaching experience and range of conditions seen by the trainee. METHODS: A pre- and post-placement interview with staff, and analysis of a logbook of cases and teaching undertaken in the practice. RESULTS: The practice team’s experience of having the trainee was positive, and the trainee was exposed to a wide range of conditions over 418 clinical encounters. The trainee received 22.5 hours of formal training over the three-month placement. DISCUSSION: Rural general practice can provide a wide range of clinical experience to a postgraduate year two medical trainee. Rural practices in New Zealand should be encouraged to offer teaching placements at this training level. Exposure to rural practice at every level of training is important to encourage doctors to consider rural practice as a career. KEYWORDS: Education, medical, graduate; general practice; rural health services

A survey of CBT supervision in the UK: methods, satisfaction and training, as viewed by a selected sample of CBT supervision leaders

2016 ◽  
Vol 9 ◽  
Author(s):  
Robert P. Reiser ◽  
Derek L. Milne
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Best Practice ◽  
Core Competency ◽  
Small Sample ◽  
Internet Survey ◽  
Current Status ◽  
Wide Range ◽  
Training Resources ◽  
The Uk

AbstractInternationally, clinical supervision has been increasingly recognized as a core competency and an essential requirement for clinical training. Over the past 10 years, frameworks for supervision competencies have been developed and promulgated in several countries, notably the UK, USA and Australia. But what is the current status of the actual practice of CBT supervision in the UK? We conducted an internet survey with a purposive sample of n=110 accredited British Association for Behavioural and Cognitive Psychotherapy (BABCP) supervisors and trainers (a 44% response rate), selected for their assumed expertise. The results were consistent with past surveys of Townend et al., indicating that the most frequently reported supervision methods tended to reflect many of the recommendations in widely disseminated supervision competency frameworks and recognized best practice statements. Overall, these CBT supervision leaders reported using an impressively wide range of methods, including much more frequent use of role-play, therapy recordings, and direct observation than reported in the Townend et al. surveys or in observational studies. Although satisfied in their supervisory role, respondents indicated the need for improved CBT supervisor training resources, with significant interest in developing competence instruments and group supervision methods. In conclusion, at least for this small sample of CBT supervision leaders in the UK, practice reflects international progress, but training resources are sought to maintain momentum.

scholarly journals Comparative virulence of Beauveria bassiana isolates against clover root weevil (Sitona obsoletus)

2015 ◽  
Vol 68 ◽  
pp. 139-145
Author(s):  
T.L. Nelson ◽  
M.R. McNeill ◽  
C. Van_Koten ◽  
S.L. Goldson
Keyword(s):  
New Zealand ◽  
Beauveria Bassiana ◽  
White Clover ◽  
Biocontrol Agents ◽  
Invasive Pest ◽  
Wide Range ◽  
The Usa ◽  
Clover Root ◽  
The Uk

Clover root weevil (Sitona obsoletus) (CRW) is of Palearctic origin and in New Zealand has become an invasive pest of white clover A major survey was undertaken in 2000 to identify and collect the most promising CRW biocontrol agents from a wide range of locations in Europe and the UK Subsequently several Beauveria bassiana strains obtained from the cadavers of weevils originally collected live from England Wales France and Romania were isolated in containment at AgResearch Lincoln Thereafter bioassays using New Zealand fieldcollected CRW populations showed that all the European isolates were virulent against the adults with two being particularly effective Notably all of the European B bassiana isolates exhibited greater virulence against CRW than a New Zealand isolate collected from local CRW populations and a commercial B bassiana product registered in the USA as Botanigardreg;

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