Journal articles on the topic '420201 New Zealand literature in English'

The literature suggests that animacy effects in present-day spoken New Zealand English (NZE) differ from animacy effects in other varieties of English. We seek to determine if such differences have a history in earlier NZE writing or not. We revisit two grammatical phenomena — progressives and genitives — that are well known to be sensitive to animacy effects, and we study these phenomena in corpora sampling 19th- and early 20th-century written NZE; for reference purposes, we also study parallel samples of 19th- and early 20th-century British English and American English. We indeed find significant regional differences between early New Zealand writing and the other varieties in terms of the effect that animacy has on the frequency and probabilities of grammatical phenomena.

This article documents novel uses of the noun heaps in New Zealand English, namely as quantifier and intensifier, by means of quantitative and qualitative analyses of corpus data. Closely following in the footsteps of lots, heaps is the second most frequent size noun in New Zealand English. On the basis of exhaustive coding of four corpora of New Zealand English (spoken and written), the article describes and exemplifies the various uses of heaps in this English variety. Results show heaps is preferred in speech compared to writing, and that its most common use is as a quantifier, followed by an extension to an intensifying use, which has received comparatively less attention in the literature (and never specifically in the context of New Zealand English). An examination of early New Zealand English in the ONZE Corpus testifies to this incoming change, with heaps grammaticalizing into an adverb and bearing the semantic role of intensifier. Multivariate statistical tests show that innovative uses of heaps are largely driven by younger speakers.

Brown marmorated stink bug (BMSB), native to Asia including China, is a major invasive horticultural and crop pest in North America and Europe, and now threatens the southern hemisphere. BMSB has not established in New Zealand although it is regularly intercepted at its borders. Relatively little is known about the impact of BMSB on kiwifruit, an important horticultural crop in New Zealand; at least in English language literature. Searches were conducted in the Chinese National Knowledge Infrastructure (CNKI) platform using Chinese characters for BMSB (茶翅蝽) and kiwifruit (猕猴桃), and also in English, in international platforms. We identified 17 and eight publications, respectively, indicating that BMSB and yellow spotted stinkbug (YSSB) (麻皮蝽 and 黄斑蝽) are major pests of kiwifruit in China. Little information on BMSB or YSSB and their pest status in kiwifruit was found in English language searches in international platforms. Searching Chinese databases with Chinese characters in combination with searches in international databases is necessary to ensure comprehensive coverage for biosecurity risk assessment.

The relationship between emergent narrative skills, gender and ethnicity continues to be an important area of debate, with significant socio-political consequences. This paper explores the ways in which these variables intersect in a cross-cultural, longitudinal study of children’s storytelling, focusing on data taken from a multicultural school in Auckland, NZ. Differences in storytelling style reflected the characteristics of Maori English and Pakeha English conversational narratives, but also varied according to age and gender, where the variation was most marked for the 10-year-old children, and was most polarised between the narratives of the Pakeha girls and Maori boys. A longitudinal comparison indicated that these differences were by no means fixed, and that over time the older Maori boys’ storytelling altered in line with the literacy demands to conform to the dominant westernised pattern being imposed in this pedagogic context. This study thus points to the ongoing importance of analysing the shifting ways in which gender and cultural identity are renegotiated in educational contexts, suggesting that there is more scope for questioning and potentially changing dominant literacy practices in this part of New Zealand.

Back in early 1982, a mate in New Zealand wrote to me describing, in a very excited manner, his research into cultural aspects of Maori people, especially with respect to the poetry relating to funeral rites. Concurrently, I was completing the Multicultural Education Diploma, and fostering an infant interest in aspects of Australian literature dealing with the immigrant experience and cultural difference (viz. Judah Waten’s Alien Son, and Nancy Keesing’s Shalom). Whilst I had not at that stage successfully made the link between such literature and its effective use in the educational process of students of non-English speaking background, I remember thinking that perhaps I should soon pursue a course which would lead me to an understanding of Aboriginal Australians, in some way similar to Terry’s pursuit in New Zealand.

PurposeThis literature systematically reviews articles published in “core” international journals on the topic of Indigenous education leadership over the period from 2000 to 2018 in four English-speaking countries, covering Canada, America, Australia and New Zealand, in which all of them have long colonial history and Indigenous population. These reviews provide insights into the nature of this emergent literature and generate many implications that required for further research in Indigenous education leadership.Design/methodology/approachIn this study, a vote counting method was employed and a clearly delimited body of research on Indigenous education leadership was also identified. The vote counting method can enlarge the perspectives on the noticeable heterogeneity of Indigenous education leadership within the four English-speaking countries. This is the basic constitutive element for the development of a comparative literature in Indigenous education leadership. Moreover, this method can clearly calculate the annual number of articles about Indigenous education leadership, and the various methods used in the publications of Indigenous education leadership can be figured out as well, which helps to find out the different patterns of changes on Indigenous education leadership.FindingsThis study identifies the patterns of Indigenous educational leadership research across four English-speaking countries, which will contribute to the development of research in this regard.Originality/valueThis is one of the first studies about Indigenous educational leadership in the world. It will not only contribute to education practice but also leadership theory development.

South Africans have migrated to New Zealand either deliberately abandoning their country of birth or drawn to New Zealand as a country opening its arms to them to begin a new life. Leaving home means many do wait for their souls to arrive in their newly adopted home. Many have suffered grief and loss, while adapting and settling into a new country and culture. Most of the families that have come to New Zealand are either of English or Afrikaans background. They bring skills needed in New Zealand and while many have readily adapted there are many who have struggled with the change. This paper addresses the issue of culture shock and other associated tensions experienced by South African mi- grants with Afrikaans as their first language. Themes addressed in this article emerged from a review of the literature and in the course of a research project. They represent issues of importance for New Zealand teachers, social workers, counsellors, mental health workers and all who work with migrants.

Abstract Rhoticity is highly variable across English varieties. Traditionally, descriptions of English have distinguished between “rhotic” and “non-rhotic” varieties. However, Harris’s (2013) recent description of three core rhotic systems (R1, R2 and R3) demonstrates that this dichotomy is overly simplistic. The literature describes New Zealand English (NZE) as “non-rhotic”, with partial rhoticity in the lower South Island. This paper reports on data collected in two semi-rural towns in the North Island where young New Zealanders employ a “mixed” distribution of rhoticity. Alongside /r/ use which is traditionally associated with “non-rhotic” varieties (Harris’s R2 and R3), speakers also exhibit /r/ use which is associated with “rhotic” varieties (Harris’s R1). The findings suggest that dynamic rhoticity in NZE, which also persists historically in Englishes world-wide, can be represented more effectively by dispensing with the notions “rhotic” and “non-rhotic”, and by treating rhoticity as a continuum of /r/ use.

AbstractLoanword use has dominated the literature on language contact and its salient nature continues to draw interest from linguists and non-linguists. Traditionally, loanwords were investigated by means of raw frequencies, which are at best uninformative and at worst misleading. Following a new wave of studies which look at loans from a quantitatively more informed standpoint, modelling “success” by taking into account frequency of the counterparts available in the language adopting the loanwords, we propose a similar model of loan-use and demonstrate its benefits in a case study of loanwords from Māori into (New Zealand) English. Our model contributes to previous work in this area by combining both the success measure mentioned above with a rich range of linguistic characteristics of the loanwords (such as loan length and word class), as well as a similarly detailed group of sociolinguistic characteristics of the speakers using them (gender, age and ethnicity of both, speakers and addresses). Our model is unique in bringing together of all these factors at the same time. The findings presented here illustrate the benefit of a quantitatively balanced approach to modelling loanword use. Furthermore, they illustrate the complex interaction between linguistic and sociolinguistic factors in such language contact scenarios.

In 1995 I Taught a Course in New Zealand Literature at Tokyo University. The Students Were Attentive, and Curious About New Zealand, but they found my Kiwi English hard to follow, being accustomed to American or British varieties. I wondered about their seeming tolerance recently while teaching a similar course to undergraduates back home, at Victoria University, in Wellington, when one of the Maori students complimented a Pākehā (New Zealand European) colleague for her Maori pronunciation. Like most Pākehā, I have a rudimentary grasp of Māori, enough to be familiar with the words and phrases that have entered everyday speech and those in the poetry and fiction I teach. But I cannot conduct a conversation in Māori or read a Māori text, and I am as embarrassed by the irritation that my pronunciation of te reo (the Māori language) causes Māori speakers as I was by the difficulty my rising terminals and strange accent posed for competent English speakers in Japan.

Purpose – The purpose of this paper is to combine conceptual and documentary research. Design/methodology/approach – Drawing on a range of New Zealand curriculum documents and on the history of English subject in the New Zealand context, it maps aspects of the contestation that has accompanied the development of various versions of the subject over time. It also explores ways in which the subject has always drawn on a range of primary disciplinary discourses through a process of recontextualization (Bernstein, 2000). Findings – Based on this analysis, it problematizes the conventional location of literary study within the English curriculum, arguing that this arrangement disadvantages English as an additional language (EAL) students with an interest in literature. As another plank in the argument, it argues that literary study is itself currently disadvantaged by being linked to narrowly conceived notions of textual practice and the pervasive power of high-stake assessment technologies in constructing content and pedagogy. Originality/value – A solution to both problems is offered, arguing a case for relocating literary study in an expanded Arts curriculum. The paper then goes on to draw on the concept of disciplinary literacy, to argue a case for the “reinvention” of the English teacher as a cross-disciplinary resource teaching a re-framed subject renamed “Disciplinary Rhetorics”. It concludes by discussing the implications of these two re-envisionments for English teacher identities and the construction of their professional content and pedagogical knowledge.

BACKGROUND AND CONTEXT: New Zealand is becoming more ethnically diverse, with more limited English proficiency (LEP) people. Consequently there are more primary care consultations where patients have insufficient English to communicate adequately. Because effective communication is essential for good care, interpreters are needed in such cases. ASSESSMENT OF PROBLEM: The literature on the use of interpreters in health care includes the benefits of using both trained interpreters (accuracy, confidentiality, ethical behaviour) and untrained interpreters (continuity, trust, patient resistance to interpreter). There is little research on the actual pattern of use of interpreters. RESULTS: Our research documented a low use of trained interpreters, despite knowledge of the risks of untrained interpreters and a significant use of untrained interpreters where clinicians felt that the communication was acceptable. A review of currently available guidelines and toolkits showed that most insist on always using a trained interpreter, without addressing the cost or availability. None were suitable for direct use in New Zealand general practice. STRATEGIES FOR IMPROVEMENT: We produced a toolkit consisting of flowcharts, scenarios and information boxes to guide New Zealand practices through the structure, processes and outcomes of their practice to improve communication with LEP patients. This paper describes this toolkit and the links to the evidence, and argues that every consultation with LEP patients requires clinical judgement as to the type of interpreting needed. LESSONS: Primary care practitioners need understanding about when trained interpreters are required. KEYWORDS: Communication barriers; primary health care; New Zealand; quality of health care; professional–patient relations; cultural competency

AbstractThis article presents selected research on applied linguistics published in New Zealand, following Language Teaching's commitment to showcase more broadly local research that would not otherwise be easily accessible to an international audience. It covers research conducted and published in New Zealand from 2013 to 2017, following on from Ker, Adams, and Skyrme (2013). It begins with an overview of the language situation in New Zealand, then summarises research into language learning, teaching and use which has appeared in the domestic applied linguistics literature in the period. The review indicates the continuing depth and breadth of research activity in New Zealand. Major themes include the maintenance of languages other than English, notably the official languages, te reo Māori (the Māori language) and New Zealand Sign Language (NZSL), and strategies to reverse dwindling enrolments in courses in additional languages against the background of growing linguistic diversity. There is interest in innovative methodology, and in processes of assessment and curriculum development to underpin teaching in formal educational settings. The prevalence of studies with a focus on small numbers of cases reflects the preponderance of practitioner-led research. There is, however, a parallel trend towards larger-scale studies indicating capacity to undertake larger, collaborative projects.

Much of the reaction, both positive and negative, to the publication of Alan Duff's novel Once Were Warriors centred on its language. This article analyses the ways in which characteristic linguistic features of New Zealand English are represented in the novel, in particular by its Maori protagonists. It also draws stylistic comparisons with other writers, such as Scotland's James Kelman, who have attempted to give their characters a particular local voice outside of, or in opposition to, Standard English by having them speak in their own language or variety of English.

The aim of this paper is to compare a southern Irish English speaker who lives in New Zealand with what literature in the field portrays as typical speech for the Irish variety of English. This paper does not discuss the historical or contemporary reasons for why Irish English is as it is today. This paper has limited its analysis to the reasons why the native Irish speaker of English differs from other norms, and comments only on differences. The southern Irish English variety has unique phonological, morphological, lexical, and syntactical features, as well as a distinguishing intonation and stress pattern. Only phonological differences are examined here. Four main aspects of Irish English are investigated; the /w/ ~ /hw/ contrast; the contrast of /t/ with /θ/; the STRUT /ʌ / and FOOT /ʊ/ vowels (the GOOSE vowel will only be looked at in the context of a variable with STRUT and FOOT; and the PRICE / ai / and CHOICE / Ɔɪ / diphthongs. The analysis of these sounds shows evidence that there are competing influences on an individual’s conscious or subconscious phonological choices; pride in one’s language and heritage might compete with one’s aspiring social status and professional ambitions. Together these could be further influenced by the linguistic environments one has been in or in which one currently finds oneself. These competing forces lead to some expected but also some unexpected departures from other norms.

AbstractThis qualitative study explores the meanings of frailty held by Chinese New Zealanders and Chinese health care professionals with the aim of identifying commonalities as well as potential differences. Two guided focus groups with Mandarin and Cantonese speaking older adults (n = 10), one individual interview with a English speaking older Chinese, and one focus group with Chinese New Zealand health care professionals (n = 7) were held to obtain views on frailty in older adults, followed by transcribing and a thematic qualitative analysis. Three main themes emerged: (1) Frailty is marked by ill-health, multiple chronic and unstable medical comorbidities, and is a linked with polypharmacy; (2) Frailty can involve physical weakness, decline in physical function such as reduced mobility or poor balance, and declining cognitive function; and (3) Frailty is associated with psychological and social health including depression, reduced motivation, social isolation, and loss of confidence. The perspectives of frailty that emerged are congruent with a multi-dimensional concept of frailty that has been described in both Chinese and non-Chinese medical research literature.

<p>This article will discuss recent theories of Willingness to Communicate (WTC) and provide an overview of studies into this individual difference which have been conducted in both Iran and New Zealand (NZ). So far few qualitative studies have been carried out into WTC or have used permanent migrants as participants. The article reports on a longitudinal study of the WTC of a group of Iranian migrants to NZ. By means of questionnaires, observations, and individual semi-structured interviews conducted at six-month intervals, case studies of these learners in a NZ university English class were compiled. Their WTC was found to encompass such learner characteristics as confidence, motivation, and personality, and varied from country to country and semester to semester. Finally, this article discusses the contribution of this study to the WTC field of research, identifying the implications of these results for teachers of English in the ESL (English as a Second language/migrant) context and possible avenues for future research.</p>

In undergraduate nursing education, low to high-fidelity simulations are used to prepare students for clinical placement and work readiness. This review provides a synthesis of what is known about the use of high-fidelity simulation in Aotearoa New Zealand and Australian undergraduate nursing education programmes. The aim of this review is to evaluate and synthesise the existing evidence about the use of high-fidelity simulation in these programmes. An integrative literature review methodology was used. Specific search terms and specific inclusion/exclusion criteria were applied to academic databases EBSCO, Medline, CINAHL, and the search engine Google Scholar. Electronic databases were searched for peer reviewed empirical research articles published in English (2000 – 2020), undertaken in Aotearoa New Zealand and Australia. Sixteen studies met the inclusion criteria. The main themes identified from this review included: i) realism and high-fidelity simulation; ii) resource implications; iii) preparation of simulation scenarios; iv) simulation for clinical preparedness; and v) students’ difficulties with simulation. In conclusion, simulation-based experiences continue to be used to support undergraduate nursing student learning. There is a shift from technical skill acquisition to soft skill development such as communication and teamwork. This review suggests that while high-fidelity simulation has benefits, it is resource-intensive, both in terms of equipment, and in the time required for educators to develop scenarios and learning packages. Nonetheless, students remain positive about simulation-based education that is well facilitated.

Publication and authorship are important in academia for career advancement, obtaining grants, and improved patient care. There has been a recent interest in bibliometric changes over time, especially regarding the gender gap. The purpose of this study was to explore bibliometric changes in the musculoskeletal literature. Bibliometric variables (number of authors, institutions, countries, pages, references, corresponding author position, author gender, geographic region of origin, and editorial board makeup) were analyzed for 5 basic science and 12 clinically oriented musculoskeletal journals from 1985 through 2016. Statistical analyses comprised bivariate analyses, multifactorial ANOVAs, and logistic regression analyses. A p < 0.005 was considered significant. Nearly, all variables increased over time. Asia had the highest number of authors and corresponding author positions, Australia/New Zealand the highest number of institutions and references, North America the highest number of pages, and Europe the highest number of countries. Those with a female first author had more authors, institutions, countries, references, and pages. Likewise, those with a female corresponding author had more authors, institutions, countries, references, and pages. Single-authored manuscripts decreased over time. The percentage of female first authors rose from 10.8% in 1985–1987 to 23.7% in 2015–2016. There were more female 1st authors in the basic science journals compared to the clinical journals (33.2% vs. 12.7%). Single-authored manuscripts were more likely to be written by males (5.1 vs. 2.4%) and decreased over time. The many differences by geographic region of origin likely reflect different socio/cultural attitudes regarding academia and research, as well as the gender composition of the disciplines by geographic region. Overall, there has been an increase in the number of female 1st and corresponding authors, editorial board members, and chief editors, indicating a slow but progressive narrowing of the gender gap.

In 1995 two novels by Singaporean writers were published. Ming Cher’s Spider Boys, a first novel, was published by Penguin in New Zealand, while Rex Shelley’s Island in the Centre was published in Singapore by the regional publisher, Times Books. The marketing of both implied that they were authentic voices of Singapore. The varieties of English used and represented in the two novels are compared to the varieties of English attested in sociolinguistic studies of Singapore. Shelley’s novel represents Singapore English in a way that allows a readership familiar with Singapore to relate the characters to their sociolinguistic setting, and it has a Singaporean readership as its major target. Cher’s novel has a non-Singaporean readership as its primary target and is written throughout in a variety of English that results from Cher’s experiences as a learner of English, mediated by editors. The novels are used to illustrate concepts of authenticity in representation of language and in marketing strategies.

Internationally, Indigenous people have higher rates of problem gambling than other population groups, yet the uptake of gambling help services is thought to be low. This may be due to the lack of culturally appropriate services and staff. This study aimed to systematically search and review the literature relating to interventions designed for Indigenous populations that seek to prevent or address gambling harm, to support the design of new programs. Peer-reviewed articles and gray literature that described programs of this nature and/or which reported outcomes for Indigenous participants were included in the review. Included studies were published between January 2000 and May 2019 and available in English. Only four articles were identified for inclusion: two described programs in Australia and two in New Zealand. Only one article provided outcome data, which was inconclusive, and one described three separate interventions. Three of the four described involved community-led approaches informed by cultural and emancipatory principles. There is currently insufficient evidence to guide interventions aiming to prevent and address gambling harm for Indigenous peoples. This review identified an urgent need for new intervention research in this area.

This paper shows how a rapid taped survey is used to collect language samples from four New Zealand speech communities. It details the methodology in the study, and presents an analysis of one variable, (s) fronting. This variable is of special interest because, although phoneticians have noted that English speakers sometimes produce this sound in different ways (MacKay 1987: 98; Ladefoged and Maddieson 1996), the sociolinguistic literature does not mention (s) as a variable, apart from references to the homosexual community (Taylor 1998). The findings show that males and females in the majority New Zealand European community use different proportions of the fronted variant of (s), and that minority ethnic groups align themselves around these gender differences in various ways. The paper differs from most research on language and ethnicity in its focus on the similarities between the majority and minority groups, rather than on the differences.

Objective: To compare key characteristics of interventional radiology (IR) training in the UK with four other English-speaking countries (USA, Canada, Australia and New Zealand) and summarise requirements for training. Methods: Main features examined were career pathway and requirements, examinations required, specific competition for IR and the process of applying for training as an international medical graduate. Data were collected from official governing body publications, literature and personal experience. Results: Several differences were highlighted, including length of training (ranging from 6 to 9 years after medical school), length of IR-specific training (ranging from 1 to 3 years) and examinations required (USA and Canada have additional IR-specific examinations). The level of competition is generally high, in all countries. Conclusions: With the demand for IR services set to increase over the next few years, it is crucial that more IR specialists are trained to meet this demand. Awareness of training structures in other countries can highlight opportunity and pitfalls, and help ensure the number of highly trained interventional radiologists in the UK continues to grow.

Australia and New Zealand both have large populations of people with limited English proficiency (LEP). Australia’s free telephone interpreter service, which is also used by New Zealand through Language Line (LL) but at a cost to the practices, is underused in both countries. Interpreter guidelines warn against the use of family members, yet the lack of uptake of interpreter services must mean that they are still often used. This paper reviews the literature on medical interpreter use and reports the results of a week-long audit of interpreted consultations in an urban New Zealand primary health centre with a high proportion of refugee and migrant patients. The centre’s (annualised) tally of professionally interpreted consultations was three times more than that of LL consultations by all other NZ practices put together. Despite this relatively high usage, 49% of all interpreted consultations used untrained interpreters (mostly family), with more used in ‘on-the-day’ (OTD) clinics. Clinicians rated such interpreters as working well 88% of the time in the OTD consultations, and 36% of the time in booked consultations. An in-house interpreter (28% of consultations) was rated as working well 100% of the time. Telephone interpreters (21% of consultations) received mixed ratings. The use of trained interpreters is woefully inadequate and needs to be vigorously promoted. In primary care settings where on-going relationships, continuity and trust are important – the ideal option (often not possible) is an in-house trained interpreter. The complexity of interpreted consultations needs to be appreciated in making good judgements when choosing the best option to optimise communication and in assessing when there may be a place for family interpreting. This paper examines the elements of making such a judgement.

Objectives: To review literature and guidelines related to the process of determining driving safety in people with dementia. Method: Four electronic databases were searched in December 2016/January 2017. We limited our search to literature and guidelines published in the UK, USA, Canada, New Zealand and Australia. Results: General practitioners are primarily responsible for driver licensing; however, they often feel ill-equipped and it can compromise the therapeutic relationship. Occupational therapist driving assessment is considered as the ‘gold-standard’ but is costly and often not available. Medical advisory boards assist the assessment process by providing independent licencing decisions. Conclusions: General practitioner training, funding for occupational therapist driving assessment and the establishment of a medical advisory board could be considered to improve the current practice of driving assessment in dementia.

AbstractThis study employed a large-scale cross-sectional survey (n=443) to identify the structural relations among regulatory styles (motivations), identity changes and second language (L2) possible selves of Chinese students undertaking tertiary study in New Zealand. Three specific models were tested. Specifically, ideal L2 model revealed that integrated regulation had a substantial (positive) effect on ideal L2 self and had a small but significant indirect effect on ideal L2 self through additive identity change; ought-to L2 model showed that introjected regulation had a positive and substantial contribution to both split identity change and ought-to L2 self; and dreaded L2 self model demonstrated that external regulation had a positive and large contribution to dreaded L2 self. The models delineate the dynamic and interactive process of L2 learning development, which helps L2 learners to develop their identity and self so that they may develop an adaptive identity and a positive L2 self in their future L2 study. As a result of this study, it is suggested that the literature on L2 motivational possible selves should include Markus, H. & P. Nurius. 1986. Possible selves. American Psychologist 41. 954–969. ‘dreaded L2 self’ alongside Dörnyei, Z. 2005. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates. L2 Motivational Self System, because L2 learners’ motivations and self-identities seem to be multifaceted and complex.

Background Indigenous people in Canada, the United States, Australia, and New Zealand experience an increased burden of chronic diseases compared to non-Indigenous people in these countries. Lack of necessary services and culturally relevant care for Indigenous people contributes to this burden. Many Indigenous communities have implemented systems, such as virtual care, to improve chronic disease management. Virtual care has extended beyond videoconferencing to include more advanced technologies, such as remote biometric monitoring devices. However, given the historical and ongoing Western intrusion into Indigenous day to day life, these technologies may seem more invasive and thus require additional research on their acceptability and utility within Indigenous populations. Objective The objective of this paper is to present the protocol for a scoping review, which aims to map existing evidence. This study is based on the following guiding research question: What are the characteristics of virtual care use by Indigenous adult populations in Canada, the United States, Australia, and New Zealand? The subquestions are related to the technology used, health conditions and nature of the virtual care, cultural safety, and key concepts for effective use. Methods This scoping review protocol is informed by the methodology described by the Joanna Briggs Institute and is supplemented by the frameworks proposed by Arksey and O’Malley and Levac et al. A search for published and gray literature, written in English, and published between 2000 and present will be completed utilizing electronic databases and search engines, including MEDLINE, CINAHL, Embase, Indigenous Peoples of North America, Australian Indigenous HealthInfoNet, Informit, and Native Health Database. Search results will be uploaded to the review software, Covidence, for title and abstract screening before full-text screening begins. This process will be repeated for gray literature. Upon completion, a data abstraction tool will organize the relevant information into categorical formations. Results The search strategy has been confirmed, and the screening of titles and abstracts is underway. As of October 2020, we have identified over 300 articles for full-text screening. Conclusions Previous reviews have addressed virtual care within Indigenous communities. However, new virtual care technologies have since emerged; subsequently, additional literature has been published. Mapping and synthesizing this literature will inform new directions for research and discussion. International Registered Report Identifier (IRRID) PRR1-10.2196/21860

ABSTRACT INTRODUCTIONCulturally and linguistically diverse populations (CALD) have significant health outcome disparities compared to dominant groups in high-income countries. The use of both navigators and interpreters are strategies used to address these disparities, but the intersections between these two roles can be poorly understood. AIMTo gain an overview of the literature on health navigation and similar roles, with particular reference to the New Zealand context, and to explore the interface between these roles and that of interpreters for CALD populations with limited English proficiency. METHODSA narrative review of the literature was conducted using a range of search strategies and a thematic analysis was conducted. RESULTSThere are several barriers to health-care access relating to health systems and CALD populations. For over 50 years, health workers who are members of these communities have been used to address these barriers, but there are many terms describing workers with wide-ranging roles. There is some evidence of efficacy in economic, psychosocial and functional terms. For health navigation services to work, they need to have staff who are well selected, trained and supported; are integrated into health-care teams; and have clearly defined roles. There may be a place for integrating interpreting more formally into the navigator role for members of communities who have limited English proficiency. CONCLUSIONTo achieve better access to health care for CALD populations, there is an argument for adding another member to the health team who combines clearly defined aspects of the roles of interpreter, community health worker and navigator. Organisations considering setting up such a position should have a clear target population, carefully consider the barriers they are trying to address and define a role, scope of practice and training requirements best suited to addressing those barriers.

Born in Gibraltar in 1968, writer M. G. Sanchez moved to the UK to study English Literature at the age of twenty-seven, where he has lived ever since, with interludes in New Zealand (2004), India (2005-2008) and, more recently, Japan (2014-2016). He took BA, MA and PhD degrees at the University of Leeds, completing his studies in 2004 with a thesis exploring perceptions of ‘hispanicity’ in Elizabethan and Jacobean literature. His first publication was Rock Black: Ten Gibraltarian Stories, a collection of short narratives. Since then he has written three novels on Gibraltar – The Escape Artist, Solitude House and Jonathan Gallardo – as well as numerous stories and essays. His latest work, Past: A Memoir, was published in October 2016, and explores his own family history on the Rock.

A brief comparative review of English-language literatures of Australia and New Zealand is given in the article. The aim of the article is to highlight the similarities and differences at the stages of the literary process development from the point of view of postcolonial studies. The historical genesis specificity of the region and the uniqueness of national identity formation at the juncture of colonial and colonized cultures stipulate the definition of Australia and New Zealand as settler societies. Tasks needed to be resolved are to disclose the notion “settler societies”, to determine common characteristics of the studied national literatures as postcolonial ones, to give their comparative outline, to make a textual analysis of a number of literary works which are indicative for each stage of the literary process development. In the course of the study, the authors refer to a comparative historical method of scientific enquiry to highlight similarities in the literary process development and the degree of influence of metropolitan literature on it. They also use a sociological method to estimate the impact of the settler societies development on the literary process and a hermeneutic interpretative method in textual analysis to interpret the transformation of a typical hero at various stages of the literary process in Australia and New Zealand. The article is divided into theoretical and practical parts. In the theoretical part, the authors define “settler societies”, overview the place of “settler” countries in the postcolonial space, and note factors allowing to review the national literatures comparatively as postcolonial ones. In the practical part, the authors characterize three stages of the literary process development observed in the national literatures of Australia and New Zealand, conduct an interpretative analysis of the works in which the prolific features of a typical hero are shown. On conducting the research the authors come to the following conclusions. The national literatures of Australia and New Zealand are under the influence of the metropolitan culture and literaturel, but the relation started to loosen at a contemporary stage of the literary process development due to the formation of the national identities of Australians and New Zealanders. The impact of colonized indigenous peoples’ cultures on the literary process defines the difference between the national literatures. For the countries, the national identity formation is characteristic in the cultural sphere, which makes the further study of identification processes presentation in literary text promising.

Historical research on the early years of photography in the Pacific Islands has revealed changes in the practice of photography, the development of Pacific imagery, tropes and stereotypes and changes in the ways images were distributed, archived and used in modern contexts. Research in the field was initially focused on photography’s indexical nature and the role of professional and amateur photographers, travellers, colonial officials and missionaries. The research highlighted here, only in the English language and excluding Aotearoa/New Zealand, reveals how later analyses have begun to grow more theoretical, in keeping with postcolonial approaches to reading cross-cultural representation, and how new directions in research point towards the nature of Indigenous engagement with early photography.

Abstract Objective To identify current strategies and recommendations for venous thromboembolism prophylaxis associated with the pregnancy-puerperal cycle, a condition of high morbidity and mortality among women. Methods The literature search was performed between May and October 2019, using the PubMed database, including papers published in Portuguese, English and Spanish. The terms thromboembolism (Mesh) AND pregnancy (Mesh) OR postpartum (Mesh) were used as descriptors, including randomized controlled trials, meta-analyses, systematic reviews and guidelines published from 2009 to 2019, presenting strategies for prevention of thromboembolism during pregnancy and the postpartum. Results Eight articles met the inclusion criteria. Many studies evaluated were excluded because they did not address prevention strategies. We compiled the recommendations from the American Society of Hematologists, the American College of Obstetricians and Gynecologists, the Royal College of Obstetricians and Gynecologists, the Society of Obstetricians and Gynaecologists of Canada, the American College of Chest Physicians and the Royal Australian and New Zealand College of Obstetricians and Gynaecologists. Conclusion: There are some gaps in the research, and clinical studies with appropriate methodology are needed to support decisions made regarding the risk of thromboembolism in the perigestational period. Thus, the attention of the professionals involved in the care of pregnant and postpartum women is crucial, as it is a condition associated with high morbidity and mortality.

The article is devoted to the analysis of the 21st-century English-language historiography of the Communist International. Contemporary historians are showing increasing interest in the study of this international organization. Three available conceptual approaches to this topic (“traditionalist”, “revisionist”, and “post-revisionist”) are considered and characterized, the works of historians from Great Britain, the USA, Canada, Ireland, Australia, New Zealand are analyzed. The article demonstrates an increase in research interest in the Communist International. In a fairly large volume of studies, there are monographs and articles devoted to the organization both directly (the historiography of the Comintern, the activities of its sections around the world, etc.) and indirectly, i.e., to related issues such as the history of communism, in particular, and the left forces, in general, international relations of Soviet Russia, the communist movement in individual countries, etc. These studies touch on the period of the Comintern&apos;s activity from 1920 to the end of the 1930s, including several controversial issues: the impact on the policy of the national communist parties of the “The Twenty-one Conditions”, united front tactics, Bolshevization, Stalinization, and the Popular Front. The author believes that most of the studies (especially those published in the first decade of the 21st century) are based on studies published long before the 2000s, however, archival materials are being used in increasing volumes, which makes modern research more objective. This gives grounds for a conclusion about the revision of the historiographic tradition of the Comintern that existed in the 20th century: new approaches (“revisionist” and “post-revisionist”) entailed a change in emphasis and a revision of some established points of view. Authors adhering to these approaches rely mainly on modern literature (including Russian) and a wide source base represented by materials from both national archives and the Russian State Archives of Social-Political History.

As part of a recent study of the teaching and learning of te reo Māori (the Māori language) in English-medium secondary schools in Aotearoa/New Zealand, I asked a sample of teachers which textbooks they used. I then analysed some of those textbooks that were referred to most often, using focus points derived from a review of literature on the design of textbooks for the teaching of additional languages. What I found was that the textbooks analysed were inconsistent with the relevant curriculum guidelines document and were also problematic in a number of other ways. This article discusses a number of the problematic concerns and outlines what would be involved in designing more effective textbooks for Indigenous languages, and textbooks that are in line with current research findings.

This article explores women's practice and theatrical presentation of jujutsu and judo in the early years of the twentieth century in the United States, Britain and New Zealand. My discussion treats three figures in particular: Fude Yamashita, who tutored upper-class Washington socialites and performed judo demonstrations on the American stage; the English militant vote-seeker, playwright and jujutsu practitioner Edith Garrud, proponent of jujutsu as a political activist performance and coordinator of the ‘fighting suffragettes’; and New Zealander Florence Le Mar, vaudeville performer and ‘the World's Famous Ju-Jitsu Girl’, who enthralled audiences with her spectacular show designed as an educational enterprise to empower women through transferable self-defence skills. A historical survey of these women's activities contributes to our understanding of the varied ways that women during this period used performance to resist patriarchal institutions and definitions, while offering insights into some of the ways that the Japanese martial arts were reinvented following their introduction to the West.

Coral Lansbury wrote in a number of different registers and genres. Serially, she was an Australian radio script and ‘soaps’ writer, studied in New Zealand as an expatriate, became a Distinguished Professor of English specialising in British Victorian Studies in the USA and then a novelist. As well as boomeranging between writing careers and countries of the Anglosphere, the thrice-married Lansbury experienced widowhood, unmarried motherhood and divorce; she abandoned her child to her husband and later reconciled with her son. Her life reads like a plot from one of her novels. Lansbury was not active in women’s associations or the organised feminist movement. Her radio work, lectures and book tours in which she expounded her ‘crypto’ and, then later, ‘economic’ and ‘conservative-anarchist’ feminism were ephemeral. I argue that she should be repatriated into the history of postwar Australian feminism because, while mercurial and living in the USA, she pursued an expatriate professional strategy successfully and consistently sought to extend women’s vocation through kinds of popular literature. Her work reveals pluralism as much as contradiction.

IntroductionIndigenous people, including Māori in New Zealand, face many inequities in health and the determinants of health. Historically, the analysis and reporting of Indigenous health in the literature has usually taken a western medical view, often with a descriptive and deficit-oriented approach—ignoring the holistic nature of Indigenous health. This project takes a nondeficit approach and is interested in the factors that support the health and well-being of Indigenous people, including Māori. Flourishing is a recent and increasingly used term within the well-being literature; however, concepts, theories and determinants related to Indigenous flourishing are largely unknown. This scoping review aims to identify, describe and synthesise the nature and extent of the current empirical literature related to concepts, theories and determinants of Indigenous flourishing, in health and well-being contexts.Methods and analysisScoping review methods and guidelines included in the framework developed by Arksey and O’Malley, and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews, will be followed for best practice and reporting of this scoping review. The literature for this review will be identified by searching the following databases: Medline (OVID), EMBASE (Ovid), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Scopus, MAI journal, the Cochrane Library and Google Scholar. The research team has formulated a systematic search strategy, which will be restricted to articles published between January 1970 and May 2020 and published in the English language. Two reviewers will independently screen eligible studies for final study selection. A third reviewer will resolve any discrepancies that arise. Data from included studies will be extracted and included in thematic analysis, using a tool developed iteratively by the research team.Ethics and disseminationEthical approval was not required for this review. Dissemination of results will include publication in peer-reviewed journal articles, presentation of results at conferences and interactive discussions with a project expert advisory group. This scoping review also informs a larger project, examining the long-term health and flourishing of Māori, the Indigenous people of New Zealand and their whānau (families).

Intensification is prone to invention and renewal, rendering it ideal for delving into mechanisms of variation and change. Recycling (via lexical replacement) is a putative longitudinal constant, yet grammatical change (via grammaticalization) is regularly invoked in the literature. It is not clear how these complement each other. To probe this issue, this paper operationalizes variationist methods to examine intensification in the Origins of New Zealand English Corpus (ONZE; Gordon et al. 2007). The analysis draws on nearly 13,000 tokens across the longue durée (Braudel 1958, 1980), tracing intensification over 130 years of vernacular speech. The picture that emerges extends beyond the distributional waxing and waning of forms. There is evidence for lexical change, but the longitudinal trajectory is not always continuous. Replacement entails reorganization followed by leveling, and grammatical correlates shift across time. Nonetheless, the inherent form/function asymmetry that characterizes the sector also supports periods of ‘fevered’ change.

A different name than English literature, ‘Anglo-Indian Literature’, was given to the body of literature in English that emerged on account of the British interaction with India unlike the case with their interaction with America or Australia or New Zealand. Even the Indians’ contributions (translations as well as creative pieces in English) were classed under the caption ‘Anglo-Indian’ initially but later a different name, ‘Indo-Anglian’, was conceived for the growing variety and volume of writings in English by the Indians. However, unlike the former the latter has not found a favour with the compilers of English dictionaries. With the passage of time the fine line of demarcation drawn on the basis of subject matter and author’s point of view has disappeared and currently even Anglo-Indians’ writings are classed as ‘Indo-Anglian’. Besides contemplating on various connotations of the term ‘Indo-Anglian’ the article discusses the related issues such as: the etymology of the term, fixing the name of its coiner and the date of its first use. In contrast to the opinions of the historians and critics like K R S Iyengar, G P Sarma, M K Naik, Daniela Rogobete, Sachidananda Mohanty, Dilip Chatterjee and Gayatri Chakravorty Spivak it has been brought to light that the term ‘Indo-Anglian’ was first used in 1880 by James Payn to refer to the Indians’ writings in English rather pejoratively. However, Iyengar used it in a positive sense though he himself gave it up soon. The reasons for the wide acceptance of the term, sometimes also for the authors of the sub-continent, by the members of academia all over the world, despite its rejection by Sahitya Akademi (the national body of letters in India), have also been contemplated on. References Alphonso-Karkala, John B. (1970). 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The Moving Finger. Bomaby: Padma Publications Ltd. Boria, Cavellay. (1807). “Account of the Jains, Collected from a Priest of this Sect; at Mudgeri: Translated by Cavelly Boria, Brahmen; for Major C. Mackenzie”. Asiatick Researches: Or Transactions of the Society; Instituted In Bengal, For Enquiring Into The History And Antiquities, the Arts, Sciences, and Literature, of Asia, 9, 244-286. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.104510 Chamber’s Twentieth Century Dictionary [The]. (1971). Bombay et al: Allied Publishers. Print. Chatterjee, Dilip Kumar. (1989). Cousins and Sri Aurobindo: A Study in Literary Influence, Journal of South Asian Literature, 24(1), 114-123. Retrieved from: http://www.jstor.org/ stable/40873985. Chattopadhyay, Dilip Kumar. (1988). A Study of the Works of James Henry Cousins (1873-1956) in the Light of the Theosophical Movement in India and the West. Unpublished PhD dissertation. Burdwan: The University of Burdwan. PDF. Retrieved from: http://ir.inflibnet. ac.in:8080/jspui/bitstream/10603/68500/9/09_chapter%205.pdf. Cobuild English Language Dictionary. (1989 [1987]). rpt. London and Glasgow. Collins Cobuild Advanced Illustrated Dictionary. (2010). rpt. Glasgow: Harper Collins. Print. Concise Oxford English Dictionary [The]. (1961 [1951]). H. W. Fowler and F. G. Fowler. (Eds.) Oxford: Clarendon Press. 4th ed. Cousins, James H. (1921). Modern English Poetry: Its Characteristics and Tendencies. Madras: Ganesh & Co. n. d., Preface is dated April, 1921. PDF. Retrieved from: http://hdl.handle.net/ 2027/uc1.$b683874 ---. (1919) New Ways in English Literature. Madras: Ganesh & Co. 2nd edition. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.31747 ---. (1918). The Renaissance in India. Madras: Madras: Ganesh & Co., n. d., Preface is dated June 1918. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.203914 Das, Sisir Kumar. (1991). History of Indian Literature. Vol. 1. New Delhi: Sahitya Akademi. Encarta World English Dictionary. (1999). London: Bloomsbury. Gandhi, M K. (1938 [1909]). Hind Swaraj Tr. M K Gandhi. Ahmedabad: Navajivan Publishing House. PDF. Retrieved from: www.mkgandhi.org/ebks/hind_swaraj.pdf. Gokak, V K. (n.d.). English in India: Its Present and Future. Bombay et al: Asia Publishing House. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.460832 Goodwin, Gwendoline (Ed.). (1927). Anthology of Modern Indian Poetry, London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.176578 Guptara, Prabhu S. (1986). Review of Indian Literature in English, 1827-1979: A Guide to Information Sources. The Yearbook of English Studies, 16 (1986): 311–13. PDF. Retrieved from: https://www.jstor.org/stable/3507834 Iyengar, K R Srinivasa. (1945). Indian Contribution to English Literature [The]. Bombay: Karnatak Publishing House. PDF. Retrieved from: https://archive.org/details/ indiancontributi030041mbp ---. (2013 [1962]). Indian Writing in English. New Delhi: Sterling. ---. (1943). Indo-Anglian Literature. Bombay: PEN & International Book House. PDF. Retrieved from: https://archive.org/details/IndoAnglianLiterature Longman Dictionary of Contemporary English. (2003). Essex: Pearson. Lyall, Alfred Comyn. (1915). The Anglo-Indian Novelist. Studies in Literature and History. London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet. dli.2015.94619 Macaulay T. B. (1835). Minute on Indian Education dated the 2nd February 1835. HTML. Retrieved from: http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/ txt_minute_education_1835.html Mehrotra, Arvind Krishna. (2003). An Illustrated History of Indian Literature in English. Delhi: Permanent Black. ---. (2003[1992]). The Oxford India Anthology of Twelve Modern Indian Poets. New Delhi: Oxford U P. Minocherhomji, Roshan Nadirsha. (1945). Indian Writers of Fiction in English. Bombay: U of Bombay. Modak, Cyril (Editor). (1938). The Indian Gateway to Poetry (Poetry in English), Calcutta: Longmans, Green. PDF. Retrieved from http://en.booksee.org/book/2266726 Mohanty, Sachidananda. (2013). “An ‘Indo-Anglian’ Legacy”. The Hindu. July 20, 2013. Web. Retrieved from: http://www.thehindu.com/features/magazine/an-indoanglian-legacy/article 4927193.ece Mukherjee, Sujit. (1968). Indo-English Literature: An Essay in Definition, Critical Essays on Indian Writing in English. Eds. M. K. Naik, G. S. Amur and S. K. Desai. Dharwad: Karnatak University. Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt.New Shorter Oxford English Dictionary on Historical Principles [The], (1993). Ed. Lesley Brown, Vol. 1, Oxford: Clarendon Press.Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt. Oaten, Edward Farley. (1953 [1916]). Anglo-Indian Literature. In: Cambridge History of English Literature, Vol. 14, (pp. 331-342). A C Award and A R Waller, (Eds). Rpt. ---. (1908). A Sketch of Anglo-Indian Literature, London: Kegan Paul. PDF. Retrieved from: https://ia600303.us.archive.org/0/items/sketchofangloind00oateuoft/sketchofangloind00oateuoft.pdf) Advanced Learner’s Dictionary of Current English. (1979 [1974]). A. S. Hornby (Ed). : Oxford UP, 3rd ed. Oxford English Dictionary [The]. Vol. 7. (1991[1989]). J. A. Simpson and E. S. C. Weiner, (Eds.). Oxford: Clarendon Press, 2nd ed. Pai, Sajith. (2018). Indo-Anglians: The newest and fastest-growing caste in India. Web. Retrieved from: https://scroll.in/magazine/867130/indo-anglians-the-newest-and-fastest-growing-caste-in-india Pandia, Mahendra Navansuklal. (1950). The Indo-Anglian Novels as a Social Document. Bombay: U Press. Payn, James. (1880). An Indo-Anglian Poet, The Gentleman’s Magazine, 246(1791):370-375. PDF. Retrieved from: https://archive.org/stream/gentlemansmagaz11unkngoog#page/ n382/mode/2up. ---. (1880). An Indo-Anglian Poet, Littell’s Living Age (1844-1896), 145(1868): 49-52. PDF. Retrieved from: https://archive.org/stream/livingage18projgoog/livingage18projgoog_ djvu.txt. Rai, Saritha. (2012). India’s New ‘English Only’ Generation. Retrieved from: https://india.blogs.nytimes.com/2012/06/01/indias-new-english-only-generation/ Raizada, Harish. (1978). The Lotus and the Rose: Indian Fiction in English (1850-1947). Aligarh: The Arts Faculty. Rajan, P K. (2006). Indian English literature: Changing traditions. Littcrit. 32(1-2), 11-23. Rao, Raja. (2005 [1938]). Kanthapura. New Delhi: Oxford UP. Rogobete, Daniela. (2015). Global versus Glocal Dimensions of the Post-1981 Indian English Novel. Portal Journal of Multidisciplinary International Studies, 12(1). Retrieved from: http://epress.lib.uts.edu.au/journals/index.php/portal/article/view/4378/4589. Rushdie, Salman & Elizabeth West. (Eds.) (1997). The Vintage Book of Indian Writing 1947 – 1997. London: Vintage. Sampson, George. (1959 [1941]). Concise Cambridge History of English Literature [The]. Cambridge: UP. Retrieved from: https://archive.org/details/in.ernet.dli.2015.18336. Sarma, Gobinda Prasad. (1990). Nationalism in Indo-Anglian Fiction. New Delhi: Sterling. Singh, Kh. Kunjo. (2002). The Fiction of Bhabani Bhattacharya. New Delhi: Atlantic Publishers and Distributors. Spivak, Gayatri Chakravorty. (2012). How to Read a ‘Culturally Different’ Book. An Aesthetic Education in the Era of Globalization, Cambridge, Mass: Harvard University Press. Sturgeon, Mary C. (1916). Studies of Contemporary Poets, London: George G Hard & Co., Retrieved from: https://archive.org/details/in.ernet.dli.2015.95728. Thomson, W S (Ed). (1876). Anglo-Indian Prize Poems, Native and English Writers, In: Commemoration of the Visit of His Royal Highness the Prince of Wales to India. London: Hamilton, Adams & Co., Retrieved from https://books.google.co.in/ books?id=QrwOAAAAQAAJ Wadia, A R. (1954). The Future of English. Bombay: Asia Publishing House. Wadia, B J. (1945). Foreword to K R Srinivasa Iyengar’s The Indian Contribution to English Literature. Bombay: Karnatak Publishing House. Retrieved from: https://archive.org/ details/indiancontributi030041mbp Webster's Encyclopedic Unabridged Dictionary of the English Language. (1989). New York: Portland House. Yule, H. and A C Burnell. (1903). Hobson-Jobson: A Glossary of Colloquial Anglo-Indian Words and Phrases, and of Kindred Terms, Etymological, Historical, Geographical and Discursive. W. Crooke, Ed. London: J. Murray. Retrieved from: https://archive.org/ details/hobsonjobsonagl00croogoog Sources www.amazon.com/Indo-Anglian-Literature-Edward-Charles-Buck/dp/1358184496 www.archive.org/stream/livingage18projgoog/livingage18projgoog_djvu.txt www.catalog.hathitrust.org/Record/001903204?type%5B%5D=all&lookfor%5B%5D=indo%20anglian&ft= www.en.wikipedia.org/wiki/B.L._Indo_Anglian_Public_School,_Aurangabad www.everyculture.com/South-Asia/Anglo-Indian.html www.solo.bodleian.ox.ac.uk/primo_library/libweb/action/search.do?fn=search&ct=search&initialSearch=true&mode=Basic&tab=local&indx=1&dum=true&srt=rank&vid=OXVU1&frbg=&tb=t&vl%28freeText0%29=Indo-Anglian+Literature+&scp.scps=scope%3A%28OX%29&vl% 28516065169UI1%29=all_items&vl%281UIStartWith0%29=contains&vl%28254947567UI0%29=any&vl%28254947567UI0%29=title&vl%28254947567UI0%29=any www.worldcat.org/title/indo-anglian-literature/oclc/30452040

An unexpected failure of the Allied forces and a monumental victory for the Turks, the Gallipoli Campaign (1915) is thought to be the first notable experience for Australians and New Zealanders on their way to identify themselves as nations free from the British Empire. For the war-weary Turks, too, the victory in Gallipoli was the beginning of their transformation from a wreck of an empire to a modern republic. Despite the existence of a substantial body of research on the military, political, and historical aspects of the campaign, studies on the literature of Gallipoli are very few and often deal with canonised poets such as Rupert Brooke or national concerns through a single perspective. Aiming to bring to light underappreciated poets from Gallipoli, this paper is a comparative study of less known poems in English and Turkish from Gallipoli. While doing this, the study traces the signs of the nation-building processes of Australia, New Zealand, and Turkey with emphasis on national identity. To this end, the paper examines a number of Gallipoli poems in English and Turkish that were composed by combatant or non-combatant poets by using close reading analysis in search of shifts in discourse and tone. The study also underlines how poets from the two sides identified themselves and the ways the campaign is reflected in these poems. At length, the study shows that Gallipoli poems display similar attitudes towards the idea of belonging to an empire although they differ in the way warfare is perceived. With emphasis on less known poems and as one of the very few comparative studies of the poetry of the Gallipoli Campaign, this paper will contribute to the current research into the legacy and literature of the First World War.

Australian legal history has only emerged as a field of scholarship in its own right in the last twenty years. Prior to that, Australian legal history tended to be written and taught as a footnote to the great sweep of English legal history—the history of the king's courts, the common law and equity, and major nineteenth-century statutory reforms, with a chapter at the end about the classification of the Australian colonies as “settled” colonies, and the consequent reception of English law. This year (2002) sees the twentieth anniversary of Alex Castles's groundbreaking work An Australian Legal History, the first book to take Australian laws and legal institutions as its entire subject matter. It is also the twentieth anniversary of the first Australian Law and History Conference. The years since 1982 have seen the advent of the Australian and New Zealand Law and History Society, increasing attendances at its annual conferences, the establishment of the Australian Journal of Legal History, the completion of a number of Ph.D.theses in the field, and the publication of further influential texts and edited collections by (among others) the authors of the two articles featured in this forum. Two of the most productive strands in this developing literature have concerned the history of colonization and the dispossession of indigenous peoples and histories of women and gender relations in law, although these are by no means that only areas that have been explored. Running through much of this literature, too, are themes of imperial-colonial relations, and relations between law and colonial economies and societies, particularly prior to federation in 1901.

In New Zealand, Bachelor of Nursing (BN) programmes have in recent years attracted large cohorts of students with English as an additional language (EAL). The authors, a lecturer on the BN and a learning development advisor, observed many students successfully achieving both the BN qualification and nursing registration status. Nevertheless the prevailing discourse around EAL students within this programme, elsewhere at the institution and to some extent in the literature seem to be a deficit model in which lacks, gaps, problems and barriers, especially in communication, often have received more attention than acquired skills. This paper reports on a semi-structured retrospective interview-based study which explored the strategies and factors which in their own views helped 8 BN graduates to develop spoken language. We found that the interaction of socio-cultural learning with personal agency and a proactive approach to learning in academic and workplace contexts seem to have helped these graduates successfully develop communication skills. We argue that positively-focused initiatives for staff and students on both socio-cultural and individual contributions to oral communication development could help other EAL students succeed.

This systematic review sought to identify whether health care reforms led to improvement in the emergency department (ED) length of stay (LOS) and elective surgery (ES) access in Australia, Canada, New Zealand, and the United Kingdom. The review was registered in the PROSPERO database (CRD42015016343), and nine databases were searched for peer-reviewed, English-language reports published between 1994 and 2014. We also searched relevant “grey” literature and websites. Included studies were checked for cited and citing papers. Primary studies corresponding to national and provincial ED and ES reforms in the four countries were considered. Only studies from Australia and the United Kingdom were eventually included, as no studies from the other two countries met the inclusion criteria. The reviewers involved in the study extracted the data independently using standardized forms. Studies were assessed for quality, and a narrative synthesis approach was taken to analyze the extracted data. The introduction of health care reforms in the form of time-based ED and ES targets led to improvement in ED LOS and ES access. However, the introduction of targets resulted in unintended consequences, such as increased pressure on clinicians and, in certain instances, manipulation of performance data.

IntroductionLaw enforcement involves exposure to threatening situations and traumatic events that place police officers at risk for negative physical and mental health outcomes. Resilience support, among other elements of training, may help mitigate these risks, yet little is known about which aspects of resilience support help officers achieve better health and quality of life outcomes.Methods and analysisThis review will consider all literature that examines the links between resilience support, physical/mental health and quality of life outcomes for police officers in five Anglosphere nations: Canada, the USA, Australia, New Zealand and the UK. This review will include all literature (including those that show null or negative links) involving any public policing agency that has a formal rank structure and includes a localized, uniformed emergency response function. Resilience support may include, but is not limited to: tools, policies, models, frameworks, programmes and organizational features that seek to promote positive, physical/mental health and quality of life outcomes at three levels of resilience: (1) readiness and preparedness, (2) response and adaptation, (3) recovery and adjustment. Peer reviewed and grey literature examining resilience support since 2000 that focuses on police officers are eligible for inclusion. Databases/sources to be searched will include: PsycINFO, Academic Search Premier, CINAHL, Public Affair Index, Campbell Collaboration, ProQuest Dissertations and Theses Global, Business Source Complete, Scopus and Google. Retrieval of full-text, English-language studies (and other literature), data extraction, data synthesis and data mapping will be performed independently by two reviewers, following Joanna Briggs Institute methodology.Ethics and disseminationEthics approval is not required for this scoping review, and the literature search will start in November 2020 or upon acceptance of this protocol. The findings of the scoping review will be available [April 2021] and will be published in a peer reviewed journal.

AbstractObjectiveProfessional sport occupies a prominent cultural position in societies across the globe and commercial organisations make use of this to promote their products. The present scoping review explores existing academic literature on the relationship between professional sports clubs and food and drink marketing and considers how this relationship may impact upon the public’s health.DesignThe scoping review searched six databases. Experts were also consulted. Records written in languages other than English were excluded. We also excluded records relating to mega events (e.g. Olympics, Football World Cup) and alcohol marketing, because of the attention already given to these.SettingProfessional sports clubs.ResultsWe identified 18 166 titles, reviewed 163 abstracts and read twenty-six full texts. We included six papers in the review. Four were from Australia and New Zealand. The Australasian literature focused largely on the marketing of foods and beverages to children and the potential impact on consumption. Single papers from researchers in Turkey and the USA were identified. The Turkish paper analysed shirt sponsorship in football leagues internationally and showed food and beverage (including alcohol) companies were the most common sponsors. The US paper examined a mixed reaction to a football team named after an energy drink.ConclusionsCommercial relationships between professional sports clubs and Big Food corporations have largely eluded scrutiny in much of the world. The current review highlights the lack of public health research on these relationships. Research exploring the interdependent commercial practices of food and drink companies and professional sports clubs is urgently needed.

Professor Allott observed nearly a quarter of century ago:“There can be no justification (other than inertia) for the continued application of the unreformed English law of torts in modern African countries”.There is no doubt that he was right; there is equally no doubt that it is still substantially the unreformed law which is applied. Certainly there has been very little in the way of legislative change. This paper is not concerned mainly with this question, but with what uses African litigants and their lawyers have found for this exotic field of law, and also, to some extent, with the further question of how far the law has proved fitted for the tasks.A glance at legal periodicals in the United Kingdom and even more so in the USA indicates that there is something of a ferment in tort scholarship. We find writers asking questions like “Does tort have a future?” While at the same time others demand that tort take on new roles. By way of complete contrast, it might appear from African legal literature that the law of tort is of virtually no significance. There are very few books and journal articles are relatively rare. It attracts even less attention from those who write on law and development.It has been said of the Antipodean law of tort that it “does not, in general, reflect the Australian outback and its pastoral economy, nor New Zealand's earthquakes, volcanoes and glaciers, nor exemplify an Australian or New Zealand ethos”.