Catalogue

As the world grapples with the escalating challenges of climate change, the legal profession finds itself at a crossroads. Becoming a Climate Conscious Lawyer: Climate and the Australian Legal System provides an original, innovative and accessible analysis of the impact of climate change on legal doctrines and principles. It offers an overview of cutting-edge developments and how the transition to a low-carbon society is reshaping a wide range of laws, from corporate to criminal law, and beyond. This valuable new resource supports legal professionals, law students, and legal educators to understand current legal challenges – providing the know-how to strategically navigate, and positively influence, the development of law to respond to a climate changed world. The book delivers a transformative approach to legal education: equipping law students to become climate-conscious professionals with the confidence and competency to deliver legal solutions to a diverse range of clients, and promote climate justice across diverse communities.

The Field Epidemiology in Action (FEiA)  team are a consortium of partners, with the core team based in Newcastle, Australia, at  the Hunter New England Local Health District and University of Newcastle. FEiA supports National Departments of Health in the Pacific to establish field epidemiology training programs focussed on public health impact. The reference guide has been developed specifically for students, faculty and alumni of the field epidemiology training programs in Papua New Guinea and Solomon Islands, but is general enough for use in any intermediate level program. It contains definitions and worked examples of key field epidemiology concepts such as surveillance, outbreak investigation, and communicable disease control.

This edited collection, published in partnership between The University of Waikato and The University of Newcastle, explores inclusion and accessibility in Higher Education, with international authors sharing best practice in the face-to-face, blended, and online classroom. The collection draws on the 2023 partnership between The University of Waikato and The University of Newcastle in hosting the Te Puna Aurei/LearnFest symposium ‘Education Without Boundaries’. This is a biannual teaching and learning symposium hosted by Te Puna Ako – Centre for Tertiary Teaching & Learning at Te Whare Wānanga o Waikato | The University of Waikato in Hamilton, Aotearoa New Zealand. Authors expand on their experiences in creating and facilitating inclusive and accessible learning experiences through teaching, course and curriculum design, and other aspects of teaching and learning to explore innovative teaching practices and pedagogies around inclusion. Key topics include the student experience, focussing on retention, support, experience or empowerment; equitable access, opportunities, and diversity; flexible modes of delivery; assessment design; physical and virtual learning spaces; and generative AI in higher education. The collection brings together a diverse range of experiences across Aotearoa New Zealand, Australia, and beyond to provide opportunities for inclusive equitable, and accessible teaching and learning in higher education – and thus creating opportunities for education without boundaries.

Japanese Introductory 1 is a comprehensive and engaging textbook for beginners eager to learn Japanese. Tailored to fit the needs of self-learners and students in academic settings alike, this book aligns with the semester timelines of universities in Australia and New Zealand. The book offers interactive exercises, cultural insights and a diverse perspective, including Indigenous voices from both Australia and Japan. It begins with familiar contexts, gradually exploring broader aspects of Japanese culture and language. Structured to resonate with learners from various backgrounds, it is a practical and engaging resource for those starting their journey into the Japanese language.

“The value of knowledge is truly realised when it shapes everyday practice”.

In healthcare, currently, there is an abundance of good ideas and promising innovations. Research evidence grows at a pace, offering fresh insights and better ways of working. Yet too often, healthcare practice is fragmented, and improvements are inconsistent. Some practices are outdated, and innovations often stall. For many health professionals, there is a gap between research and reality.

While this gap is frustrating, it also points to a possibility. When new knowledge is systematically embedded into practice, improvements in patient care occur, services function efficiently, and health professionals can lead meaningful change with confidence.

This book is designed to prepare postgraduate students for advanced research at Te Herenga Waka—Victoria University of Wellington. It advises and guides students on the research skills needed to carry out independent academic research projects for the first time. Students will be guided through key stages of research: Formulating a research question, scoping search, comprehensive searching of the literature, evaluating information sources, and reference management. Practical and informative in style, the book does not cover writing and research methods. The book focuses on the skills a University Library teaches and supports. While written for Te Herenga Waka—Victoria University of Wellington students, using our own examples, links and references, the core text is generic in nature, to allow for other New Zealand Universities to adapt the book for their own situations and cohorts.

A guide to the UWA approach to answering clinical questions; an Evidence Based Practice approach. ACQ teaches Evidence Based Practice principles such as to individualise information for your patient’s situation, integrate the best available information with clinical expertise, patient values, and the health care environment, and to challenge dogma and avoid uncritical acceptance of ‘usual practice’. Developed to support students in the Doctor of Medicine degree.

The focus of this textbook is on play and learning through a Conceptual PlayWorld. This evidence informed model helps teachers to plan innovative practices relevant for a range of discipline concepts. The teachers and children after reading/hearing a children’s book or nursery rhyme or fairytale jump into the story as characters from the book/story, go on adventures, meet challenges that they solve and return to the real world enriched, and excited to go back in for another adventure (potentially bringing with them things they have learned to enrich their play). The 5 characteristics of planning for a Conceptual PlayWorld are: 1) Selecting a story, 2) Designing an imaginary play space; 3) Planning an exciting entry and entry into that space; 4) Planning a problem that the characters of the story (children in role) will meet and need to solve using concepts; 5) Planning the role of the adults in the imaginary play.

This evidence-informed model forms the foundation of each chapter in the book. Students will learn:

● what is a Conceptual PlayWorld

● the research that underpins a Conceptual PlayWorld

● how to plan and implement a Conceptual PlayWorld

● how to contextualise a Conceptual PlayWorld for specific ages, contexts and discipline content

● how to assess and make learning visible in a Conceptual PlayWorld

● to be leaders and innovators by designing creative and imaginative programs using a Conceptual PlayWorld model of pedagogical practice

● the utility of Conceptual PlayWorlds for creativity, imagination, and wellbeing.

Developed for an international cohort, this text is designed to explain business finance concepts in an easily understood manner without overwhelming students with too much content.

This resource is aimed at providing student midwives and nurses an entry level understanding of the role of the nurse/midwife in the neonatal environment. The book is divided into chapters following the notions of warm, sweet, pink and calm with an overview of transition to the extrauterine environment. It is paramount that we ask ourselves when caring for premature or haemodynamically unstable term infants, are they warm, are they sweet, are they pink, and finally are they calm. This resource will provide you with an entry level understanding of the pathophysiology behind some of the more commonly seen presentations in the neonatal special care nursery, and more importantly the resource will provide you with management strategies following the warm, sweet, pink and calm concepts.

If you have feedback on this resource or have adopted it in a course please let us know using this form.