title: IntCal13 and Marine13 radiocarbon age calibration curves 0-50,000 years cal BP

authors: Reimer, Paula J.

abstract: The IntCal09 and Marine09 radiocarbon calibration curves have been revised utilizing newly available and updated data sets from 14C measurements on tree rings, plant macrofossils, speleothems, corals, and foraminifera. The calibration curves were derived from the data using the random walk model (RWM) used to generate IntCal09 and Marine09, which has been revised to account for additional uncertainties and error structures. The new curves were ratified at the 21st International Radiocarbon conference in July 2012 and are available as Supplemental Material at www.radiocarbon.org. The database can be accessed at http://intcal.qub.ac.uk/intcal13/.

text: IntCal13 and Marine13 radiocarbon age calibration curves 0-50,000 years cal BP The IntCal09 and Marine09 radiocarbon calibration curves have been revised utilizing newly available and updated data sets from 14C measurements on tree rings, plant macrofossils, speleothems, corals, and foraminifera. The calibration curves were derived from the data using the random walk model (RWM) used to generate IntCal09 and Marine09, which has been revised to account for additional uncertainties and error structures. The new curves were ratified at the 21st International Radiocarbon conference in July 2012 and are available as Supplemental Material at www.radiocarbon.org. The database can be accessed at http://intcal.qub.ac.uk/intcal13/.

year: 2013

title: Yes, spelling should be taught

authors: Dymock, Susan

abstract: There is little doubt that some students are very good spellers. I recall, in my first year of teaching, teaching a 9-year-old student whose spelling was nearly perfect. In a recent study of 7-year-old spellers we encountered a speller who was able to spell equally well. She could correctly spell Latin based words such as ‘extraordinary’ and ‘imagination’ (Nicholson & Dymock, 2018). We also know that many children struggle with spelling. In the same class of 7 year olds there were students who were experiencing difficulty spelling common everyday words such as school [scool], what [wat], have [hav] and said [sed]. Why some children in the same class are good spellers and others are not, despite being exposed to the same learning experiences, is not easy to answer. What we do know is that teaching spelling helps students to write. Rightly or wrongly spelling makes a first impression - either good or not-so-good.In addition, it is not only important for the writer to know what they have written – the reader must also be able to read the text. Would the envelope below make a positive first impression or a less-than-positive one (see Figure 1)?

text: Yes, spelling should be taught There is little doubt that some students are very good spellers. I recall, in my first year of teaching, teaching a 9-year-old student whose spelling was nearly perfect. In a recent study of 7-year-old spellers we encountered a speller who was able to spell equally well. She could correctly spell Latin based words such as ‘extraordinary’ and ‘imagination’ (Nicholson & Dymock, 2018). We also know that many children struggle with spelling. In the same class of 7 year olds there were students who were experiencing difficulty spelling common everyday words such as school [scool], what [wat], have [hav] and said [sed]. Why some children in the same class are good spellers and others are not, despite being exposed to the same learning experiences, is not easy to answer. What we do know is that teaching spelling helps students to write. Rightly or wrongly spelling makes a first impression - either good or not-so-good.In addition, it is not only important for the writer to know what they have written – the reader must also be able to read the text. Would the envelope below make a positive first impression or a less-than-positive one (see Figure 1)?

year: 2019

title: A case study of using the He Pikinga Waiora Implementation Framework: Challenges and successes in implementing a twelve-week lifestyle intervention to reduce weight in Māori men at risk of diabetes, cardiovascular disease and obesity

authors: Oetzel, John G.

subjects: Science & Technology

abstract: BACKGROUND: Māori men have stark health inequities around non-communicable diseases. This study describes the case of a partnership attempting to develop and implement a culturally centred intervention through a collaborative partnership to potentially address the inequities. In particular, the partnership followed a participatory, co-design approach using the He Pikinga Waiora (HPW) Implementation Framework; the study presents lessons learnt in addressing health inequities following this framework. METHODS: The partnership involved a university research team and a Māori community health provider. They engaged with other stakeholders and several cohorts of Māori men through a co-design process to adapt a 12-week lifestyle intervention. The co-design process was documented through meeting notes and interviews with partners. Two cohorts participated in separate single group pre-intervention/post-intervention designs with multi-method data collection. Key outcome measures included weight loss, self-reported health, physical activity, and nutrition. Post-intervention data collection included qualitative data. RESULTS: The co-design process resulted in a strong and engaged partnership between the university team and the provider. There were significant challenges in implementing the intervention including having two additional partner organisations dropping out of the partnership just after the initial implementation phase. However, a flexible and adaptable partnership resulted in developing two distinct lifestyle interventions run with 32 Māori men (in two different cohorts of 8 and 24). All but one in the first cohort completed the programme. The first cohort had a modest although statistically insignificant improvement in weight loss (d = 1.04) and body mass index (BMI; d = 1.08). The second cohort had a significant reduction in weight loss (d = 1.16) and BMI (d = 1.15). They also had a significant increase in health-related quality of life (d = 1.7) and self-rated health (d = 2.0). CONCLUSION: The HPW Framework appears to be well suited to advance implementation science for Indigenous communities in general and Māori in particular. The framework has promise as a policy and planning tool to evaluate and design interventions for chronic disease prevention in Indigenous communities. Despite this promise, there are structural challenges in developing and implementing interventions to address health inequities. TRIAL REGISTRATION: Retrospectively registered, Australia New Zealand Clinical Trials Registry, ACTRN12619001783112.

text: A case study of using the He Pikinga Waiora Implementation Framework: Challenges and successes in implementing a twelve-week lifestyle intervention to reduce weight in Māori men at risk of diabetes, cardiovascular disease and obesity BACKGROUND: Māori men have stark health inequities around non-communicable diseases. This study describes the case of a partnership attempting to develop and implement a culturally centred intervention through a collaborative partnership to potentially address the inequities. In particular, the partnership followed a participatory, co-design approach using the He Pikinga Waiora (HPW) Implementation Framework; the study presents lessons learnt in addressing health inequities following this framework. METHODS: The partnership involved a university research team and a Māori community health provider. They engaged with other stakeholders and several cohorts of Māori men through a co-design process to adapt a 12-week lifestyle intervention. The co-design process was documented through meeting notes and interviews with partners. Two cohorts participated in separate single group pre-intervention/post-intervention designs with multi-method data collection. Key outcome measures included weight loss, self-reported health, physical activity, and nutrition. Post-intervention data collection included qualitative data. RESULTS: The co-design process resulted in a strong and engaged partnership between the university team and the provider. There were significant challenges in implementing the intervention including having two additional partner organisations dropping out of the partnership just after the initial implementation phase. However, a flexible and adaptable partnership resulted in developing two distinct lifestyle interventions run with 32 Māori men (in two different cohorts of 8 and 24). All but one in the first cohort completed the programme. The first cohort had a modest although statistically insignificant improvement in weight loss (d = 1.04) and body mass index (BMI; d = 1.08). The second cohort had a significant reduction in weight loss (d = 1.16) and BMI (d = 1.15). They also had a significant increase in health-related quality of life (d = 1.7) and self-rated health (d = 2.0). CONCLUSION: The HPW Framework appears to be well suited to advance implementation science for Indigenous communities in general and Māori in particular. The framework has promise as a policy and planning tool to evaluate and design interventions for chronic disease prevention in Indigenous communities. Despite this promise, there are structural challenges in developing and implementing interventions to address health inequities. TRIAL REGISTRATION: Retrospectively registered, Australia New Zealand Clinical Trials Registry, ACTRN12619001783112.

year: 2020