title: Interunion conflict in a non-exclusive, non-majority representation regime: New Zealand lessons for union revival in the United States

authors: Harcourt, Mark

subjects: employee representation

abstract: A “new” interpretation of Section 7 in the National Labor Relations Act could serve as the basis of union renewal, in enabling and supporting non-majority, non-exclusive representation as an alternative to the difficulties of union certification. One potential shortcoming of this form of representation is interunion conflict associated with ongoing competition between unions trying to attract each other's members in the same bargaining units. However, interview evidence collected from union executives in New Zealand, where non-majority, non-exclusive representation already exists, suggests that such conflict is normally limited. Focusing representation on areas that make the most sense (for both unions and workers) and following union federation protocols, when conflicts occur, have both contributed to the overall low conflict level. Lessons for US unionism are explored.

text: Interunion conflict in a non-exclusive, non-majority representation regime: New Zealand lessons for union revival in the United States A “new” interpretation of Section 7 in the National Labor Relations Act could serve as the basis of union renewal, in enabling and supporting non-majority, non-exclusive representation as an alternative to the difficulties of union certification. One potential shortcoming of this form of representation is interunion conflict associated with ongoing competition between unions trying to attract each other's members in the same bargaining units. However, interview evidence collected from union executives in New Zealand, where non-majority, non-exclusive representation already exists, suggests that such conflict is normally limited. Focusing representation on areas that make the most sense (for both unions and workers) and following union federation protocols, when conflicts occur, have both contributed to the overall low conflict level. Lessons for US unionism are explored.

year: 2012

title: The Impact of Early Childhood Traumatic Brain Injury on the Transition to School

authors: Hannah, Jessica Shirley

subjects: childhood TBI

abstract: Traumatic brain injury (TBI) is a common cause of pervasive and long lasting disability and injury. The outcomes of TBI in young children can be particularly detrimental, due to the impact on both current functioning and the ability to acquire new skills. Preschool children are at heightened risk of sustaining TBI. The impact of TBI can cause difficulties across a many domains including: cognitive and intellectual ability; academic achievement; executive function (EF); adaptive and behavioural functioning; and social competence. Deficits in any of these areas can place a child at increased risk of difficulties across their transition to formal schooling, which can subsequently lead to problems in later school performance. The first aim of this study was to examine the impact of TBI on cognitive and behavioural functioning in preschool children, at 12 and 24 months post-TBI. A second aim was to compare functional outcomes for children 24 months post-TBI, compared to a control group. 
	A population-based sample of 15 children, who sustained TBI at the age of 4 years old, were followed up over 24 months post-injury. The vast proportion of these children had sustained mild TBI. Parent ratings of behaviour, along with child performance measures of cognitive functioning were explored at 12 and 24 months post-TBI. The children with TBI were then compared to a community recruited, age-matched group of children (n = 15) at 24 months post-TBI. Parent and teacher reports of behavioural and adaptive functioning, EF, and social competence were examined, along with the children’s self-report of behavioural functioning. Child performance measures of cognitive, intellectual and academic performance were also compared across the two groups.
	The results showed that both behavioural and adaptive difficulties decreased from 12 to 24 months after TBI, with internalising problems showing the greatest decline. Cognitive functioning remained stable and within the average range over this time. Comparisons between the TBI and Control group at 24 months post-TBI found comparable mean scores across nearly all measures and domains. The TBI group obtained lower scores (marginally significant) on measures of estimated IQ compared to the control group. While not statistically significant, a high proportion of the TBI group had elevated scores for externalising behaviours, peer problems and overall social difficulties. This highlights the need to screen for behavioural and social difficulties, with early intervention where necessary, to reduce the risk of difficulties during the school transition. Further longitudinal research on early TBI is recommended to explore these areas further.

text: The Impact of Early Childhood Traumatic Brain Injury on the Transition to School Traumatic brain injury (TBI) is a common cause of pervasive and long lasting disability and injury. The outcomes of TBI in young children can be particularly detrimental, due to the impact on both current functioning and the ability to acquire new skills. Preschool children are at heightened risk of sustaining TBI. The impact of TBI can cause difficulties across a many domains including: cognitive and intellectual ability; academic achievement; executive function (EF); adaptive and behavioural functioning; and social competence. Deficits in any of these areas can place a child at increased risk of difficulties across their transition to formal schooling, which can subsequently lead to problems in later school performance. The first aim of this study was to examine the impact of TBI on cognitive and behavioural functioning in preschool children, at 12 and 24 months post-TBI. A second aim was to compare functional outcomes for children 24 months post-TBI, compared to a control group. 
	A population-based sample of 15 children, who sustained TBI at the age of 4 years old, were followed up over 24 months post-injury. The vast proportion of these children had sustained mild TBI. Parent ratings of behaviour, along with child performance measures of cognitive functioning were explored at 12 and 24 months post-TBI. The children with TBI were then compared to a community recruited, age-matched group of children (n = 15) at 24 months post-TBI. Parent and teacher reports of behavioural and adaptive functioning, EF, and social competence were examined, along with the children’s self-report of behavioural functioning. Child performance measures of cognitive, intellectual and academic performance were also compared across the two groups.
	The results showed that both behavioural and adaptive difficulties decreased from 12 to 24 months after TBI, with internalising problems showing the greatest decline. Cognitive functioning remained stable and within the average range over this time. Comparisons between the TBI and Control group at 24 months post-TBI found comparable mean scores across nearly all measures and domains. The TBI group obtained lower scores (marginally significant) on measures of estimated IQ compared to the control group. While not statistically significant, a high proportion of the TBI group had elevated scores for externalising behaviours, peer problems and overall social difficulties. This highlights the need to screen for behavioural and social difficulties, with early intervention where necessary, to reduce the risk of difficulties during the school transition. Further longitudinal research on early TBI is recommended to explore these areas further.

year: 2014

title: "Everything has shaped you": Contributors to young Māori university students' ability to flourish

authors: Major, Darcie Ngahuia

subjects: Maori

abstract: There are many disparities when considering the health and wellbeing of Māori in Aotearoa today, and the education sector is no different, with Māori less likely to leave school with level 2 certificate or higher compared with non-Māori.  In response to the deficit orientated research on Māori and education, my thesis explores those factors contributing to young Māori tertiary students flourishing. My research includes five students from the University of Waikato who were between the ages of 17-24 years. A multi-method qualitative approach was utilised while engaging a Kaupapa Māori research framework. Participants were found to have a range of interconnected factors which contribute to their ability to flourish both inside and outside of the university.  Of particular importance to my participants was relational connectedness or whanaungatanga within and outside of the tertiary environment, landscapes which offered multiple forms of care, and notions of both collective and individual motivation. Some of the challenges experienced by my participants included a sense of socio-cultural isolation, the minimal inclusion of Māori worldviews and perspectives within the general curriculum, and the personal stress of responding to negative stereotypes of Maori as generally unproductive members of society. Flourishing for my participants is therefore multi-layered, and recognises the interconnected nature of health and wellbeing.

text: "Everything has shaped you": Contributors to young Māori university students' ability to flourish There are many disparities when considering the health and wellbeing of Māori in Aotearoa today, and the education sector is no different, with Māori less likely to leave school with level 2 certificate or higher compared with non-Māori.  In response to the deficit orientated research on Māori and education, my thesis explores those factors contributing to young Māori tertiary students flourishing. My research includes five students from the University of Waikato who were between the ages of 17-24 years. A multi-method qualitative approach was utilised while engaging a Kaupapa Māori research framework. Participants were found to have a range of interconnected factors which contribute to their ability to flourish both inside and outside of the university.  Of particular importance to my participants was relational connectedness or whanaungatanga within and outside of the tertiary environment, landscapes which offered multiple forms of care, and notions of both collective and individual motivation. Some of the challenges experienced by my participants included a sense of socio-cultural isolation, the minimal inclusion of Māori worldviews and perspectives within the general curriculum, and the personal stress of responding to negative stereotypes of Maori as generally unproductive members of society. Flourishing for my participants is therefore multi-layered, and recognises the interconnected nature of health and wellbeing.

year: 2017