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Training clinical child psychologists necessitates explicit attention to the importance of developing cultural competencies for practice in diverse communities. This case study, comprising relevant social history, cultural models of child psychopathology and conceptual analysis of complex systems in bicultural Aotearoa New Zealand, offers salutary lessons for clinical practice internationally. In New Zealand, indigenous perspectives on children's mental health needs are holistic, encouraging trainee practitioners to recognise the systemic influences of extended family, school and community. Accommodating the expectations, values, and hegemony of both Māori and European populations requires service providers to acknowledge a broad interpretation of evidence‐based practice. In terms of true scientific progress, future best practice will require a rapprochement between the traditional knowledge of indigenous cultures and the empirically‐derived insights of psychology as an international discipline. The imperative to share power in decision‐making moves the debate beyond conventional multicultural sensitivities. Moral and political issues are inextricably entwined with clinical and professional activities.

A major cause of the relatively low power transfer to the load on an induction heater, of either the pulsating or travelling field type, is the low magnetising reactance due to the large effective airgap when compared with a conventional transformer or induction motor. Although the power factor of an induction heater can be improved by capacitors connected in parallel with the induction coil, this does not lead to any improvement in the performance of the heater. This paper discusses how the power transfer to the load can be improved by using a compensating winding connected to capacitors, to improve the performance of the heater. The technique leads to an increased airgap voltage, resulting in both a greater power transfer to the load and an improved input power factor.

Concept maps have been described as a valuable tool for exploring curriculum knowledge. However, less attention has been given to the use of them to visualise contested and tacit knowledge, i.e. the values and perceptions of teachers that underpin their practice. This paper aims to explore the use of concept mapping to uncover academics’ views and help them articulate their perspectives within the framework provided by the concepts of pedagogic frailty and resilience in a collaborative environment.

Participants were a group of five colleagues within a Biochemical Science Department, working on the development of a new undergraduate curriculum. A qualitative single-case study was conducted to get some insights on how concept mapping might scaffold each step of the collaborative process. They answered the online questionnaire; their answers were “translated” into an initial expert-constructed concept map, which was offered as a starting point to articulate their views during a group session, resulting in a consensus map.

Engaging with the questionnaire was useful for providing the participants with an example of an “excellent” map, sensitising them to the core concepts and the possible links between them, without imposing a high level of cognitive load. This fostered dialogue of complex ideas, introducing the potential benefits of consensus maps in team-based projects.

An online questionnaire may facilitate the application of the pedagogic frailty model for academic development by scaling up the mapping process. The map-mediated facilitation of dialogue within teams of academics may facilitate faculty development by making explicit the underpinning values held by team members.

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.

Explains the development of Israel’s welfare state, concentrating on the labour exchange system and housing. Links the development of the Zionist welfare state to economic and political conditions, in particular state‐building and the management of the Palestinian community within the state. Refers to literature on policy paradigms. Notes the stable institutional infrastructures developed by the Jewish community in Palestine and the Zionist labour movement, which led to an embryonic welfare state. Recounts the development of the labour exchange process and the public housing policy, describing how the policies reinforced statehood – settling immigrants into areas where Jewish presence needed strengthening and, at first, largely excluding the Palestinian community from access to housing and the labour process. Points out that, over time, the exclusion of Palestinians became unrealistic. Concludes that Israel’s welfare state was determined by political conditions of developing statehood – most importantly the exodus of Palestinians and the influx of Jewish immigrants.