This article documents the history of online journalism, charting its rise with the internet boom of the mid-1990s and its subsequent decline and stabilization within the present news media market. This history is situated within the larger trajectories of contemporary journalism, paying particular attention to changes in the existing political economic structure of the industry as it assumes digital form, the resultant variations in content and presentation, and the implications for the health of the free press. In the final analysis, this article argues that the move to an online format has exacerbated negative trends that have dogged print journalism for decades. It also extends an existing critique of hyper-commercial journalism by developing the arguments to treat the new institutions and conventions of the digital marketplace.

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Abstract. Hearing protectors are used as a "last line of defence" to protect people in high noise exposure environments from noise induced hearing loss. The assessment of hearing protector performance has been standardized to ensure a minimum level of performance for the end user. In New Zealand the standard AS/NZS 1270 specifies a REAT based test method to rate a hearing protector's performance. The rating is used to calculate appropriate exposure times for end users. This paper describes the modification of an existing audiology booth, to meet the sound field requirements specified in AS/NZS 1270. Current status of the facility will be reported; followed by a general discussion on future uses of the facility and related projects at the University of Canterbury.

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Cybersecurity pedagogical approaches do not address the challenges faced by students with English as an additional language (EAL). Despite EAL students representing a critical labour force for this important global and multidisciplinary industry, there lacks both research and cohesive solutions to address this issue. Via student interviews and semi-thematic analysis, this paper demonstrates that EAL cybersecurity students express challenges with aspects of cybersecurity content. Secondly, it is shown that predominant cybersecurity education bodies of knowledge and frameworks do not address challenges faced by EAL cybersecurity students.