Justifications for either increasing or decreasing public and private expenditure on occupational health and safety are increasingly focused on the costs of work injuries and diseases and their prevention, especially given current fiscal restraint and business competitiveness. This study estimates the indirect/non insurance costs of work injuries and diseases in New Zealand and compares them to the direct/insurance costs to assess the seriousness of work injuries and diseases in financial terms. Indirect costs are classified as either employer, employee, or community costs and based primarily on information provided by the ACC and the Departments of Labour and Social Welfare. The indirect to direct cost ratio is 1:2.9, for estimated indirect costs of $314 696 000 and direct costs of $912 696 000. This low ratio suggests that greater efforts at hazard prevention would yield few savings beyond any reduction in insurance costs. However, better estimates for community and employee costs, in particular, which are underestimated or omitted in this study, would likely lead to a very different conclusion.

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This paper discusses the results of the first semester of a longitudinal study of intentional teambuilding undertaken in the Freshman and Sophomore Engineering Clinics at Rowan University. Students took Johnston & Dainton's Learning Combination Inventory 1 (LCI), a 28item self-report instrument that quantitatively and qualitatively captures the degree to which an individual uses each of four learning patterns. Through these patterns the learner represents how he or she sees the world, takes in stimuli, integrates the stimuli and formulates a response to it. An individual can begin his or her learning with a particular pattern or patterns, use patterns as needed, or avoid them. Teams were then created in order to maximize individual and collective use of learning patterns. This paper will report 1. The results of the initial study conducted during the Fall 2001 semester. 2. An overview of the patterns that resulted from the administration of the LCI to all Freshmen and Sophomore Engineering students at Rowan 3. Examples of the patterns of the teams that were assigned (to show how it's done) 4. Comments from students regarding their team experiences 5. An evaluation of the study to date.

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