BackgroundThis paper reports on health inequalities awareness-raising workshops conducted with senior New Zealand health sector staff as part of the Government's goal of reducing inequalities in health, education, employment and housing.MethodsThe workshops were based on a multi-method needs assessment with senior staff in key health institutions. The workshops aimed to increase the knowledge and skills of health sector staff to act on, and advocate for, eliminating inequalities in health. They were practical, evidence-based, and action oriented and took a social approach to the causes of inequalities in health. The workshops used ethnicity as a case study and explored racism as a driver of inequalities. They focused on the role of institutionalized racism, or racism that is built into health sector institutions. Institutional theory provided a framework for participants to analyse how their institutions create and maintain inequalities and how they can act to change this.ResultsParticipants identified a range of institutional mechanisms that promote inequalities and a range of ways to address them including: undertaking further training, using Māori (the indigenous people) models of health in policy-making, increasing Māori participation and partnership in decision making, strengthening sector relationships with iwi (tribes), funding and supporting services provided 'by Māori for Māori', ensuring a strategic approach to intersectoral work, encouraging stronger community involvement in the work of the institution, requiring all evaluations to assess impact on inequalities, and requiring the sector to report on progress in addressing health inequalities. The workshops were rated highly by participants, who indicated increased commitment to tackle inequalities as a result of the training.DiscussionGovernment and sector leadership were critical to the success of the workshops and subsequent changes in policy and practice. The use of locally adapted equity tools, requiring participants to develop action plans, and using a case study to focus discussion were important to the success for the training. Using institutional theory was helpful in analysing how drivers of inequalities, such as racism, are built into health institutions. This New Zealand experience provides a model that may be applicable in other jurisdictions.

Background Some adults with intellectual disabilities need support to access the Internet. This study explores how support workers understand their role in facilitating Internet access for intimate relationships. Method Eight support workers in the West Midlands of the UK were interviewed face‐to‐face, using semi‐structured interviews and a thematic analysis was used to interpret the data. Results Three main themes emerged; social and organizational dilemmas (including sub‐themes of; role and moral positioning, expectations of support, and protected and reflective space), power and position and policy dilemmas. Conclusion Support workers said that adults with intellectual disabilities should have access to the Internet for intimate relationships. There was a range of views on whether it was their job to support this. A lack of training in Internet use was highlighted.

Objective: To support a national initiative to remove sugary drinks from schools and limit drinks to water or unflavoured milk ('water-only'). Methods:We emailed all 201 schools with primary school aged children in the Greater Wellington region with a survey on (1) current status of, (2) support needs for, and (3) barriers to or lessons learned from, a 'water-only' school policy. Results:Only 78 (39%) of schools responded. Most supported 'water-only': 22 (28%) had implemented a policy; 10 (13%) in process of doing so; 22 (28%) were considering it; and 12 (15%) were 'water-only' , but did not have a policy. Only 12 (15%) were not considering a 'wateronly' policy. The main barrier reported was lack of community and/or family support. Many schools did not see any barriers beyond the time needed for consultation. Monitoring and communication were identified as key to success. A quarter of schools requested public health nurse support for a 'water-only' policy. Conclusions:The survey elicited a range of views on 'water-only' policies for schools, but suggests that 'water-only' may be an emerging norm for schools.Implications for public health: Our survey shows how local assessment can support a national initiative by providing a baseline, identifying schools that want support, and sharing lessons. Making schools 'water-only' could be a first step in changing our children's environment to prevent obesity.

ForewordInterest has been developing during the past two decades in the I orientation and education of persons who seek help within the health care delivery system. Demonstrations and studies have been conducted, some of them documented, in both outpatient departments and clinics as well as with patients in hospitals and long-term care facilities. Associations, organizations, industry, state and federal governments, and community resources have worked together to answer the many questions of who, how, when, and costs.

This is another of those recent texts designed to introduce statistical techniques to practitioners in other fields. After a brief introduction, Part I of the book describes quantification and measurement, frequencies, measures of central tendency, and variability. Part IL discusses the basis for making inferences in sampling and probability. Nonparametric tests are presented in Part III, and Part IV then describes the estimation of means and variances, the normal bionominal, and student distributions, F tests, the analysis of variance, correlation, and regresssion.