2026-08-25T05:07:20Z https://api.figshare.com/v2/oai

oai:figshare.com:article/33304989 2026-08-23T23:38:34Z portal_1036 item_type_14 month_year_08_2026

Health literacy in Irish secondary education: an all-island curriculum analysis Maeve Murray (12600892) Lorna Burke (24384910) Claire Evans (9340958) Vaughan Cruickshank (14734594) Wesley O'Brien (12591577) Rosie Nash (10995221) Hannah Goss (12592468) health literacy curriculum HL Ireland curriculum analysis 2026-05-30T00:00:00Z Text Conference contribution 102.100.100/777507 https://figshare.com/articles/conference_contribution/Health_literacy_in_Irish_secondary_education_an_all-island_curriculum_analysis/33304989 CC BY 4.0

oai:figshare.com:article/33304764 2026-08-23T23:36:31Z category_32816 category_32819 portal_1036 item_type_14 month_year_08_2026

Health literacy in Irish secondary education: an all-island curriculum analysis MA Murray (17469264) L Burke (9572930) Claire Otten (14746024) Vaughan Cruickshank (14734594) W O'Brien (13611385) Rose Nash (14745187) H Goss (21711974) Education Curriculum and pedagogy Social Sciences Education & Educational Research Health literacy Curriculum Health education Secondary education Health Literacy in Irish Secondary Education: An All-Island Curriculum Analysis 2026-01-01T00:00:00Z Text Conference contribution 102.100.100/777506 https://figshare.com/articles/conference_contribution/Health_literacy_in_Irish_secondary_education_an_all-island_curriculum_analysis/33304764 CC BY 4.0

oai:figshare.com:article/33312006 2026-08-23T23:34:47Z category_32468 category_32519 category_32552 category_32594 portal_1036 item_type_6 month_year_08_2026

Ediacaran–Cambrian High‐Strain Melt‐Present Deformation of the Archean Charcot Province, East Antarctica Jacqueline Halpin (14738302) Nathan R Daczko (20532131) Jacob Mulder (23594056) Alessandro Maritati (20236713) Tobias Stål (8784149) Earth sciences Geochemistry Geology Geophysics 37 Earth Sciences 3703 Geochemistry 3705 Geology 3706 Geophysics Abstract The assembly of Gondwana involved several Pan‐African orogens, although their extension into ice‐covered Antarctica remains contentious. Particularly problematic is our understanding of the Kuunga orogenic system in East Antarctica, including its eroded architecture and temporal evolution. The remote Charcot Province, at the easternmost extent of the Antarctic Kuunga Orogen, presents a key opportunity to test recent tectonic models. Here we investigate the geological history of Alligator Island, a rarely visited exposure of the Charcot Province. Field relationships, petrography and zircon U–Pb–Hf geochronology indicate that the Alligator Island migmatitic gneisses originated from a Mesoarchean (c. 2.97–2.95 Ga) volcano‐sedimentary package. Metamorphism during the Neoarchean (c. 2.76 Ga) was characterized by channeled melt migration. An apparent tectonic quiescence followed until the Ediacaran–Cambrian (580–540 Ma) when high‐strain melt‐present deformation led to pervasive migmatitic textures and tight folding. Zircon Hf isotopic signatures from anatectic 580–540 Ma grains indicate that melt was sourced from crust older than 3.0 Ga. Melt metasomatism affected whole rock chemistry and feldspar Pb–Pb compositions highlighting complex interactions within the crust. Correlations within the Charcot Province suggest that Alligator Island's Mesoarchean volcano‐sedimentary package was deposited on a basement complex possibly represented by Paleo‐Mesoarchean gneisses exposed 40–60 km to the east at Cape Charcot and Davis Peninsula. Overall our findings are consistent with a recent model in which Charcot Province rocks formed through gravitational spreading within the Kuunga orogenic system during Gondwana assembly, and enhance our understanding of the tectonic processes shaping East Antarctica. 2026-08-01T00:00:00Z Text Journal contribution 102.100.100/777505 https://figshare.com/articles/journal_contribution/Ediacaran_Cambrian_High_Strain_Melt_Present_Deformation_of_the_Archean_Charcot_Province_East_Antarctica/33312006 CC BY-NC 4.0

oai:figshare.com:article/33318234 2026-08-23T23:33:28Z portal_1036 item_type_6 month_year_08_2026

Discriminating skarn deposits with epidote chemistry: a case study of Dolphin Tungsten (W) Skarn, King Island, Tasmania Angela IS Costa (24615852) David R Cooke (24615855) Yamila Cajal Contreras (15432878) Lejun Zhang (4920610) Charlys VS Neves (24615858) Henry Schaumburg (24615861) Jack Ward (521635) Jeffrey Oalmann (13812253) Ivan Belousov (13901991) Michael J Baker (17414769) Uncategorised value Abstract This study evaluates epidote chemistry as a discriminator of and vector to skarn mineralization, based on LA-ICP-MS analyses of epidote from the Devonian Dolphin Tungsten (W) skarn and Neoproterozoic mafic volcanic rocks (up to 6.5 km northeast from the deposit) on King Island, Tasmania. Epidote from the mafic volcanics has distinctive compositions relative to skarn epidote and metamorphic signatures and records a distal footprint of magmatic-hydrothermal fluids > 4.5 km from Dolphin. Exoskarn epidote, replacing garnet during retrograde alteration, has low Fe/Al ratios (< 0.5) and high Sn (mean > 100 ppm) and Bi (mean > 10 ppm). Endoskarn epidote, replaced feldspar phenocrysts and/or occurs in veins, and is enriched in B, Li, As and Sb (mean > 5 ppm). U-Pb dating of exoskarn epidote yielded a 356.7 ± 8.9 Ma age, which is within uncertainty of the Sandblow Granodiorite (~ 351 Ma), whereas the City of Melbourne Bay Volcanics epidote yielded a 394 ± 65 Ma age consistent with the emplacement of the Tabberabberan‑orogeny intrusions in western Tasmania. A comparative analysis, involving a compilation of 6,008 analyses from previous studies, confirms that epidote compositions vary significantly between magmatic-hydrothermal and metamorphic systems. Arsenic is higher in porphyry epidote, Bi is a distinctive tracer of skarn epidote and elevated Sn is characteristic of W-skarn systems. The LREE/HREE ratios in metamorphic epidote (< 5) are typically lower than in magmatic-hydrothermal epidote (> 5). Additionally, the Sn/HREE ratio discriminates epidote associated with W systems (> 25), Cu deposits (1–25) and metamorphic environments (< 1). Our findings confirm that epidote chemistry is a robust tool for evaluating ore potential and distinguishing skarn from porphyry and metamorphic systems. 2026-08-21T00:00:00Z Text Journal contribution 102.100.100/777504 https://figshare.com/articles/journal_contribution/Discriminating_skarn_deposits_with_epidote_chemistry_a_case_study_of_Dolphin_Tungsten_W_Skarn_King_Island_Tasmania/33318234 CC BY 4.0

oai:figshare.com:article/23083601 2026-08-23T23:31:20Z category_35600 portal_1036 item_type_14 month_year_08_2026

User Behavior Analysis of the Open-Ended Document Classification System Yang Kim (23075557) Byeong Kang (14740729) YJ Choi (16371132) S Park (7764287) GC Park (15973058) SS Kim (9858467) Natural language processing No keyword provided Real-world document classification is an open-ended problem, rather than a close-ended problem, because the document classification domain continually evolves as the time passes. Unlike the close-ended document classification, the participants in the open-ended problem actively take part in the problem solving process. For this reason, it is important to understand the problem solver’s behavioral characteristics. This paper proposes a thorough analysis of them. We found that the problem solving strategies are significantly different among participants because of individual differences in cognition among participants. 2006-01-01T00:00:00Z Text Conference contribution 102.100.100/527370 https://figshare.com/articles/conference_contribution/User_Behavior_Analysis_of_the_Open-Ended_Document_Classification_System/23083601 In Copyright

oai:figshare.com:article/29487824 2026-08-21T06:46:43Z portal_1036 item_type_8 month_year_08_2026

“Set up to fail” : parent perceptions of OPA and sport participation experiences, barriers and opportunities for autistic children and themselves Gillyelle McKeown (18087184) autism sport physical activity disability Narrative Inquiry Autistic people exhibit significant physical and mental health difficulties and commonly face stigmatisation, exclusion, and social isolation. Previous research has shown that organised physical activity (OPA) and sports participation can positively impact the physical and mental health and social connection of autistic people, in particular children (including adolescents). Despite these potential benefits, research has determined that autistic children face more significant and unique barriers, culminating in low levels of OPA and sports participation along with a high likelihood of dropout. However, research that determines potential causes for this phenomenon remains limited. Nevertheless, despite these unknowns, parents are still being encouraged to enrol their children in OPA and sport by experts (e.g., doctors) without a multifaceted understanding of the lived experiences of autistic children and their families in these contexts. Given the increasing rates of autism diagnosis worldwide and the potential benefits of OPA and sport, the need for deepening our understanding of lived OPA and sports participation experiences is critical. As such, in response to this urgent need, the overarching aim of this research was to explore the experiences of parents of autistic children in OPA and sport contexts, along with their perceptions of how their children experienced these contexts. By increasing our understanding in this regard, interventions or strategies may be better formulated and implemented to mitigate any issues that arise (e.g., coach education, sports management, sports policy). Narrative inquiry was employed as the methodology to ensure the parents’ voices and experiences could be foregrounded. Underpinned by the social constructionism epistemology, 17 parents subsequently participated in this research. Using semi-structured interviews, co-constructed narratives, and reflexive thematic analysis, three themes were developed, providing much-needed insight into the OPA and sport participation experiences of autistic children and their parents. Theme one, “It is a juggling act as a parent,” describes the barriers the parents faced, such as stigma, social exclusion, and coaches perceiving parents as problematic due to increased involvement, such as requesting coaches to provide accommodations for their children. Theme two, “Autistic kids are set up to fail in OPA environments,” illustrates how negative societal perceptions of autism have been perpetuated in OPA and sport contexts via the performance-driven and ableist sporting culture, commonly resulting in the exclusion, stigmatisation, and non-accidental harm of autistic children. Theme three, “We have to set them up for success,” illustrates opportunities and beneficial practices, such as increased knowledge, inclusive attitudes, and robust coach-parent-athlete relationships. While there were some, albeit minimal, positive experiences found, the parents of autistic children commonly felt OPA and sports settings had failed their children and them as parents, which led to dropout in some instances. As a result of completing this research and the foregrounding of parents’ narratives, a broader understanding of the complex sociocultural factors influencing the OPA and sport participation experiences of autistic children and their parents has become known. As such, recommendations have been made which can be used by those involved in OPA and sport contexts (i.e., club committees and policymakers), offering guidance which can assist them in providing increasingly positive experiences for autistic children and their families. In addition, the parents’ narratives featured in this research have pedagogical potential, as they can be used for coach education, focused on creating inclusive, enjoyable, and safe OPA and sport spaces. The findings suggest that collaborative efforts are needed to ensure autistic children have their human right for meaningful participation met and to access the potential health and social benefits OPA and sport contexts can provide. 2024-12-19T00:00:00Z Text Thesis 10.25959/29487824.v1 https://figshare.com/articles/thesis/_Set_up_to_fail_parent_perceptions_of_OPA_and_sport_participation_experiences_barriers_and_opportunities_for_autistic_children_and_themselves/29487824 In Copyright Restricted Access

oai:figshare.com:article/29435573 2026-08-21T06:30:16Z portal_1036 item_type_8 month_year_08_2026

Teacher’s perceptions of the benefits and challenges for using multimodal approaches to teach ESL in Indian primary classrooms Geethu Baby (15432437) Multimodality ESL teachers Indian primary classrooms qualitative study semi-structured interviews thematic analysis The multimodal approach uses different semiotic modes of communication including written (vocabulary, grammar), visual (images, layouts, screen formats), aural (music, sound effects), gestural (body languages), and spatial (environmental and architectural spaces). It is a growing educational field and found to be an effective approach to teaching English. English is used as a bridging language in India to connect its multilingual people speaking over 122 languages and is taught in most of the primary schools. There exist notable deficiencies in the English language teaching curriculum at the primary level, principally stemming from limited opportunities for students to engage in listening and speaking activities in English, in addition to conventional approaches using only textbooks and notebooks. Teachers additionally encounter various challenges that further hinder the effectiveness of language instruction in this context. This research focuses on the perceived benefits of incorporating multimodality in English as a Second Language (ESL) teaching in India, and the challenges teachers face in adopting multimodality. India’s most literate state Kerala was selected as the site of the study. Twenty-four teachers from various regions of the Kerala state participated in interviews as part of the qualitative research design used in this study, of which only six reported that they had heard of multimodality. Therefore, a large majority of ESL teachers in India seemed unaware of multimodality and they continued to employ conventional teaching approaches. Participants who had applied multimodality in teaching ESL found that it increased the students’ interest in attending English classes and improved their communication skills. However, many participants identified the lack of resources, assistance, competency, and difficulties with instructions posed difficulties in implementing multimodality in classrooms. Despite their limited awareness of multimodality, ESL teachers claimed to employ multimodal teaching strategies in their classes using the resources they had access to. Every participant acknowledged that there were clear advantages to implementing multimodal approaches in ESL classes; however, for the teachers to implement these new teaching strategies in their classrooms, they require workshops or training, as well as the necessary resources, such as enough preparation time and opportunities for professional development. 2024-12-12T00:00:00Z Text Thesis 10.25959/29435573.v1 https://figshare.com/articles/thesis/Teacher_s_perceptions_of_the_benefits_and_challenges_for_using_multimodal_approaches_to_teach_ESL_in_Indian_primary_classrooms/29435573 In Copyright

oai:figshare.com:article/29435531 2026-08-21T05:24:28Z portal_1036 item_type_8 month_year_08_2026

Interethnic interaction among Ethiopian public university students : a qualitative study Mesfin Woldegebriel (15437399) Interethnic Interaction Higher Education Contact theory Ethiopian Public University The presence of diverse ethnicities among university students creates opportunities for interethnic interactions. However, these interactions often exhibit complexity. For that, universities are expected to devise various policies and strategies that create contexts for positive interactions among students. Ethiopian public universities, renowned for their ethnically diverse student body mirroring the nation's indigenous diversity, have recently witnessed heightened tensions and conflicts among students of different ethnic backgrounds. The recurrence and impacts of the interethnic conflicts and the scarcity of previous studies made it clear that the issue of interethnic interactions among students needs thorough investigations. Accordingly, this study aimed to explore the interethnic interaction experiences of Ethiopian public university students on their campus considering the support provided by the public universities to create positive interactions among students. The study employed Allport's Contact Theory and subsequent developments on the theory as a framework for analysis and discussion. According to Allport (1954) and Pettigrew (1998), the fulfilment of optimal conditions including equality of status, collaborative efforts for the achievement of common goals, support from authority, and creating opportunities for frequent interaction leads to positive ethnic interaction with positive outcomes.The inquiry engaged thirty students from eleven ethnic backgrounds, selected purposively from three public universities in Ethiopia. Data collection involved semi-structured interviews. The collected data were analysed using the six steps of thematic analysis recommended by Clarke and Braun (2006). The study's findings revealed that the three public universities have students from diverse ethnic backgrounds which serve as a potential basis for positive interethnic interactions. The public universities were also found to offer various forms of support at different stages to create opportunities for interethnic interactions including the organisation of induction programs aimed at the importance of peaceful coexistence norms for first-year students, mixing ethnically diverse students in dormitories, and facilitating curricular and extracurricular activities. These support strategies contributed to the fulfilment of sub-optimal conditions for positive interethnic interactions. Nevertheless, challenges persisted which included numerical dominance of certain ethnic groups of students, scarcity of extracurricular activities, and limited diversity of festivals and seminars. These challenges hindered the optimal realisation of the optimal conditions. Despite the limited realisation of the optimal conditions, the findings indicated positive interethnic interaction experiences due to the available opportunities mediated by influences such as positive attitudes toward people and ethnicity, effective communication skills, shared religious beliefs, and a desire to learn about different cultures which ultimately resulted in reduced ethnic prejudice. However, the findings also provided evidence that homophilic tendency and negative interethnic interaction experiences still happened despite available opportunities for positive interactions, mainly due to ethnic prejudices, communication barriers and socio-political influences from external contexts which provoked interethnic tensions and conflicts. Overall, the study highlighted the viability of positive interethnic interactions with the partial fulfilment of the optimal conditions as proposed by Allport (1954) and its transformative potential including the reduction of prejudice. Accordingly, the findings highlighted the need for creating a campus environment that promotes meaningful interethnic interactions with the application of strategies that can lead to the optimal fulfilment of the optimal conditions. The study also highlighted the development of Allport’s Contact Theory relating to the influence of the external environment as socio-political factors and of homophilic tendencies. These factors and tendencies have the potential to disrupt positive interethnic interactions despite the potential to fulfil the optimal conditions as observed in the Ethiopian public university context in this study. 2024-10-17T00:00:00Z Text Thesis 10.25959/29435531.v1 https://figshare.com/articles/thesis/Interethnic_interaction_among_Ethiopian_public_university_students_a_qualitative_study/29435531 In Copyright

oai:figshare.com:article/29435459 2026-08-21T04:58:25Z portal_1036 item_type_8 month_year_08_2026

Effective pedagogies for primary school mathematics teachers in rural schools in Ghana Emmanuel Kumi (15434735) effective pedagogies Mathematics teachers Ghana teacher collaboration Rural Parental and community involvement professional capital An increasing amount of research focusing on students’ performance in mathematics in Ghana reveals a lack of interest and corresponding low performance in the subject (Fokuo et al., 2022). Current Ghanaian data on students’ performance in mathematics for the Basic Education Certificate Examination (BECE) has seen some improvement, but the national average score remained below 50% from 2017 to 2021 (Ministry of Education, 2021). A close look reveals poorer performance by students in rural schools. It is therefore important to ascertain factors that most likely influence effective mathematics teaching approaches and practices in rural schools. It is also suggested that optimum and effective teaching is achieved through a collaborative effort among various educational stakeholders, such as teachers, parents, and community members who bear the responsibility for continuous improvement and the achievement of students. Hence, this study investigated the mathematics teaching approaches and practices of teachers in rural basic schools in Ghana and the influence of teacher collaboration and parental and community involvement on teaching practices. Professional capital theory (Hargreaves & Fullan, 2012) was used to underpin a framework to investigate the influence of demographics, teacher collaboration, and parental and community involvement on mathematics teaching practices. By considering the interplay between the components of professional capital, the study aimed to examine the human and decisional capital of teachers in relation to approaches and practices, alongside social capital in relation to their social networks and collaborative endeavours, which could impact their teaching practices. The methodology was underpinned by an interpretive paradigm and employed a concurrent mixed methods design (Creswell & Creswell, 2018) in gathering both quantitative and qualitative data through a survey with 169 mathematics teachers; semi?structured interviews with 10 mathematics teachers, two headteachers, eight parents, two assembly members, and two school management committee members; and classroom lesson observations with four mathematics teachers. The quantitative data were analysed using SPSS and STATA descriptively, including the use of frequencies, percentages, means, cross-tabulations, and graphs, and the qualitative data were thematically analysed using NVivo. The quantitative and qualitative data were analysed separately, after which the findings were integrated during the interpretation and discussion. The findings from the quantitative survey data suggested that demographic factors had little influence on mathematics teaching approaches and practices. Despite challenges such as class size and limited learning materials, the participating teachers indicated they predominately used demonstration and activity-based teaching approaches. Interview and lesson observation data revealed challenges such as limited professional development opportunities, class size, instructional time, and the lack of teaching materials. Nevertheless, the more qualified and experienced teachers appeared able to overcome these difficulties. Some demographic influence was identified in relation to a small group of eight younger, less-qualified teacher participants. Tasked to work in smaller classes, these teachers exhibited a more limited range of approaches and practices, even in so far as their adherence to policy requirements such as covering the curriculum. Teachers also suggested that collaboration supported their choice of teaching approaches and practices. Although parental and community involvement appeared to have little influence on the teaching practices, the teachers who indicated greater involvement were those who were more experienced. The study makes a valuable contribution to the existing research on mathematics teaching approaches and practices, particularly in rural suburbs in Africa and other parts of the world where teachers are challenged by class size, limited resources, and limited professional development. The results of the study suggest that demographics other than teacher qualification can have little influence on mathematics teaching practices. Taken from a professional capital perspective, human capital, as an aspect of teacher qualification, leads to an increase in decisional capital (Hargreaves & Fullan, 2012). The findings in this study indicated that decisional capital was a key element in teachers overcoming the challenges in rural schools. The more qualified and experienced teachers were able to use effective teaching approaches and practices, as well as incorporating teacher collaboration and the involvement of parents and communities. One key implication of these findings is the need to encourage well-qualified and experienced teachers to teach in rural schools. This, in turn, has the potential to enhance human and social capital within rural schools and so enhance teaching practices that will improve the academic performance of students (Hargreaves & Fullan, 2012). 2024-12-12T00:00:00Z Text Thesis 10.25959/29435459.v1 https://figshare.com/articles/thesis/Effective_pedagogies_for_primary_school_mathematics_teachers_in_rural_schools_in_Ghana/29435459 In Copyright

oai:figshare.com:article/29388782 2026-08-21T03:09:37Z portal_1036 item_type_8 month_year_08_2026

Promoting the health practices and wellbeing of working women : co-design of a health in preconception, pregnancy, and postpartum program Seonad Madden (17776635) maternal health Workplace wellbeing obesity preconception pregnancy postpartum parenting It is estimated that 50% of women enter pregnancy with an above ‘normal’ BMI and many exceed recommendations for weight gain during pregnancy. Excess weight gain during the preconception and pregnancy stages is predictive of postpartum weight retention and high-weight status in the longer term. Factors affecting the health practices and wellbeing of women across the preconception, pregnancy, and postpartum (PPP) periods may impair capacity for weight regulation. Further, overweight or obesity increases the risk of developing chronic conditions such as cancer or cardiovascular disease, along with maternal morbidity, mortality, obstetric complications, and adverse offspring outcomes. Therefore, multi-level strategies to facilitate weight management for PPP women are of the utmost importance. However, the prevailing discourse around obesity and weight is often overly simplistic and lacking consideration of the systemic influences that encompass the individual, social, environmental, and policy factors involved. Community settings, such as workplaces, may be opportune locations to engage individuals in obesity prevention and could play an important role in health promotion. Moreover, the value of digital health interventions has been highlighted for women across these key stages of life. Therefore, the primary aim of this thesis was to co-design and assess the feasibility of a digital health intervention to promote the health practices and wellbeing of PPP women working at University of Tasmania (UTAS). Steps to achieve this aim were guided by Intervention Mapping (IM) methodology, an iterative program planning, implementation, and evaluation framework informed by a socio-ecological approach to intervention design. Steps followed included 1) Logic Model of the Problem, 2) Identification of Program Outcomes and Objectives, 3) Theory-based Methods and Practical Applications, and 4) Program Production. The IM Steps have also been used to structure this thesis. Thus, and in accordance with Step 1, Chapters One to Six detail the findings from a thorough needs assessment and Chapter Six (Methods) also describes the formation of two planning groups. More specifically, Chapter One frames the PPP periods as critical windows of opportunity to improve the health and wellbeing of women, discusses the role of workplaces, and highlights the current gaps in knowledge. A brief introduction to IM is also provided. Defining context is a central aspect of intervention development, therefore in Chapter Two, context is explored as it relates to the priority population and to situate the proposed intervention within the broader research landscape. As such, the need for a place-based and evidence-informed intervention to help fill the current gaps in the care and knowledge of the PPP population is highlighted. Chapter Three includes a systematic review of workplace health promotion interventions targeting the weight, diet, and physical activity (PA) outcomes of working women and reveals the importance of intervention intensity and provision of adequate social support for intervention success. A setting-specific needs assessment, including focus groups, an environmental assessment, and a survey, was conducted and is presented as two studies in Chapter Four. Findings revealed multi-level barriers to the health and wellbeing of PPP women at UTAS, including access and availability of resources, absence of role models, and an uncoordinated approach to employee wellbeing. While workplaces present a unique opportunity to engage with and provide access to PPP working women, the deleterious effects of work on the health and wellbeing of PPP women are also addressed in Chapters One to Four. Accordingly, in Chapter Five this complex relationship was examined from a systems perspective and visualised via an evidence- and theory-informed conceptual model. Findings from the needs assessment (Step 1) informed Step 2 of IM, which involved the generation of specific program goals and objectives with the planning groups during a series of online workshops and meetings. These outcomes are discussed in Chapter Six. Subsequent outputs were used to develop theory?based methods and practical strategies for change (Step 3). An IM protocol, outlining the steps and processes involved in the co-design of a digital health intervention, the ‘Helping Individuals to Prosper and Progress to Parenthood’ Portal, is provided in Chapter Six. Applications of the UTAS project are explored in Chapter Seven, where a description of the portal and its design evolution from co-design workshops to an interactive prototype is provided (Step 4). The portal is an interactive and informative online platform, with content tailored to the needs of UTAS employees and sections dedicated to health and wellbeing events, goal setting and tracking, and information provision. The work in this thesis has also resulted in the development of a second Health in Planning, Pregnancy, and Postpartum digital health intervention at a community service organisation and is detailed in Chapter Seven, along with a comparison of the two projects. Findings from this thesis, and discussed in Chapter Eight, have led to the development of a theory- and evidence-based workplace portal, co-designed with end users to meet the specific needs of PPP women working at UTAS. While feasibility testing and subsequent evaluation of broader program effectiveness are required, an application of this work has already been implemented outside the higher education sector. The rapid development and acceptability of the resulting novel digital health intervention demonstrates the value and potential of the work detailed in this thesis on a broader scale. The present work also underscores the importance of a socio-ecological approach to intervention development, workplace health promotion, and within the overall preventive health space. This thesis has filled several gaps in the literature by revealing the unique barriers and facilitators affecting the health and wellbeing of PPP working women, clarifying the nature of the work-health relationship, and broadening the scope of our collective knowledge around maternal obesity prevention. Organisational recommendations and strategies for health improvement and promotion of PPP employee wellbeing, arising from this research may facilitate intervention implementation and have beneficial flow on effects for employee families and communities. 2024-12-12T00:00:00Z Text Thesis 102.100.100/734227 https://figshare.com/articles/thesis/Promoting_the_health_practices_and_wellbeing_of_working_women_co-design_of_a_health_in_preconception_pregnancy_and_postpartum_program/29388782 In Copyright eyJtZXRhZGF0YVByZWZpeCI6ICJvYWlfZGMiLCAidmVyYiI6ICJMaXN0UmVjb3JkcyIsICJvYWlfaGFuZGxlciI6IHRydWUsICJpbnN0aXR1dGlvbl9pZCI6IDEwMzYsICJwYWdlIjogMiwgInhDdXJzb3IiOiAiSWxzeE56ZzNNamd4TnpjM01EQXdMQ0F5T1RNNE9EYzRNbDBpLlFQRjlrN1dkRnB4NWphelZnX2FOR2pONWh0NCIsICJleHBpcmF0aW9uIjogIjIwMjYtMDgtMjUgMDY6MDc6MjAifQ==