Pathway to the future? Doing Childcare in the Era of New Zealand's Early Childhood Strategic Plan.

I have always been interested in teachers' work in groups, partly because of my background as a teacher in centre-based childcare and, more recently, as a facilitator of in-service teacher education. When I turned to the literature on teacher decision-making with respect to curriculum I found, however, that existing studies were almost all drawn from accounts of individual teachers. It seemed to me to be one thing to examine individual teachers at work, investigating their beliefs about curriculum and their articulation of their practice (e.g., Ayers, 1989; Burton, 1997; Hseih & Spodek, 1995; Paley, 2001). But what if several such teachers were put together for several hours, in a single teaching space, with a large group of children aged from birth to five? How would they make it work? As I contemplated this research focus, it was evident to me that the curriculum was a key construct around which teachers' shared decision-making might be explored. A milestone in New Zealand education during the 1990s was the development of the early childhood curriculum framework Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa: Early Childhood Curriculum (Ministry of Education, 1996a). This document was the result of extensive collaboration and consultation across the early childhood sector (Te One, 2003) and had been greeted enthusiastically in its draft form by early childhood teachers (Murrow, 1995). But, as I embarked on my doctoral research in late 1999, a persistent question troubled me: What did early childhood teachers mean when they used the word 'curriculum'? Several years had passed between the release of the draft version of Te Whariki (Ministry of Education, 1993) and the beginnings of my research, but there had been very little investigation of this question in New Zealand. The combination of my interest in teachers' work in groups and this conundrum about early childhood curriculum generated my principal research question: How do groups of early childhood teachers intersubjectively construct and enact their definition(s) of curriculum

Supervision and assessment of the early childhood practicum : experiences of pre-service teachers who speak English as a second language and their supervising teachers

Findings are reported from the third phase of a small exploratory study that aimed to understand how pre-service teachers from culturally and linguistically diverse (CALD) backgrounds, and those who supervise them in early childhood settings, experience practicum assessment, and the extent to which practicum assessment takes into account pre-service teacher diversity. Discourse analysis (Foucault, 1972), applied to interviews with pre-service teachers and supervising teachers, revealed a persistent ‘discourse of denial’ of cultural difference on the part of supervising teachers, who nevertheless genuinely attempted to negotiate the inevitable challenges posed by the supervision of CALD pre-service teachers. The paper concludes that supervising teachers were at pains to produce and perpetuate a liberal humanist discourse within which all human beings are ‘the same’ or should be equal, even as they attempted to recognise CALD pre-service teachers’ learning styles and needs

The future of deviation

The deviation doctrine provides that in cases of termination for breach by deviation a contract of carriage will be rendered entirely unenforceable. It follows that a deviating carrier will be deprived of the benefit of all exemption and limitation clauses contained within that contract, even in cases where the deviation is minor. This approach is unduly harsh on the deviating carrier. The deviation doctrine, although a longstanding feature of maritime law, has been subjected to considerable judicial and academic criticism. Although the need for reform is clear, there is significant disagreement as to what the future of deviation ought to look like. This thesis makes the case for reforming the deviation doctrine in line with the principles of general contract law. The thesis builds upon existing scholarship by dissecting the view that deviation is inherently special. The thesis contends that there are no justifications for the deviation doctrine existing as a body of law sui generis. Whilst historical explanations for such treatment can be found in the law of marine insurance and bailment, changing commercial practices have rendered a breach of the duty not to deviate comparable to breaches of other terms of a contract of carriage. It follows that alternative proposals for the future of deviation are misguided in so far as they presuppose the need for a special solution to what is now simply an ordinary contractual problem. With this notion dismantled, the thesis concludes by examining each stage of a claim for breach of a contract of carriage by deviation in turn, to demonstrate how the application of general contractual principles would clarify the existing law and provide doctrinal consistency

Recent Judicial Perspectives on the Duty of Candour

The duty of candour – the common law duty that governs the evidence base in judicial reviews – has long been a feature of the public law landscape. The duty requires the parties before a court to provide all the facts and information needed for a fair determination of the issue at hand.Footnote1 The last few years have seen an increasing degree of judicial attention being paid to the duty. This article explores recent cases on the duty of candour which demonstrate contemporary judicial thinking. It identifies four themes which are discernible from recent case law. These themes are (i) elucidation on when the duty is engaged; (ii) demonstration of the range of consequences of non-compliance; (iii) emphasis on the interrelationship between the duty of candour and record-keeping practices; and (iv) proactivity in checking for compliance

Delay of early detection on cervical cancer patients advance stadium in Sanglah central hospital Denpasar

Background: Patients with cervical cancer late to realize that they have been infected with the disease and come treated in an advanced stage, this will increase the number of morbidity and mortality in women. The purpose of this study is to determine the factors associated with delay in cervical cancer patients do early detection.Methods: Cross-sectional analytic research design with 90 samples of cervical cancer patients who came to visit Poly Clinic of Obstetrics and Gynecology Sanglah Central Hospital Denpasar using consecutive sampling technique. Data were analyzed gradually including univariate, bivariate (chi square) and multivariate (poisson regression).Results: This study showed 61 respondents (67.8%) came to the service already in the state of advanced stage (>IIB). The variables that are significantly related to the time of self examination are education, occupation, family income, knowledge, attitude, information presentation, availability of service place, and family support. Education, knowledge, and attitude are the dominant variables.Conclusions: Efforts to increase early detection by improving the quality and quantity of education by health personnel and all supporting components

Ambiências interativas como aportes para (re)pensar a organização dos tempos na Educação Infantil

Este artigo apresenta reflexões sobre a organização dos tempos na Educação Infantil, construídas com um grupo de professoras, no ano de 2020, no contexto de revisão da Proposta Pedagógica da rede de ensino de um município do oeste de Santa Catarina. Os estudos temáticos, realização de reuniões e elaboração do documento/proposta final compuseram a metodologia adotada pelo estudo, que objetivou discutir e elaborar estratégias de articulação entre tempos, espaços e relações pedagógicas e educativas, pautadas na valorização da vida cotidiana para a (re)organização da rotina diária nas instituições. Os resultados destacam a articulação entre as dimensões estruturantes da prática: tempos e espaços, por meio da constituição de ambiências interativas e sustentáveis, que possibilitam a realização de práticas em pequenos grupos, ampliam o protagonismo e a participação infantil, em uma jornada cotidiana que busca o equilíbrio entre os momentos optativos e os momentos essencialmente conduzidos.   Palavras-chave: Ambiência; Tempos; Educação Infantil.Abstract:  This article presents reflections on the organization of times in Early Childhood Education, built with a group of teachers, in the year 2020, in the context of reviewing the Pedagogical Proposal of the teaching network in a municipality in the west of Santa Catarina. Thematic studies, holding meetings and drafting the final document/proposal comprised the methodology adopted by the study, which aimed to discuss and develop strategies for articulation between times, spaces and pedagogical and educational relationships, based on valuing everyday life for (re) organization of the daily routine in institutions. The results highlight the articulation between the structuring dimensions of the practice: times and spaces, through the constitution of interactive and sustainable environments, which enable the realization of practices in small groups, expand the protagonism and child participation, in a daily journey that seeks the balance between optional moments and essentially conducted moments.   Keywords: Ambience; Times; Child education