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[ 30 June 2012 to 6 July 2012. ]
The jewel of the Inner North's boho set, The Front, has let it be known they're turning 7 this Saturday night!
One of Canberra's most loved artistic institutions, The Front Gallery and Café is about to turn seven, and everyone is invited to join in the celebrations.
Starting on Saturday 30 June, The Front will host seven [...]
[ 1 July 2012 at 10:30 am; ]
Facebook brings word of a very big day of festivities for NAIDOC week in Canberra.
NAIDOC on the Peninsula 2012
IT's ON! A fun day of free entertainment for all the family to celebrate NAIDOC week. Includes the official opening of NAIDOC Week and flag raising ceremony at 10.30am.
Featuring performances by: Dan Sultan (acoustic show), Microwave [...]
[ 23 June 2012 at 11:30 am; ]
Free entry! $500 cash for 1st prize.
When: Sat 23 June, come and register at 11.30am.
Where: Eddison Park Skatepark (Woden), Cnr of Launceston Street and Yamba Drive, Phillip
[ 14 June 2012 to 27 June 2012. ]
The CSIRO is letting people know they've got an exhibition running about "the textures and patterns of Black Mountain, a small yet diverse area of wilderness in the middle of Canberra City".
Photographer Michael John Hood has captured this bushland by studying the surfaces and details of the mountain up close with high resolution macro imagery.
These [...]
[ 15 June 2012 to 17 June 2012. ]
The short week is over nearly before it's begun.
But what are we going to do in and around Canberra this winter weekend?
Just leave your thoughts in the comments.
[ 26 June 2012 at 9:00 pm; ]
This has come in and looks like fun:
Tuesday 26th June
The Loft Dickson
9pm, $15/$12
Fats Homicide
After a long hiatus, the boys have put
the band back together for this special
concert. Prepare to be bludgeoned,
bewildered and caressed, often in the
same moment.
Chinnery – traps
Lustri – gats
Milman – flaps
[ 8 July 2012 at 9:00 am; ] The season final for the MEA[ACT] Car Sound Competition Series is almost upon us.
BDL Car Stereo in Fyshwick will be hosting the round on the 8th July 2012 which is proudly sponsored by Focal Australia
Come and see some of the best sounding and loudest cars in Australia. There will also be show cars, demo cars [...]
[ 21 June 2012 at 8:00 pm; ]
This looks interesting. Anything Simon Milman's doing is worth checking out.
Thursday, 21 June 2012 20:00
Smiths Alternative Bookshop
S. Milman J. Lake A. Fedorovitch
N. Ew Band F. Irst Gig
Hecklers and Dancers invited
[ 30 June 2012 at 11:30 am; ]
The Nerf Warriors are going melee as explained on Facebook:
This one's for the mad melee enthusiasts out there!
Melee weapons – up to 180cms max
Shields – width and length up to 75cms max.
Bows – foam arrow firing bows only i.e. Nerf BBB.
Pistols – single shot ONLY.
Melee rules & Construction:
Melee weapons are for tags only – excessive [...]
[ 16 June 2012 at 8:30 pm; ]
This in from Sunchaser & The Wayward Orchestra which we highly recommend!
Sunchaser & the Wayward Orchestra launch their brand new EP at Transit Bar on Saturday , June 16th. Guaranteed to be a huge night! The band have also confirmed Putty & Lavers will be performing!
Pre Sale tickets available http://www.moshtix.com.au/event.aspx?id=57366 and at Landspeed [...]
[ 14 March 2013 to 24 March 2013. ]
The excellent You Are Here festival has announced next year's dates for 10 days of mayhem.
And now, to business. The dates for the 2013 You Are Here festival have been confirmed, and we will be running from Thursday 14 – Sunday 24 March. Begin getting excited, we are.
Secondly, if you're interested in being involved – [...]
[ 17 June 2012 at 6:30 pm; ] Join us for a night of Bollywood-themed fun at Room to Read's Bollywood Bonanza, raising funds for Room to Read's literacy programs in 10 developing world countries.
[ 15 September 2012 to 21 September 2012. ] 50th ANNIVERSARY CONVENTION
From 15-21 September 2012 the Australian Photographic Society will hold its annual convention at the Southern Cross Club, Corinna Street, Phillip ACT. This year's event is to celebrate their 50th anniversary and is open to everyone!
This event held over 7 days will include top Australian and overseas speakers, workshops [...]
[ 13 July 2012 at 8:00 pm; ]
The Hellenic Club's turning into the go-to guys for fun events in Civic. Today we see the nomadic Greenroom has found a new home!
Who: Barrel of Monkeys + Escape Syndrome + Septimus Prime + Variodivers
When: Fri 13th July
Where: The Greenroom. (At The Hellenic Club. 13 Moore St, Civic)
Doors: 8pm
Entry: $15+bf
[ 13 June 2012 to 23 June 2012. ]
Bruce Hoogendoorn's new play is opening at The Courtyard Studio, The Canberra Theatre Centre, on the 13th of June. The climate has changed and an elite group of professionals are now living underground with the goal of repopulating the country when, and if, it cools down. Five of the women are pregnant, but all are [...]
[ 12 June 2012 at 12:30 pm; ]
We have in the past been less than enthusiastic about Twitter Community Cabinets.
But the ACT Government is to be congratulated for finding a way to make it even more horrible.
They're promoting the upcoming 12 June TwitCab and (here's the evil genius part) are encouraging non twitter users to take a quick Library course on Twitter [...]
[ 8 June 2012 to 11 June 2012. ]
A Jubilee Queen's Birthday Long Weekend is upon us.
It's too cold for the beach so what's worth seeing and doing around Canberra this weekend?
Just leave your suggestions in the comments.
[ 20 June 2012 at 7:30 pm; ]
Facebook has the good news:
BAD!SLAM!NO!BISCUIT! is your poetry slam in June.
And that means bring your words, your crimes against poetry, your rants, your intent to coagulate on stage, your witticisms, your HERE I AM JUDGE ME BECAUSE I DON'T CARE FOR YOUR JUDGING, all for prizes, all for poetry, all for their poetry, ALL FOR [...]
[ 14 June 2012 at 8:00 pm; ]
On June 14 come check out the best of Canberra's comedy talent at the CIT Music Industry Centre. Also featuring some musical interludes from Lavers. The gig will be filmed by CIT Media students. Some parts of the show might include coarse language and potentially offensive material.
Doors open 7:30pm for 8:00pm [...]
[ 14 June 2012 at 7:00 pm; ]
HOME BY CHRISTMAS Introduced by Director Gaylene Preston, followed by Q+A after the screening.
In the late 1980s New Zealand filmmaker Gaylene Preston began researching the lives of local NZ women during World War Two. She began with the stories she thought [...]
[ 8 September 2012; ] The Capital Arts Patrons' Organisation is letting everyone know tickets are now on sale for their fundraiser dinner:
CAPO has begun selling tickets to its annual arts auction party and fundraising event on Saturday 8 September at M16 Artspace in Griffith. M16 is an artist-run organisation that provides valuable visual arts infrastructure and development to artists, [...]
[ 3 January 2013 to 6 January 2013. ]
We've been getting a lot of google traffic from people looking for the summernats dates next year.
Just to help everyone out it's going to be 3 January to 6 January. More details on their website.
[ 22 June 2012 at 5:30 pm; ]
Restricted entry to 15+
To mark our Extreme Film and Sound Exhibition, the centennial of Australia's engagement with the Antarctic continent, plus the traditional polar explorer's Longest Night festivities, the NFSA will become the ultimate in Canberra chill-out zones.
From 5.30pm our theatrette will be screening a selection of filmic experiments beyond the circles of the Antarctic [...]
[ 31 August 2012 at 1:00 pm; ]
Well you've got to admit this looks like a bit of fun:
Shananigans Entertainment Presents:
The 90′s Music Festival!!
Come and see some of Canberra's best musicians perform songs from some of your favourite bands from the 90′s!!
* Faith No More * Rage Against The Machine * Nine Inch Nails * Marilyn Manson * Primus * Weezer * [...]
[ 6 June 2012; ]
Thanks to skidbladnir for the tip. Scope Mount Stromlo are advising that you can safely view Wednesday's last-chance-to see transit of Venus with them:
On the 6th of June 2012, the planet Venus will pass directly in front of our sun and will be visible in Australia from 8:15am until 2:45pm.
The transit of Venus became [...]
[ 1 June 2012 to 30 June 2012. ] Sat 2nd 9:30pm
Yae Tiger
Mon 4th 8pm
CMC presents the Bootleg Sessions
James Fahy Trio
Shop Girl
Matthew Simpson-Morgan
Tue 5th 7:30pm
The Phoenix Quiz
Thursday 7th 9pm
Southerly Change
Alice Cottee
Saturday 9th 9:30pm
Jude Kohn
Monday 11th 8pm
BMA Presents the Bootleg Sessions
Joe Oppenheimer and the Psy Folk,
James Fahy
The Mitchell Fyshwick Experience
Tue 12th 7:30pm
The Phoenix Quiz
Thursday 14th 9pm
Science in the Pub
Simon Pampena
Saturday 16th 9:30pm
Flat Earth [...]
[ 1 June 2012 to 3 June 2012. ]
Well the RiotACT team is going to Melbourne to watch the Brumbies bounce back into form.
But for those who remain what's worth seeing and doing around Canberra this weekend?
Just leave your suggestions in the comments.
[ 11 June 2012 at 11:00 am; ]
Canberra Tweed Ride is back for its fifth edition!
Tweed Ride is a global event to celebrate all-season cycling in its simplest form: a social ride, non-competitive, politely sharing the paths and roads at an easy pace with numerous stops at cafes and landmarks.
Join us at The Front Cafe, Lyneham, between 10 and 11am on 11 [...]
[ 2 June 2012 at 8:00 pm; ]
Local party kings Readable Graffiti are launching their most excellent EP Male Mood Swings this Saturday at Transit.
Facebook has more details:
READABLE GRAFFITI are throwing down a massive party to celebrate the release of their new EP, 'Male Mood Swings'. After taking their sweet time to get the new tunes together, the boys are ready to [...]
[ 25 May 2012 to 2 June 2012. ]
We've had a poster in for Tempo Theatre's "An Inspector Calls" on this week.
Tickets are available from Canberra Ticketing.
[ 6 June 2012 at 8:00 pm; ]
Ex-Canberran comic Toby Halligan headlines Comedy Club at The Civic Pub on June 6.
Toby Halligan is one of Australia's most exciting young comedians and improvisers. A NSW Raw Comedy semi-finalist, and winner of the Worlds Debating Comedy Award in 2003, he's performed at the Midsumma Festival, LOL Comedy at Melbourne Fringe, on [...]
[ 5 June 2012 at 5:30 pm; ]
Free public lecture at the Shine Dome, Gordon Street Canberra.
Dr Mark Stafford Smith
Science Director
CSIRO, Climate Adaptation Flagship
The lightly inhabited remote rangelands are the quintessential imagery of Australian advertising. When compared to their population, these lands are a disproportionate source of the country's wealth, particularly through mining and tourism, and a source of the country's angst [...]


text:
Simpang Sungai Choh Vacation Packages
Kuala Lumpur, the country's capital, is located 16 miles (26 kilometers) southeast of Simpang Sungai Choh, while Malacca is 90 miles (145 kilometers) to the southeast.
While it can be tempting to just kick back and relax when visiting Simpang Sungai Choh, remember, Selangor 's abundance of scenic delights await. Cheras, lays 19 miles (31 kilometers) to the northwest, while Taman Seraya lies 20 miles (32 kilometers) to the northwest.
About 16 miles (26 kilometers) to the southeast of Simpang Sungai Choh is Kuala Lumpur, a regional city where you can visit Jamek Mosque, Kelab Golf Sultan Abdul Aziz Shah and Starhill Gallery. St. John's Cathedral, National Science Centre and Jalan Alor are just a few of the many other visitor attractions in Kuala Lumpur.
Enjoy moments of serenity at Selangor 's temples.
Watersports are a much-loved pastime here. When the weather is fine, why not go scuba diving or freediving; Selangor has some perfect spots. Pack your camera and join a knowledgeable guide for one of the wildlife spotting tours and culinary tours.
Savvy travelers know that trying popular local dishes is a great way to really get to the heart of an area. No journey through this region would be finished without getting a taste of sate kajang (kajang satay) or yong tau foo (stuffed tofu).
Before you return to the familiarity of home, you'll be bidding this special place a sad Sampai jumpa lagi (farewell).

subset: commoncrawl


text:
media jobs near Windsor, CT
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Development Social Media Coordinator
Center for Human Development - Springfield, MA
Development and Social Media Coordinator. CHD through social media, community outreach, fundraising and event coordination....
Digital Sales Manager
YP Media Solutions - Hartford, CT
Digital Sales Manager Each day our Digital Sales Managers actively coach and manage sales executives on selling YP's comprehensive and powerful digital
Quantitative Consultant - Inforce Life Products
MassMutual Financial Group - Springfield, MA
2016 Military Friendly Employer by Military Friendly, a division of Victory Media. Job Post - 50945737....
Account Manager
Primacy - Farmington, CT
We are currently searching for an Account Manager in our Boston office. The Account Manager is responsible for building strong account satisfaction, retention
Experienced Outside Sales Representative
Adcorp Media Group - Hartford, CT
Adcorp Media Group Hiring Organization:. Adcorp Media Group is a privately held ten year old, multi-million dollar media company based in Westchester County,...
Pension Buy-Out Transition Consultant
MassMutual Financial Group - Enfield, CT
2016 Military Friendly Employer by Military Friendly, a division of Victory Media. Job Post - 50899233....
Creative Director
Clarus Commerce - Rocky Hill, CT
The role will need a working understanding of digital media, including web, mobile and UX design, as well as knowledge of print media and how to design around...
Operations Director
Artists for World Peace - Middletown, CT
Handle communications and marketing, including web-site maintenance, development of newsletter, and social media....
Digital Marketing Manager
Stanley Black & Decker - New Britain, CT
Job Description: The IA/SWS Digital Marketing Manager is responsible for the execution of the digital marketing and merchandising strategy for our Industrial
Marketing Coordinator--020064
Adecco - Bloomfield, CT
Update web site and social media outlets as needed. Develop and maintain social media, blogs, articles, company inside information, and other digital assets....


text:
Are there any unexpected side effects of using "except None"? The behavior I expect is that nothing will be caught by that clause which a few small tests seem to confirm.
Here is a rough outline of what I am trying to do. When no argument is provided to the function, exceptions=None which creates the "except None" clause. Just want to double check that I'm not going to catch something unexpected.
# exceptions is exception or set of exceptions I want to do special processing for
def check_exceptions(exceptions=None)
except exceptions as e:


text:
Catholic Church
NEW WORLD ORDER: Pope Francis Calls For Israel To Give…
Donald Trump
THE BIG BOUNCE: Donald Trump Soars Past Crooked Hillary In…
Election 2016
BUILDING WALLS NOT BRIDGES: DNC Erects Massive 4 Mile Long…
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Middle East
Obama Silent As Persecuted Christians In The Middle East Face Extinction
Geoffrey Grider
November 9, 2015
US Navy Sends Aircraft Carrier USS Theodore Roosevelt To Stop Iran From Entering Yemen
Geoffrey Grider
April 20, 2015
Jordan Confirms Over 7,000 Dead ISIS Militants After Targeted Allied Air Strikes
Geoffrey Grider
February 9, 2015
Shock As It's Revealed Obama Orders US Military To Submit To Sharia Law During Ramadan
Geoffrey Grider
June 29, 2014
The Shocking Reason Why Obama Denied Iraq's Desperate Pleas For Military Help
Geoffrey Grider
June 12, 2014
John Kerry Threatens Israel As Peace Talks Stall
Geoffrey Grider
April 4, 2014
Obama Says Nothing As Christians Slaughtered In Middle East
Geoffrey Grider
January 23, 2014
Will The Coming Attack On Syria Spark A Global War?
Geoffrey Grider
August 28, 2013
US President Barack Obama Behind Morsi's Power Grab In Egypt
Geoffrey Grider
November 28, 2012
Rockets Fired From Egypt Hit Israel
Geoffrey Grider
November 17, 2012
Hezbollah Demands International Law Making Insulting Islam A Crime
Geoffrey Grider
September 18, 2012
The Entire Muslim Middle East Shouts 'DEATH TO AMERICA!'
Geoffrey Grider
September 14, 2012
Powerful 'Flame' Cyber Weapon Hits Middle East Targets Iran
Geoffrey Grider
May 28, 2012
Muslim Brotherhood Plans Revealed For Complete Middle East Takeover
Geoffrey Grider
January 31, 2012
US Stations Two Aircraft Carriers Opposite Iran, 15,000 Troops Now in Kuwait
Geoffrey Grider
January 13, 2012
The Middle East Will Be The Islamist Caliphate Confederacy Spoken Of In Psalm 83
Geoffrey Grider
January 8, 2012
Hello, Magog! Israel's Woes Mount As Russia Sides With Palestinian Statehood Bid
Geoffrey Grider
September 12, 2011
With Obama's Help, Arab Spring Jihadists Plot to Take Over Libya
Geoffrey Grider
September 5, 2011
Rebels Capture Tripoli Amid Claims That Gaddafi Has Run Away 'Like A Coward'
Geoffrey Grider
August 21, 2011
Arab Spring Continues Unchecked As Middle East Implodes
Geoffrey Grider
June 11, 2011
Libya:Obama's Malpractice
Geoffrey Grider
April 4, 2011
Muslim Brotherhood Advances In Syria
Geoffrey Grider
March 24, 2011
Obama's Red Carpet, Gaddafi's Red Streets
Geoffrey Grider
February 26, 2011
Tunisia: Another Christian Dead At The Hands Of Islam
Geoffrey Grider
February 22, 2011
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Leo Jiang


text:
Tech Thursday: 15% off 1+ Yards of Sport Lycra, Performance Knit & Performance Pique Fabrics Through 11:59 P.M. EDT July 28th.
Doodling, drawing and painting, embroidery are great stress busters. Converting them into textile prints feels so rewarding. Combining swatches of these prints into old and new quilt patterns is even more rewarding. I hope viewers feel the same.
© 2008-2015 Spoonflower Inc


text:
Research Article
Interobserver agreement in ultrasonography of the finger and toe joints in rheumatoid arthritis
Version of Record online: 3 APR 2003
DOI: 10.1002/art.10877
Copyright © 2003 by the American College of Rheumatology
Arthritis & Rheumatism
Volume 48, Issue 4, pages 955–962, April 2003
Additional Information
How to Cite
Szkudlarek, M., Court-Payen, M., Jacobsen, S., Klarlund, M., Thomsen, H. S. and Østergaard, M. (2003), Interobserver agreement in ultrasonography of the finger and toe joints in rheumatoid arthritis. Arthritis & Rheumatism, 48: 955–962. doi: 10.1002/art.10877
Publication History
- Issue online: 3 APR 2003
- Version of Record online: 3 APR 2003
- Manuscript Accepted: 30 DEC 2002
- Manuscript Received: 16 SEP 2002
Funded by
- Danish Rheumatism Association
- Abstract
- Article
- References
- Cited By
To evaluate the interobserver agreement of ultrasonographic assessment of finger and toe joints in patients with rheumatoid arthritis (RA) by 2 investigators with different medical backgrounds.
Ultrasonography and clinical examination were performed on 150 small joints of 30 patients with active RA. A General Electric LOGIQ 500 ultrasound unit with a 7–13-MHz linear array transducer was used. In each patient, 5 preselected small joints (second and third metacarpophalangeal, second proximal interphalangeal, first and second metatarsophalangeal) were examined independently on the same day by 2 ultrasound investigators (an experienced musculoskeletal radiologist and a rheumatologist with limited ultrasound training). Joint effusion, synovial thickening, bone erosions, and power Doppler signal were evaluated in accordance with an introduced 4-grade semiquantitative scoring system, on which the investigators had reached consensus prior to the study.
Exact agreement between the 2 observers was seen in 91% of the examinations with regard to bone erosions, in 86% with regard to synovitis, in 79% with regard to joint effusions, and in 87% with regard to power Doppler signal assessments. Corresponding intraclass correlation coefficient values were 0.78, 0.81, 0.61, and 0.72, respectively, while unweighted kappa values were 0.68, 0.63, 0.48, and 0.55, respectively. Ultrasonography showed signs of inflammation in 94 joints, while clinical assessment revealed tenderness and/or swelling in 64 joints.
An experienced radiologist and a rheumatologist with limited ultrasound training achieved high interobserver agreement rates for the identification of synovitis and bone erosions, using an introduced semiquantitative scoring system for ultrasonography of finger and toe joints in RA. Signs of inflammation were more frequently detected with ultrasound than with clinical examination. Ultrasonography may improve the assessment of RA patients by radiologists and rheumatologists.


text:
If you have troubles since the update to WordPress 4.5 please read this post before opening a new thread.
I'd like to remove the third column on the front page of the display theme, basically I just want 2 columns of equal width on the front page, I'm wondering if someone could help in doing so!
Thank you
The topic 'Number of columns on front page' is closed to new replies.


text:
West wimps out
Allen West Concedes: 'I Congratulate Patrick Murphy as New Congressman from Florida's 18th'
GOP Rep's incompetent attorneys won't contest mistabulated race…
In what UPI's Gabrielle Levy describes as a "passive-aggressive" Facebook post, Republican Rep. Allen West conceded to his Democratic challenger, Patrick Murphy, in FL's 18th Congressional District this morning.
With West's concession, however, there are still a few points to keep in mind moving forward. First, while West refers to there not being "enough…fraudulent votes" to change the outcome of the race, it should be noted that, to date, neither he nor his attorneys have presented substantiated evidence of any fraudulent votes, to our knowledge.
But that's just a start. West's incompetent attorneys and advisers were so foolishly obsessed with the absurd chimera of incredibly infrequent "voter fraud", rather than the greater threat of insider election fraud or, even more of note here, very common tabulator errors by horribly designed computer systems, they never bothered to insist on a public hand-count of all of the ballots in his race. Who knows what they might have found? Either way, that would have been the only way to know for certain who actually won and who actually lost the election. But getting it right has never been a trademark of Allen West…
FULL STORY: http://www.bradblog.com/?p=9743
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"While We Were Sleeping"
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Orwell Rolls In His Grave, featuring MCM – Buy the DVD
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News From Underground is a daily e-news service run by Mark Crispin Miller, a Professor of Culture and Communication at NYU. It is based on his belief that academics, like reporters, have a civic obligation to help keep the people well-informed, so that American democracy might finally work.
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text:
ALERT-2 Protocol Development
Award Information
Small Business Information
Salo IT Solutions, Inc.
1313 5th Street SE, Minneapolis, MN, 55414
Principal Investigator:
Timothy Salo
(612) 605-6896
(612) 605-6896
Business Contact:
Timothy Salo
(612) 605-6896
(612) 605-6896
Research Institution:
AbstractSalo IT Solutions, Inc. (SaloITS) will design and implement the ALERT-2 protocol, a next-generation suite of network protocols that will provide enhanced services for Automated Flood Warning Systems (AFWSs). The focus of this Phase I project is to create and develop a consensus within the ALERT community in support of an ALERT-2 Requirements Specification document and an ALERT-2 Protocol Specification document. The Requirements Specification will record the unmet needs that a next-generation protocol for automated flood warning systems should address. Its audience will primarily be users and operators of ALERT systems. Its purpose is to provide a benchmark against which the ALERT-2 Protocol Specification can be evaluated. The Protocol Specification will be a technical document that will be mostly of interest to vendors, and perhaps a few technically sophisticated users and operators.
* information listed above is at the time of submission.
An Official Website of the United States Government


text: I have a deep seated love for my iPhone, my iPad, and my iPod. The items I chose for Dwell's Holiday Gift Guide represent some of my favorite finds this year. Most of the items on my list are gadgets (or gadget related), with a few exceptions. Regardless of the bucket in which they fall, I think you'll agree that these products are impressively designed.


text:
Used cars for sale in Orkney Islands
Find below a listing of used cars available in Orkney Islands. With the widest range of private and trade cars, you have access to the biggest choice and the best prices.
Browse the widest choice of used and new cars or find a car dealer in Orkney Islands today.
Latest second hand cars for sale in Orkney Islands
|Showing 1 result
Mercedes-Benz A Class 1.6 A180 Sport 5dr
2014 (63 reg) Hatchback
Recently serviced, balance of manufacturers warranty till Jan 2017. Private plate not included, 2 owners, Electric windows, Air conditioning, Parking aid, CD player, Leather trim, …
Not found what you were looking for?
We currently have 1 Used car available in Orkney Islands on Auto Trader
Looking for a particular Town in Orkney Islands?
Town not listed above? You can also browse our full list of all towns in Orkney Islands.
Used cars in Orkney Islands on Auto Trader
Auto Trader is the best place to compare cars available for sale in Orkney Islands. We partner with local dealers across England, Wales, Scotland and Northern Ireland to provide you with the biggest choice of cars available in your area. Auto Trader is proud to help you in every step of your purchase, by sharing with you both car reviews written by our experts and by drivers of cars. You can also find great insurance deals and other useful services and information when it comes to buying a car.


text:
Taichi Hatano Retoucher
Beauty by J MackMakeup Artist Female BRONX, New York, US
My Website: Beauty by J. MackMy MM URL: http://www.modelmayhem.com/beautybyjmack
Mayhem # 2810668
About MeMy name is Jennifer. I'm a freelance makeup artist based in New York City. I'm looking to build my portfolio and am open to doing time for print (depending on the project). I am available to work evenings and weekends. I've worked on photo shoots, music videos, weddings, fashion shows and special occasions. Please contact me via Model Mayhem for further inquiries.
Have you worked with Beauty by J Mack? Add Credits for Beauty by J Mack! >>
Taichi Hatano Retoucher
Sasha De la Cruz Model
kuwshkelly... Photographer
qdaniella Model
Raoul Brown Photographer
EGURTSED Photographer
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Exclusive Report: How a multi-million dollar producer generates free leads
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We Have The SECRET To The Sale!
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The Roane County Beer Board refused to hear Roma L. Christopher's application for a beer permit on Tuesday.
"Because you all think I'm opening up for Grover Norton," Christopher told the board.
Norton, owner of the Grill & Pub, had his beer permit revoked for a year on Feb. 12. Christopher planned to operate from the same location, 2224 Harriman Hwy., under the name 27/61 Grill-N-Pub.
According to her application, Norton still owns the property.
The meeting lasted about five minutes.
"I have some questions about the legality of this, and I would like to move that we postpone until such time as our county attorney can advise us on some of the legal issues surrounding this permit," Board Member Steve Kelley said.
That's not what Chairman Copper Bacon had in mind.
"We got everybody here, and I think we need to either give it to her or not give it to her," Bacon said.
"We need a motion to hear the application first," Board Member Randy Ellis said.
Bacon got no response from the other board members when he asked for the motion to hear the application. He asked three times.
"The board is not going to listen to your application," Bacon told Christopher.
"So I'm being denied?" she asked.
"Yes," Board Member Chris Johnson said.
"It's not that you're denied," Ellis added. "There just wasn't a motion before the board to hear the application."
Christopher asked for an explanation, but she didn't get one.
"We're going to adjourn this meeting," Bacon said.
A Facebook page called "Help Me Stop the Grill and Pub in Harriman from Reopening" has over 700 likes.
After the meeting, Christopher had some not-so-kind words for Vickie Davis, the woman who started the Facebook page.
"Hey, Vickie, by the way I'm not an electrician, dumb (expletive)," she said.
Roane County Sheriff's Office Capt. Tim Hawn told Christopher not to start anything.
"I'm not the one doing the physical threats," Christopher said. "She is."
Davis denied threatening Christopher, but didn't couch her enthusiasm about what happened at the meeting.
"People who went to the bar and are now wondering where they should go," she said. "I'd say they should go to church because it's a better option."
Davis' friend, David Lee Harvey, was found dead outside the Grill & Pub on July 23, 2011. Eric Gallaher is charged with voluntary manslaughter and aggravated assault-bodily injury in Harvey's death.
Roane County Sheriff Jack Stockton said Harvey's death was one of many incidents that caused police to respond to the Grill & Pub.
He recommended that Norton's permit be revoked after Jennifer Lynn Sawin was cited at the bar on Jan. 24 for allegedly selling a beer to an underage informant.
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Research Paper
Version of Record online: 26 DEC 2013
DOI: 10.1111/eth.12197
© 2013 Blackwell Verlag GmbH
Volume 120, Issue 3, pages 238–248, March 2014
Additional Information
How to Cite
Rabaneda-Bueno, R., Aguado, S., Fernández-Montraveta, C., Moya-Laraño, J. (2014), Does Female Personality Determine Mate Choice Through Sexual Cannibalism?. Ethology, 120: 238–248. doi: 10.1111/eth.12197
Publication History
- Issue online: 26 JAN 2014
- Version of Record online: 26 DEC 2013
- Manuscript Accepted: 23 NOV 2013
- Manuscript Revised: 19 NOV 2013
- Manuscript Received: 24 SEP 2013
Funded by
- Spanish Ministry of Science and Education. Grant Numbers: CGL2004-03153, I3P-BPD2004-CSIC
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The property has connecting/adjoining rooms, which are subject to availability and can be requested by contacting the property using the number on the booking confirmation.
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We have included all charges provided to us by this hotel. However, charges can vary, for example, based on length of stay or the room you book.
Recent reviews
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Looking back and looking forward: Exploring distributed leadership with Queensland Prep teachers
Lyndal O'Gorman
Queensland University of Technology
Louise Hard
Charles Sturt University
There is an increasing expectation that early childhood teachers will be pedagogical leaders, particularly in a global context of curriculum reform. This paper reports on the distributed leadership experiences of early childhood teachers during the 2003 Preparatory year (Prep) trial in Queensland, Australia. In 2010, 13 of the first Prep teachers participated in interviews to discuss their definitions of leadership and reflect on the opportunities they had to lead curriculum development during and since the 2003 trial. Data were examined using a conceptual framework based on the work of Woods et al. (2004), with a focus on the structural and agential aspects of distributed leadership. Participants identified a range of contextual influences, challenges, skills and enabling strategies that illustrate the complexities in leading curriculum.
Leadership in early childhood education and care (ECEC) is gaining increasing attention. Internationally the work of Aubrey (2007), Siraj-Blatchford and Manni (2006) and Whalley (2006) have explored aspects of leadership in terms of characteristics and roles, leadership for learning and integrated services. In the Australian context the introduction of the Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF; Australian Government Department of Education, Employment and Workplace Relations [DEEWR], 2009), the Queensland Kindergarten Learning Guideline (QSA, 2010) and the Victorian Early Years Learning and Development Framework: For all children from birth to eight years (Department of Education and Early Childhood Development [DEECD], 2009) represent increasing expectations, for teachers to lead curriculum and respond to accountability expectations. The new Australian curriculum (which is currently being implemented in early years settings, such as Queensland's Preparatory year [Prep]), brings greater focus to the role of teachers and their implementation of curriculum. These curricular developments emanate from a political context in which calls for greater accountability, evidence of student achievement and standards are prominent. Such contextual factors are not inconsistent with international agendas such as those evident in England and the United States, where education systems are frequently driven by a '… narrow managerial science' (Luke, 2011, p. 368). In Australia, curriculum change has resulted in varied perspectives and resulting tensions in regard to how pre-Year 1 programs such as Prep are constructed (Petriwskyj, O'Gorman & Turunen, 2013). A focus on pedagogical leadership in the early years appears necessary and timely but what do we know about the ability of ECEC practitioners to lead curriculum and sustain an early childhood pedagogical approach in this changing curriculum context?
This paper focuses on a 2010 project which investigated teachers' experiences of the introduction of a Preparatory year of school in Queensland, Australia, and the resulting pedagogical leadership opportunities. In this paper, we refer to the work of Woods, Bennett, Harvey and Wise (2004) and Archer (2000) to explore notions of distributed leadership and how both structure and agency play out within the distributed leadership model. Based on this framework, our analysis highlights tensions between the distributed leadership opportunity afforded by the Prep Year Trial of 2003 and the capacity of teachers to enact leadership in a sustained manner.
In this paper, we define pedagogical leadership as the activity of leading, developing and implementing curriculum. The Victorian Blueprint for Education and Early Childhood Development, Every child, every opportunity DEECD, 2008), which underpins the current Victorian ECEC curriculum, stresses that leadership is a central feature of professional learning and a contributor to excellence, with leadership capacity seen as 'a major driver of improved performance' (p. 17). Further, leadership deserves attention as 'a priority for professional learning' (p. 35). The Early Years Learning Framework for Australia Educators' Guide DEEWR, 2010) encourages practitioners to model and reflect on their leadership. The Early Years Curriculum Guidelines (QSA, 2006), developed to support Queensland's Preparatory year, lacks reference to leadership, yet teachers are urged to advocate for children and play-based approaches. The new Queensland Kindergarten Learning Guide (QSA, 2010) calls for collaboration and leadership in partnership with strong advocacy for 'children, parents and quality learning and teaching practices' (p. 5). Thus, it is evident that government documents increasingly refer to leadership with the implication that it is an ECEC teacher's professional responsibility to lead. This paper draws upon the reflections of teachers involved in the Queensland Prep Trial from 2003 and analyses their distributive leadership behaviours in terms of their adaptive abilities and their capacity to lead others in curriculum change.
Context of the current study
The original Prep initiative was announced in 2002, flagging a significant reform to pre-compulsory education in Queensland. This reform would see part-time preschool education for four- to six-year-old children replaced with full-time, non-compulsory Preparatory education in every school by 2007. Concomitant with this change was the raising of the school starting age by six months, and an introduction of a new curriculum. These changes more closely aligned early education in Queensland with provisions in other Australian states. Thirty-nine schools were recruited for a 2003 trial of the Prep year. These schools provided extensive data evaluating the effectiveness of the program and a major research project Preparing for school (Thorpe et al., 2005) found that the non-compulsory Prep year would be beneficial to Queensland's children. The teachers who participated in the trial were chosen for their role as a result of their early years expertise, being described as proactive, experienced, motivated and qualified; highly regarded by their school communities (Thorpe et al., 2005, p. 22).
The Prep Year Trial in 2003 provided a distributed leadership opportunity as the new program was touted as a major reform to early education in Queensland and significant attention and resources were clearly focused towards the reform.
Distributed leadership
Defining distributed leadership is challenging. However, in a systematic review of literature relevant to distributed leadership, Woods et al. (2004) suggest that there are three distinct elements to the concept which include:
leadership as an emergent property of a group
leadership as openness of boundaries
leadership as effective use of various expertise, distributed across many.
It is on the basis of these three elements of distributed leadership that we contend that the Prep Year Trial was a distributed leadership opportunity for the trial teachers. The introduction of the Prep Trial was an emergent property of the group (as Prep teachers met with each other and were a defined group with opportunities to work and learn about the new program together), was certainly an expansion beyond traditional leadership boundaries; and made use of the expertise of many (as the trial teachers collaborated). Woods et al. clearly link agency to leadership, a connection important for the conceptual framework articulated in this paper.
Drawing on the work of Archer (2000), Woods et al. highlight the relationship between structure and agency ('analytical dualism') within the distributed leadership literature. Analytical dualism '… expresses the idea that both structure and agency have distinct effects. They each have properties and powers and continuously interact' (Woods et al., 2004, p. 448). Structures can be both constraining and/or enabling and may include such things as material and social resources, ideas and values, patterns of social life and attitudes which are all in existence before any agency is enacted. Agency involves capacities such as self-consciousness '… that enable people to evaluate their social context, envisage alternatives creatively and collaborate with others to bring about change' (Woods et al., 2004, p. 449). In this paper we argue that notions of structure and agency affect the ways in which teachers think about and enact leadership. The following section outlines the methodology and analysis that enabled us to explore these ideas.
Methodology and analysis
Having obtained the necessary ethical approval, we sought out teachers who had worked in Prep classes during 2003–04 and asked them to reflect on the leadership opportunities they had experienced during and subsequent to the trial. Our primary mode of recruitment was through an advertisement posted on an early years discussion list, and through word of mouth. The 13 participants averaged over 20 years teaching experience, with several over 30 years and the least experienced with 10 years. Twelve participants had early childhood qualifications. Twelve of our participants had taught Prep in the first year of the trial, while one began in 2004. Participants were distributed throughout urban (5), regional/rural (7) and remote areas (1) with several still teaching in the schools where they had worked during the trial. A number had moved on to positions outside Prep classrooms, and others were interviewed whilst on leave.
During 2010 the 13 interviews were conducted either by phone or in person. All were audio-recorded and transcribed verbatim. The interviews lasted, on average, 55 minutes. Our questions prompted teachers to consider a range of aspects relating to the Prep trial, including their philosophy of teaching, their definition of leadership, and opportunities and impediments to leadership they had experienced during and since that time. Although guided by semi-structured questions, the interviews were wide-ranging and rich as these teachers reflected on their diverse experiences since the Prep trial.
The conceptual framework for this project (which subsequently formed the basis for our analysis) draws upon the notion of distributed leadership and the three elements defined by Woods et al. (2004); leadership as an emergent property of a group, characterised by open boundaries and featuring various expertise distributed across many. Our data analysis explored the tensions of analytical dualism and leadership enactment and we coded the data according to two main themes. The first of these identified the structural elements of leadership enactment and the second explored individual agential capacities impeding and enabling leadership activity (Woods et al., 2004). Pseudonyms are used throughout.
The teachers looked back on the Prep trial as a period rich in formal opportunities to share their philosophies and, for some, to enact leadership in curriculum. During that time, the participants actively engaged in information sessions, workshops, official visits and media events to inform communities about Prep. The teachers described the trial's heady days in which the program stood centre stage, enabling them to speak of their hopes for early education in Queensland and the ways in which they were making a success of Prep in their classrooms and beyond. In establishing the context for our leadership discussion, we asked participants to share with us their teaching philosophy. The following quote is emblematic of a number of participant responses, in its focus on play and the pivotal role of the Early Years Curriculum Guidelines (QSA, 2006):
[C]hildren … learn best when they are negotiators and collaborators within the planning process of the classroom … Play-based classrooms … are the happiest classrooms where the children do progress at their own rates … I am an absolute devotee of the Early Years Curriculum Guidelines, I take it on as my philosophy, because it does speak to my soul, as a teacher … (Amy)
These words demonstrate the leadership challenge that lay ahead in reconciling a play-based approach in a school context.
The challenge, then, for these Prep trial teachers was to effectively articulate and reconcile their philosophy and take a pedagogical leadership role in the school context. We now explore the structural and agential aspects of their leadership experiences.
Structural aspects
In analysing data we identified in the teachers' reflections, the resources, materials, values and ideas as structural elements which enabled or constrained their enactment of distributed leadership (Woods et al., 2004). We asked participants to define their notion of leadership and to describe their personal leadership skills. Leadership was described in the following ways: informed expertise, positional leadership, mentoring and encouragement, listening and dialogue.
Some teachers described their own leadership experiences, while some described the leadership of others. Participants acknowledged the different ways of being a leader:
[L]eadership for different people is different things. Some people like to get up and say, right OK, this is what we have to do and this is how we're going to do it. So that's basically from the front. Others are more from within, like helping others to learn new things and new ideas and informing them; then probably trying to guide them in a direction. I'm not a person that likes to get up the front and … say, right OK, this is what's happening. I'll share my ideas and what I know about things and then together we'll work things out. (Mary)
This quote illustrates the first element of distributed leadership as defined by Woods et al. (2004) earlier in this paper, where attention is focused on a group or network of interacting individuals.
Teachers also nominated informed expertise as an aspect of leadership, similar to Woods et al.'s third element of distributed leadership, whereby varieties of expertise are distributed across many, not the few. For example, Carmel made the following comment:
I would … define leadership as someone who is sharing their knowledge with others and has some sort of knowledge in a particular area. (Carmel)
The teachers frequently referred to others when defining leadership. The authority of the institutional positional leader was significant for a number of teachers as they provided anecdotes about the Principal they worked with during the Prep trial. This is further illustrated by the following quote:
… I don't see myself as a leader. I feel that the leaders are those with more power. I … feel as though I'm just bumbling along in my little classroom. I don't know that I can lead others. I certainly feel as though I'm an advocate and very happy to be out there and advocate for the early years. But I don't know, apart from my advocacy, I have any actual power … I do spend a lot of time with my Principals, I keep them up to date with any changes or any concerns that I have. (Amy)
Amy's reluctance to identify herself as a leader was typical of several participants, who preferred to describe themselves as classroom teachers advocating for their philosophies through relationships. Her association of leadership with power and position is also noteworthy. Teachers 'bumbling along' in their classrooms lack power, a point illustrated by another who felt her powerlessness left her as 'a floating fish in a big sea', incapable of taking a stand. Whilst the Prep trial presented an opportunity for distributed leadership action, our data illustrate that the positional leadership role, particularly in relation to the Principal, continues to be pivotal in contributing to effective distributed leadership enactment.
Mentoring and encouragement were frequently cited as leadership skills. These were qualities participants seemed comfortable applying to themselves, for example:
I've probably been given more opportunity this year with having a first year and mentoring and being told, well basically we want them [the other teachers] to do what you're doing. (Carmel)
The teachers described listening, dialogue and relationship building as characteristics of their personal leadership style.
I think for me, it's influencing others and for me, I influence others by building a strong relationship with them … For them to realise that I'm genuine, for them to realise that I care … (Anita)
Some teachers listed passion, confidence, presentation, communication and management skills as leadership qualities they possessed. Amy's passion enabled her to get over her initial shyness:
[W]hen I reflected on what was happening for me in the early days and saw others doing the same sort of thing, the passion really rose in me. I thought, no, you've got to get out, you've got to advocate. If you're invited to speak then shelve the shyness and get out there and tell them how this should be implemented. (Amy)
Teachers also identified confidence as a leadership attribute. Referring to the support she had received from curriculum advisors and school administration, Mary explains:
I … gained a little bit more confidence because of the trust that others have put in me and … said you can do that job, in that way. (Mary)
With the trial providing opportunities for them to speak publicly about the program, teachers identified organisation, flexibility, and communication skills and interpersonal skills as important leadership qualities. Jackie described these attributes as 'leadership competence'.
[Y]ou've got to have leadership competence, being able to adapt in different situations with different responses … You've got to be up to date … credible … good at communicating … I was always very organised … and I was always fairly good at communicating. (Jackie)
Curiously, when asked about personal leadership skills, several teachers listed the skills they felt they didn't have. One teacher described herself as 'too blunt', while others described themselves as overly sensitive, insecure and shy—perceiving these as obstacles to leadership.
This section has outlined a number of pre-existing structural aspects which participants identified as part of their notions of leadership. Structures such as informed expertise, positional leadership, mentoring and encouragement, listening and dialogue were invoked as participants described their own leadership experiences and the leadership of others.
Agential aspects
In line with Wood et al.'s (2004) framework our data analysis then focused on the agential aspects such as self-consciousnesses, the ability to evaluate, consider alternatives and act creatively and collaboratively with others. Our participants described agential behaviours that we then coded as impediments or enablers to distributed leadership enactment.
Some teachers described the frustration they experienced given the expectations for them to lead the reform while they maintained a full teaching load. This led to exhaustion and missed opportunities. A number of the participants also reported resistance to their ideas as they introduced the new program to their school communities. For some, this resistance was a continuation of history.
All my life as a preschool teacher, I feel as though it's always been a fight to try to convince people that what children are doing is actually learning and that it is appropriate. (Wanda)
While the first Prep teachers were usually required to work closely with primary teachers to share their knowledge, some described an attitude of ambivalence by their colleagues. The Prep teachers may have had a vision for the ways in which the new curriculum might influence practices in the early years of school, yet opportunities to lead this reform were sometimes stunted by unwillingness of the primary staff to consider changing their approaches. This was despite the promotion of the new curriculum as relevant for Prep to Year 3.
…They didn't take it on board really. They weren't really interested, they just said, 'No, we can't. We've got to do all this other stuff … We're bound by all this curriculum that we have to do, all this assessment.' (Cathy)
The following teacher suggested she'd made small progress influencing the practices of her primary colleagues:
I think it's very difficult to get people to change. They've got to take little bites … and trial it and test it out. Because I was so well supported and [Principal]'s philosophy was very similar to mine the staff knew that this was the way we were moving and this is the types of the things that we wanted to see and they were very well supported too in making those moves. So we were able to shift but everybody had their own learning journey … if somebody had asked me to chalk and talk teach I couldn't do it. So it's the same with the chalk and talk teacher … If we could see them shifting slightly with some of their lessons and some of their ways, well, that's great and then success builds, doesn't it? (Fran)
This illustrates the successful interplay of positional and distributed leadership and also highlights the strategy of being aware of expectations—to move people slowly, not to have unreasonable expectations. In this quote, Fran describes a successful partnership between Prep teacher and Principal, enhancing the possibilities for leadership in her case. However, a lack of Principal continuity and some Principals' lack of knowledge about the early years were cited as impediments to the teachers' leadership. Cathy suggested that her current Principal's lack of personal respect is a barrier to her leadership.
I think … I'm outspoken and I probably don't sound like a normal old everyday teacher. I don't put on the teacher voice, I don't put on the airs and graces … what you see is what you get, and I tell it like it is. He is all about show, and we just have a different approach as far as that's concerned … I personally don't feel valued … He has his favourites and I'm not one of them and that's just the reality of it. (Cathy)
In some cases, participants described resistance from peers who were still teaching preschool classes, before the universal rollout of Prep. Jackie reported metaphorical 'tomatoes' being thrown at her by preschool colleagues. She was accused of going to the 'dark side' as a result of adapting her pedagogical approach to fit the new context:
I got a lot of tomatoes thrown at me through this … I'd say, 'Look, I can see some people don't really like what I'm saying or can't appreciate what I'm saying. You think I've gone over to the dark side.' (Jackie)
Despite the hostility Jackie experienced from her colleagues, she considered her own leadership to involve compromise and adaptation, strategies we will discuss later in this paper.
Wanda implied that the bullying attitude of her colleagues prevented her from taking up leadership roles at her school.
[S]ometimes other adults can be incredibly bullying, nasty, horrible … I wouldn't accept a leadership role in a staff meeting because I don't want to be bullied by somebody else … They don't necessarily totally understand what I might be saying, and the context from which I'm giving the opinion, and they may feel threatened by my understanding and knowledge. (Wanda)
This is consistent with findings by Hard (2006), where aspects of peer to peer antagonism thwart leadership aspirations.
In pondering the question of their own leadership, some teachers nominated personal traits that impeded their leadership. Indeed, one participant described herself as 'not a leader's backside'. Some described themselves as naturally shy people, nervous when speaking to large audiences and uncomfortable in the spotlight. For example:
I am … a very, very shy person, so I didn't take that role on very easily at all. It was always quite difficult for me to get up in front of a group … (Amy)
Fear of retribution may also impede leadership enactment. One teacher expressed apprehension about criticising the implementation of Prep because of the possibility of 'a transfer to Bamaga'. Another resisted speaking freely on a discussion forum:
[Y]ou've got to be very careful because [the email list] is owned by Education Queensland and … you've just got to be very mindful of, as a teacher, what you say … (Debbie)
We might question the capacity of teachers to take a stand for issues in a context viewed by many as punitive. In reality, how much is leadership valued, especially when strong advocacy may cause discomfort and potential alienation from peers?
Some teachers in our study articulated strategies enabling them to operate effectively in the new context of the Prep year. These enablers included learning to speak and write the language of schools, negotiating compromise, creatively deconstructing aspects of their philosophy for others, being proactive with parents and focusing on the how rather than the what. In this section, we unpack these enablers.
In the interviews, several teachers negotiated resistance by changing the way they used terminology. Several spoke of their decision to drop the term 'play' altogether, validating their practices by using terminology such as 'active learning'.
You know, that 'play‑based' sounds wonderful but … we really need to change that terminology to something like 'activity‑based' or 'inquiry‑based' learning, something that sounds a little bit more intelligent than 'play'. (Cathy)
[T]he word 'play' probably scares quite a lot of people that perhaps don't have a huge definition of what it is and its value … (Debbie)
… We were still pushing that it was 'investigative' and it was 'hands-on active learning'. I suppose, all you're doing is just changing 'play', isn't it? … When you're getting into Year 3 you're just giving it a different name, really. (Fran)
For these teachers, it was important for them to become fluent in the language of primary schools. This is similar to the challenges highlighted by Bennett (2005) who uses the term 'social pedagogic approach' to define a play-based philosophy (p. 11). In contrast he defines a focus on teaching and child outputs as a 'pre-primary approach' to pedagogy (p. 11). One teacher in our project spoke of adjusting to the new school context by duplicating her planning so that the language of both primary schools and Prep was included. Dealing in an additional planning and linguistic currency in this way enabled her to maintain her philosophical authenticity while traversing the curriculum expectations of the school context.
I can talk the talk … I've set out the planning for them to understand. So there's words in the planning which I've also put on one side the Prep, and another column with the primary, what they say. (Vera)
'Talking the talk' for another teacher meant finding her own definition of what constitutes Prep 'homework':
Our kids are doing homework and we might do little cards and it might be go and … draw pictures of everything around your house that's blue … because I am not going to be one of the resisters of change. I think you've got to be clever at how you join in the journey. (Jackie)
While Jackie's application of language is strategic, she is negotiating difficult terrain, having been accused of 'moving to the dark side'. These findings may be illustrative of the wider problem with language described by Woodrow (2007) who suggests we ought to adapt early years terminology if we are to more accurately inform policy debate. Perhaps these teachers have found ways to use language as a tool for power and advocacy.
The Prep trial provided scope for primary teachers to observe Prep classes first-hand. One teacher took a creative approach and used this opportunity to help others experience and potentially understand her philosophy. She described how she did this in the following quote.
It's very hard to articulate the type of play that I believe is so valued. So I thought, oh gosh, what's the best way for them to actually do it? So we used to have play sessions where I'd pose problems for the staff. Then they'd have to get up and play it. (Vera)
Leadership enablers may also include revisiting long-debated notions of process and content. In reflecting on the national curriculum, Fran illustrates this:
I actually think the national curriculum is a good thing … It's not telling you how to do it, it's telling you what. (Fran)
Krieg (2011) uses the introduction of the EYLF as an opportunity for educators to interrogate the relationship between process and content, ideas expressed in the above quote regarding the how and the what. This is most pertinent in a context of curriculum change, which provides opportunities to consider the implications for teacher identities around the process and content dichotomy. Teachers may define themselves and each other according to their allegiance to either process or content but Krieg urges us to reconsider such simplistic definitions.
Finally, we recall Jackie's earlier comments about 'moving to the dark side'. This teacher continued with a call to compromise:
… [I]f you really want the dark side to pick up what you're doing and you value it, you're going to meet them at least halfway. (Jackie)
This section has outlined a number of agential strategies used by Queensland's first Prep teachers, enabling them to negotiate the new context and to take distributed leadership opportunities. These enablers (learning and using the language of primary schools; negotiating compromise; deconstructing their philosophy for others; and focusing on the how rather than the what) provided powerful opportunities for these teachers to advocate for their philosophy in the new context of Prep. These strategies illustrate interpersonal skills, creativity, sensitivity and advocacy on the part of the participants as they sought ways to enact their leadership; agential enablers that represent distributed leadership in the context of the introduction of Prep.
As suggested by Woods et al. (2004) distributed leadership should be understood both in relation to structural indicators and evidence of agency, given 'their interplay requires them to be understood in combination' (p. 450). In this project, we have identified some structural aspects participants noted to articulate their understanding of leadership during the introduction of Queensland's Prep year. Participants discussed both their agency, in relation to impediments to their leadership and strategic enablers they had developed to negotiate their pedagogical position in the new school context.
The findings of this study suggest that the distributed leadership of curriculum in this context was fraught with complexities and challenges. For example, it was not systematic, featured a range of impediments, and resulted in limited evidence of systemic change. That said, the findings shed light on aspects of distributed leadership and highlight strategies that may enable the early childhood field to respond meaningfully to tensions inherent in the current context. For example, the structural elements illustrate the need for particular skills and attitudes to enhance distributed leadership. The identification of skills such as informed expertise, mentoring, encouragement, listening and dialogue illustrate particular skills that can be developed or enhanced in leaders. So too, attitudes such as passion and confidence can be fostered to enhance leadership activity. Particular management skills such as organisational ability, flexibility and interpersonal communication skills represent specific teachable and learnable leadership skills. In combination, these aspects suggest a need for leadership education much like those identified by Bennett et al. (2003). These authors note how important it is for staff involved in distributed leadership (but not those traditionally targeted, such as middle and senior managers), to have access to specific leadership professional development.
The identification of impediments highlights a range of structural elements which appear to frustrate the enactment of curriculum leadership. Our participants experienced problematic interpersonal relations which made leading curriculum difficult. Perhaps even more of a challenge was some primary school teachers' ambivalence or open opposition to the Prep teachers' ideas for curriculum reform. Further, and even more complex, was the peer-to-peer resistance which implied that some Prep teachers were abdicating traditional early childhood curriculum values in the eyes of their preschool teaching colleagues. However, some of our participants described strategies that enabled them to negotiate the new context of the Preparatory year, as outlined in the previous section. Such strategies demonstrate a level of agency within a distributed leadership context. Our findings also suggest that leadership aspirations and preparation are not highly or overtly developed in the ECEC field. None of the teachers described formal leadership preparation and most did not identify as leaders. So, how is it possible for teachers to enact their leadership in a changing and challenging context? 'Competing discourses' such as those described by McArdle (2006, p. 58) are colliding, problematising the work of teachers as they attempt to remain responsive to children whilst education is reduced to outcomes and results. Grieshaber and McArdle (2010) suggest that the current leadership and advocacy in ECEC is '… proving inadequate to resist the regime of standardised tests, the measurement of performance, and the publication of these measures for the purpose of comparison' (p. 110).
Many of our participants did not recognise themselves as leaders because they did not hold positional leadership roles. How can we expect teachers to lead the field in a time of change and tension when they describe themselves as 'floating fish' or 'invisible'? When a participant identified as 'just a teacher' it was as though the implication was '… therefore, not a leader'. While the role of distributed leadership is highlighted in the literature (Aubrey, 2007; Spillane & Diamond, 2007; Harris, 2008) our findings suggest there is considerable scope for enhancing the abilities and opportunities of early years teachers to lead in non-positional roles.
Some teachers in this study identified new strategies for enacting their leadership in the context of Queensland's Prep year. For them, this required creativity, determination and intelligence: skills described by Woodrow (2007) as requirements for Australia's early years teachers to negotiate the complexities of the current policy landscape. These teachers demonstrate clarity of purpose, the ability to compromise without sacrificing their philosophy and the capacity to adapt to a new context; to 'reject the siege mentality' (Grieshaber & McArdle, 2010) and to engage with the challenge.
This paper explores the ways in which 13 of Queensland's original Prep teachers considered their roles as leaders during a period of educational reform. While Australian early childhood curriculum documents promote the idea of early childhood teachers as pedagogical leaders, this may be a problematic assumption. The reflections of the teachers in this study bring into sharp focus the tensions, both structural and agential, which made distributed leadership challenging during the introduction of Prep in Queensland. At the same time, those reflections highlight valuable strategic enablers for negotiating tensions, not the least of which is the challenge to rethink and re-apply fundamental aspects of ECEC philosophy in the current curricular environment. Since the trial and introduction of Prep in Queensland, Australia has moved towards the implementation of a national curriculum, with further implications for pre-Year 1 programs across the country. This has seen new tensions emerge, as expectations for increasingly school-based ideologies become evident (Petriwskyj et al., 2013). The changing curriculum landscape in Australia and beyond demands ECEC teachers reflect on their values and philosophy such that they determine what to relinquish, what to retain and what to revise. Such 'collaborative dialogue' as described by Ashton et al. (2008) may afford opportunities for new conversations and revision of ECEC curriculum into a shifting future.
Acknowledgements and disclaimer
The authors wish to acknowledge that this project was made possible as a result of financial support offered through QUT's Early Career Academic Recruitment and Development program (ECARD). In-kind support was also provided by Charles Sturt University.
While the authors also acknowledge the assistance of the Queensland Department of Education and Training in approving invitations to participate in the study, this paper does not in any way represent the views of the Department.
Archer, M. (2000). Being human: The problem of agency. Cambridge: Cambridge University Press.
Ashton, J., Woodrow, C., Johnston, C., Wangmann, J., Singh, L., & James, T. (2008). Partnerships in learning: Linking early childhood services, families and schools for optimal development. Australian Journal of Early Childhood, 33(2), 10–16.
Aubrey, C. (2007). Leading and managing in the early years. London: Sage.
Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Retrieved 17 July, 2013, from http://foi.deewr.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf.
Australian Government Department of Education, Employment and Workplace Relations. (2010). Educators' guide to the Early Years Learning Framework for Australia. Canberra: DEEWR.
Bennett, J. (2005). Curriculum issues in national policy-making. European Early Childhood Education Research Journal, 13(2), 5–23.
Bennett, N., Wise, C., Woods, P., & Harvey, J. (2003). Distributed leadership: A review of literature. National College for School Leadership.
Department of Education and Early Childhood Development. (2009). Victorian Early Years Learning and Development Framework: For all children from birth to eight years. Retrieved from www.vcaa.vic.edu.au/earlyyears/veyldf_for_children_from_birth_to_8.pdf.
Department of Education and Early Childhood Development. (2008). Blueprint for education and early childhood development: Every child, every opportunity. Retrieved from https://www.eduweb.vic.gov.au/edulibrary/public/commrel/policy/Blueprint2008/blueprint-final-2008.pdf.
Grieshaber, S., & McArdle, F. (2010). The trouble with play. Maidenhead: Open University Press.
Hard, L. (2006) Horizontal violence in early childhood education and care: Implications for leadership enactment. Australian Journal of Early Childhood, 31(3), 40–47.
Harris, A. (2008). Distributed school leadership: Developing tomorrow's leaders. New York: Routledge.
Krieg, S. (2011). The Australian Early Years Learning Framework: Learning what? Contemporary Issues in Early Childhood, 12(1), 46–55.
Luke, A. (2011). Generalizing across borders: Policy and the limits of educational science. Educational Researcher, 40(8), 367–377.
McArdle, F. (2006). Stories of teaching. Journal of Curriculum and Pedagogy, 57–62.
Petriwskyj, A., O'Gorman, L., & Turunen, T. (2013). The interface of the National Australian Curriculum and the pre‐Year 1 class in school: Exploring tensions. Australasian Journal of Early Childhood, 38(1), 16–22.
Queensland Studies Authority. (2006). Early Years Curriculum Guidelines. Queensland: Queensland Studies Authority.
Queensland Studies Authority. (2010). Queensland Kindergarten Learning Guideline. Queensland: Queensland Studies Authority.
Siraj-Blatchford, I., & Manni, L. (2006). Effective leadership in the early years sector: The ELEYS study. London: London Institute of Education.
Spillane, J., & Diamond, J. (Eds) (2007). Distributed leadership in practice. New York: Teachers College Press.
Thorpe, K., Tayler, C., Bridgstock, R., Grieshaber, S., Skoien, P., Danby, S., & Petriwskyj, A. (2005). Preparing for school: Report of the Queensland Preparing for School Trials 2003/4. Brisbane: School of Early Childhood, Queensland University of Technology.
Whalley, M. (2006). Leadership in multidisciplinary, multi functional centres and services: A community development approach. Childrenz Issues: Journal of the Children's Issues Centre, 10(2), 8–13.
Woodrow, C. (2007). W(H)Ither the early childhood teacher: Tensions for early childhood professional identity between the policy landscape and the politics of teacher regulation. Contemporary Issues in Early Childhood, 8(3), 233–243.
Woods, P., Bennett, N., Harvey, J., & Wise, C. (2004). Variabilities and dualities in distributed leadership: Findings from a systematic literature review. Educational Management Administration & Leadership, 32(4), 439–457.
Australasian Journal of Early Childhood – Volume 38 No 3 September 2013
Don't forget, Australasian Journal of Early Childhood is tax deductible for early childhood professionals
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LONDON The New Zealand pace attack bowled with great discipline as England crawled to 160 for four on a tense and absorbing opening day of the first test at Lord's on Thursday.
No England batsman reached 40 and no partnership realised more than 45, the hosts adopting an ultra-cautious approach in tough conditions after winning the toss on the first day of the two-match series.
Jonathan Trott top-scored for England with 39, Alastair Cook made 32 and Ian Bell 31 but run-scoring on a slow pitch proved tricky on a bright and sunny day at the home of cricket.
Joe Root, on 25, and Jonny Bairstow, three, were the not out batsmen when rain ended play 10 overs early.
Left-armer Trent Boult was the pick of the New Zealand bowlers with figures of two for 29 from 17 overs, including the prize wickets of Cook and Trott.
"It was a pretty successful day for us, as a bowling group we did our job," the 23-year-old Boult told a news conference.
"We bowled 30 maidens, bowled in pretty good areas and didn't give them too much to hit.
"We were pretty excited about playing at Lord's and I was nervous in the first hour but I got into a better rhythm after lunch and it was pretty special to get Trott and Cook out."
England, outplayed in the recent 0-0 series draw in New Zealand, lost Nick Compton for 16 in the morning session as the touring side's pace bowlers Tim Southee, Boult and Neil Wagner gave little away.
Compton became frustrated and, trying to force spinner Bruce Martin over the top, he sliced a catch to Southee in the covers.
Only three boundaries were hit in the morning session and England survived another chance when Martin dropped Trott off his own bowling before the hosts limped to lunch at 56 for one.
Cook, captaining England for the first time in a test at the home of cricket, survived a huge shout for lbw off Boult when he had made 30, New Zealand calling for a review after umpire Aleem Dar rejected their appeal.
Two runs later, however, Cook's 115-ball innings ended when he misjudged a seaming delivery from Boult and wicketkeeper BJ Watling snapped up a sharp catch.
Trott struck six well-timed fours but he was undone just before tea by the fifth delivery of Boult's third spell which moved sharply off the pitch.
The right-hander misjudged the line and edged the ball to third slip where Dean Brownlie swooped to take a fine low catch.
England resumed after the interval on 113 for three and Bell and Root continued to struggle to disrupt the accurate New Zealand attack which was supported by sharp ground fielding.
Bell played a couple of sumptuous drives through the covers but he nibbled at a wide ball from Wagner and gave Watling a simple catch.
The 22-year-old Root, in prime form this season with 646 runs, rarely looked in trouble, moving on to 25 off 72 balls before rain caused play to be abandoned.
"It was tough, not what you expect on day one at Lord's with a whitish pitch and slower than normal," Trott said.
"New Zealand bowled well and we combated it ok. We played a normal game and had to adjust to the conditions. We weren't trying to be particularly cautious.
"They used the conditions to their advantage," Trott added. "Boult bowled nicely at a brisk pace and it was a pretty good ball that got me. Maybe I pushed at it a bit."
(Editing by John Mehaffey)
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US gets legal internet movie download service
Hollywood studios announced today that American's would be able to download their favourite blockbusters via the internet instead of having to queue on the high street to get their movie fix.
Both CinemaNow and Movielink, on-demand movie services in America have announced that it they have signed a licensing agreements major studios.
CinemaNow has signed agreements with Sony Pictures Home Entertainment and Lionsgate to offer movies for download-to-own purchase through its website.
Beginning today, CinemaNow customers can choose from more than 85 premium Sony Pictures Home Entertainment, MGM, and Lionsgate movies for legal and secure download.
Meanwhile six studios have signed up with competiting website Movielink. The site which is jointly owned by five of the seven major studios.
Warner Bros., Universal Pictures, Sony Pictures, Paramount Pictures, Twentieth Century Fox and MGM will offer some first-run and older titles on Movielink.
MovieLink will charge customers choosing to download the latest films between $20 and $30, similar to DVD prices in America, while older titles will sell for $10 to $20.
CinemaNow however will only be chargin $9.95 to $19.95 depending on their popularity and age.
The head of CinemaNow, Curt Mavis, described the move as "one giant step for digital distribution".
For a limited time CinemaNow has said that it will also offer an exclusive "Buy One, Get One for $4.95" promotion, allowing customers who buy one movie to purchase another for just $4.95.
With the new download-to-own option, customers can purchase and download a legal, permanent copy of a Sony Pictures Home Entertainment or Lionsgate movie for unlimited playback on the download device.
MovieLink will be allowing customers the chance to burn the downloaded movie to a disc in Windows Media format for backup or playback on up to two additional tethered computers.
The movies can also be downloaded to a notebook computer for traveling. Using a Media Center Edition PC, consumers can stream their copy of the movie to a TV set connected to a media center extender or Xbox.
All content will be copy protected by Microsoft's Windows Digital Rights Management (DRM) software.
Among the movies initially offered on a download-to-own basis will be recent launches such as "Memoirs of a Geisha" and "Saw II," as well as catalogue favourites ranging from "Easy Rider" to "Bad Boys."
Upcoming titles that will be available the same day as their DVD release include the Jim Carey comedy "Fun with Dick and Jane," on April 11th, and the horror film "Hostel" on April 18th.
A similar service was announced in the UK by the AOL and film site lovefilm earlier this month where customers buy a DVD and are also given the chance to download a digital version of the movie to play on their desktop.
It will be available from 10 April.
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The Finance and Public Administration Committee maintains oversight over two portfolios: Prime Minister and Cabinet and Finance. The Committee also maintains oversight over three Parliamentary Departments: the Department of the Senate, the Department of Parliamentary Services and the Parliamentary Budget Office.
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