If we approach Arts education as we might approach literacy, we would aim to develop Arts literacy in students. We would teach students the tools of language, ways of constructing meaning, vocabulary, structures, forms, genres and shaping cultural and social contexts. In literacy we allow children freedom to gain confidence and experiment with creative writing, but we also intervene when necessary to correct, guide and teach them explicit skills and knowledge. If we apply this approach to the Arts, rather than stand back and ‘let the child be free’, we can focus on developing proficiency in knowledge and skills as well as fostering creativity and imagination right from the start. As with any other Learning Area, child engagement and achievement in the Arts are determined by exposure to ongoing, sequential learning experiences. This chapter suggests ways in which teachers can achieve this in a way that is respectful of the needs and interests of the child.

As companies increasingly acknowledge the need to actively manage the impact of rising geopolitical tensions, they are on the hunt for geopolitical advice from trained and professional staff. Companies first scan the global landscape to assess where frictions may arise, leveraging the expertise of former government officials and professional analysts. They then need to determine which aspects are relevant for their businesses – a personalization of their scan results – followed by planning, which is an evaluation of how shifts in the geopolitical environment will affect their business. Finally, if the analysis suggests geopolitical headwinds, companies must understand how to pivot. These four steps – scanning, personalizing, planning, and pivoting – call for a combination of internal and external expertise. Geopolitical advisors, boards of directors, top management teams, government affairs teams, line managers, and cross-functional teams all have a role to play in the architectural changes that would be needed.

In this chapter, we focus on the implementation of the planning cycle in infant and toddler settings and how it might be co-constructed, documented and shared with key stakeholders. Throughout this book, we have examined how the first three years constitute a foundational period with particular competencies, vulnerabilities and opportunities for growth and learning. Infants and toddlers deserve, and indeed have a right to experience, curriculum that is specifically designed to nurture their unique ways of being, belonging and becoming. At the same time, very young children are not a homogenous group but individuals with their own interests, dispositions, strengths and challenges. Quality curriculum is planned to be responsive to these individual differences. Planning curriculum is an important professional practice requiring educators to act with what the Early Years Learning Framework (EYLF) calls intentionality, meaning their curriculum and practice is deliberate, thoughtful and purposeful.

This chapter delves into the principles of planning, connecting with Chapter 7 to explore essential considerations for effective teaching and learning. It focuses on the processes and preparations of secondary and primary pre-service teachers Hannah and Matthew as they assess students’ learning needs, select a suitable lesson plan template, implement lessons and reflect on practice. Both Hannah and Matthew are dedicated pre-service teachers committed to challenging themselves and their lerners to achieve success. The chapter explores key factors for effective teaching and learning, including a robust curriculum, student understanding, diverse teaching strategies, differentiation and integrating assessment for informative purposes. This chapter invites you to engage in planning activities for a class of learners. While exploring Hannah and Matthew’s experiences, reflect on your own teaching preparation. Consider how you will plan and prepare for lessons, tailor them to meet learners’ needs, employ teaching strategies for engagement, and integrate assessment into the teaching and learning process. The concept of teacher ‘with-it-ness’ will be introduced, prompting further consideration on fostering positive behavior in your classroom to promote a safe and positive learning environment.

Teacher quality – what teachers do, how they teach and the way they present information – impacts student learning. Effective teaching and learning is a complex human endeavour and there is no ‘one-size-fits-all’ approach. In your journey as a pre-service teacher, you will aim to learn as much as you can from your university coursework, professional experiences, lecturers and tutors, and the school teachers that supervise you, as well as drawing on your background knowledge and experience. In this way, you will be prepared with a range of pedagogical approaches, strategies, frameworks and theories that will support you to implement effective teaching and learning, and be the best teacher you can be. Australia’s vastness and diverse population mean future classrooms will host students with varying backgrounds, interests, learning preferences and social, cultural and linguistic needs. Igniting learning in your classroom will require you to know your students and how they learn, plan engaging teaching and learning experiences, monitor their progress, and assess their learning to inform future teaching and learning programs.

Dominion generals truly believed that they might need a corps-sized army formation, or something close to it, in the not-too-distant future. They had just assembled big armies to fight a big war, so the possibility of having to do it again sometime soon was not so remote to them as it appears to us 100 years later. Their first instincts were to preserve as much army as possible. Senior officers in Canada proposed a permanent force of 20 000–30 000 and a compulsory service militia of 300 000 soldiers. Australia’s generals wanted a permanent force of 3500 professionals to train a militia of 130 000 troops, which could expand to 182 000 in wartime. And they suggested that the Commonwealth Government implement ‘measures for the utilization for a definite period of the trained personnel of the A.I.F’ to put things on the right path.

After the Second World War, ambitions to develop a collective security arrangement among Western allies for the defence of the South-East Asia region started to emerge from many quarters. Australia and New Zealand began planning for a security alliance that would include regional nations as well as foreign powers, and Britain’s attention returned to supporting the defence of its colonial possessions. Australia and New Zealand did not achieve a security alliance initially, and defence planning in the immediate postwar years rested on a negotiated agreement focused on the British Commonwealth.

State-led planning shaped the path of industrialisation in ways that prevented the expansion of a mass industrial workforce covered by social insurance. This chapter examines how - in conditions of labour abundance but capital scarcity – India’s planners sought to expand the capital-intensive, low-employment capital goods sectors of the economy as the key to unleashing the resources that would in the future be used for investment in the welfare state. In the interim, the majority of Indians would partake in a different form of ‘welfare state’ fulfilling a duty to work via small scale industry and involvement in community works in rural areas. This was a vision of decommodification that privileged the human need for self-creation through work, rather than protection of a minimum level of consumption. The chapter shows that the Nehru-Mahalanobis model overshadowed alternative visions for an Indian welfare state forwarded by sections of Indian business, in which the state would support the growth of mass-employing private consumer goods industries and focus its efforts on investing in human capital and infrastructure.

In business, meetings often occupy a great deal of time. When run well, they can be productive and improve interpersonal relationships. When run poorly, they can seriously damage productivity and morale. Meetings are not useful if attendees feel they have wasted valuable time in their incredibly busy workday.

This chapter explores planning and running successful meetings. It considers the rationale for holding meetings and classifies several meeting types and their level of formality. The discussion then identifies the key roles in planning, preparing, running and recording meetings to ensure productivity and the delivery of outcomes. After the purpose, types, roles and documents of meetings have been outlined, the chapter examines the factors necessary for effective meetings.

The Oceania region, particularly Australia and New Zealand, has recently welcomed a suite of strategies and policies to support the development of hydrogen. Australia’s current National Hydrogen Strategy strives to position the country as a top three global exporter of hydrogen by 2030. New Zealand’s Interim Hydrogen Roadmap aims to utilise hydrogen to decrease domestic emissions, foster economic development, and enhance energy security while supporting its 100 per cent renewable electricity by 2030 target. To achieve these hydrogen strategies and targets, it is essential to establish enabling regulatory frameworks. Regulation is required to strategically plan, identify, assess, and permit the development of onshore hydrogen production facilities and associated infrastructure, ensuring coexistence with multiple and diverse land uses. The chapter investigates the strategies, policies, and developing planning and licensing regulatory regimes for the development of renewable hydrogen in Australia and New Zealand. Specifically, it examines recent regulatory developments in two Australian states, Western Australia, and South Australia. Regulatory developments in both states are designed to facilitate the assessment and award of hydrogen production licences on Crown-owned pastoral leasehold land. As interest increases in the assessment and structure of hydrogen production licensing on complex land uses, the experiences in Australia and New Zealand provide important legal case studies. These experiences highlight the diverse approaches to planning and permitting hydrogen on pastoral land uses and offer valuable insights to support the development of future hydrogen economies.

As children learn more about language, they use it more effectively to achieve their conversational goals. They choose appropriate speech acts, establish joint attention, contribute new information, take up information from others, and take turns. They learn how to enter an exchange among others from as young as age two. Their intrusions in ongoing exchanges typically contain new information. Planning an utterance takes time, and children learn to plan what to say so as to take turns on time. This can be tracked in their answers to yes/no and wh- questions, where they get faster with age. They plan pretend play, assigning roles, assigning actions, and also utterances for each character enacted. They track common ground and design referring expressions for their addressees, and they repeat new words to mark uptake. They distinguish requests from offers, and, on occasion, persist in making repeated requests themselves. They clarify what they mean when asked and offer spontaneous repairs as well. In all this, they track what the others in the exchange say and choose when to enter the exchange themselves.

Providing medical care during a mass event requires important situational awareness and preparation. Significant planning and relationship building provides a foundation for creating an operational outline, and establishing crowd dynamics and expectations for related medical activities. Collaboration with stakeholders will provide insight into the operations of various other event management entities, and allows for more seamless operations during the event. Once an operational plan has been established and circulated, the event medical team can be prepared for the expected external and crowd conditions and respond appropriately, while maintaining vigilance for any emergency that may arise. Contingency planning is key for the medical team to have appropriate emergency response defaults. Special attention is also needed on communications strategies for real-time intel, information dissemination, and crowd management. Once the event reaches its end, it is important to establish stand-down procedures to be followed as the crowd disperses to ensure an orderly event closure. After action reports can provide valuable insights for future crowd management.

Productive scholars establish a routine, a rhythm, that boosts productivity. Most preserve morning hours to tackle their most intellectually demanding tasks and push more routine tasks like meetings and teaching to the afternoon. Most work 40-50 hours per week, though some work more, with about half that time focused on research activities. Productive scholars set goals, prioritize tasks, and orchestrate to-do list plans for reaching them. They are efficient. They fill large time blocks and small time pockets with scholarly work. They take breaks to keep fresh but don’t procrastinate. Productive scholars have learned to say “no” to invitations that interrupt priorities and other time-killing tasks and distractions. Most productive scholars seek and attain a healthy work-life balance that includes time for family, mental rejuvenation, and physical activity, and they lead stable lives marked by routine. Some, however, find it difficult to disengage from work. Female scholars, perhaps because of societal norms, are particularly challenged in attaining a work-life balance.