title: The international law gaze: COVID-19 and foreign investors

authors: Alvarez-Jimenez, Alberto

abstract: This article shows that New Zealand is largely complying with its obligations to foreign investors who are nationals of the parties to the FTAs. The piece also indicates that security exceptions in the FTAs or the customary rule of necessity in international law even allow the country, within limits, to deviate from these obligations during the crises prompted by COVID19, if needed in the near future. Obviously, this is an assessment limited to the status quo created after the first four months of the pandemic.

text: The international law gaze: COVID-19 and foreign investors This article shows that New Zealand is largely complying with its obligations to foreign investors who are nationals of the parties to the FTAs. The piece also indicates that security exceptions in the FTAs or the customary rule of necessity in international law even allow the country, within limits, to deviate from these obligations during the crises prompted by COVID19, if needed in the near future. Obviously, this is an assessment limited to the status quo created after the first four months of the pandemic.

year: 2020

title: The impact of the NCEA on teacher collegiality

authors: Barrett, Jenny

subjects: The NCEA

abstract: This study looks at the impact that the National Certification of Educational
Achievement (NCEA) has had on teacher collegiality in New Zealand. It is an
exploratory study using an in case and cross case method, located in four
secondary schools with a range of demographics. I was interested in gathering
the information from teachers in three key roles: Assistant teacher, Head of
Department and Principal's Nominee, finding out what their views were on the
change that the NCEA has bought to their professional lives and the impact made
on their collegiality. The literature reviewed shows there is an international
appreciation of the value of collegiality in schools but there is a fragile nature of
collegiality that challenges its strength. The complexity of school culture and the
symbiotic relationship between it and collegiality contributes to challenge of the
management and development in secondary schools. The findings showed the
teachers in this study considered there to have been a deepening in collegiality as
a result of increased sharing of material, professional communication through
moderation and professional development, and a heightened respect for
professional practice and understanding of personalities. There are threats from
reduced socialisation, workload, loss of autonomy and the fragility of collegiality.
These elements have created a shift in school culture. How teacher collegiality
can best be supported using this assessment policy has been explored with
features involving school organisation and increasing deep collegial activities
such as collegial observation, marking, moderating and review being identified as
beneficial.

text: The impact of the NCEA on teacher collegiality This study looks at the impact that the National Certification of Educational
Achievement (NCEA) has had on teacher collegiality in New Zealand. It is an
exploratory study using an in case and cross case method, located in four
secondary schools with a range of demographics. I was interested in gathering
the information from teachers in three key roles: Assistant teacher, Head of
Department and Principal's Nominee, finding out what their views were on the
change that the NCEA has bought to their professional lives and the impact made
on their collegiality. The literature reviewed shows there is an international
appreciation of the value of collegiality in schools but there is a fragile nature of
collegiality that challenges its strength. The complexity of school culture and the
symbiotic relationship between it and collegiality contributes to challenge of the
management and development in secondary schools. The findings showed the
teachers in this study considered there to have been a deepening in collegiality as
a result of increased sharing of material, professional communication through
moderation and professional development, and a heightened respect for
professional practice and understanding of personalities. There are threats from
reduced socialisation, workload, loss of autonomy and the fragility of collegiality.
These elements have created a shift in school culture. How teacher collegiality
can best be supported using this assessment policy has been explored with
features involving school organisation and increasing deep collegial activities
such as collegial observation, marking, moderating and review being identified as
beneficial.

year: 2008

title: ʺThree Strikesʺ sentencing: Another blow for Māori

authors: Rumbles, Wayne

abstract: On June 1, 2010 the Sentencing and Parole Reform Act 2010 amended the Sentencing Act and introduced into New Zealand the so-called “three strikes” sentencing regime. The rationale for introducing this sentencing regime was that it would protect the public, deter offenders, and improve public confidence in the criminal justice system. The stated purpose of the Act is:
• To deny parole to certain repeat offender and to offenders guilty of the worst murders.
• Impose maximum terms of imprisonment on persistent repeat offenders who continue to commit serious violent offences.
This legislative comment will argue that this regime will disproportionately impact on Māori who are already over represented in the criminal justice system at every level. The Department of Corrections has reaffirmed that amplification of Māori within the system is at least in part due to systemic factors that operate at one or more steps of the criminal justice process which make it more likely for Māori to be apprehended, arrested, charged, convicted or imprisoned, with the result that Māori “accumulate” in the system in greater numbers. Given that there is some systematic bias discernable around Māori in the criminal justice system, any habitual offender-sentencing regime will disproportionately impact on Māori, feeding a cycle of increasing Māori incarceration.

text: ʺThree Strikesʺ sentencing: Another blow for Māori On June 1, 2010 the Sentencing and Parole Reform Act 2010 amended the Sentencing Act and introduced into New Zealand the so-called “three strikes” sentencing regime. The rationale for introducing this sentencing regime was that it would protect the public, deter offenders, and improve public confidence in the criminal justice system. The stated purpose of the Act is:
• To deny parole to certain repeat offender and to offenders guilty of the worst murders.
• Impose maximum terms of imprisonment on persistent repeat offenders who continue to commit serious violent offences.
This legislative comment will argue that this regime will disproportionately impact on Māori who are already over represented in the criminal justice system at every level. The Department of Corrections has reaffirmed that amplification of Māori within the system is at least in part due to systemic factors that operate at one or more steps of the criminal justice process which make it more likely for Māori to be apprehended, arrested, charged, convicted or imprisoned, with the result that Māori “accumulate” in the system in greater numbers. Given that there is some systematic bias discernable around Māori in the criminal justice system, any habitual offender-sentencing regime will disproportionately impact on Māori, feeding a cycle of increasing Māori incarceration.

year: 2011