title: The presumption of advancement: Is it time to relegate this doctrine to the annals of history?

authors: Chevalier-Watts, Juliet

abstract: While the doctrine of the presumption of advancement and its applicability have been the subject of much judicial and academic criticism, this article reviews judicial approaches from Australasia and Canada and argues that the doctrine is still relevant in contemporary times. While it is evident that Canadian courts are not willing to support the place of the presumption of advancement in relation to gratuitous gifts by parents to adult children, Australasian jurisprudence supports a more expansive view, which is consistent with the basis of the doctrine. The more expansive view is that the natural bond of love and affection flows from a parent to child, irrespective of the age of the child, and this does not change, regardless of social, political, or economic constraints or changes. Therefore, it is argued that the doctrine is still a useful tool in the judicial toolbox for resolving family disputes today. As a result, the author does not support the relegation of this doctrine to the annals of history, because to do so would be to ignore the realities of contemporary economic pressures.

text: The presumption of advancement: Is it time to relegate this doctrine to the annals of history? While the doctrine of the presumption of advancement and its applicability have been the subject of much judicial and academic criticism, this article reviews judicial approaches from Australasia and Canada and argues that the doctrine is still relevant in contemporary times. While it is evident that Canadian courts are not willing to support the place of the presumption of advancement in relation to gratuitous gifts by parents to adult children, Australasian jurisprudence supports a more expansive view, which is consistent with the basis of the doctrine. The more expansive view is that the natural bond of love and affection flows from a parent to child, irrespective of the age of the child, and this does not change, regardless of social, political, or economic constraints or changes. Therefore, it is argued that the doctrine is still a useful tool in the judicial toolbox for resolving family disputes today. As a result, the author does not support the relegation of this doctrine to the annals of history, because to do so would be to ignore the realities of contemporary economic pressures.

year: 2016

title: Developing a digital assessment in senior secondary physical education

authors: Penney, Dawn

subjects: physical education

abstract: Background: The Digital Forms of Assessment project is a three-year Australian Research Council Linkage research project being conducted by Edith Cowan University's Centre for Schooling and Learning Technologies (CSaLT) in partnership with the Curriculum Council of Western Australia. The project is investigating the potential for a digital format external examination to rigorously interrogate student learning as demonstrated in and through practical tasks.
Aims: The project has been designed to inform the ongoing development of Physical Education Studies assessment in Western Australia and contribute to national and international developments in assessment in physical education and other areas of education that incorporate a practical and/or performance dimension. It aims to investigate authentic digital forms of assessment with high levels of reliability that are capable of being scaled-up for state-wide implementation in a cost effective manner. It seeks to provide research based insights for physical education teachers concerned to design authentic assessment tasks that maximise opportunities for students' varied knowledge, skills and understandings to be demonstrated.
Method: The project has utilised multiple methods of data collection to gather data relating to the development and implementation of assessment tasks utilising digital technologies, student participation in the assessment tasks, the experience and outcomes arising from marking procedures also utilising digital technologies, and teacher and student responses to the new forms of assessment. It has involved video-recording and computer-based digital capture of student work, participant observation, digital capture of computer-based marking outputs, and interviews with teachers and students. This paper focuses on data from the first two years of the project, relating to the design, implementation and experience of undertaking digital forms of assessment. Discussion draws on data from five teachers and a total of seventy-two students in four schools participating in the first two years of the project, with assessment tasks addressing a range of physical activity contexts.
Results: An assessment task comprising integrated computer-based and practically based components was designed, adapted for varied physical activity settings and successfully implemented in project schools. Students have perceived the assessment task to be authentic and meaningful for the Physical Education Studies course and have liked the way in which ‘practical’ and ‘theoretical’ aspects are combined in the task. Teachers have identified the task as aligning well with the pedagogic intent of the course and as providing a valid means of assessment of students' skills, knowledge and understandings relating to the aspects of course content that it was designed to address. Evaluation of the task implementation has utilised a feasibility framework, addressing technical, pedagogic, manageability, and functional feasibility. Results to date are encouraging in relation to each dimension. Refinements have been made to further enhance the task and implementation processes in the final year of the project.
Conclusion: The study has demonstrated the pedagogic feasibility of digital assessment aligning with the pedagogical intentions of the new course in Western Australia. Issues are discussed in relation to the prospective wider implementation of the technologies employed.

text: Developing a digital assessment in senior secondary physical education Background: The Digital Forms of Assessment project is a three-year Australian Research Council Linkage research project being conducted by Edith Cowan University's Centre for Schooling and Learning Technologies (CSaLT) in partnership with the Curriculum Council of Western Australia. The project is investigating the potential for a digital format external examination to rigorously interrogate student learning as demonstrated in and through practical tasks.
Aims: The project has been designed to inform the ongoing development of Physical Education Studies assessment in Western Australia and contribute to national and international developments in assessment in physical education and other areas of education that incorporate a practical and/or performance dimension. It aims to investigate authentic digital forms of assessment with high levels of reliability that are capable of being scaled-up for state-wide implementation in a cost effective manner. It seeks to provide research based insights for physical education teachers concerned to design authentic assessment tasks that maximise opportunities for students' varied knowledge, skills and understandings to be demonstrated.
Method: The project has utilised multiple methods of data collection to gather data relating to the development and implementation of assessment tasks utilising digital technologies, student participation in the assessment tasks, the experience and outcomes arising from marking procedures also utilising digital technologies, and teacher and student responses to the new forms of assessment. It has involved video-recording and computer-based digital capture of student work, participant observation, digital capture of computer-based marking outputs, and interviews with teachers and students. This paper focuses on data from the first two years of the project, relating to the design, implementation and experience of undertaking digital forms of assessment. Discussion draws on data from five teachers and a total of seventy-two students in four schools participating in the first two years of the project, with assessment tasks addressing a range of physical activity contexts.
Results: An assessment task comprising integrated computer-based and practically based components was designed, adapted for varied physical activity settings and successfully implemented in project schools. Students have perceived the assessment task to be authentic and meaningful for the Physical Education Studies course and have liked the way in which ‘practical’ and ‘theoretical’ aspects are combined in the task. Teachers have identified the task as aligning well with the pedagogic intent of the course and as providing a valid means of assessment of students' skills, knowledge and understandings relating to the aspects of course content that it was designed to address. Evaluation of the task implementation has utilised a feasibility framework, addressing technical, pedagogic, manageability, and functional feasibility. Results to date are encouraging in relation to each dimension. Refinements have been made to further enhance the task and implementation processes in the final year of the project.
Conclusion: The study has demonstrated the pedagogic feasibility of digital assessment aligning with the pedagogical intentions of the new course in Western Australia. Issues are discussed in relation to the prospective wider implementation of the technologies employed.

year: 2012

title: Ngā hau pūkeri e tīhaehae nei i ā tātou tikanga Māori

authors: Nock, Sophie

subjects: Tikanga Māori

abstract: Ko te wherawhera a tēnei tuhinga he titiro ki ngā io mai i ngā tikanga o te ao Māori, ā, ki ngā hau kino e whakataurekareka ana i ā tātou tikanga Māori. Kei roto i ngā iwi katoa o te ao ā rātau tikanga, engari, ko ngā whakamāramatanga o aua tikanga kei te mau ruhiruhi noa i roto i ngā hinengaro o ngā tāngata o tēnā iwi, tēnā iwi, ā, kua ngaro katoa atu rānei. Nā reira, ko tāku he rapu i aua māramatanga kei muri i ngā tikanga Māori, ā, he rapu anō hoki i ngā tāmitanga, i ngā pēhitanga a tauiwi mā, ko te mutunga ka whakapōrearea i ā tātou tikanga Māori.
Ko te aronga rangahau mō tēnei kaupapa he whai i ngā tuhinga me ngā kōrero i ahu mai i te ao Māori me te ao Pākehā. Ko ngā rauemi nei i ahu mai i ngā kohikohinga kōrero tawhito me ngā tuhinga a te hunga o roto i ngā tau kātahi anō ka pahure ake. Ko ngā kōrero tawhito nei hei whakaata ake i te huringa o te ao, ā, ka tīkina atu aua kōrero hei ārahi i te hunga ora kia mau tonu ai ā tātou tikanga Māori.
Ki te whai haere i tēnei momo kaupapa, me mātua whai rawa i ngā kōrero ā-waha hei whakaatu mai, ina kāore hoki i āta tuhia whānuihia ngā kōrero i maringi mai i te hinengaro o te hunga whakautu pātai. Ko ngā kohinga kōrero ā-waha hei tohu i ngā tikanga me ngā whakapono ake i pā mai ki a rātou i te wā e tipu ake ana.
Ko ētahi o ngā kaikōrero i tipu ake i roto i te tūturutanga o te ao Māori, arā, i tipu ake i ngā rekereke o ō rātou kuia, koroua, ā, ko ētahi ahakoa he Māori, i tipu ake anō i roto i te reo me ētahi o ngā tikanga Māori, ko ētahi anō i noho hoki i te tāone.
Ko ngā kaupapa ka whakaarahia ake e tēnei rangahau ko ngā tikanga e hāngai pū ana, e whakamahia ana, e kitea ana, e whakaatu ana anō hoki i ngā whakapono o te Māori. Kāti, ka tirohia ētahi tikanga i waenga i te whānau, ētahi atu tikanga hāngai pū ana ki te manaaki tangata i runga marae me te whakaaro ake ki ngā tohu e tika ana ki te whakanui manuhiri.
He roa te Māori e noho ana i te ao Pākehā, mai i tō rātou taenga mai i te rau tau tekau mā waru. Ko te nuinga o tātau kua roa kē te wehenga mai i te ao tūturu ake o te Māori. Ko ētahi tāngata e pupuri tonu ana i ētahi o ā tātou tikanga, ko ētahi kāhore noa e mōhio ana. Tēnā pea, ko ngā whakatūpato i mau, engari, ko ngā whakamārama kei te ngaro. Kāti, ko te tūmanako mō tēnei tuhingaroa ko te whakahoutia anō o te here ki ā tātou tikanga. Ka āhei hoki te hunga e ngākaunui ana ki te kaupapa nei ki te whai whakaaro, te whai māramatanga.
Ko tēnei tuhinga he tauira hei whakaatu atu he mahi pakeke te hopu, te tiaki, te manaaki me te ako hoki i ngā mātauranga o tuawhakarere. He pēnei anō ēnei tikanga mō nāianei, he toimaha tonu te kawe, te whakaū.
Heoi, ka whakatakia mai ngā kōrero i te orokohanga o te ao hei raranga ake hei whāriki mō te tikanga Māori. Tuatahi, ka tirohia ētahi o ngā whenu o tēnei mahi whata, arā, te ahunga mai o te tikanga Māori me ngā tikanga huhua i whakatauiratia mai e ngā atua Māori. Whai muri atu kei te upoko tuarua, ka whakaraupapahia mai ngā kōrero a te hunga whakautu pātai kia āta kitea ai ō rātou whakaaro mō te tikanga Māori. Ka hāngai pū tonu tēnei titiro ki ngā momo pātai, ā, ka tirohia hoki ngā whakahokinga a taua hunga nā.
Kei te upoko tuatoru ka huri te titiro ki ngā hau pūkeri e tūkino nei i ā tātou tikanga Māori. Tuatahi, ka horahia ngā kōrero, ngā tikanga mō te āhua o te noho a te Māori o mua, kia āta kitea ai i pēhea te āhua o tōna whakahaere i tōna ao o mua. Kātahi, ka āta tirohia ētahi ture Pākehā e tīhaehae nei i ā tātou tikanga, pēnei i te ngaro haere o te reo Māori, te haehae haere o ā tātou tikanga Māori. Ka mutu, ka huri ake ki te whai whakaaro ki ētahi o ngā raru i pā mai ki te tikanga Māori i te neketanga o te Māori ki te tāone noho ai, mahi ai.
Kei te upoko tuawhā ētahi tauira mō ngā tūmomo tikanga e mahia ana e te Māori i waenganui i tōna whānau. Ka tirohia te ringa tapu o te tikanga hei whakaohooho ake i te hinengaro, hei whakatakoto māramatanga mō aua tikanga hoki.
Kei te upoko tuarima te tirohanga ki ngā momo tikanga i runga marae, me ngā momo tohu Māori e whakaatu mai ana i te rangatiratanga o te iwi, pēnei i ngā tohu kino, i ngā tohu ora rānei. Ka tirohia ētahi whakamāramatanga mō te āhua o te noho piri o te Māori ki tōna taiao, he aha ngā kōrero a te taiao ki te Māori, he aha hoki ngā kōrero a ngā kararehe o te taiao.
Hei whakakapi ake i te tuhinga nei ko te whakarāpopototanga. I konei ka titiro whakamuri ki ngā āhuatanga kua ara ake. Ka whakaraupapahia ngā whakakitenga me ngā whakaputanga hei whakaohooho, hei whakaarotanga ake mō te ao kei mua e pā ana ki ā tātou tikanga Māori.

text: Ngā hau pūkeri e tīhaehae nei i ā tātou tikanga Māori Ko te wherawhera a tēnei tuhinga he titiro ki ngā io mai i ngā tikanga o te ao Māori, ā, ki ngā hau kino e whakataurekareka ana i ā tātou tikanga Māori. Kei roto i ngā iwi katoa o te ao ā rātau tikanga, engari, ko ngā whakamāramatanga o aua tikanga kei te mau ruhiruhi noa i roto i ngā hinengaro o ngā tāngata o tēnā iwi, tēnā iwi, ā, kua ngaro katoa atu rānei. Nā reira, ko tāku he rapu i aua māramatanga kei muri i ngā tikanga Māori, ā, he rapu anō hoki i ngā tāmitanga, i ngā pēhitanga a tauiwi mā, ko te mutunga ka whakapōrearea i ā tātou tikanga Māori.
Ko te aronga rangahau mō tēnei kaupapa he whai i ngā tuhinga me ngā kōrero i ahu mai i te ao Māori me te ao Pākehā. Ko ngā rauemi nei i ahu mai i ngā kohikohinga kōrero tawhito me ngā tuhinga a te hunga o roto i ngā tau kātahi anō ka pahure ake. Ko ngā kōrero tawhito nei hei whakaata ake i te huringa o te ao, ā, ka tīkina atu aua kōrero hei ārahi i te hunga ora kia mau tonu ai ā tātou tikanga Māori.
Ki te whai haere i tēnei momo kaupapa, me mātua whai rawa i ngā kōrero ā-waha hei whakaatu mai, ina kāore hoki i āta tuhia whānuihia ngā kōrero i maringi mai i te hinengaro o te hunga whakautu pātai. Ko ngā kohinga kōrero ā-waha hei tohu i ngā tikanga me ngā whakapono ake i pā mai ki a rātou i te wā e tipu ake ana.
Ko ētahi o ngā kaikōrero i tipu ake i roto i te tūturutanga o te ao Māori, arā, i tipu ake i ngā rekereke o ō rātou kuia, koroua, ā, ko ētahi ahakoa he Māori, i tipu ake anō i roto i te reo me ētahi o ngā tikanga Māori, ko ētahi anō i noho hoki i te tāone.
Ko ngā kaupapa ka whakaarahia ake e tēnei rangahau ko ngā tikanga e hāngai pū ana, e whakamahia ana, e kitea ana, e whakaatu ana anō hoki i ngā whakapono o te Māori. Kāti, ka tirohia ētahi tikanga i waenga i te whānau, ētahi atu tikanga hāngai pū ana ki te manaaki tangata i runga marae me te whakaaro ake ki ngā tohu e tika ana ki te whakanui manuhiri.
He roa te Māori e noho ana i te ao Pākehā, mai i tō rātou taenga mai i te rau tau tekau mā waru. Ko te nuinga o tātau kua roa kē te wehenga mai i te ao tūturu ake o te Māori. Ko ētahi tāngata e pupuri tonu ana i ētahi o ā tātou tikanga, ko ētahi kāhore noa e mōhio ana. Tēnā pea, ko ngā whakatūpato i mau, engari, ko ngā whakamārama kei te ngaro. Kāti, ko te tūmanako mō tēnei tuhingaroa ko te whakahoutia anō o te here ki ā tātou tikanga. Ka āhei hoki te hunga e ngākaunui ana ki te kaupapa nei ki te whai whakaaro, te whai māramatanga.
Ko tēnei tuhinga he tauira hei whakaatu atu he mahi pakeke te hopu, te tiaki, te manaaki me te ako hoki i ngā mātauranga o tuawhakarere. He pēnei anō ēnei tikanga mō nāianei, he toimaha tonu te kawe, te whakaū.
Heoi, ka whakatakia mai ngā kōrero i te orokohanga o te ao hei raranga ake hei whāriki mō te tikanga Māori. Tuatahi, ka tirohia ētahi o ngā whenu o tēnei mahi whata, arā, te ahunga mai o te tikanga Māori me ngā tikanga huhua i whakatauiratia mai e ngā atua Māori. Whai muri atu kei te upoko tuarua, ka whakaraupapahia mai ngā kōrero a te hunga whakautu pātai kia āta kitea ai ō rātou whakaaro mō te tikanga Māori. Ka hāngai pū tonu tēnei titiro ki ngā momo pātai, ā, ka tirohia hoki ngā whakahokinga a taua hunga nā.
Kei te upoko tuatoru ka huri te titiro ki ngā hau pūkeri e tūkino nei i ā tātou tikanga Māori. Tuatahi, ka horahia ngā kōrero, ngā tikanga mō te āhua o te noho a te Māori o mua, kia āta kitea ai i pēhea te āhua o tōna whakahaere i tōna ao o mua. Kātahi, ka āta tirohia ētahi ture Pākehā e tīhaehae nei i ā tātou tikanga, pēnei i te ngaro haere o te reo Māori, te haehae haere o ā tātou tikanga Māori. Ka mutu, ka huri ake ki te whai whakaaro ki ētahi o ngā raru i pā mai ki te tikanga Māori i te neketanga o te Māori ki te tāone noho ai, mahi ai.
Kei te upoko tuawhā ētahi tauira mō ngā tūmomo tikanga e mahia ana e te Māori i waenganui i tōna whānau. Ka tirohia te ringa tapu o te tikanga hei whakaohooho ake i te hinengaro, hei whakatakoto māramatanga mō aua tikanga hoki.
Kei te upoko tuarima te tirohanga ki ngā momo tikanga i runga marae, me ngā momo tohu Māori e whakaatu mai ana i te rangatiratanga o te iwi, pēnei i ngā tohu kino, i ngā tohu ora rānei. Ka tirohia ētahi whakamāramatanga mō te āhua o te noho piri o te Māori ki tōna taiao, he aha ngā kōrero a te taiao ki te Māori, he aha hoki ngā kōrero a ngā kararehe o te taiao.
Hei whakakapi ake i te tuhinga nei ko te whakarāpopototanga. I konei ka titiro whakamuri ki ngā āhuatanga kua ara ake. Ka whakaraupapahia ngā whakakitenga me ngā whakaputanga hei whakaohooho, hei whakaarotanga ake mō te ao kei mua e pā ana ki ā tātou tikanga Māori.

year: 2003