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In response to community and sector needs, in 2020 an Initial Teacher Education (ITE) provider in Aotearoa/New Zealand developed a Bachelor of Teaching (Primary) programme with a unique design as an alternative pathway into the profession. The design elements of the programme included being field-based, online, and with a bicultural kaupapa. This article reports on findings from research focussed on the implementation of the programme from the initial cohort of tauira and kaiako/associate teachers after the first year of the programme. Findings indicated that, while the programme had been in line with participants' expectations, they also highlighted some challenges. This included the connection between the programme elements, partnerships between stakeholders, and the communication needed to maintain and sustain the partnership around tauira learning.

Objective: To undertake a content analysis of human papillomavirus (HPV) vaccine communication materials available to young people. Design: Content analysis. Setting: Majority English-speaking countries. Methods: Between March and April 2020, a web engine was utilised to search for and retrieve relevant communication materials. Content analysis was used to describe how the following key issues were covered: (1) side effects, (2) safety, (3) practicalities related to receiving the HPV vaccine and (4) gender-specific information. Results: A total of 44 separate communication materials were retrieved, predominantly videos, webpages and leaflets. There was a focus on mild side effects of the vaccine (43.2%), with less frequent reference being made to moderate or serious side effects (22.7%). Reassurance concerning the safety profile of vaccine was communicated by referencing the widespread use of the HPV vaccine (31.8%). Information regarding formal criteria for entry into the vaccination programme emphasised country-specific eligibility criteria (59.1%), the setting in which vaccination was offered (38.6%) and the number of doses required (38.6%). Content intended to improve young people's experiences of receiving the HPV vaccine was less often provided (22.7%). Gender-specific content usually related to specific HPV-related diseases (52.3%) and/or the availability of cervical cancer screening programmes (52.3%). Conclusion: A variety of different communication tools were retrieved encompassing a wide variety of formats and content, reflective of different vaccination programmes and the varied priorities of organisations producing the materials. Findings will inform the co-production of a tailored educational package to improve access to information by populations of young people identified as having lower HPV vaccine uptake.

In 2018, the New Zealand Qualifications Authority amended its regulatory framework in order to formally recognise micro-credentials. The rules provide a definition, credit value limits, and permission to publish on the NZQA website. The rules apply to Tertiary Education Organisations, leaving universities to establish their own micro-credential recognition schemes. There is provision in the rules for international providers, and non-TEO providers working within New Zealand, to seek equivalency for other micro-credentials. A non-doctrinal policy law framework was adopted to assess the adoption of micro-credentials by the NZQA. It included establishing a timeline of vocational education reform, reviewing currently registered micro-credentials, and identifying unresolved issues that may impact upon their future uptake in New Zealand. They include concerns about disaggregation of qualifications, avoidance of unnecessary replication of learning, and managing expectations about the future recognition and valuation of micro-credentials.

This article reports on research conducted in New Zealand that deals with early childhood education (ECE) centre working relationships with external organisations, including agencies, social services, and other education providers. The goal of the research was to identify the types of current collaboration, the nature of these relationships, and benefits that are being derived from them. A total of 79 online surveys, supplemented by follow-up interviews, confirmed that ECE centres presently work collaboratively with several external organisations. They include educational providers, social service agencies, health services, and cultural support organisations. However, the nature of these relationships is largely compartmentalised and ad hoc, resulting in the potential for incomplete information sharing, and a lack of consistent, integrated decision making. Truly transformative partnering relationships remain a largely aspirational goal in ECE education. Key impediments include time for relationship building, and insufficient funding. Recommendations for improvement are offered, which are likely to be consistent with the goals of the Ministry of Education's "Early Learning Action Plan 2019-2029."

The revised New Zealand Curriculum (NZC) was introduced in 2007 and seen as an opportunity for schools and communities to work together to provide a curriculum that reflected local needs. The NZC identifies learning areas providing students with the foundation on which they can develop and later specialise. It would be expected that this broad base would be reflected in schools' Charters and Strategic or Annual Plans. A small-scale initial investigation reviewing documentation for 2012 of 16 schools was undertaken. The resulting review identified that the schools' plans focussed primarily on National Standards. There was limited identification of specific Learning Areas other than Literacy and Numeracy in regards to school targets, professional development, budget or school priorities. This review suggests that predictions of the implementation of National Standards in New Zealand schools narrowing the school curriculum is, indeed, becoming a reality.

Interest in curriculum integration (CI) has resurged recently as schools seek to bring together knowledge from separate curriculum areas to create a more holistic, integrated learning experience for students to address the demands of "twenty-first century" learning. As the educational sciences deliver new research on the role of the arts in cognitive development, educators are also refreshing their perspective on what is termed "arts integration". This study set out to investigate the introduction of a curriculum integration model in a secondary school setting, focusing on the arts. The findings indicate that collaborative learning became a powerful strategy for enhancing student's social and motivational skills, specifically that of compromise. For a Curriculum Integration model to succeed in secondary schools there needs to be a paradigm shift in the way that secondary schools structure their timetables and their learning environments.

The Assessment Resource Banks (ARBs) offer an innovative space to explore how responsive assessment for learning can work off- and online with Aotearoa New Zealand teaching and learning situations. They are a freely available online repository of formative assessment tasks that link to "The New Zealand Curriculum" (Ministry of Education, 2007). In 2014, work began to redevelop a number of existing pencil-and-paper resources to interactive tasks that could be completed by students online. Now, in 2021, over half the 2,850 resources can be completed online, as well as downloaded as pencil-and-paper tasks. Many online-interactive assessment tasks use multiple choice or typing in short or long answers. While students responding online might be able to write to "explain" a thing, they couldn't "show their working" or "draw a …" without a new way to respond. As a result, ways that students could "show" or "draw" using a drawing tool panel began to be explored by ARB resource developers. This article discusses drawing and labelling online, examples of items that use the drawing tool, the benefits of online assessment and its future potential, and why ARBs are a useful tool to support flexible learning situations, wherever the learning takes place.

While there can be benefits from having overseas teaching experience, the transition back to New Zealand is not always easy for teachers who have previously gained their initial teaching qualification and certification in New Zealand. Upon returning to New Zealand from teaching in an international context, teachers can find it difficult having their overseas teaching experience and knowledge valued and recognised. This article reports on a study of 40 teachers who, after gaining experience teaching in an international context, transitioned back to New Zealand. Findings illustrated that while their overseas experiences provided benefits for the teachers, their transition back to New Zealand was challenging and, for some, a time of frustration and disillusionment. In particular, the challenges were associated with having their international teaching experiences valued, re-culturing back to the New Zealand educational context and getting recognition for certification and remuneration purposes.

This article describes the "Discovery Time" programme, a largely child-directed developmental programme, and discusses it in relation to the sociocultural approach to learning. It considers the effects of the programme on the development of children's oral language and cooperative social skills in a Year 1 classroom. Survey information gathered by the teacher indicated that the language and social skills of the children increased over a 10 week period. The review of the discovery time programme also considered information through interviews with key participants, observations of the programme in action and review of the child participants' stories and pictures. This additional information indicated that discovery time provided a positive learning environment and enjoyable experiences for the children, teacher and school community. The article concludes with suggestions for further developments of the programme within the school.

As a collective of students and teachers, we reflect on student experiences of housing in Aotearoa. The commentary began as a reflective diary assignment from a third‐year course offered in semester one of 2023 at the University of Auckland. Using 15 of these diaries as our data, we take stock of the multiple intersecting crises of housing that are currently impacting students and other young people, and suggest potential directions for future research. [ABSTRACT FROM AUTHOR]

Literacy skills acquired during the first years of schooling have been recognised as the key to students' learning success. However, despite the continuing efforts by the New Zealand government and teachers there is still a large proportion of students who struggle to become literate. To address this issue the Ministry of Education funded selected New Zealand schools to take part in 10-week programmes designed to provide an intensive intervention in literacy (i.e. reading and writing) and numeracy. This article summarises the results from the part of the programme which focused on reading. The findings indicate that Year 1 and Year 2 students significantly increased their reading ability over the 10 weeks. The survey data, interviews and teachers' journals revealed that the critical aspect of this success was teachers having time to meet individual students' specific learning needs. At the school level the programme was lauded as successful. Importantly, these findings have implications not only for how principals allocate teacher time but also for policy-makers when considering how to support schools in addressing the needs of those students who have not made the expected progress in their literacy development in their first years of education.

Changes in the Earth's geomagnetic field induce geoelectric fields in the solid Earth. These electric fields drive Geomagnetically Induced Currents (GICs) in grounded, conducting infrastructure. These GICs can damage or degrade equipment if they are sufficiently intense—understanding and forecasting them is of critical importance. One of the key magnetospheric phenomena are Sudden Commencements (SCs). To examine the potential impact of SCs we evaluate the correlation between the measured maximum GICs and rate of change of the magnetic field (H′) in 75 power grid transformers across New Zealand between 2001 and 2020. The maximum observed H′ and GIC correlate well, with correlation coefficients (r2) around 0.7. We investigate the gradient of the relationship between H′ and GIC, finding a hot spot close to Dunedin: where a given H′ will drive the largest relative current (0.5 A nT−1 min). We observe strong intralocation variability, with the gradients varying by a factor of two or more at adjacent transformers. We find that GICs are (on average) greater if they are related to: (a) Storm Sudden Commencements (SSCs; 27% larger than Sudden Impulses, SIs); (b) SCs while New Zealand is on the dayside of the Earth (27% larger than the nightside); and (c) SCs with a predominantly East‐West magnetic field change (14% larger than North‐South equivalents). These results are attributed to the geology of New Zealand and the geometry of the power network. We extrapolate to find that transformers near Dunedin would see 2000 A or more during a theoretical extreme SC (H′ = 4000 nT min−1). Plain Language Summary: A changing magnetic field at the surface of the Earth will induce anomalous currents in conducting infrastructure, such as a power network. There are many processes that can cause the Earth's magnetic field to change, but we investigate one of the simplest: Sudden Commencements (SCs). SCs are caused by rapid increases in the density or velocity of the solar wind, and can be measured as a fast, mostly Northward change of the magnetic field on the ground. We compare the changes in the magnetic field with the currents observed at 75 locations across the New Zealand power network. We find a link between the changes in the magnetic field and the currents, but several locations appear to be more susceptible to large currents. We also find that some types of SC appear to cause larger currents and that the effect of SCs is greater on the sunlit side of the Earth. Finally, we use the relationships we have seen over the last 20 years to see what would happen if a much larger event were to occur in the future. Key Points: The maximum H′ and Geomagnetically Induced Current (GIC) observed during Sudden Commencements (SCs) correlates well (r2 ∼ 0.7) across New ZealandSCs that occur when New Zealand is on the dayside of the Earth are associated with 27% greater GICs for the same H′ on averageExtrapolation suggests that a hypothetical extreme SC (4000 nT min−1) would be related to GICs over 2000 A near Dunedin [ABSTRACT FROM AUTHOR]

Technology-facilitated abuse (TFA) is a significant, harmful phenomenon and emerging trend in intimate partner violence. TFA encompasses a range of behaviours and is facilitated in online spaces (on social media and networking platforms) and through the misuse of everyday technology (e.g. mobile phone misuse, surveillance apps, spyware, surveillance via video cameras and so on). The body of work on TFA in intimate relationships is emerging, and so this scoping review set out to establish what types of abuse, impacts and forms of resistance are reported in current studies. The scoping review examined studies between 2000 and 2020 that focused on TFA within intimate partnerships (adults aged 18+) within the setting of any of these countries: the UK and Ireland, USA, Canada, New Zealand and Australia. The databases MEDLINE, CINAHL and Scopus were searched in December 2020. A total of 22 studies were included in the review. The main findings were that TFA is diverse in its presentation and tactics, but can be typed according to the eight domains of the Duluth Power & Control Wheel. Impacts are not routinely reported across studies but broadly fall into the categories of social, mental health and financial impacts and omnipresence. Similarly, modes of resistance are infrequently reported in studies. In the few studies that described victim/survivor resistance, this was in the context of direct action, access to legal or professional support or in the identification of barriers to resistance. [ABSTRACT FROM AUTHOR]

Quality of life (QoL) in people living with HIV (PLHIV) is reportedly worse than in people without HIV, with many factors impacting on this. We aimed to investigate QoL in PLHIV in New Zealand (NZ). In-person interviews were conducted including socio-demographic, health, social connectedness, and stigma-related questions. QoL was measured using the 13-question PozQoL Scale – summed to give a score between 13 and 65. Univariate linear regression was used to investigate factors associated with differences in PozQoL scores. PLHIV (n = 188) of different ethnicities from throughout NZ participated. The mean age was 47 years; 65% were men; 61% were men who have sex with men; 61% had been living with HIV for ≥10 years. The mean summary PozQoL score was 47.16. Factors associated with a lower mean PozQol included no sex in the last 12 months (−9.03), inability to meet basic needs (−7.47), ever (−6.49) or recently (−5.03), experiencing stigma or discrimination, mental health condition (−5.74), HIV diagnosis <5 years (−5.48), poor health (−5.43), being unemployed (−5.02), not having support (−4.71), and greater internalised stigma (−2.81). Improving QoL will require investment in peer support and community welfare programmes to better support PLHIV, and stigma reduction campaigns targeting the broader community. [ABSTRACT FROM AUTHOR]

There has been little research into the work environments of teachers at the subject department level. Understanding and investigating the work environment at this level could provide insight into the type of work environment that might lead teachers to remain in the teaching profession. This article reports the development, validation and use of a work environment instrument at the subject department level. The department-level environment questionnaire (DLEQ) was developed using the school-level environment questionnaire as the parent instrument. Both Actual and Preferred Forms of the DLEQ were used. Early-career secondary school science teachers' perceptions of the actual and preferred science department environment in New Zealand were sought. In addition, interviews with 17 % of the participants were conducted in order to find out why the teachers answered the questionnaire in the way that they did. The findings highlight the needs of this particular group of teachers. Future research opportunities for further instrument development and use of the instrument are suggested.

Background: The period of pregnancy and early motherhood is a substantial life change associated with psychological turbulence. During this period, some women experience symptoms of anxiety and depression of sufficient severity to warrant professional psychological assistance. Psychosocial and psychological interventions are key therapeutic approaches for women at this life stage. There is growing evidence of the value of the arts in the prevention and treatment of mental health problems. Evidence suggests that women prefer psychological interventions that provide social support and shared space for reflection. Cognitive Behavioural and Art-based intervention (CB-ART) is a novel therapy for prevention and treatment of perinatal mental health problems. The aim of this study was to implement and evaluate CB-ART for acceptability, feasibility, safety and preliminary efficacy among women admitted to a residential early parenting unit. Methods: The pilot study used a single-centre, mixed-methods pre- and post-test design to evaluate CB-ART among women admitted to a 5-day residential early parenting service in Melbourne, Australia. Participants completed questionnaires before and after attendance at two 1-h CB-ART group sessions on day 2 and day 5 of admission during which field notes were taken. Evaluation interviews were conducted by telephone 1 week after discharge. The Short Profile of Emotional Competence and the Edinburgh Postnatal Depression Scale were used to assess emotional insight and symptoms of depression, respectively. Feasibility, acceptability and safety were assessed using an analysis of field notes, with quantitative data collected by telephone questionnaire and qualitative data by telephone interviews. Results: Nine participants enrolled in the program; eight provided complete data. Two CB-ART groups were conducted. Before and after comparisons showed that there was an improvement in symptoms of postnatal depression and a marginal improvement in emotional insight. Thematic analysis of qualitative data indicated CB-ART was a feasible and acceptable means of assisting reflection. Conclusion: The preliminary data indicate that the CB-ART program is a feasible, acceptable and safe addition to the 5-day residential program, with potentially therapeutic benefits. A larger randomised study is required to assess the effects of the CB-ART intervention on symptom measures in this and other postnatal settings. Trial registration: Australian and New Zealand Clinical Trials Registry, ACTRN126220000354785. Registered 1 January 2022—retrospectively registered. [ABSTRACT FROM AUTHOR]

We provide a perspective on the ubiquity of PFAS (a suite of unique per‐ and polyfluoroalkyl substances, or 'forever chemicals') as toxic, pervasive and environmentally persistent more‐than‐human agents. We situate our discussion of these more‐than‐human contaminants in our location of Aotearoa New Zealand (NZ), a post‐production, post‐consumption contaminated site. We therefore make an Antipodean contribution to PFAS research—a predominantly North American/European body of work—providing an account of the specific landmasses, cultural contexts and regulation here, while also noting simultaneous entanglements with the global environment. In dealing with this group of contaminants, we identify opportunities for Aotearoa NZ's regulatory and management processes to consider the more‐than‐human theorising of aspects of 'the natural world', not for their utility but for the intrinsic value of more‐than‐human lives, and in order to do regulation, policy and practice differently. [ABSTRACT FROM AUTHOR]

One of the most challenging decisions for primary school principals is to decide what class level each of their teachers will teach. It seems there is very little research on the way principals go about making these decisions. Government reforms have had significant impact on the role of the primary school principal in New Zealand, and a trend has emerged that some teachers are choosing to remain in the same school and class level. This study focused on eight primary school principals, and how they made decisions in relation to teacher class placement. A review of literature around leadership styles highlights the importance of relationships when implementing change such as teacher placement in different class levels. This study reveals that these principals practised an authentic style of leadership and highlights some important factors to be considered in determining teacher placement. (Contains 1 figure.)

Background and purpose: The present study reports on the findings of a study conducted in New Zealand using the actual and preferred forms of a classroom environment instrument, the Technology-Rich Outcomes-focussed Learning Environment Inventory (TROFLEI) and three affective outcome scales. Main aims of this study were to validate the instrument for use in New Zealand; to investigate differences between students' perceptions of (a) actual and preferred learning environments, (b) year levels and (c) gender; and to investigate associations between science classroom learning environment, attitude and self-efficacy. Sample: TROFLEI was administered to 1027 high-school students from 30 classes. Design and method: The 80-item TROFLEI assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage and young adult ethos. The three affective outcome scales used in the study are attitude to subject, attitude to computers and academic efficacy. Results: The validity and reliability of the TROFLEI and three affective outcome scales for use in New Zealand were established. Differences in actual and preferred scores confirmed that students participating in the study sought better learning environments. Female students generally perceived their technology-related learning environment more positively. Year-13 students had consistently higher means for most (8 out of 13) of the learning environment dimensions. Statistically significant associations were found between the scales of TROLFLEI and three affective outcome scales. Conclusions: The results of this study assist us in understanding the psychosocial learning environments in New Zealand in a technology-supported classroom and to determine its effectiveness in terms of selected learner outcomes. (Contains 8 tables.)

Community psychology in Australia and Aotearoa/New Zealand reflect interesting parallels and convergences. While both have a strong educational basis influenced by North American publications, they have developed foci and forms of practice reflecting the cultural, political, and historic underpinnings of these two countries. In New Zealand, community psychology developed from academic researchers and teachers moulding and adapting approaches to suit the needs of their local communities. In Australia, two processes of practitioners establishing a professional home and academics developing a field of education have come together to form the basis of the field. At the core of community psychology in both countries is the place of social justice--with a strong emphasis on the position and plight of the Indigenous peoples. (Contains 1 footnote.)

This paper presents a model of the approaches open to government to ensure that early childhood services are affordable to families. We derived the model from a comparative literature review of affordability approaches taken by government, both in Australia and internationally. The model adds significantly to the literature by proposing a means to understand and assess the numerous options for affordability funding. The model suggests that the options fall into only three basic approaches: operational funding, fee subsidies and tax relief. Application of this simple model helps clarify the costs and benefits of particular choices within these approaches. We predict that the choices affect cost to government, affordability to families, and participation by children in early childhood services. (Contains 2 tables.)

This study describes the processes involved in the development and statistical validation of a primary science curriculum delivery evaluation instrument, the Science Curriculum Implementation Questionnaire (SCIQ), used to identify factors influencing science programme delivery at the classroom and school level. The study begins by exploring the themes generated from several qualitative studies in the New Zealand context pertaining to the phenomenon of primary science delivery. Building on the findings from the qualitative studies, quantitative procedures used to develop and validate both a five-scale, 35-item SCIQ and a seven-scale, 49-item SCIQ are presented. Finally, current applications of the seven-scale, 49-item SCIQ as a foundation for data collection, staff discussion and collaborative decision-making for the purpose of primary science delivery are briefly discussed.

Objectives: To assess the mental health and wellbeing of health and aged care workers in Australia during the second and third years of the coronavirus disease 2019 (COVID‐19) pandemic, overall and by occupation group. Design, setting, participants: Longitudinal cohort study of health and aged care workers (ambulance, hospitals, primary care, residential aged care) in Victoria: May–July 2021 (survey 1), October–December 2021 (survey 2), and May–June 2022 (survey 3). Main outcome measures: Proportions of respondents (adjusted for age, gender, socio‐economic status) reporting moderate to severe symptoms of depression (Patient Health Questionnaire‐9, PHQ‐9), anxiety (Generalized Anxiety Disorder scale, GAD‐7), or post‐traumatic stress (Impact of Event Scale‐6, IES‐6), burnout (abbreviated Maslach Burnout Inventory, aMBI), or high optimism (10‐point visual analogue scale); mean scores (adjusted for age, gender, socio‐economic status) for wellbeing (Personal Wellbeing Index–Adult, PWI‐A) and resilience (Connor Davidson Resilience Scale 2, CD‐RISC‐2). Results: A total of 1667 people responded to at least one survey (survey 1, 989; survey 2, 1153; survey 3, 993; response rate, 3.3%). Overall, 1211 survey responses were from women (72.6%); most respondents were hospital workers (1289, 77.3%) or ambulance staff (315, 18.9%). The adjusted proportions of respondents who reported moderate to severe symptoms of depression (survey 1, 16.4%; survey 2, 22.6%; survey 3, 19.2%), anxiety (survey 1, 8.8%; survey 2, 16.0%; survey 3, 11.0%), or post‐traumatic stress (survey 1, 14.6%; survey 2, 35.1%; survey 3, 14.9%) were each largest for survey 2. The adjusted proportions of participants who reported moderate to severe symptoms of burnout were higher in surveys 2 and 3 than in survey 1, and the proportions who reported high optimism were smaller in surveys 2 and 3 than in survey 1. Adjusted mean scores for wellbeing and resilience were similar at surveys 2 and 3 and lower than at survey 1. The magnitude but not the patterns of change differed by occupation group. Conclusion: Burnout was more frequently reported and mean wellbeing and resilience scores were lower in mid‐2022 than in mid‐2021 for Victorian health and aged care workers who participated in our study. Evidence‐based mental health and wellbeing programs for workers in health care organisations are needed. Trial registration: Australian New Zealand Clinical Trials Registry: ACTRN12621000533897 (observational study; retrospective). [ABSTRACT FROM AUTHOR]

Ecosystem-based approaches to marine management, which integrate marine law and policy across sectors, communities, and scales, are increasingly advocated for in international policy debates and scholarly literature. We highlight critical and timely opportunities in Aotearoa New Zealand's evolving legal context to support an ecosystem-based approach across fisheries regulation, biodiversity conservation, environmental effects management, and Indigenous or customary rights. Given the scale of proposed law reform affecting the ocean in Aotearoa New Zealand, there are important global lessons to be elucidated from (and for) the Aotearoa New Zealand experience, revealing the potential for law to center the health of ocean ecosystems and related people in integrated marine decision making. [ABSTRACT FROM AUTHOR]

The purpose of this investigation was to apply a validated curriculum evaluation instrument, the "Science Curriculum Implementation Questionnaire" (SCIQ), in an educational context in which a science curriculum review had recently been completed and, by so doing, ascertain the accuracy and potential value of the instrument as a curriculum delivery evaluative tool. The study begins by exploring the themes generated from an extensive case study attempting to identify the broad and complex factors influencing science program delivery at a large urban intermediate (Years 7 and 8) school in New Zealand. Following this, the results of the subsequent application of the SCIQ in the case study school are discussed. Responses to the SCIQ reaffirmed the themes identified in the case study and, by way of standard deviation analysis, gave a similar description of the variability in the staff perceptions pertaining to the factors influencing science program delivery. Limitations and recent practical applications of the SCIQ are also discussed.

Reports on a study of two classroom learning environment questionnaires developed in a culturally diverse context, specifically the Pacific Islands. Concludes that females perceive their environment more favorably than males. (Contains 96 references.) (DDR)

Objective: To determine the epidemiology, clinical management, and outcomes of women with gestational breast cancer (GBC). Methods: A population‐based prospective cohort study was conducted in Australia and New Zealand between 2013 and 2014 using the Australasian Maternity Outcomes Surveillance System (AMOSS). Women who gave birth with a primary diagnosis of breast cancer during pregnancy were included. Data were collected on demographic and pregnancy factors, GBC diagnosis, obstetric and cancer management, and perinatal outcomes. The main outcome measures were preterm birth, maternal complications, breastfeeding, and death. Results: Forty women with GBC (incidence 7.5/100 000 women giving birth) gave birth to 40 live‐born babies. Thirty‐three (82.5%) women had breast symptoms at diagnosis. Of 27 women diagnosed before 30 weeks' gestation, 85% had breast surgery and 67% had systemic therapy during pregnancy. In contrast, all 13 women diagnosed from 30 weeks had their cancer management delayed until postdelivery. There were 17 preterm deliveries; 15 were planned. Postpartum complications included the following: hemorrhage (n = 4), laparotomy (n = 1), and thrombocytopenia (n = 1). There was one late maternal death. Eighteen (45.0%) women initiated breastfeeding, including 12 of 23 women who had antenatal breast surgery. There were no perinatal deaths or congenital malformations, but 42.5% of babies were preterm, and 32.5% were admitted for higher‐level neonatal care. Conclusions: Gestational breast cancer diagnosed before 30 weeks' gestation was associated with surgical and systemic cancer care during pregnancy and planned preterm birth. In contrast, cancer treatment was deferred to postdelivery for women diagnosed from 30 weeks, reflecting the complexity of managing expectant mothers with GBC in multidisciplinary care settings. [ABSTRACT FROM AUTHOR]

Ecosystem-based management (EBM) is a holistic approach to managing marine environments that can potentially reconcile cross-sectoral conflicts, scale mismatches, and fulfil sustainability objectives. In Aotearoa New Zealand (Aotearoa NZ), the operationalisation of EBM has been uneven; however, a set of principles to guide EBM in Aotearoa NZ provides a useful foundation to enable and enhance its uptake and to support governance approaches that attend to the rights, values, interests, and knowledges of Māori, the Indigenous peoples of Aotearoa. In acknowledging the need to give attention to the governance of marine environments, we apply insights from the 'relational turn' in social sciences and sustainability science to explore the ontological and epistemological broadening of 'governance' to identify opportunities for alternative forms of governance that accommodate Indigenous ways of knowing. We propose four pou (or enabling conditions) that generate alternatives to governance models underpinned by a 'modernist' (dualistic, technocratic) ontology: (i) enacting interactive administrative arrangements; (ii) diversifying knowledge production; (iii) prioritising equity, justice, and social difference; and (iv) recognising interconnections and interconnectedness. Our analysis of seven governance examples exposes evidence of radical and progressive transformations occurring within Aotearoa NZ regarding conceptions of the environment and the role of people in it that could support the wider uptake of EBM. Rather than advocating a 'perfect model' of governance for EBM, we find potential in EBM as a strategic approach to managing marine environments because of the synergies with Indigenous and relational ontologies, which lie in the emphasis on interconnectedness, inclusivity, diversity, and relationality. [ABSTRACT FROM AUTHOR]