The global rise of a neoliberal 'new politics of parenting' discursively constructs parents in poverty as the reason for, and remedy to, child poverty. This allows for Early Childhood Education and Care (ECEC) to become a key policy lever by using human technologies to intervene in and regulate the lives of parents and children in poverty. The article explores the uptake of this policy locally through interviews with 30 ECEC practitioners in three locations across England. The interviews suggested that the neoliberal discursive formation of child poverty as a problem of the poor themselves had symbolic power and was a view shared by most of the interviewees. This appeared to restrict their thinking and action, shaping a limited engagement with parents in poverty. Delivering curricular requirements was seen to further delimit practitioners' practices with children in poverty by reducing their poverty sensitivity. Although this is a small study, its findings may be of value in questioning neoliberal logics, and their implications are considered critically.

Living in poverty disadvantages young children reducing school readiness. 'Pedagogy of listening' can potentially support resilience remediating against poverty's negative effects. Little, though, is known about how early childhood education and care practitioners work with children in poverty and the attainment gap between such children and their peers remains significant within England and the United States of America. This article reports research using a mixed methodology which explored these issues in localities across both these countries. We argue a dominant technocratic model of early years provision in these contexts creates normalization and diversity reduction. This, and austerity measures, stymie pedagogical space and practice organizing out listening to children in poverty. We suggest this may help explain why the attainment gap remains so stubbornly resistant to reduction across these countries. Poverty and its mitigation via ECEC The central aim of this research was to develop knowledge of early childhood education and care (ECEC) practitioners' opinions about child poverty and how they work with poverty across several geographic locations in England and the United States of America (USA). In both countries poverty is defined by an income threshold and both have a high percentage of children in poverty compared to other developed countries. In the USA currently 21% (about 15 million) of all children live in families with incomes below the federal poverty threshold (National Centre

Living in poverty disadvantages young children reducing school readiness. 'Pedagogy of listening' can potentially support resilience remediating against poverty's negative effects.Little, though, is known about how early childhood education and care practitioners work with children in poverty and the attainment gap between such children and their peers remains significant within England and the United States of America. This article reports research using a mixed methodology which explored these issues in localities across both these countries. We argue a dominant technocratic model of early years provision in these contexts creates normalization and diversity reduction. This, and austerity measures, stymie pedagogical space and practice organizing out listening to children in poverty. We suggest this may help explain why the attainment gap remains so stubbornly resistant to reduction across these countries. Poverty and its mitigation via ECECThe central aim of this research was to develop knowledge of early childhood education and care (ECEC) practitioners' opinions about child poverty and how they work with poverty across several geographic locations in England and the United States of America (USA). In both countries poverty is defined by an income threshold and both have a high percentage of children in poverty compared to other developed countries. In the USA currently 21% (about 15 million) of all children live in families with incomes below the federal poverty threshold (National Centre

A young male had an assumed dentigerous cyst marsupialized and later a recurrent ameloblastoma resected. Eleven years later he was admitted with renal stones and hypercalcemia and metastases of the ameloblastoma in the left lung were discovered. Death occurred as a result'of spinal and hepatic spread of his tumor and thrombosis of the renal veins. Renal calcification was demonstrated. The possible causes of the hypercalcaemia which was not associated with a raised serum parathormone or affected by parathyroidectomy is discussed.Cancer 36:2277-2285, 1975. ROM TIME TO TIME, CASES ARE REPORTEDThe upper molars bit into the swelling and at this site F of ameloblastomas which have spread ei-the mucosa was inflamed. There was no limitation of ther to the lungs, or to the regional lymph nodes. opening. Such cases are uncommon and frequently the His general health was good, there was no past accounts contain of uncertainty. ~h~~ history of serious illness, and he was a non-smoker. Radiographs revealed a circumscribed bone cavity is reported because metastatic spread of the neo-which involved the right mandible from immediately plasm was accompanied by hypercalcaemia, the distal to the first molar back to the base of the coroproduction of renal calculi a n d metastatic calcifi-noid process and the neck of the condyle (~i~. 1~) cation; a circumstance which, a s far a s we are Only the crown of the third molar, together with aware, has not previously been recorded. about 2 mm of thin, cervical dentine was formed and the tooth was displaced down to the angle of the mandible. The periodontal membrane of was thickened on the distal aspect of the mesial root. Both Of the ramus exhibited quite marked expansion. The appearance was as a dentigerous cyst.At operation a considerable quantity of clear serous fluid was released and a piece of the cyst wall distal to removed, 9/ was extracted and the cavity packed.