Deliverable D2.1 - Ecosystem analysis and 6G-SANDBOX facility design

This document provides a comprehensive overview of the core aspects of the 6G-SANDBOX project. It outlines the project's vision, objectives, and the Key Performance Indicators (KPIs) and Key Value Indicators (KVIs) targeted for achievement. The functional and non-functional requirements of the 6G-SANDBOX Facility are extensively presented, based on a proposed reference blueprint. A detailed description of the updated reference architecture of the facility is provided, considering the requirements outlined. The document explores the experimentation framework, including the lifecycle of experiments and the methodology for validating KPIs and KVIs. It presents the key technologies and use case enablers towards 6G that will be offered within the trial networks. Each of the platforms constituting the 6G-SANDBOX Facility is described, along with the necessary enhancements to align them with the project's vision in terms of hardware, software updates, and functional improvements

A Teacher’s Use of Video to Train Paraprofessionals in Pivotal Response Techniques

Research has shown that students with moderate-severe disabilities need direct and frequent social instruction in order to communicate and play with their peers. At the same time, there is little commensurate support for the paraprofessionals tasked with providing this support. It is imperative, then, that paraprofessionals have effective strategies in their repertoire of practices to facilitate social interaction. This investigation examined one classroom teacher\u27s use of video to train two paraprofessionals in Pivotal Response Treatment (PRT), an evidence based practice for students with autism. Findings suggest that the teacher-provided video training was effective in improving paraprofessionals’ PRT implementation, and subsequently, the social interactions of their students with disabilities other than autism, namely cerebral palsy and Down\u27s syndrome. Findings along with future directions for video-based training in the school setting are discussed

Business Process Innovation using the Process Innovation Laboratory

Most organizations today are required not only to establish effective business processes but they are required to accommodate for changing business conditions at an increasing rate. Many business processes extend beyond the boundary of the enterprise into the supply chain and the information infrastructure therefore is critical. Today nearly every business relies on their Enterprise System (ES) for process integration and the future generations of enterprise systems will increasingly be driven by business process models. Consequently process modeling and improvement will become vital for business process innovation (BPI) in future organizations. There is a significant body of knowledge on various aspect of process innovation, e.g. on conceptual modeling, business processes, supply chains and enterprise systems. Still an overall comprehensive and consistent theoretical framework with guidelines for practical applications has not been identified. The aim of this paper is to establish a conceptual framework for business process innovation in the supply chain based on advanced enterprise systems. The main approach to business process innovation in this context is to create a new methodology for exploring process models and patterns of applications. The paper thus presents a new concept for business process innovation called the process innovation laboratory a.k.a. the Ð-Lab. The Ð-Lab is a comprehensive framework for BPI using advanced enterprise systems. The Ð-Lab is a collaborative workspace for experimenting with process models and an explorative approach to study integrated modeling in a controlled environment. The Ð-Lab facilitates innovation by using an integrated action learning approach to process modeling including contemporary technological, organizational and business perspectivesNo; keywords

Preschool physical activity behaviors during outdoor time

Obesity is increasing for preschool children and a better understanding of preschool physical activity (PA) may help combat obesity. The purpose of this study was to examine preschool PA behaviors during outdoor time. Girls (n = 9) and boys (n = 12) from the UNLV preschool (M age = 59.6 months) wore a pedometer and were observed once during morning outdoor time and once during afternoon outdoor time using the modified OSRAC-P. Focus groups were conducted with 6 girls and 6 boys who drew pictures, talked about outdoor time favorites, and identified their favorite place to play using photographs. Steps per minute and PA level scores were highly correlated. The 2 sex by 2 outdoor times repeated measures ANOVA revealed that boys were more active then girls, however there was no time main effect or interaction. Direct observation data provided information regarding the PA level, type, and context of PA behaviors

Remembering Wonder

This is a booklet about research on alternative play and memorial structures

Spectatoritis vs. World-building: Sandbox spectatorship in American children’s silent film culture

Through a document-based ethno-historical approach, this article shows how cinema in the 1920s managed to inform urban children’s games and world-building activities, contrary to contemporary assumptions from early education reformers and sociologists that informed research into children’s play. I first show how most of this research tried to prove an early version of the ‘displacement effect’ theory, constructing modern media as impoverishing children’s imaginaries by transforming them into passive spectators – a modern disease identified as ‘spectatoritis’. At the same time, this research ignored its own data that pointed to the many ways in which children were actually developing their own mode of active spectatorship, poaching material from feature films and serials to inform and organize play – a mode of spectatorship I propose to call ‘sandbox spectatorship’. I then turn to some of these testimonies from 1920s children to recover the rhythms, places and roles of this extensive re-appropriation of film texts as sandbox spaces. The article concludes by suggesting three potential avenues for more research into the history of the deployment of movie-worlds into children’s world-building play

Emergence and playfulness in social games

Social Games, built and played on social networks such as Facebook, have rapidly become a major force in the world of game development, and the top social games today claim more players than any other online game on any format. As social games begin to mature from their roots as simple playful social toys and into the products of big business, the patterns and mechanics used in the design have begun to be formalised. In this paper, it is argued that experimentation and playfulness is still a very important part of the play experience and a valuable source of fun. As game designs explore the space opened by the new genre of social games, it is vital for designers to leave “gaps” in the design to allow for playful and serendipitous experiences to emerge from the activities of the players. To support this argument, Caillois’ classification of play is used as a lens through which social games can be examined. Examples of paidic, playful and emergent play are presented from popular social and offline games, and a detailed case study of paidic play in a new social game is presented from the designer’s perspective. Interviews from participants to an open trial are discussed, and their experiences in creating their own playful experiences and goals within the formal structure of the social game design are explored

Preschool teachers' beliefs and practices of outdoor play and outdoor environments

The current study examined preschool teachers' beliefs and practices during children's play in high and low quality outdoor environments in child care centers. Children's physical activity was measured using accelerometers. Videotapes of children and teachers during outdoor play were analyzed quantitatively and qualitatively to understand teachers' practices and children's play behaviors. Additionally, teachers were interviewed to understand their beliefs of children's outdoor play and outdoor environment. Quantitative results indicated that children's activity levels were higher when teacher's activity levels were higher, and children engaged in higher levels of play when teachers showed high involvement during outdoor play. Qualitative results revealed that teachers considered outdoor settings as important in facilitating children's physical development, social development, and learning about nature, and believed their role was to supervise children, help them find a direction in play, and interact with them during outdoor play. Teachers' practices ranged from monitoring children to facilitating their play, but they rarely participated in play with children. Overall, teachers' beliefs and practices, and children activity levels and play differed by high and low quality outdoor settings. Policy implications for teacher preparation programs, importance of the outdoor classrooms and future research are discussed