Remote preamplifier circuit maintains stability over wide temperature range

Circuit remains stable over a wide temperature range while preamplifying light signals falling on a photocell and transmitting them through a transmission line to a remote amplifier. The circuits preamplifier consists of a grounded emitter NPN stage followed by a PNP emitter

Exploring the resistance: an Australian perspective on educating for sustainability in early childhood

Climate change and sustainability are issues of global significance. While other education sectors have implemented education for sustainability for many years, the early childhood sector has been slow to take up this challenge. This position paper poses the question: Why has this sector been so slow to engage with sustainability? Explanations are proposed based on a review of research literature and the authors’ long engagement in seeking to bring early childhood education and education for sustainability together. The imperative is for the early childhood sector to engage in education for sustainability without delay and to ‘get active’ for a sustainable future

Discourses of the Early Years Learning Framework: Constructing the Early Childhood Professional

In Australia, as elsewhere, many factors have contributed to making the struggle for recognition of the professional status of early childhood difficult and ongoing. Arguably this has led to instabilities surrounding professional identity and how members of the field regard themselves and their work. The development and release of the Early Years Learning Framework for Australia (EYLF) was perceived by many as an opportunity to raise the status and standing of the early childhood professional within the early childhood field itself and in the wider community. The EYLF positions all those who work directly with children in early childhood settings as 'educators', and sets out the expectations for children's learning and what educators can do to promote that learning. In doing so, the EYLF produces, reproduces and circulates both new and familiar discourses of early childhood education. In this article, the authors draw on research capturing the perceptions of the early childhood practitioners who took part in the trial of the EYLF across Australia in 2009 to investigate whether and how curriculum interventions such as the EYLF have the potential to shape/reshape early childhood professional identity. Utilising the concepts of discourse, subjectivity, power-knowledge and agency, the authors explore the possibilities and dangers of the construction of an early childhood professional identity in and through the EYLF

I've Never Thought of Myself as a Leader but...’: the Early Years Professional and Catalytic Leadership

This article examines the leadership role of the‘new professional’,in particular those who have obtained or are establishing themselves as Early Years Professionals (EYP). Central to this process is the ability to‘lead practice’; however, this concept is ill-defined and used loosely within the context of day-to-day routine. This article uses cultural-historical activity theory as a framework in which concepts of leadership are interrogated. Informal interviews and collaborative dialogue are used to articulate the voices of those most closely involved. Prevalent models of leadership which rest on ideas of authority are challenged and a concept of catalytic leadership is proposed whereby EYP’s ability to bring about and inspire change is not dependent on a position of power