The influences of opportunity. Differences in children\u27s play choices across diverse communities in Ireland

This paper presents findings from The Irish Neighbourhood Play Project; a research study initiated by IT Sligo and Early Childhood Ireland in 2012. The focus of this paper is on the data section which highlights children’s play choices and opportunities across socio-economic communities. The study incorporated almost 1800 families across 240 communities. Data was collected within disadvantaged communities, middle class communities and affluent communities. Where and what children are playing was investigated. The choices children and families make within play have a direct effect on the developing brain of the young child (Acar & Torquati, 2015). This, in turn, affects school performance and engagement. Choices however, are often framed by opportunities; opportunities are framed by government policy and investment in community facilities as well as socio-cultural norms. The data from this project shows that children across socio-economic divides are engaging in dramatically different play, experiences and activities. Key differences also emerged in relation to how children in diverse communities are engaging with technology. The differences across multiple themes are startling and offer insights into the breadth of childhood experience across the Island of Ireland. ©IATED (2017). Reproduced in Research Online with permission

Children\u27s choices: the technology choices that children make within their free time. Influences and implications

The Irish Neighbourhood Play Research Project included almost 1700 families and 240 communities throughout Ireland. Using parental surveys and naturalistic observation, data was secured on how children in modern Ireland aged 0-14 are spending their free time. An all-island approach was taken incorporating cities, towns and rural areas across a variety of socio-economic groupings. Interesting findings arose from the data relating to the choices that children are making within their free time. This paper focuses on the choices they are making within technology use. Data on the children’s technological engagement will be presented and discussed through a child development lens. The positive and negative implications for both learning and development are raised. This generation of children will be the first to emerge into adulthood without ever experiencing a world without technology. For them, it will always have been central to their existence. What does this mean for the next generation of humanity? ©IATED (2016). Permission granted by IATED for inclusion in ResearchOnline@N

Is it time for the risky classroom? Dealing with risk and uncertainty is a natural part of adult life. Yet modern children are shielded from risk at every opportunity. A pedagogical shift is required

Risk within learning environments is a much debated topic within early childhood education. The sector sees and understands the benefits of risk but often remain risk adverse. No –one wishes for children to experience injury and as such safety measures are essential. However, risk has also been shown to be essential for holistic development and learning in the early years (Lights, 2014). It is very important in the formation of many important skills and contributes greatly to children’s holistic health (Brussoni, Olsen, Pike & Sleet, 2012). Contemporary research and the most up-to-date wisdom requires educators to embrace risk and risky play in order to maximise children’s learning opportunities (Brussoni et al, 2015). It is a type of play that supports the child to encounter and overcome challenge. It includes the development of self-belief in the face of adversity, resilience building and problem solving confidence as well as physical competence and survival skills. Taking risks also transfers into skills such as judgement and risk measurement as well as tenacity and the ability to try again after failure. But is risk endangered in modern childhood? This paper presents data from the Irish Neighbourhood Play Study. This study incorporated 1688 families across 240 communities. One of the things under investigation was the engagement with risk within neighbourhood play. The results indicate that the children were engaging in very low levels of risk. If the benefits of risk are to be experienced by this generation of children, educators may need to overcome their fears and reservations and learn to embrace and incorporate risk provision into Early Childhood pedagogies. ©IATED (2017). Reproduced in Research Online with permission

Let\u27s get real: are today\u27s children playing with nature? Do the educational aspirations of the nature play movement emerge within children\u27s neighbourhood play?

The Irish Neighbourhood Play Research Project was a large scale research project which included almost 1700 participant families and 240 communities throughout Ireland. It used parental surveys and naturalistic observation to secure data on how children in modern Ireland aged 0-15 are spending their free time. An all-island approach was taken incorporating cities, towns and rural areas across a variety of socio-economic groupings. Interesting findings arose from the data relating to the choices that children are making within their free time. This paper focuses on the choices they are making within their engagement with nature and natural materials. Data on the children’s nature choices will be presented and discussed through a child development lens. The positive and negative implications for both learning and development are raised. This leads us to interesting questions about the role of nature within child development and learning. As an international nature play movement gains ground in raising awareness about the importance of nature based learning and its linkages with educational structure and pedagogy, this research into children’s nature choices is timely ©IATED (2016). Reproduced in Research Online with permission

It\u27s okay, I\u27m a...teacher. Is professional status important to teachers?

Teacher accountability and the debate around teacher quality are issues of international importance. As society places increasing demands on the teaching profession, and regulatory bodies around the globe raise the ‘standards’ for teachers to adhere to, the professional status of teachers is drawn into focus. This paper reports research findings of an investigation into the perspectives of professional status of teachers, held by pre-service teachers about to embark on their teaching career. This was a comparative study whereby data were collected from an Australian university and an American university to explore professional status as an international issue. This quantitative study utilised a Likert scale to gather responses from participants. Data were analysed and findings from both universities indicated that professional status was a significant concern for pre-service teachers. Pre-service teachers felt that whilst they may have entered their teaching degree as a vocation, they hoped to receive status, as a professional, within society

Looking within to build strong foundations of personhood: The importance of Early Years Teacher’s Reflective Practice in the formation of a positive sense of identity in the children they work with

A collaborative research project between the Schools of Education at the University of Notre Dame Australia and the University of Western Australia has produced data that looks at how the Australian Early Years Framework is experienced in practice within Schools that deliver programmes for two year old children in the Perth Metropolitan area of Western Australia. The data of this project was analysed and prepared for academic journal publication using the very themes upon which the AEYLF is built; Identity, Connection to the world, Wellbeing, Confident Learning and Effective Communication. Papers presenting the data within these themes are a central outcome of the collaboration and are currently in progress. The paper which deals with the issue of identity formation within the two year old participants leaves the question of the importance of reflective practice wide open for debate and analysis. As such, this additional paper examines the relationship between a teacher’s reflective practice and the formation of a positive sense of self-identity in the toddlers they work with. The concept of identity formation and the pertinent role of the teacher are examined. The importance of reflective practice in establishing both the teacher’s awareness of identity formation, and their attentiveness to their own role within the very nuanced variations of it that can unfold for children, as they develop a sense of self in partnership with the influential adults in their lives. The teacher’s role is critical within this exchange and their engagement with reflective practice is essential to ensure the most positive outcomes for the children they work with

Aspectos toxicológicos de la exposición al óxido de etileno Aspectos toxicológicos da exposição ao óxido de etileno Toxicological aspects of the exposure to ethylene oxide

En este trabajo se revisan los principales riesgos de la utilización del óxido de etileno como agente esterilizante del material médico-quirúrgico. Resaltando los efectos tóxicos, mutagénicos, teratogénicos y cancerígenos como los más importantes, enfatizando en la necesidad de adoptar medidas de prevención para controlar dichos riesgos.<br>Neste trabalho são revisados os principais riscos de utilização do óxido de etileno como agente esterilizante do material médico-cirúrgico. Ressaltam-se efeitos tóxicos, mutagênicos, teratogênicos e cancerígenos como sendo os mais importantes, enfatizando a necessidade de adotar medidas de prevenção para controlar os referidos riscos.<br>Some important aspects of the use of ethylene oxide as a sterilizing agent for medical instruments are reviewed in this paper. Toxic, mutagenic, teratogenic and carcinogenic effects are the main risks described and emphasis it given to preventive mesures

LED-based Photometric Stereo: Modeling, Calibration and Numerical Solution

We conduct a thorough study of photomet-ric stereo under nearby point light source illumination, from modeling to numerical solution, through calibration. In the classical formulation of photometric stereo, the luminous uxes are assumed to be directional, which is very dicult to achieve in practice. Rather, we use light-emitting diodes (LEDs) to illuminate the scene to be reconstructed. Such point light sources are very convenient to use, yet they yield a more complex photo-metric stereo model which is arduous to solve. We rst derive in a physically sound manner this model, and show how to calibrate its parameters. Then, we discuss two state-of-the-art numerical solutions. The rst one alternatingly estimates the albedo and the normals, and then integrates the normals into a depth map. It is shown empirically to be independent from the ini-tialization, but convergence of this sequential approach is not established. The second one directly recovers the depth, by formulating photometric stereo as a system of nonlinear partial dierential equations (PDEs), which are linearized using image ratios. Although the sequential approach is avoided, initialization matters a lot and convergence is not established either. Therefore, we introduce a provably convergent alternating reweighted least-squares scheme for solving the original system of nonlinear PDEs. Finally, we extend this study to the case of RGB images