The Patriarchy’s Role in Gender Inequality in the Caribbean

While gender equality in the Caribbean is improving, with women’s growing social, economic, and political participation, literacy rates comparable to those in Europe, and greater female participation in higher education, deeply rooted inequalities are still present and are demonstrated in the types of jobs women are in and the limited number of women in decision-making positions. Sexism, racism, and classism are systemic inequalities being perpetuated in schools, through the types of education offered for individuals and the content in textbooks. Ironically, the patriarchy is coexisting within a system of matrifocal and matrilocal families, with a long tradition of female economic autonomy due to the Caribbean’s history with colonialism. This irony demonstrates the complexity and difficulty to change the dominant ideology and break the vicious cycles creating gender inequalities throughout many sectors of society in the Caribbean. [excerpt

Erin O\u27Connor, Class of 2015

In this current issue of Next Page, Erin O\u27Connor, Class of 2015 and winner of this year\u27s Silent Leader Award, tells us which influential courses and works inspired her to develop her own major, Diversity and Development in Education, what conversation she would like to have with Paulo Freire if given the chance, and which books are on her To Read list for after graduation

Boys and girls come out to play: Gender differences in children\u27s play patterns

This paper presents findings from The Irish Neighbourhood Play Study; a national, cross-border research project which recorded children’s play patterns in Ireland during 2012. The study incorporated 1688 families across 240 communities. This study recorded the play patterns of children in Ireland aged birth-14 years. The findings of the study are discussed here in the context of gendered patterns. Particular emphasis is placed on the skill differences developed through various play choices. These differences are explored within the context of established literature on the learning strengths of boys and girls. Established bodies of literature on children’s learning across gender lines has long been engaged in the debate about whether these differences are biological or socially constructed. This paper offers a parallel question; Are gender differences within learning, constructed through play choices within childhood? ©IATED (2017). Reproduced in Research Online with permission

The age of imagination: imagining play and invention: implications for creative development

This paper presents findings from The Irish Neighbourhood Play Study; a national, cross-border research project which recorded children’s play patterns in Ireland during 2012. The study incorporated 1688 families across 240 communities. Data was established on the play choices of children aged from birth to 14 years. Multiple differentials were explored including socio-economic and geographical environments. This paper focuses on the findings within imaginary play patterns for the full cohort. As such, it presents the play patterns for imaginary play in children aged birth-14 years. The findings are discussed in the context of developmental patterns with particular emphasis on the relationship between imaginary play and the development of creativity. Creativity is a key concept within contemporary education. Its central nexus is problem solving in the face of uncertainty. Within a rapidly changing world, it is a key skill requirement for today’s children as they grow towards efficacy within instability. The relationship between the development of creativity and children’s engagement with imaginary play practices are explored in this paper. ©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

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

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

The Relationship Between Central Venous Catheter and Post-Operative Complications in Patients Undergoing Hepatic Resection

The Relationship Between Central Venous Catheter and Post-operative Complications in Patients Undergoing Hepatic Resection David C. O’Connor, Ph.D., DNAP, CRNA A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University Virginia Commonwealth University, 2018 Dissertation Chair: Clarence J. Biddle, Ph.D., CRNA Hepatic resection is indicated for primary and secondary malignancies. Use of a low central venous pressure technique is associated with decreased blood loss in these cases. This technique has evolved; central venous catheters and high dose morphine are no longer used, and patients are extubated earlier. The purpose of this study is to assess a relationship between these changes and outcomes. Central venous pressure has fallen out of favor as an accurate fluid measurement. Central venous catheters are associated with many complications. Outcomes in patients undergoing hepatic resection have improved over 20 years at one high volume institution. Guided by Donabedian’s theory of measuring outcomes, a non-randomized, non-experimental, retrospective, cohort design was conducted. The independent variables were intraoperative insertion of a central venous catheter, use of morphine, and time of extubation. The dependent variables were superficial and deep wound infections, number and severity of complications. The population sample is patients who submitted to partial hepatectomy at Memorial Sloan Kettering Cancer Center from 2007-2016. Data was obtained from hepatobiliary and anesthesia databases at Memorial Sloan Kettering Cancer Center. Data of 2518 from a possible 3903 patients were analyzed with chi square, univariate, Poisson and multivariate regressions. Univariate analysis for presence of CVC was significant for 90-day mortality (p 0.013). Use of morphine was significant for superficial wound infection (p 0.035), and a decrease in complications (p \u3c.001). Amount of morphine was associated with fewer severe complications (p \u3c.001). Incidental findings included a relationship between gender, total amount of fluids and number of segments resected. The significance of CVC with 90-day mortality was eliminated with stepwise multivariate regression. The findings support the change in anesthetic practice with clinical significance. Incidental findings regarding fluids and segments are supported in the literature. Future research should include goal directed fluid therapy and investigation of the relationship between gender and outcomes

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