Junk modelling at the British Science Festival: A reflection on non-directive play in action

This is a journal article considering reflective non-directive play practice at the British Science Festival event in Swansea

Should Australian courts give more witnesses the right to Skype?

Millions of people use Skype, a common form of social media that permitspeople to talk to each other over the internet. Courts in Australia havepermitted witnesses in at least a few instances to testify by Skype to date. Thisarticle examines whether Australian courts should permit witnesses to testifyby Skype more often. The article considers using videoconferencing, asopposed to Skype, and security issues associated with Skype. It alsoconsiders the impact that Skype may have upon considering witness credibility.Ultimately, it argues that Australian judicial officers may want to considerpermitting witnesses to testify by Skype if testifying by videoconference is notpossible, on a case by case basis. The authors believe that this is the firstscholarly article in Australia to focus on the issue of witnesses testifying bySkype

The Play Workforce in Wales – An Exploratory Demographic Study

An online survey of 211 playworkers, 90 childcare and early years workers, and 90 ‘other play’ professionals provided demographic data from 391 people involved in the play workforce in Wales. This was the first extensive survey of the Welsh play workforce since 2008 and was part of a larger Welsh play workforce study. Results of the study found the play workforce in Wales is predominately white, female with no disabilities. Differences within the play workforce exist in relation to the average age where playworkers are younger compared to childcare/early years workers and ‘other play’ professionals. There is a significant difference between the average years employed, hourly rate for both full-time and part-time employment, and types of play-related qualifications when comparing playworkers with childcare/early years workers and ‘other play’ professionals. The results from the study can contribute to both the statutory Play Sufficiency Assessment each of the 22 local authorities has to undertake as well as the current play review. The study could be replicated in England, Scotland, and Northern Ireland

The Play Workforce in Wales – Perceptions from Local Authority Play Sufficiency Lead Officers

As part of the Welsh Play Workforce Study, seven lead local authority officers responsible for facilitating the three-year Play Sufficiency Assessment (PSA) were interviewed in respect of Matter G: Securing and developing the play workforce development. Thematic analysis constructed three themes from the findings: play profile, collaboration and funding. Although each lead officer was passionate about the importance of play, their play profile differed concerning their play and playwork experience, knowledge and qualifications. The study indicates the importance of collaborative and partnership working both within and external to the local authority, especially with the ever-changing play-related policy and potential funding streams. However, the unpredictable nature of funding for developing a play workforce is reflected in different local authority priorities where some have or support an established play workforce, whilst others have a sparse or no play workforce at all. What the PSA and the role of the lead officer does enable is a link between statutory legislation and the play workforce on the ground which is unique to Wales

Play and inclusive education: greek teachers’ attitudes

Inclusive education requires the use of varied strategies and techniques to ensure equal participation of all students in the school society, and to advance their development. Due to its nature and qualities, play activates a child’s full dynamics; it forms part of flexible, child-centered and participatory/experiential educational strategies for celebrating diversity in education. Given the latest research findings and the critical significance of teachers for any successful teaching program, this research aims to discuss the attitudes of Greek teachers towards inclusive education, as well as the role and the importance of play for inclusive education. Data was collected via questionnaires with both open-ended and close-ended questions that were distributed to forty-eight participants. Data analysis brought forward three dimensions to the topic in question, namely a) there are practical difficulties that teachers face in their efforts to include everyone due to curriculum inflexibility; strictly structured curricula obstruct inclusion and do not allow for a cooperative culture, b) generally speaking, the terms inclusive education and special education are used ambiguously in academia and in the literature; furthermore, not distinguishing between the social and the medical aspect of disability appears to make inclusive education more difficult, and to lead teachers to ignore their responsibilities, and c) the teachers’ approach to play is superficia

PLAY AND INCLUSIVE EDUCATION: GREEK TEACHERS’ ATTITUDES

Inclusive education requires the use of varied strategies and techniques to ensure equal participation of all students in the school society, and to advance their development. Due to its nature and qualities, play activates a child’s full dynamics; it forms part of flexible, child-centered and participatory/experiential educational strategies for celebrating diversity in education. Given the latest research findings and the critical significance of teachers for any successful teaching program, this research aims to discuss the attitudes of Greek teachers towards inclusive education, as well as the role and the importance of play for inclusive education. Data was collected via questionnaires with both open-ended and close-ended questions that were distributed to forty-eight participants. Data analysis brought forward three dimensions to the topic in question, namely a) there are practical difficulties that teachers face in their efforts to include everyone due to curriculum inflexibility; strictly structured curricula obstruct inclusion and do not allow for a cooperative culture, b) generally speaking, the terms inclusive education and special education are used ambiguously in academia and in the literature; furthermore, not distinguishing between the social and the medical aspect of disability appears to make inclusive education more difficult, and to lead teachers to ignore their responsibilities, and c) the teachers’ approach to play is superficial.  Article visualizations

Free Choice or Adaptable Choice: Self-Determination Theory and Play

This paper proposals a model on adaptable play based on self-determination theory and children's choice in their pla

Dasatinib Modulates Invasive and Migratory Properties of Canine Osteosarcoma and has Therapeutic Potential in Affected Dogs

AbstractBACKGROUND: This investigation sought to elucidate the relationship between hepatocyte growth factor (HGF)–induced metastatic behavior and the tyrosine kinase inhibitors (TKIs) crizotinib and dasatinib in canine osteosarcoma (OS). Preliminary evidence of an apparent clinical benefit from adjuvant therapy with dasatinib in four dogs is described. METHODS: The inhibitors were assessed for their ability to block phosphorylation of MET; reduce HGF-induced production of matrix metalloproteinase (MMP); and prevent invasion, migration, and cell viability in canine OS cell lines. Oral dasatinib (0.75 mg/kg) was tested as an adjuvant therapy in four dogs with OS. RESULTS: Constitutive phosphorylation of MET was detected in two cell lines, and this was unaffected by 20-nM incubation with either dasatinib or crizotinib. Incubation of cell lines with HGF (MET ligand) increased cell migration and invasion in both cell lines and increased MMP-9 activity in one. Dasatinib suppressed OS cell viability and HGF-induced invasion and migration, whereas crizotinib reduced migration and MMP-9 production but did not inhibit invasion or viability. CONCLUSIONS: Invasion, migration, and viability of canine OS cell lines are increased by exogenous HGF. HGF induces secretion of different forms of MMP in different cell lines. The HGF-driven increase in viability and metastatic behaviors we observed are more uniformly inhibited by dasatinib. These observations suggest a potential clinical benefit of adjuvant dasatinib treatment for dogs with OS