Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

The ideology and commitment of social justice principles is central to Early Years practice, however, the term social justice in education is complex and remains contested. This paper explores the ideology of social justice through links between equality and equity and how it is embedded within Early Years, and what remain the potential challenges for leadership. Interviews in English multi-cultural and mono-cultural primary schools were conducted. Findings showed that the ideology of social justice, equality and equity was interpreted differently. Multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum. In mono-cultural schools leadership had to be more creative in promoting equality and equity given the smaller proportion of their diverse pupil and staff population. Tentative conclusions suggest that the vision for permeating equality and equity in Early Years, at best, is at early stages

Investigating if Dr. Pepper TEN is a \10\ for men

The objective was to investigate taste preference for Dr Pepper TEN and Diet Dr Pepper and consumers\u27 willingness to purchase Dr Pepper TEN after viewing the product\u27s commercial. A taste preference test was conducted using 168 students at Clemson University during fall 2013. An online survey developed using Qualtrics consisted of items for demographics, taste preference and consumer behavior after viewing a Dr Pepper TEN commercial. One and two sample proportion Z tests were performed and chi-squared tests were used for testing associations. The majority (overall, males and females) preferred the taste of Dr Pepper TEN (p-value\u3c0.001). There was no evidence of a difference in the proportion of males and females who preferred the taste of Dr Pepper TEN (p-value=0.2546). There was no evidence of an association between gender and likelihood of purchasing Dr Pepper TEN after seeing the commercial (p-value\u3c0.25). The results give doubt to the \just for women\ claim of the advertisements

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Leadership has been under-researched in the Early Years (EY) sector of primary schools in England, especially in leading change for professional development. The aim of this paper is to theorise what the leadership culture for EY practitioners looks like, and how Initial Teacher Training providers and schools are preparing practitioners for leadership. Using case studies of EY practitioners in different stages of their career in primary schools, we offer an insight into their preparedness for leadership in EY, the implication being that leadership training requires an understanding and embedding of the EY culture and context. Interviews with both sample groups allowed for deeper insight into the lived world. Interviews were also conducted with the head teachers to gain an overview of the leadership preparation they provided. The main findings suggest that newer EY practitioners are better prepared for leadership from their university training in comparison to more experienced EY practitioners

Conservation laws and symmetries of quasilinear radial wave equations in multi-dimensions

Symmetries and conservation laws are studied for two classes of physically and analytically interesting radial wave equations with power nonlinearities in multi-dimensions. The results consist of two main classifications: all symmetries of point type and all conservation laws of a general energy-momentum type are explicitly determined, including those such as dilations, inversions, similarity energies and conformal energies that exist only for special powers or dimensions. In particular, all variational cases (when a Lagrangian formulation exists) and non-variational cases (when no Lagrangian exists) for these wave equations are considered. As main results, the classification yields generalized energies and radial momenta in certain non-variational cases, which are shown to arise from a new type of Morawetz dilation identity that produces conservation laws for each of the two wave equations in a different way than Noether's theorem.Comment: Typos corrected in published version, 38 pages. Lagrangian functionals now include missing integration over the time variabl

"I feel so stupid because I can't give a proper answer ..." How older adults describe chronic pain: a qualitative study

Background - Over 50% of older adults experience chronic pain. Poorly managed pain threatens independent functioning, limits social activities and detrimentally affects emotional wellbeing. Yet, chronic pain is not fully understood from older adults’ perspectives; subsequently, pain management in later life is not necessarily based on their priorities or needs. This paper reports a qualitative exploration of older adults’ accounts of living with chronic pain, focusing on how they describe pain, with a view to informing approaches to its assessment. Methods - Cognitively intact men and women aged over sixty-five who lived in the community opted into the study through responding to advertisements in the media and via contacts with groups and organisations in North-East Scotland. Interviews were transcribed and thematically analysed using a framework approach. Results - Qualitative individual interviews and one group interview were undertaken with 23 older adults. Following analysis, the following main themes emerged: diversity in conceptualising pain using a simple numerical score; personalising the meaning of pain by way of stories, similes and metaphors; and, contextualising pain in relation to its impact on activities. Conclusions - The importance of attending to individuals’ stories as a meaningful way of describing pain for older adults is highlighted, suggesting that a narrative approach, as recommended and researched in other areas of medicine, may usefully be applied in pain assessment for older adults. Along with the judicious use of numerical tools, this requires innovative methods to elicit verbal accounts, such as using similes and metaphors to help older adults describe and discuss their experience, and contextualising the effects of pain on activities that are important to them

‘Why haven’t I got one of those?’ A consideration regarding the need to protect non-participant children in early years research

It is widely documented that young children participating in research should be protected from harm and that ethical considerations should be applied throughout a research project. What this paper strives to assert, however, is that protecting these participants is insufficient. A research project into children’s speech and language development, using audio–-visual methods, highlighted that children who are non-participants, those on the periphery of research, can also be affected by the research process. It is acknowledged throughout this paper that although ethical procedures were adhered to whilst undertaking a specific research project, this was insufficient. It is therefore argued that all children within a research environment, whether participatory or not, should be given equal consideration with regards to ethical protection when undertaking research. It is asserted that ‘“why haven’t I got one of those’”, or the equivalent, is a phrase to be avoided at all costs when undertaking research with children

The Australian Early Years Learning Framework: learning what?

Early childhood education and care have assumed importance in many government policy agendas. This attention is often accompanied by calls for greater accountability regarding the anticipated learning outcomes for young children. In Australia, the expected learning outcomes for children aged birth to five years are outlined in the recently published Early Years Learning Framework (EYLF). In this article, the author examines the relationship between the EYLF’s outcomes and subject area or content knowledge. The article draws from post-structural and social constructionist understandings of knowledge as unfinished, contestable and contextual. The author concludes that it is not content knowledge itself that is problematic, but it is the way the child and teacher are often positioned in relation to that knowledge that constrains the potential for effective teaching and learning in the early years. The author suggests that revisiting traditional assumptions about content knowledge extends and develops many of the ideas about teaching and learning that are identified in the EYLF, and opens up new identity positions for both children and early childhood educators

Measurements of Branching Fractions and Polarization in B > K^* rho Decays

We present results of a study of the charmless vector-vector decays B^0 -> K^{*0} rho^0 and B^+ ->K^{*0} rho^+. The results are based on a 140 fb^{-1} data sample collected by the Belle detector at the KEKB asymmetric e^+e^- collider. We obtain the branching fraction B(B^+ -> K^{*0} rho^+)=(6.6 +- 2.2(stat.) +- 0.8 (syst.)) x 10^{-6}, and set upper limits on the branching fractions B(B^0 -> K^{*0} rho^0) f_0(980) K^{*0})<5.2 x 10^{-6}. We also perform a helicity analysis of the rho and K^* vector mesons in the decay B^+ -> K^{*0} rho^+, and obtain the longitudinal polarization fraction R_0(B^+ -> K^{*0} rho^+)=0.50 +- 0.19(stat.)+0.05-0.07}(syst.).Comment: 11 pages, 4 figures, submitted to ICHEP04, Beijing, Chin

Determination of |V_ub| from Measurements of the Inclusive Charmless Semileptonic Partial Rates of B Mesons using Full Reconstruction Tags

We present a measurement of the Cabibbo-Kobayashi-Maskawa matrix element |V_ub|, based on 253 fb^-1 of data collected by the Belle detector at the KEKB e^+e^- asymmetric collider. Events are tagged by fully reconstructing one of the B mesons, produced in pairs from Upsilon(4S). The signal for b->u semileptonic decay is distinguished from the b->c background using the hadronic mass M_X, the leptonic invariant mass squared q^2 and the variable P_+ = E_X-|\vec{p}_X|. The results are obtained for events with the prompt-lepton momentum, p_l^* >= 1GeV/c, in three kinematic regions (1) M_X < 1.7 Gev/c^2, (2) M_X 8 GeV^2/c^2, and by (3) P_+ < 0.66 GeV/c, allowing for a comparison of the three methods. The matrix element |V_ub| is found to be (4.09+-0.19+-0.20(+0.14-0.15)+-0.18), where the errors are statistical, systematic including Monte Carlo modeling, theoretical, and from shape function parameter determination, respectively.Comment: 6 pages, 3 figures, 3 tables. Version as it appears in PRL. Changes from v1: |V_ub| recalculated using mb(SF)=4.60+-0.04 and mu_pi^2(SF)=0.20+-0.04. Title and text changed to reflect the calculation of partial rate instead of partial Br. Fig. 3 changed. Explicit dependence of the result on mb(SF) is give