Social Interactions in the Home and the Development of Young Children's Conceptions of the Personal

Observations and interviews of 20 middle-class 3- and 4-year-olds and their mothers were conducted to examine the emergence of the personal domain. Interviews with children showed that 3- and 4-year-olds make a conceptual distinction between personal, and moral or conventional issues. Interviews with mothers indicated that they viewed it as important for young children to have freedom of choice over personal issues to develop a sense of autonomy and individuality. Observations in the home revealed that mothers tended to give direct social messages to children about moral, conventional, and prudential events, and were more likely to give indirect social messages in the form of offered choices to children in response to personal issues. Mothers were more likely to negotiate with children over personal than other social events. These data revealed a pattern of social interactions concordant with event domain, which included a reciprocal system along the border between the personal and the conventional.     

Group Time Experiences: Belonging,Being and Becoming Through Active Participation Within Early Childhood Communities

The National Quality Standards (NQS) as part of the Australian National Quality Framework were developed in 2011 and included several references to the organisation of small and large groups within early childhood settings (ACECQA 2013). The NQS act in tandem with the Early Years Learning Framework (EYLF) (DEEWR 2009) and are the basis by which early childhood centres are assessed for accreditation in Australia. This paper draws upon current research with early childhood educators as they struggle to understand the new concept of ‘intentional teachers’ within this new regime. There also appears to have been a dramatic shift in the understanding about how large and small groups operate within centres. As the accreditation process unfolds, some early childhood centres have been advised to abandon large or whole group work. At the core of the EYLF are the notions of ‘being, belonging, becoming’, locating young children as part of a community of learners within a democratic society. It therefore appears that tensions and contradictions are emerging between the fundamental principles of the EYLF as they are juxtaposed against the requirement of the NQS. Critical Pedagogy of Place provides a theoretical framework in which to interrogate the ways some early childhood educators interpret intentional teaching both in terms of the organisation of spaces in early childhood centres and the organisation of the children as they inhabit those spaces (Gruenewald 2008). This paper argues that the possible abandonment of large group experiences runs the risk of disconnecting children from their communities and the relationships they form as social participants. Furthermore, it is argued that whole group experiences are crucial elements that facilitate a child’s identity and active citizenry.     

Match analysis and heart rate of futsal players during competition

Heart rates were monitored and time-motion analysis performed for 10 players (mean age 25.6 years, s = 2.5; body mass 73.8 kg, s = 5.7 kg; height 1.75 m, s = 0.06) during four competitive futsal matches. Mean heart rate during the match was 90% (s = 2) of maximum heart rate. Heart rate records were classified based on the percentage of time spent in three zones (>85%, 85-65%, and <65% maximum heart rate); players spent 83%, 16%, and 0.3% in these three zones, respectively. During the second period, there was a significant reduction (P < 0.01) in the percentage of time spent at an intensity above 85% of maximum heart rate (first vs. second period: 86% vs. 79%). Players' movements were classified as standing, walking, jogging, medium-intensity running, high-intensity running, and sprinting (maximal speed running). Time-motion analysis indicated that the mean distance covered per minute of play was 117.3 m (s = 11.6), of which 28.5% (s = 2.2) was covered while performing medium-intensity running, 13.7% (s = 2) during high-intensity running, and 8.9% (s=3.4) while sprinting. From the results, we conclude that futsal is a multiple-sprints sport in which there are more high-intensity phases than in soccer and other intermittent sports.     

Integrated dynamic wet spinning of core-sheath hydrogel fibers for optical-to-brain/tissue communications

Hydrogel optical light-guides have received substantial interest for applications such as deep-tissue biosensors, optogenetic stimulation and photomedicine due to their biocompatibility, (micro)structure control and tissue-like Young''s modulus. However, despite recent developments, large-scale fabrication with a continuous synthetic methodology, which could produce core-sheath hydrogel fibers with the desired optical and mechanical properties suitable for deep-tissue applications, has yet to be achieved. In this study, we report a versatile concept of integrated light-triggered dynamic wet spinning capable of continuously producing core-sheath hydrogel optical fibers with tunable fiber diameters, and mechanical and optical propagation properties. Furthermore, this concept also exhibited versatility for various kinds of core-sheath functional fibers. The wet spinning synthetic procedure and fabrication process were optimized with the rational design of the core/sheath material interface compatibility [core = poly(ethylene glycol diacrylate-co-acrylamide); sheath = Ca-alginate], optical transparency, refractive index and spinning solution viscosity. The resulting hydrogel optical fibers exhibited desirable low optical attenuation (0.18 ± 0.01 dB cm⁻¹ with 650 nm laser light), excellent biocompatibility and tissue-like Young''s modulus (<2.60 MPa). The optical waveguide hydrogel fibers were successfully employed for deep-tissue cancer therapy and brain optogenetic stimulation, confirming that they could serve as an efficient versatile tool for diverse deep-tissue therapy and brain optogenetic applications.     

Prediction of distance in hammer throwing

The aim of this study was to determine how much the predicted distance of a hammer throw is affected by (1) ignoring air resistance and (2) assuming that the centre of mass of the hammer coincides with the centre of the ball. Three-dimensional data from actual throws (men: 72.82 +/- 7.43 m; women: 67.78 +/- 4.02 m) were used to calculate the kinematic conditions of the hammer at release. A mathematical model of the hammer was then used to simulate the three-dimensional airborne motion of the hammer and to predict the distance of the throw. The distance predicted for vacuum conditions and using the ball centre to represent the hammer centre of mass was 4.30 +/- 2.64 m longer than the official distance of the throw for the men and 8.82 +/- 3.20 m longer for the women. Predictions using the true centre of mass of the hammer reduced the discrepancy to 2.39 +/- 2.58 m for the men and 5.28 +/- 2.88 m for the women. Predictions using air resistance and the true centre of mass of the hammer further reduced the discrepancy to -0.46 +/- 2.63 m for the men and 1.16 +/- 2.31 m for the women. Approximately half the loss of distance produced by air resistance was due to forces made on the ball and the remainder to forces made on the cable and handle. Equations were derived for calculation of the effects of air resistance and of the assumption that the centre of mass of the hammer coincides with the centre of the ball, on the distance of the throw.     

Women students in engineering in Mexico: exploring responses to gender differences

The percentage of women students in engineering in Mexico is still low compared to the percentage of women enrolled in higher education institutions in the country, which has achieved parity with male enrollment. It is thus important to understand how gender can shape the experiences of female college students in engineering programs, which was the focus of this study. Findings for this study are presented in two sections. We first describe how female students have an extra burden dealing with the possibility that their performance might confirm the stereotype of female inferiority in math and science and that they may be judged according to that stereotype. Secondly, we describe the challenges faced by female students in engineering colleges in Mexico, namely, a demanding academic curriculum, and competitive and individualistic environment. This study illustrates how successful female students negotiated the gendered expectations in engineering in Mexican engineering programs, and how they use resistance strategies like academic success to become accepted in the male-dominated engineering environment.