Characteristics of educators’ talk about decontextualised events

2020 ◽  
Vol 45 (4) ◽  
pp. 362-376
Author(s):  
Rebecca Andrews ◽  
Penny Van Bergen
Keyword(s):  
Communication Skills ◽  
Future Event ◽  
Time Points ◽  
Long Day ◽  
Future Events ◽  
Day Care Centres ◽  
Highly Correlated ◽  
Children’S Thinking ◽  
Sydney Australia

This study investigated the characteristics of educators’ talk about decontextualised events with young children in seven early childhood long day care centres in Sydney, Australia. Educators were partnered with up to six children aged between 27 and 60 months. Across two time points, 85 educator–child dyads discussed past and future events. Educators’ use of questions, contextual statements, evaluations and prompts and children’s use of questions, open-ended responses, yes-no responses and spontaneous information statements were examined. Educators’ evaluative statements were highly correlated and educators’ questions were moderately correlated with children’s open-ended responses in past event conversations. Educators’ evaluative statements were highly correlated with children’s open-ended responses in future event conversations and were the only significant predictor for children’s talk. Given the important role of educators in scaffolding children’s thinking and communication skills, the recommended strategies for educators’ talk in decontextualised conversations include: sharing the conversational load, making frequent contextual statements and following the child’s lead/interests.

Work Conditions in Long Day Care in the Era of Accreditation

1996 ◽  
Vol 21 (2) ◽  
pp. 17-20 ◽  
Author(s):  
Eva L. Jackson
Keyword(s):  
Day Care ◽  
Quality Care ◽  
Work Conditions ◽  
Inservice Training ◽  
Care Work ◽  
Child Care Work ◽  
Long Day ◽  
Time Work ◽  
Day Care Centres ◽  
Sydney Australia

Workers in selected long day care centres in Sydney, Australia were surveyed on issues such as time allocated for written work, adequate staff-child ratio, inservice training, the process of accreditation, award wages and conditions, and attitudes to long day care. The aim of the survey was to find out if child care work conditions had changed with the implementation of accreditation. The results indicated that most of the respondents agreed that accreditation ensures high quality care but they found the process difficult, mainly due to lack of time. Work conditions over all had not changed as almost half of the respondents do not have allocated time for written work; half of the respondents did not agree with the staff-child ratio and three-quarters were not satisfied with their awards and wanted higher wages.

scholarly journals On the nature of medial temporal lobe contributions to the constructive simulation of future events

2009 ◽  
Vol 364 (1521) ◽  
pp. 1245-1253 ◽  
Author(s):  
Daniel L. Schacter ◽  
Donna Rose Addis
Keyword(s):  
Temporal Lobe ◽  
Medial Temporal Lobe ◽  
Memory Function ◽  
Future Event ◽  
Event Simulation ◽  
Striking Finding ◽  
Parahippocampal Cortex ◽  
The Future ◽  
Future Events

A rapidly growing number of studies indicate that imagining or simulating possible future events depends on much of the same neural machinery as does remembering past events. One especially striking finding is that the medial temporal lobe (MTL), which has long been linked to memory function, appears to be similarly engaged during future event simulation. This paper focuses on the role of two MTL regions—the hippocampus and parahippocampal cortex—in thinking about the future and building mental simulations.

scholarly journals “Portray cultures other than ours”: How children’s literature is being used to support the diversity goals of the Australian Early Years Learning Framework

2019 ◽  
Vol 46 (3) ◽  
pp. 549-563 ◽  
Author(s):  
Helen Adam ◽  
Caroline Barratt-Pugh ◽  
Yvonne Haig
Keyword(s):  
Children's Literature ◽  
Professional Learning ◽  
Children’S Literature ◽  
Study Data ◽  
Early Years ◽  
Policy Makers ◽  
Learning Framework ◽  
Long Day ◽  
Day Care Centres

Abstract Catering for diversity within birth to 5-year-old settings continues to be an on-going concern for policy makers and educators worldwide. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity and, in particular, the Principles, Practice and Outcomes outlined in the Australian Early Years Learning Framework. The article considers the selection and use of children’s literature related to diversity, as well as what influences these processes. Seventeen educators from five long day care centres located in or near the Perth metropolitan area participated in the study. Data were drawn from interviews and a book audit. The findings revealed educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote the diversity-related outcomes of the EYLF. The key challenges which emerged from the findings concerned beliefs of educators, professional learning and the application of the EYLF in practice.

Methyl mercury in the dutch rhine delta

1994 ◽  
Vol 30 (10) ◽  
pp. 213-219 ◽  
Author(s):  
Hendrik Pieters ◽  
Victor Geuke
Keyword(s):  
Suspended Matter ◽  
Methyl Mercury ◽  
Mercury Contamination ◽  
Benthic Organisms ◽  
Considerable Decrease ◽  
Continuous Sedimentation ◽  
Highly Correlated ◽  
High Level ◽  
Almost All

Samples of yellow eel from various locations in the Dutch Rhine area have been analyzed for trend monitoring of mercury since 1977. In the western Rhine delta mercury levels in eels have hardly changed since the seventies, whereas in the eastern part of the Dutch Rhine area a considerable decrease of mercury concentrations in eel has occurred. Because of continuous sedimentation of contaminated suspended matter transported from upstream regions, accumulation rates and concentrations of mercury in eel in the western Rhine delta remained at a relatively high level. Analyses of methyl mercury in biota have been performed to elucidate the role of methyl mercury in the mercury contamination of the Dutch Rhine ecosystem. Low percentages of methyl mercury were observed in zooplankton (3 to 35%). In benthic organisms (mussels) percentages of methyl mercury ranged from 30 to 57%, while in fish species and liver of aquatic top predator birds almost all the mercury was present in the form of methyl mercury (> 80%). During the period 1970-1990 mercury concentrations of suspended matter in the eastern Rhine delta have drastically decreased. These concentrations seemed to be highly correlated with mercury concentrations of eel (R = 0.84). The consequences of this relation are discussed.

Mr. and Mrs. Smith: A Student Introduction to Federal Tax Compliance and Documentation

2015 ◽  
Vol 31 (1) ◽  
pp. 119-132 ◽  
Author(s):  
Michaele L. Morrow ◽  
Shane R. Stinson
Keyword(s):  
Communication Skills ◽  
Professional Practice ◽  
Income Tax ◽  
Tax Compliance ◽  
Personal Income Tax ◽  
Initial Information ◽  
Face To Face ◽  
Client Advocacy ◽  
Tax Practice

ABSTRACT In this case, students assume the role of new accounting staff tasked with the preparation of a personal income tax return and supporting documentation for a client of their firm. Students are provided prior year work papers and client communications, a copy of the prior year's tax return, as well as a letter and supporting documents from the client for the current year. To complete the case, students generate questions based on the initial information provided, meet face-to-face with the client, and roll forward a set of electronic work papers before submitting a complete current year engagement file for senior review. This case adds work papers and client interaction to the traditional tax compliance case to reinforce both the technical and communication skills valued in professional practice. The formulation of questions for the client also allows students to practice discussing technical topics in a non-technical manner and underscores the required balance between attitudes of client advocacy stressed in professional tax practice and legal requirements for “good-faith” tax return reporting. This case is appropriate for an individual income tax course at either the undergraduate or graduate level, and can be easily adapted to increase or decrease difficulty.

scholarly journals PPM1G promotes the progression of hepatocellular carcinoma via phosphorylation regulation of alternative splicing protein SRSF3

2021 ◽  
Vol 12 (8) ◽  
Author(s):  
Dawei Chen ◽  
Zhenguo Zhao ◽  
Lu Chen ◽  
Qinghua Li ◽  
Jixue Zou ◽  
...  
Keyword(s):  
Hepatocellular Carcinoma ◽  
Alternative Splicing ◽  
Protein Function ◽  
Vital Role ◽  
Normal Tissues ◽  
Mechanistic Analysis ◽  
Highly Correlated ◽  
Splicing Patterns

AbstractEmerging evidence has demonstrated that alternative splicing has a vital role in regulating protein function, but how alternative splicing factors can be regulated remains unclear. We showed that the PPM1G, a protein phosphatase, regulated the phosphorylation of SRSF3 in hepatocellular carcinoma (HCC) and contributed to the proliferation, invasion, and metastasis of HCC. PPM1G was highly expressed in HCC tissues compared to adjacent normal tissues, and higher levels of PPM1G were observed in adverse staged HCCs. The higher levels of PPM1G were highly correlated with poor prognosis, which was further validated in the TCGA cohort. The knockdown of PPM1G inhibited the cell growth and invasion of HCC cell lines. Further studies showed that the knockdown of PPM1G inhibited tumor growth in vivo. The mechanistic analysis showed that the PPM1G interacted with proteins related to alternative splicing, including SRSF3. Overexpression of PPM1G promoted the dephosphorylation of SRSF3 and changed the alternative splicing patterns of genes related to the cell cycle, the transcriptional regulation in HCC cells. In addition, we also demonstrated that the promoter of PPM1G was activated by multiple transcription factors and co-activators, including MYC/MAX and EP300, MED1, and ELF1. Our study highlighted the essential role of PPM1G in HCC and shed new light on unveiling the regulation of alternative splicing in malignant transformation.

scholarly journals Model-based evaluation of school- and non-school-related measures to control the COVID-19 pandemic

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Ganna Rozhnova ◽  
Christiaan H. van Dorp ◽  
Patricia Bruijning-Verhagen ◽  
Martin C. J. Bootsma ◽  
Janneke H. H. M. van de Wijgert ◽  
...  
Keyword(s):  
Reproduction Number ◽  
Additional Benefit ◽  
Transmission Model ◽  
Time Points ◽  
School Based ◽  
Admission Data ◽  
Age Structured ◽  
The Impact ◽  
Pandemic Wave

AbstractThe role of school-based contacts in the epidemiology of SARS-CoV-2 is incompletely understood. We use an age-structured transmission model fitted to age-specific seroprevalence and hospital admission data to assess the effects of school-based measures at different time points during the COVID-19 pandemic in the Netherlands. Our analyses suggest that the impact of measures reducing school-based contacts depends on the remaining opportunities to reduce non-school-based contacts. If opportunities to reduce the effective reproduction number (Re) with non-school-based measures are exhausted or undesired and Re is still close to 1, the additional benefit of school-based measures may be considerable, particularly among older school children. As two examples, we demonstrate that keeping schools closed after the summer holidays in 2020, in the absence of other measures, would not have prevented the second pandemic wave in autumn 2020 but closing schools in November 2020 could have reduced Re below 1, with unchanged non-school-based contacts.

scholarly journals White Pop, Shiny Armour and a Sling and Stone: Indigenous Expressions of Contemporary Congregational Song Exploring Christian-Māori Identity

Religions ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 123
Author(s):  
Shannon Said
Keyword(s):  
Hip Hop ◽  
Minority Groups ◽  
Cultural Backgrounds ◽  
Congregational Song ◽  
Christian Worship ◽  
Pentecostal Churches ◽  
The Relationship ◽  
Sydney Australia

It has taken many years for different styles of music to be utilised within Pentecostal churches as acceptable forms of worship. These shifts in musical sensibilities, which draw upon elements of pop, rock and hip hop, have allowed for a contemporisation of music that functions as worship within these settings, and although still debated within and across some denominations, there is a growing acceptance amongst Western churches of these styles. Whilst these developments have taken place over the past few decades, there is an ongoing resistance by Pentecostal churches to embrace Indigenous musical expressions of worship, which are usually treated as token recognitions of minority groups, and at worst, demonised as irredeemable musical forms. This article draws upon interview data with Christian-Māori leaders from New Zealand and focus group participants of a diaspora Māori church in southwest Sydney, Australia, who considered their views as Christian musicians and ministers. These perspectives seek to challenge the relationship between Indigenous and non-Indigenous relations within a church setting and create a more inclusive philosophy and practice towards being ‘one in Christ’ with the role of music as worship acting as a case study throughout. It also considers how Indigenous forms of worship impact cultural identity, where Christian worship drawing upon Māori language and music forms has led to deeper connections to congregants’ cultural backgrounds.

scholarly journals When Authenticity Goes Missing: How Monocultural Children’s Literature Is Silencing the Voices and Contributing to Invisibility of Children from Minority Backgrounds

2021 ◽  
Vol 11 (1) ◽  
pp. 32
Author(s):  
Helen Adam
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Children's Literature ◽  
Cultural Diversity ◽  
Day Care ◽  
Children’S Literature ◽  
Long Day ◽  
Day Care Centres ◽  
Book Collections ◽  
The Impact

The importance of recognising, valuing and respecting a child’s family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children’s literature can support children’s human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators’ understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design was employed interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study firstly identified that current book collections in kindergarten rooms of long day care centres promote mono-cultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. Secondly, that educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote principles of diversity, resulting in a practice of “othering” those from minority group backgrounds. The key challenges which emerged from the study concerned beliefs, understanding and confidence of educators about diversity and inclusion, and the impact of these on their approaches to promoting principles of diversity through the use of children’s books. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.

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