scholarly journals Sustainable and low-cost automated greenhouse prototype with a social focus for integral formation

2021 ◽  
pp. 6-13
Author(s):  
Norma Angélica ÁLVAREZ-TORRES ◽  
Omar VELARDE-ANAYA ◽  
Mario Balvanedo RODRÍGUEZ-ARENAS ◽  
Sara TORRES-ÁLVAREZ
Keyword(s):  
Young People ◽  
Fruits And Vegetables ◽  
Agricultural Sector ◽  
Low Cost ◽  
Collaborative Work ◽  
Social Sector ◽  
Electronic Control ◽  
Children And Young People ◽  
Electronic Control System ◽  
The Social

A low-cost automated greenhouse prototype was developed, which can be installed on rooftops, gardens, and even commercial greenhouses. This work was carried out through the use of an electronic control system, and a user interface, which allows it to be used by children, young people or adults of the Private Assistance Institution (IAP) "Manitas que hablan", contributing to the cultivation of flowers, herbs, fruits and vegetables. Surveys, experimental and observation was applied wish methodology of during the development of this project, to know the needs of the agricultural sector and to integrate the components of the systems for the automated greenhouse. The study demonstrates the feasibility of collaborative work in the development of a prototype that allows the germination of seeds and harvest of crops, and the importance of providing support to the social sector, promoting urban gardens for the integration of children and young people in this activity, achieving better health and food safety for the future.

scholarly journals Novice Programming Environments

2018 ◽  
pp. 1-41 ◽  
Author(s):  
Judith Good
Keyword(s):  
Young People ◽  
State Of The Art ◽  
The State ◽  
Programming Environments ◽  
Children And Young People ◽  
Teaching And Research ◽  
The Social ◽  
Novice Programming ◽  
Further Development ◽  
Looking Glass

In 2011, the author published an article that looked at the state of the art in novice programming environments. At the time, there had been an increase in the number of programming environments that were freely available for use by novice programmers, particularly children and young people. What was interesting was that they offered a relatively sophisticated set of development and support features within motivating and engaging environments, where programming could be seen as a means to a creative end, rather than an end in itself. Furthermore, these environments incorporated support for the social and collaborative aspects of learning. The article considered five environments—Scratch, Alice, Looking Glass, Greenfoot, and Flip—examining their characteristics and investigating the opportunities they might offer to educators and learners alike. It also considered the broader implications of such environments for both teaching and research. In this chapter, the author revisits the same five environments, looking at how they have changed in the intervening years. She considers their evolution in relation to changes in the field more broadly (e.g., an increased focus on “programming for all”) and reflects on the implications for teaching, as well as research and further development.

scholarly journals MAINTAINING CHILDREN'S MENTAL HEALTH IN THE RISKS OF THE 21st CENTURY

2020 ◽  
Vol 14 (2) ◽  
pp. 84-86
Author(s):  
Sergii Boltivets
Keyword(s):  
Mental Health ◽  
Young People ◽  
Social World ◽  
Young Person ◽  
Children And Youth ◽  
Future Generations ◽  
Children And Young People ◽  
Living Things ◽  
The Social ◽  
Mental Abilities

Among the threats and dangers of the future, our duty to the younger and future generations is to develop the instincts, feelings and self-preservation of children and young people, who by their very birth suffer from inventions, conflicts and crises inherited by all previous older generations. The dominants of future self-preservation are in the mental development of children and youth, the main of which we consider mental abilities, development of feelings and especially - a sense of empathy for all living things, as well as - the imagination of every child and young person. her own life and the lives of others. Our common methodology should be to understand that the social world is not simplified, but complicated, and we have a duty to prepare our children and young people to solve these complications.

Learners at the Wheel

2011 ◽  
Vol 1 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Judith Good
Keyword(s):  
Young People ◽  
Crucial Role ◽  
Computational Thinking ◽  
Programming Environments ◽  
Children And Young People ◽  
The Social ◽  
Context Of Use ◽  
Looking Glass

In recent years, there has been an increase in the number of programming environments which are freely available for use by novice programmers, particularly children and young people. What is interesting about these environments is the level of sophistication that they offer in terms of their development and support features, but also the motivating and engaging contexts that they provide, where programming is a means to a creative end rather than an end in itself. Furthermore, these environments can no longer be considered independent of their broader context of use, where the social and collaborative aspects of learning play a crucial role. This article considers five such environments: Scratch, Alice, Looking Glass, Greenfoot and Flip, examining their characteristics, and investigating the opportunities they might offer to educators and learners alike. It suggests that their learner centredness plays an important role in their appropriation and use. By looking at changes in the development of such languages and environments, the article considers the implications for both research and for education, particularly in light of the current computational thinking agenda.

Treasuring the Social in Social Pedagogy

2015 ◽  
Vol 40 (4) ◽  
pp. 348-350 ◽  
Author(s):  
Robyn Kemp
Keyword(s):  
Social Work ◽  
Young People ◽  
Social Worker ◽  
Social Care ◽  
Children And Young People ◽  
Social Pedagogy ◽  
The Social ◽  
Vulnerable People ◽  
Management Positions ◽  
Outcomes For Children

Robyn is a UK-qualified social worker who has a deeply held passion for, and some 30 years of experience working with disenfranchised and/or vulnerable people and children and young people in care. She has a strong interest in social pedagogy and residential childcare both operationally and strategically. Since 1995, she has been in a variety of management positions and has developed and delivered training, conferences, workshops and consultancy on children's social work and social care for the statutory, voluntary and independent sectors. Her work has aimed at improving both the experiences and outcomes for children and young people in or on the edge of care and raising the profile of those affected by, and working within, the social work and social care sectors.

scholarly journals Times of Continuity and Development. Visions of the Future among Agro-Pastoral Children and Young People in Southern Ethiopia

2016 ◽  
Author(s):  
Sabrina Maurus
Keyword(s):  
Young People ◽  
Urban Areas ◽  
National Development ◽  
Southern Ethiopia ◽  
Children And Young People ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
The Social ◽  
The Future ◽  
The One

This article explores how children and young people from agro-pastoral societies in southern Ethiopia imagine their future. Children and young people who have not been going to school, as well as students in rural and urban areas, imagine their future differently. Their visions of the future can be located on a continuum between a future life as agro-pastoralists on the one end, and life in town with a job as an employee on the other. Where a person’s vision is located on this continuum depends on the influences he or she has experienced from school and town life. My analysis shows how, through the influence of schooling, young people’s concept of time shifts from a cyclical one, concentrated on the reproduction of the social world, towards a linear one, focused on personal and “national” development.

Disability

2012 ◽  
Author(s):  
Sonali Shah
Keyword(s):  
Young People ◽  
United Nations ◽  
Disabled Children ◽  
Disabled People ◽  
Persons With Disabilities ◽  
Children And Young People ◽  
Rights Of The Child ◽  
The Social ◽  
United Nations Convention ◽  
The United Nations

Traditionally, disability was considered to be a personal trouble, as opposed to the social issue and public policy concern that it is today. Children with physical and cognitive impairments were shunned away from mainstream society into asylums or workhouses. They were typically discussed and analyzed through a medical lens, pathologized and conceived as a social problem to be regulated, cured, or killed. The emergence of ideologies constructing disabled children and adults as dependent victims unable to contribute to the development of society encouraged the development of charities for disabled people and exploitation of textual and nontextual narratives of the “vulnerable disabled child” to evoke sympathy and induce the public’s financial generosity. The ideological mantra that impairment was the cause of individual and family disadvantage was embedded in the cultural consciousness of society and thus influenced how disabled people (across the lifecourse) “made themselves known” and were made known to others (i.e., as inferior, developmentally delayed, financial and emotional burdens to their family and society). It led to the expansion of the rehabilitation industry and new social policies that focused on altering or incarcerating the impaired body. However this was challenged by the upsurge of the British Disabled People’s Movement in the 1960s and 1970s. Based on the ideas of the Union of Physically Impaired against Segregation, the movement campaigned for social equality and human rights legislation in all spheres of social life and generated a new understanding of disability. With the historic shift in thinking about both childhood and disability as a public issue rather than a personal matter, there has been increasing interest in the social world of both disabled people and all children and young people. The United Nations Convention on the Rights of the Child (particularly Article 12) and the Children Act 1989 initiated subsequent developments with regard to children having a right to be involved in decisions about their lives. The United Nations Convention on the Rights of Persons with Disabilities means that disabled children today are the first generation to grow up in an era of full international civil rights. This bibliography lists works that include the voices and experiences of disabled children and young people in research about their everyday lives, including health and medical treatment, education, and identity. These works demonstrate the richness and diversity of disabled children’s individual lives, thus challenging the traditional conception that disabled children are a homogenous group.

Sedated by the Screen

2019 ◽  
pp. 1-30
Author(s):  
Lídia Oliveira
Keyword(s):  
Young People ◽  
Screen Time ◽  
Empirical Studies ◽  
Tablet Computer ◽  
Review Of The Literature ◽  
Daily Lives ◽  
Children And Young People ◽  
Use Of Time ◽  
The Social ◽  
Social Use

The social use of time has been progressively affected by the presence of screen devices in people's daily lives. These devices are of various types: television, tablet, computer, smartphones, etc. However, all of these have a power of seduction that makes people want to use them. In reality, a significant part of tasks are mediated by screens, whether they are playful tasks, socializing, work or training. In this chapter, the authors reflect on some quasi-paradoxical situations triggered by screen time, which shows that one is sedated by the screen. Then, they present the results of a systematic review of the literature focused on the concept of “screen time,” which shows that the excessive use of the screen is causing various health problems, especially in children and young people. And, the results of two empirical studies are presented, one with young people between 12 and 18 years old, and the other with university students. The results of both studies demonstrate the need to develop competences in the management of the social use of time, that is, to develop time literacy.

An Open Trial of Immersive Reality Experiences (IRE) Technology for Reducing Social Isolation and Improving the Social Connectedness and Well-Being of Hospitalized Children and Young People (Preprint)

2021 ◽  
Author(s):  
Hiran Thabrew ◽  
Christa Fouché ◽  
Laura Ann Chubb ◽  
Stacey Yates ◽  
Harshali Kumar ◽  
...  
Keyword(s):  
New Zealand ◽  
Young People ◽  
Social Isolation ◽  
Social Inclusion ◽  
Social Connectedness ◽  
Well Being ◽  
Hospitalized Children ◽  
Post Intervention ◽  
Children And Young People ◽  
The Social

BACKGROUND Hospitalized children and young people can feel disconnected from their peers and families, which can in turn predispose them to psychological problems including anxiety and depression. Immersive Reality Experiences (IRE) technology, recently developed by the New Zealand Patience Project Charitable Trust may help to overcome these issues. IRE technology uses immersive 360-degree live-streaming and a virtual reality (VR) headset to enable hospitalized children and young people to connect with cameras located in either their school or home environment. OBJECTIVE This trial was undertaken to 1) quantitatively evaluate the effectiveness of IRE technology in reducing social isolation and improving social connectedness and wellbeing using validated outcome measures and 2) expand qualitative findings from a previous smaller ‘proof of concept’ trial to ascertain the views of hospitalized New Zealand children and young people, their caregivers and teachers regarding IRE technology. METHODS An open trial of IRE technology was conducted between December 2019 and December 2020 and included 19 New Zealand children and young people aged 13-18, who had been hospitalized at Starship Hospital, a specialist pediatric hospital in Auckland, for at least 2-weeks. All participants completed the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), an abbreviated version of the Social Connectedness Scale (SCS) and the Social Inclusion Scale (SIS) and at baseline. Ten participants used IRE technology as often as they wished over a 6-week period and completed post-intervention measures. Semi-structured interviews with a subset of participants, caregivers and teachers were conducted immediately post-intervention. RESULTS Participants reported improvements in social inclusion (mean change 3.9, SD 2.8, p 0.057), social connectedness (mean change 14.2, SD 10.0, p 0.002) and well-being (mean change 5.7, SD 4.0, p 0.003). Key themes from interviews with participants, caregivers and teachers were: the importance of support for using IRE technology, connecting vs connectedness, choice and connection, and the value of setting it up and getting it right. A number of recommendations for improving connectedness via IRE and related technology were also provided. CONCLUSIONS IRE technology can improve the social inclusion, social connectedness and well-being of hospitalized New Zealand children and young people. With some technological modifications and simplified implementation, IRE technology could become part of standard care and support hospitalized children and young people in New Zealand and elsewhere to sustain family and peer cohesion, experience fewer psychological problems and more easily return to normal life following completion of treatment. CLINICALTRIAL This study has been registered with the Australian New Zealand Clinical Trials Network Registry: ACTRN12619000252112p

Sign in / Sign up

Export Citation Format

Share Document