Previous research has shown how home and parental characteristics support or hinder the development of children’s self-regulation in the family context. There have only been limited attempts to understand these mechanisms in early childhood education settings. This study used the NICHD Study of Early Child Care (when participating children were 36-months old) to examine the relations among various aspects of the early childhood education setting, the interactions in the setting, and children’s self-regulation in center-based and home-based settings. Structural equation modeling was used to test a model proposing the deconstruction of early childhood education quality into structural (i.e., environmental and caregiver characteristics) and process quality components (i.e., positive and negative interactions) and to examine these as predictors of three-years old children’s self-regulation abilities. A meditational model was tested in which positive and negative interactions in the classroom mediated the relations between the structural characteristics and self-regulation. There were three important findings. First, although there were no consistent patterns of associations between structural features and self-regulation across the two types of care, there were more significant relationships in home-based care compared to center-based care. These findings showed that the home-based caregiver characteristics were more closely tied to the processes in the classroom than those characteristics of caregivers in center care. Second, both positive and negative caregiving were associated with children’s compliance, which suggested that compliance may have been influenced differently by process quality compared to other self-regulation measures, such as self-control and emotion-, behavior-, and attention-regulation. It may be that high rates of compliance may be markers of highly restrictive caregiving rather than the result of good quality caregiving. Third, there were very few significant relationships between process quality measures and children’s self-regulation measures, which suggested that commonly used process quality measures may not be capturing the processes that are most important for the development of self-regulation. / text

Motor coaches are an integral part of the transportation system. It was observed that occupant fatalities and serious injuries occur in rollover more frequently than in any other type of accidents for these vehicles. Several regulations such as Economic Commission for Europe Regulation 66 (ECE R66) are issued to minimize the catastrophic consequences of rollover accidents. Passing “Motorcoach safety plan” which is based on a complete vehicle rollover test of ECE R66 will be mandatory in North America in the near future. However, the cost of a single physical test encourages researchers to perform numerical simulations prior to a complete vehicle rollover test. In this thesis, the integrity of a coach seat and the effects of different restraint configurations on the safety of passengers in rollover are numerically studied. To perform this research, a new modeling approach, which is computationally effective and highly suitable for parametric studies, is proposed. Firstly, a detailed model of two seats of a coach is developed and validated against experimental results. Anthropomorphic Test Devices are then introduced to the model and acceleration history of a physical rollover test is imposed on the system. The model is solved using non-linear explicit dynamic Finite Element code LS-DYNA®. Injury criteria values are extracted and compared to the experimental results. An acceptable level of correlation is achieved that confirms the validity of the model and the reliability of the modeling approach. The integrity of the seat in a rollover is analyzed showing the necessity of an anchorage test prior to a whole coach rollover test. The results of a parametric study on the safety of passengers reveal the high probability of partial ejection if the retractor does not lock properly in a rollover. It is also shown that the safety of occupants can be improved if retractor pretensioners be introduced to coaches. / February 2017

Background: Risky play is defined as thrilling and challenging forms of play that have the potential for physical injury and has been linked to development and health benefits for children in the early years such as risk-assessment skills, increased physical activity (PA) and well-being, and promoting social competencies and resilience. Currently, in a Western context, children’s opportunities for risky play is decreasing. At the same time, childhood inactivity and coinciding health concerns, as well as adolescent mental health issues such as anxiety, are on the rise. Risky play may serve as an antidote to some current health problems for children. Purpose: This research aimed to increase understanding of affordances (environmental factors that intersect with and influence human behaviors) for risky play. Social and physical environmental factors have been found to influence children’s affordances for risky play. The study was designed to identify some of the social factors and environmental features that may provide children with greater opportunity for risky play. Alongside researching affordances for children’s risky play, this research also inquired into children’s emotional and behavioural expressions during risky play, and how children’s engagement in risky play impacts PA. Methodology: Research was conducted with children ages 3 to 4 years, at a kindergarten in Levanger Norway. A mixed-methods approach was employed. Methods of data collection and analysis consisted of coding and statistical analysis of focused-video observations, as well as thematic analysis of field notes and semi-structured interviews. Findings/conclusions: Findings include the identification of themes pertaining to social factors that may influence children’s opportunity for risky play, including childhood assumptions, practitioner and parent attitudes towards risk, and pedagogical practice. This research generated a taxonomy of environmental features affording risky play, as well as findings that suggest risky play is positively correlated with levels of PA and outdoor settings. / Graduate

Despite a significant increase in the demands for teachers’ professional development, the work environments of teachers have not developed at a comparable rate. Due to research on inequity in teacher work environment, the purpose of this case study was to explore the role of empowerment in the early childhood education (ECE) workforce, using Community Based Participatory Research (CBPR) as a framework. This project was done with 5 educators in a for‑profit ECE center. Over the course of five weekly sessions, the educators completed questionnaires, interviews, and engaged in weekly focus groups geared towards providing the teachers with an opportunity to share their experiences and collaborate on solutions for change in their work environment. Overall, descriptive statistics of the quantitative data did not demonstrate an increase in empowerment over the course of the project. However, the six emerging themes (i.e., Frustration with Center Operations and Corporate, Empowerment, Communication, Emotional and Physical Well‑Being, Teacher Unity, and Teacher Training and Education) provided important insights into the nature of teacher empowerment in the ECE setting, which informed lessons learned and future directions for research.

The aim of this study is to create a better understanding of how preschool teachers in ametropolitan region in Sri Lanka view their opportunities to create quality preschools and alsoidentify factors that affect quality enhancement. Three research questions were created focusingon the preschool teachers’ perceptions of the quality of their preschools, what actions theyimplement to enhance the quality of preschools and what they consider affects their preschools’quality. In order to achieve the aim of the study, interviews were conducted with six preschoolteachers, all from different preschools. The results show that preschool teachers have anapparent positive attitude towards the quality of their own preschools. The actions theyimplement in hope of improving quality are staff meetings, where they plan for the future andenvironmental improvements. Further the results also show that four out of six preschools carryout some part of the Systematic Quality Development Work (SQDW). The factors that theteachers believed influence the quality of preschools included the minimum standards in SriLanka, shortcomings in preschool teacher education and expectations.

Cultural play songs are a world wide phenomenon in which children participate. The current research explored settings where such cultural play songs occur; both in and outside of pre-schools. Despite the availability of play songs in most cultural contexts, combined with children's natural inclination to be actively involved in playing and singing games, these cultural assets are generally not considered as a pedagogical tool in Early Childhood Education (ECE). Therefore, the aim of this research was to investigate the pedagogical significance of cultural play songs found in and outside of pre-schools for ECE. In this study, I investigated how play songs take place in both settings in order to reveal commonalities and differences so that, when taken together, this knowledge would enhance the understanding of how educators could optimally use play songs in ECE contexts. An ethnographic research design was conducted within a qualitative paradigm, incorporating non-participant observation, complete participant observation, video recordings, and face-to-face interviews. For the first part of data collection within pre-school settings, participants included thirty teachers from twenty pre-schools in seven provinces of Zambia. During the second part of data collection in a simulated out of school setting, participants included eighteen pre-school children and an expert on cultural play songs. This resource person facilitated sixteen cultural play song sessions in which the children and I actively participated. Video recordings were made of all cultural play song activities in both settings, supporting non-participant as well as complete participant observasions. This empirical data provided evidence regarding the pedagogical value of play songs as a cultural resource. As a result, play songs were collected in order to be preserved and promoted for future use in ECE, thus defying the simplistic view that they are mere entertainment. By drawing on Vygotsky's socio-cultural learning theory and African traditional education perspectives as theoretical framework, the study equally makes a scholary contribution towards play songs as a valuable indigenous tool for teaching and learning in ECE. The results of the study indicate the following concerning cultural play songs: Firstly, there is limited to non use of these songs in Zambian pre-schools compared to English rhymes and Sunday school songs; secondly, they are not currently considered as valid resources for teaching and learning; and thirdly, their use in ECE depends on the teacher's knowledge, skills and perceptions, as well as on the attitudes of school administration and parents. Recommendations are made for flexible methodologies which nurture linkages between music practice in and outside of school settings. Play songs as cultural resources support teacher and learner interactions in musically and playfully stimulated environments. / Thesis (DMus)--University of Pretoria, 2016. / Music / DMus / Unrestricted

This comparative study explores parental involvement during the process of mainstreaming Early Childhood Education (ECE) in Dhaka, Bangladesh. Using an ethnographic approach with emphasis on a subtle realist ontology it compares two ECE centers operationalisations of parental involvement and staff's experiences of this aspect of their work. Findings showed that the centers had to navigate cultural underpinnings of parental mistrust and knowledge deficiency in their operationalisation of parental involvement. The centers navigated the cultural conditions by allowing parents CCTV access, or by providing parental education and workshops via scaffolding techniques of experts to gain an audience amongst parents. The center's proactive or reactive approach during the initial stages of parental involvement resulted in various implications for the continuous collaboration between staff and parents at the center. The study contextualises parental involvement within the broader Bangladeshi society, suggesting that the ECE centers becomes an external societal actor interfering in home life, creating a collision between cultural understandings of the home (poribar/bari) and the ECE center, which presented hindrances to parental involvement. The study additionally discusses implications of the Covid-19 epidemic and suggestions for the future of ECE mainstreaming in Bangladesh.

The second and third “middle year” curricula of typical undergraduate electrical and computer engineering (ECE) programs consist of technical courses that teach students the fundamentals of their field. Project-based learning that involves more authentic applications of knowledge is often absent from these courses. These years have notable attrition, but relevant design projects can motivate engineering students by reminding them what they enjoy about the field and showing them that their work can benefit society. In this paper, the author describes a project for a second-year ECE laboratory design course where students design a miniature autonomous tractor robot. This project was created to use skills across first- and second-year courses to make a challenging but achievable capstone aligned with Virginia Tech’s ECE curriculum revision that expands the range of disciplinary experiences for students. The foundational knowledge students will be required to integrate into their de- sign are a simple controls system, microcontroller programming, Bluetooth communication, and circuit design. This paper gives all project assignment materials and an example solution, which is detailed in the sub-system unit tests. The effectiveness of this project in terms of the quality of the materials, the alignment of skills to course goals, the appropriateness to the relevant student population, and encouraging student engagement were qualitatively assessed by pilot studies of usability and faculty assessment. The results verified that this project was designed well and is a good fit for the course. Other benefits of the project’s design are that its context and goals can be adapted between semesters to prevent cheating or to scale the difficulty for the students. The amount of support provided to students from the setup materials can be adapted based on student experience. The assessment of this project showed many options to extend the hardware, software, or theoretical difficulty if needed. When implemented, this project should lead to the integration of technical skills between courses, expose gaps in knowledge, and encourage students to engage with a relevant design context. / M.S. / The second and third years of typical undergraduate electrical and computer engineering (ECE) curricula consist of technical classes that teach students the fundamentals of their field. Project-based learning (solving authentic engineering problems) is often absent from these courses. These years have notable attrition, but relevant design projects can motivate engineering students by reminding them what they enjoy about the field and showing them that their work can benefit society. In this paper, the author describes a project for a second-year ECE laboratory design course that engages students in designing a miniature autonomous tractor. This project was created to use skills across first- and second-year courses to make a challenging but achievable capstone aligned with Virginia Tech’s ECE curriculum revision that expands the range of disciplinary experiences for students. This paper provides all project assignment materials, an example solution, and assessment from faculty and more advanced students. The results verified that this project was designed well and is a good fit for the course. Other benefits of the project’s design are that its context and goals can be adapted between semesters to prevent cheating or to scale the difficulty for the students. When implemented, this project should lead to creative solutions from students that use their prior knowledge in a relevant context.

本研究之目的在了解台灣地區幼教網站的設計理念與相關的網路特性，分析網站介面要素的設計與呈現方式，並探討網站如何呈現幼兒父母的教養形象。 研究方法採用內容分析法，以台灣地區幼教網站共十八家為分析對象，並輔以個案訪談，並取得三家網站之訪談資料。 研究結果包括：(1)在幼教網站中，女性被視為主要的使用族群，且科技能力較低；(2)網站的色彩運用偏向暖色系(如粉紅、黃、橘等)，將網站風格營造為溫馨、可愛或熱鬧；而網站的圖像運用，以嬰/幼兒、娃娃圖像較多，且常與母親一同出現，從事的活動包括遊戲、閱讀、學習、表達親密等；(3)幼教網站呈現的父母親教養形象有所不同，母親被視為是幼兒的飲食營養、疾病防治與安全的主要負責人，且只有母親需面臨是否要放棄工作照顧幼兒的壓力；而父親則扮演了幼兒的玩伴、家計負擔者，以及學習作為「現代」父親等形象。 最後，研究者基於研究結果，對實務工作及未來研究提出相關反思與建議。

Die Elektrochemie und die Spektroelektrochemie von Nitroanilinen (ortho-, meta- und para- Isomere) und deren entsprechenden Diaminoverbindungen (ortho-, meta- und para-Phenylendiamin) wurden an zwei verschiedenen Elektroden (Platin und Gold) und in zwei Elektrolytlösungen (saure und neutrale Perchloratlösung) untersucht. Die erhaltenen Messergebnisse wurden als Referenz für die spektroelektrochemische Untersuchung von Polyvinylaminen mit o- oder p- Nitroanilinsubstituenten verwendet. Es wurden außerdem spektroelektrochemische Untersuchungen mit anderen Polyvinylaminen, die das Wurster Kationradikal oder Stilbene als Substituenten enthalten, durchgeführt. Die oxidative und reduktive Elektrochemie von drei Nitroanilinisomeren wurde in neutraler (0.1 M KClO4) und saurer (0.1 M HClO4) wässriger Elektrolytlösung mit zyklischer Voltammetrie und oberflächenverstärkter Ramanspektroskopie (Surface Enhanced Raman Spectroscopy SERS) untersucht. Die zyklischen Voltammogramme, die mit einer Goldelektrode in saurer Elektrolytlösung für o- und p-Nitroanilin aufgezeichnet wurden, zeigten die Bildung von o- und p-Phenylendiamin beim Potenzialdurchlauf in kathodischer Richtung. In neutraler Elektrolytlösung ist die Situation anders und die Endprodukte der elektrochemischen Reduktion dieser Isomere sind o- und p- Amino-N-phenylhydroxylamin. Aus den zyklischen Voltammogrammen, die mit Gold- und Platinelektroden bei anodischem Potenzialdurchlauf für diese Isomere in saurer und neutraler Elektrolytlösung aufgezeichnet wurden, erhält man folgende Reihenfolge für die Lage der Oxidationspotentiale m-Nitroanilin > p-Nitroanilin > o-Nitroanilin. Eine Sauerstoff-Gold-Adsorbat- Streckschwingung wurde zwischen 400 und 430 cm-1 in den SER-Spektren der drei isomeren Nitroaniline in beiden Elektrolytlösungen bei positiven Elektrodenpotenzialen beobachtet. Das SERS-Experiment zeigte auch eine senkrechte Orientierung der adsorbierten Nitroaniline zur Oberfläche der Goldelektrode. Für die isomeren Phenylendiamine wurde in beiden Elektrolytlösungen und mit beiden Elektroden im anodischen Durchlauf das gleiche Verhalten beobachtet. Das beim Ein- Elektronenübergang erhaltene Oxidationsprodukt (Radikalkation) reagiert im Fall von o- und m- Phenylendiamin über eine C-N-Kopplung mit einem weiteren Radikal zum Dimer (1.Schritt der Elektropolymerisation). p-Phenylendiamin wird nach dem ECE-Mechanismus (E = Elektronentransfer, C = chemische Reaktion) oxidiert, wobei die Ladungsübertragung in zwei Schritten erfolgt, gekoppelt mit Säure-Base-Reaktionen, was zur Bildung des Diimin führt. Aus den SERS-Messungen kann man schlussfolgern, dass m- und p-Phenylendiamin waagerecht zur Metalloberfläche über den Benzenring und die Stickstoffatome adsorbiert sind. Die Adsorption von o-Phenylendiamin erfolgt über die Stickstoffatome und mit schräger Orientierung zur Metalloberfläche. Die zyklischen Voltammogramme, die mit einer Goldelektrode in saurer und neutraler Elektrolytlösung von den Polyvinylaminen mit Nitroanilinsubstituenten aufgenommen wurden, zeigen dasselbe Verhalten wie Nitroanilinmonomere beim Potenzialdurchlauf in kathodischer Richtung. Die für diese Polymere im anodischen Durchlauf erhaltenen Zyklovoltammogramme unterscheiden sich von denen für die Monomere. Die Zahl der Adsorptionsplätze und die Adsorptionsstärke der Polyvinylamine verändern sich in Abhängigkeit vom Elektrodenpotential, vom Prozentsatz und der Art des aromatischen Substituenten am Polymerrückgrat und vom pH-Wert der Lösung. / The electrochemistry and spectroelectrochemistry of nitroanilines (ortho, meta, and para isomers) and their respective amino compounds (ortho-, meta- and paraphenylenediamines) have been investigated at two different electrodes (platinum and gold) and in two different electrolyte solutions (acidic and neutral perchlorate). The results of these investigations were used as a reference for the spectroelectrochemistry of polyvinylamines containing o- or p-nitroaniline substituents. Spectroelectrochemical investigations of polyvinylamine containing Wurster radical cation or stilbene as a substituent were also carried out. The oxidative and reductive electrochemistry of the three isomeric nitroanilines has been studied in neutral (0.1 M KClO4) and acidic (0.1 M HClO4) aqueous electrolyte solutions with cyclic voltammetry and Surface Enhanced Raman Spectroscopy (SERS). The cyclic voltammograms recorded with a gold electrode in acidic electrolyte solution showed formation of o- and p-phenylenediamine in the negative going potential scan for o- and pnitroaniline respectively. In neutral electrolyte solution the situation is different and the final products of electrochemical reduction of these isomers are o- and p-amino-Nphenylhydroxylamine. The order of increasing electrochemical oxidation potential is mnitroaniline > p-nitroaniline > o-nitroaniline as observed from cyclic voltammograms recorded with a gold and platinum electrodes and in the positive going potentials scan for these isomers in acidic and neutral electrolyte solutions. An oxygen-gold adsorbate stretching mode was detected between 400 to 430 cm-1 in SER-spectra of the three isomeric nitroanilines in both electrolyte solutions at positive electrode potentials. The SERS experiments showed also a perpendicular orientation of adsorbed nitroanilines on a gold electrode with respect to the metal surface. General trends are observed in the anodic scans of isomeric phenylenediamines at both electrodes and in both electrolyte solutions. The one-electron electrochemical oxidation product (radical cation) in case of o- and m-phenylenediamine go into fast C-N coupling between radicals to form dimers (the first step of electropolymerization). The pphenylenediamine is oxidized according to an ECE mechanism (E = electron transfer reaction, C = chemical reaction), which involved two charge transfer steps coupled with acidbase reactions to form diimine. As we deduced from SERS measurements, m- and p-phenylenediamine adsorbed in flat orientation with respect to the metal surface via benzene ring and nitrogen atoms, respectively. o-Phenylenediamine adsorption is taking place via nitrogen atoms and with tilted orientation with respect to the metal surface. The cyclic voltammograms recorded with a gold electrode in acidic and neutral electrolyte solutions of polyvinylamines containing o- or p-nitroaniline substituents exhibit the same features like nitroaniline monomers in the negative going potentials scan. The result observed in the anodic scan for these polymers are different from those observed for monomers. Adsorption site and strength of the polyvinylamine polymer varies according to the applied electrode potential, percentage and type of the aromatic substituent at the polymer backbone, and the pH of the medium.