This diploma thesis deals with the normative requirements on the activities of restraint systems. It includes biomechanical limits of the human body, restraint systems, description of the principle of their action and legislation. Legislation, particularly regulations of ECE and EC directives defines the normative requirements on the activity of restraint systems in the context of the approval process. There are described two types of restraint systems: seat belts and airbags in details. There are created simulations of crashtests and reviewed influence of using restraint systems on elimination of negative phenomenon of car accidents.

Great loads occur on human body in traffic accidents. Children body have less resistance to these loads. Child Restraint Systems (CRS) are the safety elements used in vehicles for children. In this study, the overturning and the dynamic test setups for CRS, have been designed and analysed according to United Nations Economic Commission for Europe Regulation No 44 (ECE R44). After manufacturing of the test setups, four different types of CRSs sold in Turkish market have been selected to evaluate their performance according to ECE R44. Each seat has been used once for the tests. The tests have been performed and evaluated according to the performances of CRSs for the dynamic test head displacement limit criterion, the acceleration limit criterion, the abdominal penetration criterion and the overturning head displacement limit criterion. 11 overturning tests and 8 dynamic tests at the sled test facility available in METU-BILTIR Center Vehicle Safety Unit have been conducted. In the tests, P-series 3 years, 6 years and 10 years old child test dummies have been used. During the dynamic tests, 3-axial accelerometer, high-g high speed camera and data acquisition system are also used to gather the test data. 8 more dynamic test with unlocked vehicle safety belt which is improper usage and commonly encountered in real life. As the result of the tests, none of the CRSs succeed in the tests for child seats which are supposed to be used by 3-6 years old children according to ECE R 44 Group II.

In September 2008 Hurricane Ike hit the Texas Gulf Coast with a force stronger than the category 2 storm at which it was rated. With a 3.8 m (12.5 ft) storm surge, the agricultural industry in the area was devastated. The goal of this research was to determine the length of time required to reduce the salt levels brought by the storm surge to near pre-hurricane levels. To do this, four sets of samples were taken across two years and analyzed for salinity using the saturated paste extract method. The initial salt levels in November 2008 had an electrical conductivity (ECe) of the inundated soils as high as 26.7 dS/m. Fifty-four percent of the soils sampled in the 0-15 cm horizons and 9% in the 15-30 cm horizons of the edge area had an ECe >= 4 dS/m. In the surge area 79% of the soils sampled in the 0-15 cm horizons and 30% in the 15-30 cm horizons had an ECe >= 4 dS/m. In April 2009, 38% of the soils sampled in the 0-15 cm horizons and 13% in the 15-30 cm horizons of the edge area had an ECe >= 4 dS/m. In the surge area 71% of the soils sampled in the 0-15 cm horizons and 39% in the 15-30 cm horizons had an ECe >= 4 dS/m. By December 2009, none of the soils sampled in the edge area had an ECe >= 4 dS/m. In the surge area 21% of the soils sampled in the 0-15 cm horizons and 33% in the 15-30 cm horizons had an ECe >= 4 dS/m. By October 2010, all soils sampled had leached sufficient salts to be classified as non-saline to very slightly saline soils. Utilizing the November 2008 data set, 28 random samples were selected for exchangeable Na percent (ESP) in order to develop the ESP-SAR (Na adsorption ratio) predictive equation, ESP= 1.19(SAR)^0.82. The SAR-ESP relationship is statistically significant (95% confidence level), with a correlation coefficient of 0.964 (df=26).

The early childhood education (ECE) workforce provides care and education to young children, birth to age five. Little research examines how teachers are trained to interact with and support families. Policy is identified as a way to increase qualification attainment, however, how policy may best support qualification attainment is widely unstudied. The current study seeks to fill this gap to understand how states differ in order to best support policy advancement. This involves a qualitative policy analysis using emergent techniques for all 50 states. Policies regulating ECE teacher qualification attainment, specifically mentioning family engagement are examined. Results demonstrate that policies regulating family engagement in qualification attainment for the ECE are overall, minimal. Only 30 states include mention of family engagement in policy. This research provides insight into how family engagement is supported in the workforce at a national level, and subsequently, how family engagement is supported throughout individual states.

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.

No description available.

During the advancement of COVID-19, safety protocols (including facial masks) were incorporated into public settings. The Centers for Disease Control and Prevention (CDC), due to safety regulations, recommend wearing face masks when in close contact with other people in public environments, such as in a classroom, where social distancing is difficult. Understanding these CDC recommendations is still critical when looking for effective and safe alternative forms of masking for particular industries. Many industries smoothly transitioned to daily use of traditional cloth masks, but other industries (such as education) serving clients with high communicational needs and communication-centered services sought masking alternatives. This study examines related research to explore the question of whether wearing masks may have any impacts on student engagement, particularly with regards to Early Childhood Education (ECE) or in the Education of Students with Exceptionalities (ESE). Research found that masks have a significant impact on factors of engagement (i.e., physical, behavioral, intellectual, social, emotional; The Glossary of Education Reform, 2016) and suggests transparent masks paired with Remote Microphones as a viable alternative to traditional masking. Future recommendations are provided in hopes of impacting the use of face masks with young students for both safety and for engagement. Future research should focus on ECE or ESE classrooms using observable language and literacy acquisition skills and visual cues related to the Categories of Engagement defined by The Glossary of Education Reform (2016).

教育改革近年來在世界各國蔚為風潮，而藉由市場的力量促進學校間彼此競爭是其中一項重要的理念，但促使教育市場化的結果，衍生出許多的爭議和問題。本研究以學校競爭、幼兒園品質、組織創新為主要變項，希望透過本研究來釐清三個變項間之關係，並瞭解學校競爭影響幼兒園品質、組織創新之情形。 本研究以台北市文山區和萬華區兩區立案之公私立幼兒園為實徵研究之對象，有效樣本共81份。並以描述統計、獨立樣本t考驗、單因子變異數分析及相關分析等方法來分析並驗證本研究所提出之各項假設。 本研究之主要發現如下： 一、本研究釐清學校競爭之概念內涵，並與幼兒園品質、組織創新作相關連結。 二、文山區和萬華區之幼兒園競爭程度分佈不均。 三、文山區之幼兒園競爭程度較萬華區高。 四、文山區和萬華區之幼兒園園長認為自身園所幼兒園品質之現況佳。 五、文山區和萬華區之幼兒園園長認為自身園所知識活動品質之現況尚待加強。 六、文山區和萬華區之幼兒園園長認為自身園所採用組織創新之現況佳。 七、學校競爭與服務品質呈中度正相關。 八、教學創新與行政創新呈中度正相關。 九、公立幼稚園採用行政創新比私立托兒所多。 最後研究者根據研究結論，就實務面和後續研究方向提出具體的建議，以期對未來幼教的發展有所助益。 / Educational reform has been a trend in western countries. School competition is one of the concept in market-oriented reforms. Yet, evidence on the actual benefits of market-oriented reforms is at best mixed. The purpose of the article is to integrative school competition and the relationship between ECE program quality and organizational innovation in kindergarten. A questionnaires survey are adopted for the study and were distributed to 153 kindergartens in Wenshan district and Wanhua district of Taipei City. The number of valid return rate was 54.2%. The data were analyzed with descriptive statistics, Person correlation, t-test, and ANOVA. The results were as follow: 1. This study investigated the concept of school competition, and linked up school competition with ECE program quality and organizational innovation. 2. This study revealed that the degree of competition between kindergartens was not equal. 3. This study showed that the competition in Wenshan district was higher than in Wanhua district. 4. This study indicated that ECE program quality was good in Wenshan district and Wanhua district. 5. This study showed that knowledge activity quality of kindergarten needed to strengthen in Wenshan and Wanhua district. 6. This study indicated that organizational innovation of kindergarten was good in Wenshan district and Wanhua district. 7. This study demonstrated a positive relationship between school competition and service quality. 8. This study showed a positive relationship between instruction innovation and administration innovation. 9.This study revealed that administration innovations in public school were adopted more than in private school. Overall, findings from this study pointed to several relevant implications for the early childhood education practice and follow-up research.

Magister Educationis - MEd / This thesis is a record and analysis of as well as a commentary on an emancipatory.educational action research project in which I participated at three educare centres serving 0 - 6 year old children in Nyanga, Philippi and Old Crossroads of Cape Town, South Africa. The study sprang from my need to examine closely the work I was doing as a volunteer in the hope of maximizing my efforts to bring about sustainable change in these challenging settings. . Ultimately my goal was safe, healthy and stimulating educare. I chose what I perceived to be a few important areas for improvement which reflected both the teachers' prior educare training as offered in several non-governmental organizations in Cape Town as well as ideas which I contributed from my own readings and studies. Room arrangement to ease flow and promote independent, individual learning was one area. Establishing routines in a daily programme that encouraged children to become interested and responsible members of the educare community, that fairly divided teacher tasks and that increased child/teacher interactions was another area for improvement. The thesis includes a discussion in Chapter 3 of emancipatory educational action research as a good vehicle for the work I undertook with all the teachers in each of the three centres. Central to this choice was my participation in change including change within myself as a volunteer in-service field worker. Flexibility in timing, including delays and many repetitions, were a feature of my work with women whose lives of grinding poverty were at the mercy of tragedy and disaster as well as time-consuming tasks making for absenteeism. The main benefit of this form of research was its potential for growth in self-esteem and empowerment in individual teachers as they witnessed the benefits of their planned work multiply at the centres. I divided the work at each centre into three phases. The first included getting to know the centre, its teachers and children and making decisions around what tasks to undertake. In the same phase the teachers and I began to work on the identified areas. In the second phase, I introduced the teachers to teachers at other successful educare centres so that linkages could be established that would strengthen the work we were doing and broaden their base of support. Ultimately, I intended that this would allow me to decrease my presence and input gradually while change continued at the three centres. The third phase involved the teachers at a centre plowing back their new skills into the wider network of Mustadafin Foundation educare centres in which they were involved and which needed similar assistance. I have presented a new understanding for sustainable change resulting from this study and it is my hope that donors and others involved in community upliftment will understand that continued input and follow-up involvement need to accompany material gifts and intensive upgrading. Finally, I have written what I hope is a very readable thesis so that the teachers involved can read their own and each others' stories as I have done my best to record and interpret them.

This study aims to gain deeper insights in digital technology supported teaching in Swedish early childhood education (ECE) settings. Introduction of digital goals in Swedish ECE curriculum obliges preschool teachers to integrate digital technologies into educational practices and calls for a relevant definition and a defined content for this teaching area. By examining teachers’ perspectives, this thesis contributes to obtaining valuable experience-based knowledge that can eventually fill the existing research gap.   In a curriculum context, digital technologies have traditionally been associated with technology as a teaching tool, while digital goals (i.e., training children’s digital competence) redefine technology as a teaching content. However, integrating digital technologies in educational practices is still reported to be a challenge, and preschool teachers demonstrate ambivalent attitudes towards use of digital technologies in play-based pedagogy. Previous research has shown that to embed technologies in preschool practices, teachers need to enhance their technological knowledge, which involves a complex coupling between technical knowledge and pedagogical expertise. In the study, eleven preschool teachers were interviewed. A phenomenographic approach was used to identify and analyze the teachers’ conceptions. As a result, several categories related to digital technology use were discerned in teachers’ descriptions. Teaching situations were identified within both planned and spontaneous activities whilst activities for entertainment, relaxation and staff relief were referred to as mere “media consumption”. Paradoxically, nearly all teachers define digital technology supported teaching as a goal-directed, planned and adult-led activity. However, plenty of examples given by the teachers show that situations originating from spontaneous use of digital technology, particularly tablets, play an essential role in everyday teaching practices. Such a rigid understanding of the teaching concept on a definition level may have a counterproductive effect on ECE task with a traditional focus on child-initiated, spontaneous activities.  Other findings show that various combinations of hard- and software (apps) may offer teachers multiple teaching options. However, lack of time and technical knowledge in one group of teachers is reported to lead to a scarce use of technologies. In most examples, digital technology is described as a teaching tool for training language, science, mathematics, or arts, while technology as a content is seen as a challenging task and focuses mainly on introducing programmable toys. The teachers describe several examples where technology does not align with their didactic intentions. However, tablet with Google Search is the technology that demonstrates both frequent and organic use. Providing immediate answers on the screen, tablets enable to capture children’s spontaneous questions and, at the same time, support teachers’ educational goals. The preschool teachers’ critical observations and didactic value judgements can contribute with a more nuanced view on what a particular digital technology makes possible in a certain teaching situation.   Key words: early childhood education (ECE), preschool, digital technology supported teaching, digital competence, tablet, phenomenography, teachers’ beliefs. / Studiens syfte är att bidra med fördjupad kunskap om undervisning relaterad till digitala tekniker i förskolan. Två uppdrag i den reviderade läroplanen Lpfö18 – undervisningsuppdraget och digitaliseringsuppdraget ­­- innebär att alla förskollärare har ansvar för att organisera undervisning som inkluderar digitala tekniker. Vad som ingår i denna undervisning och hur den ska bedrivas är dock inte självklart. Genom att undersöka förskollärares perspektiv kan studien bidra med att mejsla ut professionskunskap i detta innehållområde och ge viktiga insikter för både praktiken och den fortsatta forskningen.     Den digitala teknikens funktioner i förskolans läroplan formuleras på två skilda kvalitativa sätt: som ett verktyg för att nå ett visst mål eller som ett mål i sig, i syfte att utveckla barns digitala kompetens. Förskolan och digitala tekniker kan beskrivas ha en ”problematisk relation” där många förskollärare fortfarande känner sig oförberedda och tveksamma inför integreringen av digital teknik i lekbaserad pedagogik. Tidigare forskning visar att förskollärare behöver både teknisk och didaktisk kompetens kring användandet av en viss teknik.  Studien utgår från den fenomenografiska ansatsen som ett sätt att närma sig fenomenet undervisning relaterad till digitala tekniker i förskolan och baseras på intervjuer med 11 förskollärare. Flera kategorier har urskilts som representerar hur undervisning och andra aktiviteter relaterade till digitala tekniker beskrivs av förskollärarna på kvalitativt olika sätt.  Undervisningssituationer identifierades inom både planerade och spontana aktiviteter medan underhållande, avkopplande och avlastande aktiviteter uppfattades endast som tidsfördrift och ”konsumtion” av digital teknik. Förskollärares definition av undervisning relaterad till digitala tekniker som en målstyrd, planerad och vuxenledd aktivitet står i stark konstrast till många exempel där det återkommande lyfts spontana aktiviteter. En sådan rigid förståelse av begreppet undervisning i förskolan kan verka kontraproduktivt och bidra till en skolifiering av förskolan.  Ett annat resultat visar att olika kombinationer av hård- och mjukvaror (appar) i olika sammanhang erbjuder varierande, multipla användningsområden i undervisningen. Samtidigt uppges brist på tid och teknisk kunskap orsaka en begränsad användning av teknik i en grupp lärare. Medan digitala tekniker som ett verktyg beskrivs med fördel användas i naturvetenskapliga projekt, skapande och språkarbete, refererar de flesta förskollärare endast till programmerbara robotar som exempel på digitala tekniker som ett mål, vilket endast utgör en del i det arbetet. Studiens resultat visar att digitala tekniker inte alltid lyckas ge stöd åt förskollärarnas didaktiska målsättningar. Samtidigt är datorplatta med sökmotor Google ett exempel på teknik som både används frekvent och organiskt, dvs. i harmoni med barnens idéer och förskollärarens didaktiska intentioner. Med hjälp av sökmotorn får förskollärare och barn en omedelbar tillgång till information vilket skapar ett konstant flöde av barnens spontana frågor och svar från datorplattan som kan läsas eller visas direkt. Studiens resultat innebär att förskollärares observationer och kritiskt didaktiska reflektioner kan ligga till grund för vad som faktiskt blir möjligt att erbjuda barn i undervisning.