Lego (Denmark)

ABSTRACT In running production the measurement of process and material properties in-line, is a requirement to design and implement effective process control in injection moulding. This work presents a structured thorough analysis and review of the research concerned with in-line measurements of selected processes and material properties on the injection moulding machines. This review sets the current state of art within a range of process and material properties, and identifies areas for future research. The process and material property measurements reviewed are; Viscosity, Melt temperature, pvT and Melt density. It is identified that the largest research effort has been placed on the measurement of viscosity and melt temperature, whereas pvT and melt density measurement are less developed. Finally, gaps within the literature are identified and the proposal of a direction within the field is stated.

Play and its relation to children's learning and development is thoroughly described in the research literature. However, the application and implication of play in higher education (HE) appears to be less systematically addressed. This article presents a scoping review of playful learning (PL) in teacher education (TE) and early childhood teacher education (ECTE). The review indicates that the relationship between curricular learning goals and PL is often vaguely described, whereas generic competencies and motivation are in focus. Further, the theoretical grounding of PL appears ambiguous. At the end of the article, implications for future research and PL designs in HE are discussed.

The effects of charge state on water uptake and mechanical properties of thermoset protein-based copolymers were investigated. Superneutralization was shown to reduce the material's mechanical property variation with humidity.

This article reports on the development, adaptation, and validation of the Wellbeing Holistic Assessment for Teachers (WHAT) tool with a sample of 1,659 Salvadoran teachers. El Salvador is a conflict-affected country marked by high levels of gang-related violence, which interacts with education and directly affects the wellbeing of teachers. Having a contextually grounded and validated tool is imperative to further our understanding of educator wellbeing in El Salvador and other conflict-affected settings, as it enables us to generate evidence that informs policies and interventions. In this article, we describe how we reviewed and selected the measures that comprise the WHAT tool, followed by an initial conceptualization of teacher wellbeing and a description of the experiences and challenges teachers in El Salvador are facing. We describe our process for translating and adapting the selected measures to the Salvadoran context, which included conducting cognitive interviews. The results from our exploratory factor analysis provide construct validity evidence for the internal structure of the individual measures used. The exploratory factor analysis that included all the items for all the measures confirmed that each scale is indeed measuring a different construct. The results from a confirmatory factor analysis confirmed a good model fit. The process of adapting the tool and the results of our psychometric analysis provide evidence of the tool's validity, based on the content of the items in the tool, the internal structure, and its relationship to other variables.

ABSTRACT The mobilization of resources is an essential challenge for entrepreneurs. Existing research suggests that access to standard and high-quality resources is an important condition for entrepreneurial success, yet such resources are often out of reach for entrepreneurs. In this study, we explore entrepreneurial resource mobilization in resource-constrained peripheral locations. We identify three activities together constituting an underlying logic of spatial bricolage, defined as making do with the resources at hand in the immediate spatial context. Further, we suggest that the likelihood and prevalence of this logic of action is both situational and dispositional, as individual and contextual factors combine to generate important differences in the resource mobilization activities of the entrepreneurs. Our study contributes to a contextualized understanding of entrepreneurship by showing how spatial bricolage as a distinct logic can help entrepreneurs overcome resource constraints, and how the spatial context incorporates an important dimension of what constitutes ‘at hand’ in entrepreneurial bricolage.

ABSTRACT Early educators’ perceptions of play and learning influence whether they adopt responsive roles to facilitate learning in play. While studies have investigated perceptions of play as pedagogical practice and its perceived relevance for learning, few have also interrogated educator learning perceptions, and hence compared these perceptions. This study explored perceptions among South African early educators by contrasting their interview and questionnaire responses. Findings revealed play perceptions encompassing structured, adult-led activities alongside child-managed play. While play was highlighted as active, joyful and chosen, participants emphasised appropriate, real-world play over children’s self-directed explorations and make-believe. Learning perceptions presented a span that primarily centred on correctness, followed by children understanding and applying lessons. Surprisingly, less nuance emerged for learning in play: rather than viewing play as a context for practicing and improving, respondents saw play as a ‘stage’ where children could demonstrate proficiency. Finally, patterns in play and learning perceptions came out more clearly in interviews than the questionnaire. These findings point to a need for alternative at-scale methods when eliciting educator perceptions, and for supporting educators to develop reflected, nuanced notions of play as practice and children’s learning in play.

De nombreuses familles utilisent aujourd’hui le chat vidéo pour aider leur bébé à développer ou à maintenir des relations avec des membres de la famille éloignés ; cependant, il existe très peu de recherches qui comparent de façon systématique l’engagement émotionnel du nourrisson lors d’interactions en face à face et par vidéo. Une expérience a été réalisée en laboratoire avec 49 nourrissons âgés de 6 à 12 mois. Les bébés et les mères ont joué à coucou soit en face à face, soit par chat vidéo, soit par vidéo sans contenu. L’engagement des bébés a été évalué par le temps passé à sourire et à regarder, et l’activité physiologique a été simultanément enregistrée. Les résultats montrent des niveaux d’engagement similaires dans les trois conditions de présentation. Les bébés sourient tout aussi fréquemment et regardent leur mère pendant le même laps de temps, et leurs réponses physiologiques sont différenciables. Les sourires des bébés apparaissent de façon légèrement plus rapide lors d’une interaction en face à face que lors d’un chat vidéo. Enfin, les estimations globales de la sensibilité maternelle pendant les interactions semblent jouer un rôle plus important dans l’obtention de réponses positives de la part des bébés que le moyen par lequel ils interagissent. Ces résultats et les orientations futures de recherche sont discutés.

ABSTRACT Guided play, a balanced approach to involvement in play that includes child- and adult-direction in learning activities, holds great promise for children’s effective and engaged learning in education. Recent studies in laboratory settings show benefits for academic and socio-emotional outcomes, while retaining a focus on child-centred exploration. Often, these studies feature an experimenter with one child or a small group. In contrast, educators in early years classrooms often need to support 20 children or more. To realise guided play’s promise, we need to explore the enactment of guided play in classroom settings, and how educators can engage young children in responsive ways to promote opportunities to learn in play contexts. We offer a cross-cultural comparison of guided play that occurred in 12 Canadian and 8 South African early years classrooms. Using a qualitative, thematic approach, we analysed video-recorded observations for: 1) the frequency of educator involvement in play contexts, 2) the role of the educator in those contexts, and 3) learning opportunities that emerged due to this involvement. Based on our analysis, we consider how educators can achieve guided play in classroom settings. Implications are discussed for practice, including barriers and enablers of guided play in culturally diverse settings.

Levantine scraper, Capoeta damascina is a candidate species for future stock assessments, conservation studies, and hatchery efforts. Herein, we documented embryonic and early larval development, from egg activation to the exogenous feeding period, using morphological and histological landmarks. Embryos were obtained by in vitro fertilization from hormonally induced wild-caught broodstock, and subsequent development was monitored at temperatures coinciding with native conditions. Embryonic development from fertilization to hatch lasted ~105-110 hr. Larvae emerged with unpigmented eyes and body morphology, as well as an undifferentiated digestive tract. The mouth was closed at hatch by the oropharyngeal membrane and opened by the early endogenous feeding period. Trabeculae cartilage, quadrate bone, and Meckel's cartilage of the endoskeleton were present during the endogenous feeding period. During this period, the larvae underwent considerable changes in craniofacial morphology, locomotion, and organogenesis of the digestive tract. The cartilaginous floor of the neurocranium developed and the first four ceratobranchials appeared simultaneously at the end of endogenous feeding period. The digestive tract was differentiated into buccopharynx, esophagus, and small intestine during the endogenous feeding period. The intestinal valve and numerous longitudinal folds at the posterior region of the intestine formed together by the endo-exogenous feeding period. Major developmental events in retinogenesis occurred during the endogenous feeding period. When larvae entered exogenous feeding the mouth was fully-functional. Additionally, liver size and eye diameter increased. Our analysis of embryonic and early larval development in Levantine scraper aligned with other freshwater fishes.