title: When one of them is in our place: Early childhood settings as spaces of resistance

authors: Arndt, Sonja Kathrina

subjects: foreigner

abstract: When they come to us in our place, what happens, for them and for us? This article investigates conceptions of Otherness through the story of an immigrant early childhood teacher, seen as the stranger, foreigner, who comes to our place, our early childhood setting. It provokes and challenges orientations, towards teacher-foreigners in a teaching team, towards difference and towards considerations of our place, as culturally drenched in local knowledges, values and practices, as relationally complex and as a possible site of resistance. This article disturbs and complicates dominant constructions of the Other by positing teacher-subjects through a Kristevan lens as dynamic and constantly evolving. Tracings of Kristeva’s philosophical influences and treatments of Otherness help to present entangled historicised, contemporary and future insights into the recognition and marginalisation of teacher-foreigners. Finally, the teacher’s story becomes further challenged with Kristeva’s suggestion that each one of us is a foreigner inside, Other to ourselves, when they come to us, in our place.

text: When one of them is in our place: Early childhood settings as spaces of resistance When they come to us in our place, what happens, for them and for us? This article investigates conceptions of Otherness through the story of an immigrant early childhood teacher, seen as the stranger, foreigner, who comes to our place, our early childhood setting. It provokes and challenges orientations, towards teacher-foreigners in a teaching team, towards difference and towards considerations of our place, as culturally drenched in local knowledges, values and practices, as relationally complex and as a possible site of resistance. This article disturbs and complicates dominant constructions of the Other by positing teacher-subjects through a Kristevan lens as dynamic and constantly evolving. Tracings of Kristeva’s philosophical influences and treatments of Otherness help to present entangled historicised, contemporary and future insights into the recognition and marginalisation of teacher-foreigners. Finally, the teacher’s story becomes further challenged with Kristeva’s suggestion that each one of us is a foreigner inside, Other to ourselves, when they come to us, in our place.

year: 2016

title: Acoustic tamper detection sensor with very low false alarm rate

authors: Muijlwijk, Lawrence

subjects: false alarms

abstract: We describe a device designed to detect interference (vandalism or tampering) by acoustic means. The design employs both a piezoelectric vibration transducer and a common microphone in a novel mechanical arrangement. In contrast to conventional acoustic sensors that simply respond to vibrations above a threshold, this design analyses the outputs of the two to trigger an alarm. The method confers a near-zero susceptibility to triggering by external loud noises. No complex calculations are required so that only a low-cost, embedded microcontroller is required and the whole sensor can be very cheap. Extreme sensitivity can be achieved with little risk of false alarms.

text: Acoustic tamper detection sensor with very low false alarm rate We describe a device designed to detect interference (vandalism or tampering) by acoustic means. The design employs both a piezoelectric vibration transducer and a common microphone in a novel mechanical arrangement. In contrast to conventional acoustic sensors that simply respond to vibrations above a threshold, this design analyses the outputs of the two to trigger an alarm. The method confers a near-zero susceptibility to triggering by external loud noises. No complex calculations are required so that only a low-cost, embedded microcontroller is required and the whole sensor can be very cheap. Extreme sensitivity can be achieved with little risk of false alarms.

year: 2008

title: Prismatic storying: Making visible multi coloured codes

authors: Stuart, Margaret J.

abstract: Language is a casement into cultures' deepest meanings. As children acquire languages, they implicitly adopt the mores of people around them; read the symbols, artefacts and codes. In this article, we examine the importance of language and literacy in the early childhood curriculum Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa/Early Childhood Curriculum (Ministry of Education, 1996). The focus of the article is on literacy from a bicultural perspective. Adults support children in finding out about both their social and physical worlds. They use their 'imaginations to explore their own and others' identities' (MoE, 1996, p. 25). Our aim is to offer teachers in mainstream early childhood centres (ECE) strategies to apply, practise and situate literacy approaches that reflect Te Ao Maori through stories reflecting symbolic representations of people, places and things.

text: Prismatic storying: Making visible multi coloured codes Language is a casement into cultures' deepest meanings. As children acquire languages, they implicitly adopt the mores of people around them; read the symbols, artefacts and codes. In this article, we examine the importance of language and literacy in the early childhood curriculum Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa/Early Childhood Curriculum (Ministry of Education, 1996). The focus of the article is on literacy from a bicultural perspective. Adults support children in finding out about both their social and physical worlds. They use their 'imaginations to explore their own and others' identities' (MoE, 1996, p. 25). Our aim is to offer teachers in mainstream early childhood centres (ECE) strategies to apply, practise and situate literacy approaches that reflect Te Ao Maori through stories reflecting symbolic representations of people, places and things.

year: 2018