North Down & Ards AMH

AMH, founded in 1963, one of the largest regional voluntary sector organization in NI, has provided a range of services for people with mental health difficulties and learning disabilities. AMH Ards offers a range of person centred activities eg training in IT, administration, catering, literacy and numeracy, crafts etc. They have completed 2 Level 2 applications. This Level 3 application will endeavor to build on the success of the second project, encouraging and building capacity for people to identify their own health needs, enable them to benefit from a range of support services, including pharmacy available to them. In addition, it will continue to educate and involve pharmacists in the road to mental health recovery. 4 programmes (7 weeks long ï¿_ 3 with the pharmacist) will be delivered each year (2 at each of the centers in Ards and Bangor). This more formal programme will be supplemented by ongoing support, staff training (2 sessions) and 4 informal drop in sessions and more general health events. At all of these sessions, the pharmacists will either lead on or attend.

Wake Up, Shake Up Breakfast Club

The Wake Up, Shake Up club was first set up in February 2013. The aim of the club is to support working parents and offer an affordable alternative to local childcare options. It is also an opportunity to re-enforce school healthy eating guidelines and explore different food options with children.The club is run by staff members of Holywell Childcare. 33 children attend each morning. There is a charge of €1 per child per day to cover staff costs. A selection of cereals is served each morning along with toast, fruit and fruit juice. Children can take part in different activities after breakfast, such as crafts, games, and even yoga ! Part of theBreakfast Clubs Pilot Programme Initiative Type Breakfast Clubs Location Dublin Target Groups Children ( 4-12 years) Start 18th Feb 2013

Sobre la identitat dels Matiners a les comarques del N.E. de Catalunya

This study attempts to throw some light on the identity of the Matiners of the regions of north-eastern Catalonia by analizing a notebook which was a register of rebels. This notebook gives the age, geographical origin and profession of the rebels. The War of the matiners (1846-49) was a Catalan rebellion framed within the context of popular opposition to the regime of the moderates, and in the midst of a general crisis. Themen who formed the groups of ((trabucaires)) were particulary young (the problemof recriting must not be forgotten), and came from the country, the crafts, and industry, and were militarized above all in the interior regions

Productivity Growth during the English Industrial Revolution: A Dual Approach

This paper presents new estimates of total factor productivity growth in Britain for the period 1770-1860. We use a dual technique recently popularized by Hsieh (1999), and argue that the estimates we derive from factor prices are of similar quality to quantity-based calculations. Our results provide further evidence, derived from this independent set of sources, that productivity growth during the British Industrial Revolution was relatively slow. During the years 1770-1800, TFP growth was close to zero, according to our estimates. The period 1800-1830 experienced an acceleration of productivity growth. The Crafts-Harley view of the Industrial Revolution is thus reinforced. We also consider alternative explanations of slow productivity growth, and reject the interpretation that focuses on the introduction of steam as a general purpose technology.

Factor prices and productivity growth during the British Industrial Revolution

This paper presents new estimates of total factor productivity growth in Britain for the period1770 1860. We use the dual technique and argue that the estimates we derive from factorprices are of similar quality to quantity-based calculations. Our results provide further evidence,calculated on the basis of an independent set of sources, that productivity growth duringthe British Industrial Revolution was relatively slow. The Crafts Harley view of theIndustrial Revolution is thus reinforced. Our preferred estimates suggest a modest accelerationafter 1800.

Una nova estimació retrospectiva del VAB regional industrial. Espanya, 1860-1930

[cat] En aquest treball, es realitza una nova estimació del VAB industrial espanyol a un nivell de desagregació territorial corresponent a les províncies (NUTSIII) i les Comunitats Autònomes (NUTS II). Per assolir aquest objectiu es planteja una nova metodologia d’estimació de les xifres històriques de VAB industrial regional. Front a les aproximacions tradicionals, basades en la utilització de fonts fiscals com a forma d’aproximar la capacitat productiva industrial, en aquest treball s’ofereix una estimació que també es basa en les rendes generades per la producció industrial de les regions. Amb aquest objectiu, es fa servir la metodologia proposada per Geary i Stark (2002) i les millores proposades per Crafts (2005). La utilització d’aquesta metodologia permet elaborar una nova estimació retrospectiva del VAB industrial de les regions espanyoles a diversos talls temporals corresponents al període 1860-1930.

Una nova estimació retrospectiva del VAB regional industrial. Espanya, 1860-1930

[cat] En aquest treball, es realitza una nova estimació del VAB industrial espanyol a un nivell de desagregació territorial corresponent a les províncies (NUTSIII) i les Comunitats Autònomes (NUTS II). Per assolir aquest objectiu es planteja una nova metodologia d’estimació de les xifres històriques de VAB industrial regional. Front a les aproximacions tradicionals, basades en la utilització de fonts fiscals com a forma d’aproximar la capacitat productiva industrial, en aquest treball s’ofereix una estimació que també es basa en les rendes generades per la producció industrial de les regions. Amb aquest objectiu, es fa servir la metodologia proposada per Geary i Stark (2002) i les millores proposades per Crafts (2005). La utilització d’aquesta metodologia permet elaborar una nova estimació retrospectiva del VAB industrial de les regions espanyoles a diversos talls temporals corresponents al període 1860-1930.

Analytic behavior of the QED polarizability function at finite temperature

We revisit the analytical properties of the static quasi-photon polarizability function for an electron gas at finite temperature, in connection with the existence of Friedel oscillations in the potential created by an impurity. In contrast with the zero temperature case, where the polarizability is an analytical function, except for the two branch cuts which are responsible for Friedel oscillations, at finite temperature the corresponding function is non analytical, in spite of becoming continuous everywhere on the complex plane. This effect produces, as a result, the survival of the oscillatory behavior of the potential. We calculate the potential at large distances, and relate the calculation to the non-analytical properties of the polarizability.

Analysis of the process of inspection in recreational craft in Spain. Suggestions for safety improvement

Inspections of pleasure boats in Spain can be carried out by collaborating entities of inspection, entities that must be authorized by the Maritime Administration. This authorization allows to perform effective inspections and technical controls of recreational crafts. Recreational crafts are subjected to surveys that are based on the registration list and on the material used in the hull. In addition, required safety equipment of the recreational boat depends on the distance that the recreational boat is authorized to navigate. Following data obtained from inspections of recreational craft, this paper aims to analyze information about hulls within dry and afloat conditions, about the equipment for rescue and safety, and about other nautical equipment; as well as to perform and improve different verifications during the inspections. All this information points to several aspects relevant for the optimization of the inspection process, the ultimate target being increasing efficiency and effectiveness, and ensuring more safety in recreational craft.

Hvordan øve hellige handlinger? : en profesjonsdidaktisk studie av øving av muntlige ferdigheter innenfor en norsk presteutdanning

How can the holy craft of liturgy be trained? A study of approaches to instruction in training oral skills within education of the Norwegian clergy The theme of this study is the competence of expression of clerics performing liturgies as part of their duties in the Norwegian Lutheran Church. The aim of the study is to find a teaching practice which can raise the competence in oral expression characteristic of the clergy profession. The teaching practice is explored and discussed within the context of the basic education of the clergy. The main thesis is formulated as a question: How can the holy craft of liturgy be trained? An underpinning of the study is that liturgical acts are holy, which gives these performances an aspect of otherness. This otherness constitutes a clear agreement between the students and the teacher, and between the professional and the employer. The pre-understanding of the researcher is that these liturgical oral acts are trainable, and that there is a need and a necessity to train in these skills. Three research questions are elaborated on in the explorative section of the study: • What is characteristic of a competence of expression connected to the profession? • How can this competence of expression connected to liturgical performance be developed? • What is the importance of this competence in the holy craft of liturgy for the development of a cohesive professional self-understanding? The study is based on a research and development project where the researcher as the teacher and students from one specific clergy education in Norway (MF) were the source of the empirical material. The empirical data came from practice with two external observers› logs on the coaching, video observations, of the teacher and the students› texts on the practice under study, which is liturgical performance. The researcher›s log and field notes also provide material for the analysis. This is a qualitative project and an arts education project carried out within an interpretative framework. The theoretical framework has three perspectives: a structural approach based on the system theory of Niklas Luhmann, an epistemological approach discussing forms of knowledge in practice or informing practice and an arts education approach. The results indicate that the competence in oral liturgical performance can be considered a trainable skill, and that this training can be understood as an arts education method of instruction based on meaningful communication, dramaturgical thinking and the development of authenticity. The main result from this study can be considered as articulating and sketching the contours of the field of knowledge where the students embody the meaning of the clergy profession ‒ and this articulation has an innovative potential as knowledge combining experience and theoretical understanding.

Turismin ja paikallisuuden kohtaamisia Namibiassa

Kirjallisuusarvostelu

Jeg strikker, derfor er jeg! : læring og identitet i uformelle læringsrum

The dissertation ´I knit, therefore I am!´ Learning and identity in informal space has two main purposes. The first purpose being an investigation of how new value attributions and thinking can generate novel and usable knowledge to the field of craftsmanship, and the second purpose being a display of a different and overlooked philosophical and cultural potential in a reflexive mode of expression, which is able to reflect the normative comprehension of craftsmanship. The dissertation focuses on learning and identity in informal spaces of learning and how it is possible to relate such a learning perspective to crafts training in educational establishments. The empirical foundation of this dissertation is ‘craftivism’. In the dissertation activists from the Nordic countries have been interviewed about what they do when they put up their textile graffiti on lamp posts and house walls. Three research problems are presented: 1) What stories do people who work as crafts activists, tell about ways of relating and methods of action when they make crafts? 2) What do these stories tell about learning and identity? 3) How may the research results influence training and education in craftsmanship? These questions are being asked in order to acquire new knowledge in two aspects; first aspect being knowledge about crafts in relation to techniques, tradition and the objects in crafts, and the second aspect being knowledge about learning and identity in informal spaces of learning. The dissertations theoretical foundation is post structural and sociocultural combined with hermeneutical-inspired qualitative interviews. The author’s position and pre-understanding is subject to discussion in relation to the informant; the performing activist, as the background for both of them is craftsmanship. Starting from cultural studies, it is possible to see the activist subject’s conditions of possibilities in the culture, as the activism of the sub-cultural phenomenon’s craft lights up through a performing approach to the individual’s actions. First the research material has been analysed for events of textile graffiti and possible themes in the events, after which the results have been summarised. Next the research material has been analysed for events about learning and identity due to the author’s wish of comprehending the background of and motivational force in activism. The analysis is divided in main perspectives with different dimensions. The results of the analysis show the activist subject’s construction of an individual who actively takes part in a community by e.g. creating joy, changing the world’s perception of sustainability or by feminizing the public space. By taking crafts over the borders (and away from the class room) crafts become contextualized in a novel fashion thus obtaining an independent status. In this fashion the dissertation writes itself into a new method of comprehending and performing traditional craftsmanship techniques.

Eleven som aktør i dialog med kunst : ungdoms erfaring med kunstundervisningens innhold og metode i faget kunst og håndverk i norsk grunnskole

Avhandlingen har sitt utspring i mitt engasjement for elevers møte med kunst i grunnskolen i faget kunst og håndverk og mitt syn på ungdom som kompetente bidragsytere til forskningen om fenomener som angår deres liv. Elevene er informanter til, eller aktører i, forskning på fenomenet dialog med kunst. Dialog med kunst er her definert som en helhetlig prosess som innlemmer alt fra elevenes møte med visuelle kunstverk til deres eget skapende arbeid. At avhandlingens fagdidaktiske problemområde er elevers praktisk skapende virksomhet, knytter undersøkelsen til slöjdpedagogisk forskning. Avhandlingens overgripende hensikt er å bidra til utvikling av fagdidaktikken i kunst og håndverk med utgangspunkt i elevenes erfaringer med kunstundervisningens innhold og metode på ungdomsskoletrinnet. Studien består av kasusstudier på to ungdomsskoler. Data ble innsamlet igjennom intervjuer, deltakende observasjon, dokumenter, prosessbøker og foto av formingsprodukter. Ungdoms dialog med kunst i skolen blir analysert og fremstilt ut fra et erfart og et operasjonalisert perspektiv. Funnene speiles i ulike fagdidaktiske tendenser, det vil si ulike hovedoppfatninger i debatten om det moderne samfunn, og i et virksomhetsteoretisk perspektiv. Resultatene fra undersøkelsen utfordrer oss til en fagdidaktisk nyorientering når det gjelder ungdoms møte med kunstverk i skolen, i retning av et mer ungdomskulturelt innhold og relasjonelle kunstmøter som er narrative, tolkningsorientert, opplevelsesorientert, dialogiske og flerstemmige. Undersøkelsen viser at elevene liker det praktisk skapende arbeidet, men at undervisningen i sterkere grad bør ta i bruk digital kunnskap og handle om hvordan kunst kan brukes som utgangspunkt for skapende arbeid, og den bør legge til rette for det læringspotensialet som ligger i dialogen elevene imellom. Elevene liker en undervisning som ikke bare handler om estetiske virkemidler, materialer og teknikker, men også om kommunikasjon og ytringsfrihet. Resultatene viser at det frie skapende arbeid består av tre likeverdige aspekter: det individuelle, det kulturelle og det sosiale. Både funnene og avhandlingens virksomhetsteoretiske perspektiv kan bidra til diskursen om kreativitetsbegrepet og identitetskonstruksjon i vårt moderne samfunn. Virksomhetssystemet blir i denne avhandlingen utviklet til en teori for skapende arbeid i faget kunst og håndverk, et overgripende fagdidaktisk rammeverk for bild/bildkonst og slöjdfaget satt inn i et nordisk utdanningsperspektiv.

Forming i barnehagen i lys av Reggio Emilias atelierkultur

Forming (Arts and crafts) and children’s creative action with materials and tools are less in use in the kindergarten than before. Political focus on children’s early learning has led to shifts in kindergartens toward other specific disciplines, and requirements for individual testing also of the smallest children’s competencies within these. Kindergarten teachers, educators, researchers and participants in social debate have pointed out that there are epistemological contradictions in descriptions of kindergarten quality as well as between current kindergarten policy documents and requirements for the kindergartens’ staff. Meanwhile, the content and methods in many kindergartens are inspired by practice and philosophy in the municipal kindergartens in Reggio Emilia, Italy. Correlation between kindergartens’ formingprojects and experiences from Reggio Emilia is actualized in particular through the workshop and the studio’s role in children’s learning processes. One starting point for the thesis’ problem area is a documented need for more knowledge about kindergarten’s educational content. The overarching goal of the thesis is to develop new knowledge about how learning takes place in kindergarten through examining the field of forming in kindergartens inspired by Reggio Emilia’s atelier culture. The thesis is theoretically anchored within pragmatism, and ties kindergarten’s aesthetic operations with materials and tools to socio-cultural perspective, social constructivism and post humanistic theory. The empirical material is obtained through a qualitative study with ethnography as methodological approach. The fieldwork is conducted in kindergarten, with two leading research questions: 1) How is atelierism perceived and unfolded in Norwegian Reggio Emilia-inspired kindergartens, and 2) how is forming perceived and unfolded in Norwegian Reggio Emilia-inspired kindergartens. A comprehensive and multifaceted material is analyzed, and the results are presented in the form of three themes: The physical environment, Relations and actions in interplay, and Expression forms and forms of expression. Each of these topics are supported by examples from kindergartens’ adult voices and the constructed empirical material. Insights into how learning takes place in the kindergarten subject of forming with inspiration from the Reggio Emilia atelier culture is discussed in the tension between educational philosophy, Nordic kindergarten tradition and neoliberal trends that kindergarten teachers must adhere to. Learning potentials in children’s opportunities for action in forming in light of the atelier appears in the results of the empirical study. The educational context described is characterized by experimental and playful actions where children’s sensations, curiosity and resistance are interacting with the identity of materials and tools. The results imply aesthetic, ethical, democratic and ecological reflections, which are also valid on a practical action level. The thesis contributes to description and understanding of kindergarten’ content and young children’s learning, the importance of atelier culture as inspiration for the kindergarten, and the further development of methodology and documentation of knowledge expressions.

Iron(III) as Lewis acid catalyst in organosilicon and carbonyl chemistry

Iron is one of the most common elements in the earth’s crust and thus its availability and economic viability far exceed that of metals commonly used in catalysis. Also the toxicity of iron is miniscule, compared to the likes of platinum and nickel, making it very desirable as a catalyst. Despite this, prior to the 21st century, the applicability of iron in catalysis was not thoroughly investigated, as it was considered to be inefficient and unselective in desired transformations. In this doctoral thesis, the application of iron catalysis in combination with organosilicon reagents for transformations of carbonyl compounds has been investigated together with insights into iron catalyzed chlorination of silanes and silanols. In the first part of the thesis, the synthetic application of iron(III)-catalyzed chlorination of silanes (Si-H) and the monochlorination of silanes (SiH2) using acetyl chloride as the chlorine source is described. The reactions proceed under ambient conditions, although some compounds need to be protected from excess moisture. In addition, the mechanism and kinetics of the chlorination reaction are briefly adressed. In the second part of this thesis a versatile methodology for transformation of carbonyl compounds into three different compound classes by changing the conditions and amounts of reagents is discussed. One pot reductive benzylation, reductive halogenation and reductive etherification of ketones and aldehydes using silanes as the reducing agent, halide source or cocatalyst, were investigated. Also the reaction kinetics and mechanism of the reductive halogenation of acetophenone are briefly discussed.