211 research outputs found
Thirty years of listening to children: Are we there yet?
No full textDr Marg Rogers draws the links between her work with children from Australian Defence Force families and the United Nations Convention on the Rights of the Child
Early childhood directors are carrying an exhausting load during COVID-19, even beyond major outbreaks: Research
No full textEducators are still feeling the effects of hypervigilance, despite no COVID-19 outbreaks in their community for over a year, according to the preliminary results of a joint study by Dr Marg Rogers from the University of New England, Associate Professor Wendy Boyd from Southern Cross University and Professor Margaret Sims from Macquarie University. Dr Rogers shares some such findings below
Budget 2024: These early childhood educators love kids. But love won’t pay the bills
No full textThis is the second in a series of posts on the 2024 Budget. Today: early childhood care and education by the University of New England’s Marg Rogers, postdoctoral fellow at the Manna Institute. Yesterday: school funding by Curtin University’s Matthew P. Sinclair, a lecturer in education policy. Monday: higher education by the University of Melbourne’s Abigail Payne, director of the Melbourne Institute. The 2024 Federal Budget has included new and continuing early childhood initiatives to support educators and relieve the workforce crisis. That said, there are no rainbows or new pots of gold in easy reach for educators. Here’s what is new, and what remains the same
Educator identity in a neoliberal context: recognising and supporting early childhood education and care educators
No full textIn most majority countries, early childhood educators' work occurs in a context increasingly dominated by neoliberal logic. A large body of literature emphasises that neoliberalism flourishes in society by fuelling mutual distrust and competition among people to pursue individual performance and material gain. This system has crept into education systems which were set up with very different philosophies, becoming an intrinsic part of educators' work, negatively affecting the educators and their image of themselves. Utilising a variety of qualitative methodologies, this paper reports on research projects undertaken in three countries that highlight some of the neoliberal barriers to quality early childhood education and care (ECEC). It also offers ways forward to support educators within this context
Impact of neoliberal-inspired policies on educators' professional identity in five countries
No full textThe real stuff of community engagement
No full textIn his 2012 Marg Barry Memorial Lecture Dallas Rogers talked about the need for two different kinds of community participation spaces and the importance of monitoring government. With proposals for urban renewal and public housing redevelopment throughout the area up for “consultation” we have provided an edited version of Rogers’ presentation which is equally relevant to public tenants and the broader communities
Early childhood educators’ understandings of quality in five countries: similarities and differences to policy
No full textEarly childhood educators work in a highly regulated environment in many countries and are constantly asked to produce and improve quality. Our international study of Australian, Canadian, Danish, Georgian and Italian educators’ work examined their notions of quality and how this was impacted by government policies and documents such as frameworks, standards and curricula. Quantitative data were analysed using cross-tabulation and descriptive statistics, while qualitative data were analysed using thematic analysis. The findings reveal that some educators’ notions of quality aligned with their governments’ ideas, but many revealed nuanced concepts. Educators expressed frustration at these differences and the perceived limitations and impact of the imposed policies and documents. Many educators identified how these differences were experienced in the workplace and impacted their teaching, relationships and children’s learning. This study will interest policymakers, educators, and teacher educators
Railway train derailment at Rogers Pass after snow slide
No full textClearing out after snow slide (possibly March 4, 1910, Rogers Pass. Photo taken several days after P257 - engine is now visible). Writing on reverse reads "Self, Marg & Joe at big slide". Referring to figures top centre, woman in dress, girl in dress coat holding infant? Matz family members
Attitude Estimation of a Quadcopter with one fully damaged rotor using on-board MARG Sensors
No full textQuadcopters are becoming increasingly popular across diverse sectors. Since rotor damages occur frequently, it is essential to improve the attitude estimation and thus ultimately the ability to control a damaged quadcopter. This research is based on a state-of-the-art method that makes it possible to control the quadcopter despite the total failure of a single rotor, where the attitude and position of the quadcopter are provided by an external system. In the present research, a novel attitude estimator called Adaptive Fuzzy Complementary Kalman Filter (AFCKF) has been developed and validated that works independently of any external systems. It is able to estimate the attitude of a quadcopter with one fully damaged rotor while only relying on the on-board MARG (Magnetometer, Accelerometer, Rate Gyroscope) sensors. The AFCKF provides significantly better attitude estimates for flights with a damaged rotor than mainstream filters, estimating the roll and pitch of the quadcopter with an RMS error of less than 1.7 degrees and a variance of less than 2 degrees. The proposed filter also provides accurate yaw estimates despite the fast spinning motion of the damaged quadcopter, and thus outperforms existing methods at the cost of only a small increase in computation.Control & Simulatio
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