Cumhacht – BRITE Research Digest – Vol. 2 by micireland

CumhaCht-BRItE

Research Digest Volume 2

2020/21

CumhaCht-BRItE

Research Digest Volume 2 Foreword

Introduction: Never Has the Role of the Teacher-as-Researcher been More Important than

Dr Maurice Harmon and Dr Jennifer Liston - Editors Cumhacht-BRITE Research Digest, MIC in Our Post-Pandemic World

Prof. Emer Ring- Dean of Education (Early Childhood and Teacher Education), MIC. Céim: the importance of the student teacher as researcher.

The role of research in the work of NCCA

Tomás Ó Ruairc - Teaching Council CEO & Director Dr Jacqueline Fallon –NCCA

thE RESEaRCh The Role of Information and Communications Technology (ICT) in the Early Primary

Classroom

Róisín Foynes - Mary Immaculate College Pre-Service Teachers’ and Teachers’ Understanding of Multimodal Learning and How This Affects their Planning and Implementation of the Curriculum in the Infant Classroom

children’s animated film through Mulan, Moana, and Coco

Gender Stereotyping in the Leaving Certificate Irish Prose

on School Placement

Experiences of Using the Arts when Teaching About the Sustainable Development Goals

Lola Parsons - Mary Immaculate College

Class Teachers' Perspectives of Meeting the Sensory Needs of Pupils with ASD Within the Mainstream Classroom

Megan Long - Mary Immaculate College Adults’ perceptions of childhood and the impact on policy developments in Ireland with specific emphasis on play in the construct of the Early-Years Education

Keelin O’Grady - Mary Immaculate College

Sustainability in Irish Primary Schools

Aoife Keane - Mary Immaculate College

Niamh O’Connell - Mary Immaculate College

Diversifying Disney: Exploring the importance of cultural diversity and representation in

The Effect of Active Learning Strategies in Promoting and Supporting the Teaching of

Clíodhna Ducey - Mary Immaculate College

Chloe McDermott - Mary Immaculate College An Exploration of the Academic Supports Available to Post-Primary Students Who Participate in Extra-Curricular Activities

Ciara Gilmore - Mary Immaculate College The ‘Evil’ Stepmother and other Familiar Faces: A Review of the Role of the Family in Classic Children’s Tales, with Particular Focus on the Mother

Emma Troy - Mary Immaculate College

FOREWORD

Dr Maurice Harmon and Dr Jennifer Liston - Editors Cumhacht-BRITE Research Digest As the academic year of 2020/21 draws to a close, we look back at what has been a remarkable year in our lives, both personally and professionally. As the

world battles Covid-19, we have lived through rolling lock downs and our education system adapting to an onsite and offsite learning environment. It is in this context that we offer you the second edition of of Cumhacht: Building Research in Initial Teacher Education (BRITE), which showcases the

excellence in research that is evident across all of initial teacher education (ITE) programmes in the Faculty of Education at Mary Immaculate College.

Education research aims to improve educational practice through examining the world of education, so as to understand it better and improve how one

engages in it. Viewing the educational context of one’s teaching environment with a sense of curiosity, inquiry and rigor allows for a more enriched

educational experience for all. This edition of Cumhacht: BRITE highlights that sense of curiosity, inquiry and rigor, which will inform practice going

forward and consolidates the power of the ‘teacher-as-researcher’ for students on our early learning and care, primary and post-primary programmes.

The importance of a research rich teaching profession is highlighted by contributions from The Teaching Council and the National Council for Curriculum and Assessment (NCCA) in the opening pages of this publication. This is carried through in the student research that spans early childhood education,

curricular areas and special education. It is hoped that through this engagement in research during their ITE programme all students will be committed to further developing a research environment in their future educational settings, as lifelong learners.

We wish to acknowledge and thank our colleagues in the Faculty of Education for their work in supervising the students during their research journey

and the many schools and teachers who facilitated the students’ projects; Mr Tomás Ó Ruairc and Dr Jacqueline Fallon for their thought-provoking

contributions; Prof Emer Ring for penning the introduction and her ongoing support of Cumhacht-BRITE and finally the students, without whose

impressive research, this edition of Cumhacht-BRTE Research Digest would not be possible.

NEvER HAS THE ROLE OF THE TEACHER-ASRESEARCHER bEEN MORE IMPORTANT THAN IN OUR POST-PANDEMIC WORLD INTRODUCTION

Prof. Emer Ring - Dean of Education (Early Childhood and Teacher Education), MIC

It seems such a short time ago since I was invited to submit an introductory piece for the first edition of the Mary Immaculate College’s Cumhacht-

BRITE Research Digest, which was launched in 2020. It seems an even shorter time ago since the Director General of the World Health Organisation

announced on 11 March 2020 that “we have therefore made the assessment that COVID-19 can be characterised as a pandemic”. As we know, the COVID-19 crisis catapulted us all into spaces that we never imagined we would ever be. While the global pandemic has brought significant

challenges, it has also highlighted some of the most important values that remain critical in ensuring we create just and equitable societies. Among

these values is our commitment in Ireland to education and in the words of the architects of the 1916 Proclamation of the Irish Republic, “cherishing all children of the nation equally”, through creating a high-quality and accessible education system for all children. The pivotal role of the teacher,

from early childhood through to post-primary level, in realising this value was highlighted throughout the past year and the incalculable contribution

of the teaching profession to creating a just and equitable society underscored. We need to remind ourselves of the rapidity with which children’s

and families’ lives changed overnight as the familiarity, security and predictability of the early learning and care or school day disappeared. During

this time, we witnessed the heroism of so many, including the teaching profession and the broader education community, who through the wide

range of initiatives and pedagogical adaptations continued children’s education during a period when all of our daily routines were disrupted and access to essential services seriously curtailed.

At Mary Immaculate College, we are very proud of our students who during these exceptionally challenging times continued to engage with the

demands of their academic programmes and who worked tirelessly to complete their early learning and care and school placements in drastically

altered circumstances. Specifically, the range of research captured in the second edition of Cumhacht demonstrates the exceptional commitment

and dedication of our students to the concept of the “teacher-as-researcher”. Emerging from the restrictions imposed by successive lockdowns,

the role of the “teacher-as-researcher” remains crucial as our education system transitions to the post-pandemic world. This is an exciting time for

education from early learning and care through to post-primary as we embrace the inevitable changes we now clearly have a responsibility to

make and strive to build back stronger and more resilient education systems. Significantly, this research confirms Freire’s advice that “whoever

teaches learns in the act of teaching” (Freire 1998, p.31) , as we see the evidence of the exceptionally positive impact of the high-quality practicum

experiences our students engage in permeating the publication. In reading the research reported, we can be reassured that the future of our children

is in good hands. Never has it been more important that we continue to deepen our learning as researchers through the act of teaching and seize

this unique opportunity to create an education system that is responsive to, and accommodates the needs and interests of children, families, teachers and broader society in the 21st century.

Finally, I would like to sincerely acknowledge the work of all of our students who have contributed to the second edition of the Cumhacht-BRITE Research Digest, all of their outstanding supervisors and Dr Maurice Harmon and Dr Jennifer Liston for their role in leading and editing this publication.

References:

World Health Organisation Director-General (2020) World health organisation director-general’s opening remarks at the media briefing on COVID-19 – 11 March 2020, Geneva: The World Health Organisation, available: https://www.who.int/director-general/speeches/detail/who-director-general-s-openingremarks-at-the-media-briefing-on-covid-19---11-march-2020 [Accessed 18 June 2021].

Freire, P. (1998) Pedagogy of freedom: Ethics, democracy and civic courage, New York: Rowman & Littlefield Publishers INC.

CéIM: THE IMPORTANCE OF THE STUDENT TEACHER AS RESEARCHER Tomás Ó Ruairc, Teaching Council CEO & Director Céim: Standards for Initial Teacher Education (Teaching Council, 2020) describes ITE as being underpinned by several key principles. These include

reflective, research-informed teaching and learning that links the sites of practice (HEI and school)

the recognition of the importance of high-quality initial teacher education as the first step on the continuum of teacher education

and school placement as the fulcrum of teacher education.

Taking these elements together, Céim describes school placement as providing the opportunity for student teachers to engage in research on their own practice that demonstrates the connection between the sites of practice.

As Henriksen & Richardson (2017) indicate, in their everyday lives, teachers frequently encounter challenging problems of practice that can be

difficult to manage and are unlikely to have a single right or wrong solution. A teacher might wish to figure out how to increase student efficacy

in mathematics but if there were an easy answer, all teachers would apply the one correct approach. Engaging with and in research gives

teachers the confidence to explore many possible solutions and make informed professional choices about which ones to use, reflecting on their

learners’ needs.

Teachers need to ensure that they are agile and responsive to evolving learner needs as well as the impact of broader societal changes on

teaching and learning. According to BERA (2014), by being informed about research and scholarship in teaching, engaging in and with research, being a consumer of research, and being equipped to conduct their own research, teachers can become responsive to problems of practice and broader classroom and school needs. By engaging with research and conducting their own research, teachers can have the ability to

continuously develop their practice, learning and identities as educators. By collaborating with other teachers, they can create ‘self-improving’ school cultures that are fluid, adaptable, and inclusive.

In 2004, Loughran wrote that ‘Student teachers' learning about teaching can be substantially enhanced through teacher preparation if a student

teacher as researcher stance is adopted. Through this approach, student teachers can develop more meaningful and sustained ways of focusing

on their learning about teaching by extending reflection into more systematic inquiries into practice. In so doing, the value and intent of student teachers as researchers can be a most empowering outcome.’

The connection between reflection and research is evident and research could be conceptualised as a more systematic and structured means of reflection. For the student teacher, school placement, the fulcrum of teacher education, is where all their various forms of learning connect. The

importance of both reflection and research is captured within Céim in the student teachers’ use of TAISCE on school placement to reflect on their

understanding of inclusive education and of working with parents , while the importance of the student teacher as researcher is outlined in terms of

integrating learning and practice across the sites of practice (school and HEI).

In this way Céim outlines research as offering the student teacher the chance to investigate and learn from their practice and derive ideas and

conclusions that enriches and advances their understanding of their practice and enhance their teaching. Céím requires that during at least one

school placement module, the student teacher shall engage in research on their own practice. In this context research can align with the learning

needs of pupils to inform and refine the student teacher’s understanding of their own pedagogical and reflective practices. Research carried out by the

student teacher while on placement can align with the needs of the school, the learning needs of pupils and the HEI-based research elements of the programme.

Céim: Standards for Initial Teacher Education conceptualises the emerging teacher as an agentic reflective practitioner, researcher, and innovator who equipped with a creative mindset is committed to their own lifelong learning.

The Council is delighted to see the second edition of Cumhacht-Building Research in Initial Teacher Education and considers the digest to offer a valuable space in which all teaching professionals can reflect on the insights of their peers.

References:

BERA/RSA (2014) The Role of Research in Teacher Education: Reviewing the evidence, available https://www.thersa.org/globalassets/pdfs/reports/berarsa-interim-report.pdf [accessed 10 June 2021]

Henriksen &Richardson (2017) Teachers are designers: Addressing problems of practice in education, Phi Delta Kappan Loughran J (2004) Student Teacher as Researcher: Accepting Greater Responsibility for Learning about Teaching, Australian Journal of Education Teaching Council, (2020) Céim: Standards for Initial Teacher Education

THE ROLE OF RESEARCH IN THE WORk OF NCCA Dr Jacqueline Fallon, Director of Curriculum and Assessment, NCCA The National Council for Curriculum and Assessment (NCCA) advises the Minister for Education on curriculum and assessment for early childhood education, primary and post-primary schools. Research is critical and central to NCCA’s work and its importance is emphasised throughout the

organisation’s Strategic Plan 2019 – 2021 (NCCA, 2019). One of the three elements of the NCCA’s Mission is ‘to undertake, use and share research as a

basis for advice and debate on education’ (NCCA, 2019, 8). The Strategic Goal associated with this aspect of the organisation’s mission states that NCCA

will ‘… generate, use and share knowledge and research to support the development of curriculum advice and practice in all education settings’ (NCCA,

2019, 8), Arising from the Strategic Plan, NCCA’s Research Strategy (NCCA, 2020) expands on the organisation’s mission and strategic goals and frames

our research activity. This article will briefly introduce the Research Strategy and provide examples of research in the organisation’s work. NCCA Research: Principles and Practice

The Research Strategy Vision of “An evidence-based culture for curriculum and assessment innovation and development across the continuum of

Irish education, encompassing early years, primary and post-primary” (NCCA, 2020, 3) highlights the degree to which research is embedded in the

organisation’s processes. The Principles of the Research Strategy expand on the Vision as follows: Integrity

Inclusivity Influence Impact

Accessibility

NCCA grounds its curriculum and assessment development in rigorous and robust research evidence.

NCCA research actively engages with the diversity of stakeholders in the education system, including children, young people,

parents and teachers, in authentic, collaborative and meaningful ways.

NCCA research stimulates and informs national and international debate on critical issues in education through reciprocal conversations.

NCCA research is mediated through partnership with stakeholders into learning and teaching contexts.

NCCA makes research openly available and accessible and communicates research evidence through multiple channels. (NCCA, 2020, 3 – 4)

NCCA generates research in a number of different contexts and for a variety of different purposes. The full range of our research activity is too broad

to be included here but all NCCA’s research is made available through www.ncca.ie. Literature reviews are published to support curriculum

developments, such as the Primary Language Curriculum/Curaclam Teanga na Bunscoile ( for example, Oral Language in Early Childhood and Primary

Education (3-8 years) and Literacy in Early Childhood and Primary Education (3-8 years)). Currently, NCCA is seeking tenders for a review of literature

published in the past 10 years relevant to the four Themes of Aistear, the Early Childhood Curriculum Framework to inform the Updating Aistear project.

Another way in which research is incorporated into our curriculum development work can be seen in the Junior Cycle Background papers (for example:

Music; Classics) which review the national and international context for subject development, and consider other relevant developments in the field.

NCCA also conducts international reviews of aspects of educational systems, such as the review of Upper Secondary Education in Nine Jurisdictions Overview Report to inform Senior Cycle development. Similar audits have also been conducted to inform the deliberations around Primary Curriculum

Review and Redevelopment. Research with children and young people is central to our work and takes place across all sectors (for example: Consulting with Children). Conclusion

Research is an integral part of all of NCCA’s curriculum and assessment development work. The organisation’s Strategic Plan and Research Strategy are clear about the significance of research to our work and the importance of NCCA’s research activity to the broader education sector.

THE RESEARCH

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DISCUSSION !"&W%&$&'%("W#+&4)#6#&+W'W/'1W#4W5#)&%')*%&W$1&(#6#('55,W#4W %&5')#.4W).W89!W'4+W15',W'4+W"'4+$C.4W5&'%4#4/>W!"&W %&$&'%("&%WH.*5+W5#I&W).W$&&W6*)*%&W%&$&'%("W).W&?15.%&W ("#5+%&40$W1&%$1&()#2&$W.4W89!3W1%.2#+#4/W'W-.%&W#4$#/")6*5W 1#()*%&W6.%W6*)*%&W1%'()#(&W'4+W1.5#(,>W !"&W%&$&'%("&%W%&(.--&4+$W)"')W/*#+&5#4&$W.4W89!W #-15&-&4)')#.4W#4W;<;WH.*5+WA&WA&4&6#(#'5>W!"&W`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`%'6)W 9*%%#(*5*-WS%'-&H.%IWJKJKW7Z99[WJKJK:3W(.-1&)&4(#&$W '4+W'))%#A*)&$W'$$.(#')&+WH#)"W+#/#)'5W5&'%4#4/WH#55W$*11.%)W 5#4I'/&W'4+W#4)&/%')#.4WH#)"W[#$)&'%0$W(.%&W)"&-&$>WW !&'("&%WI4.H5&+/&W#4W89!W#$W(%*(#'53WA&(.-#4/W&2&4W-.%&W &2#+&4)W+*%#4/W)"&W9]a8`CM\W1'4+&-#(3WH"&4W89!WA&('-&W )"&W.45,W'2&4*&W6.%W&+*(')#.4>W!.W$*((&$$6*55,W#4)&/%')&W89!3W #)W#$W&$$&4)#'5W)"')W)&'("&%$W&4/'/&W#4W1%.6&$$#.4'5W +&2&5.1-&4)3W&?1'4+#4/W)"&#%WI4.H5&+/&W'4+W$I#55$>W

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`&1'%)-&4)W.6W;+*(')#.4W7`;:W/%'4)$W'4+W+&2&5.1-&4)$W).W#-1%.2&W89!W#4W $("..5$3W#$$*&$WH#)"W#46%'$)%*()*%&W'4+W6*4+#4/W$)#55W%&-'#4>W@.%+W(5.*+$WA&5.HW+&1#()W89!W )..5$W*)#5#$&+W#4W%&-.)&W5&'%4#4/W+*%#4/W#4#)#'5W9]a8`WM\W1'4+&-#(W$("..5W(5.$*%&$W'4+W .A$)'(5&$W).W)"&W*$&W.6W89!W#4W)"&W(5'$$%..->W

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

CONTACT T.#$V4WS.,4&$ X'%,W8--'(*5')&W 9.55&/&3WY#-&%#(I

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Pre-Service Teachers’ and Teachers’ Understanding of Multimodal Learning and How This Affects their Planning and Implementation of the Curriculum in the Infant Classroom !"#$%&'()*++,--.&/#01&2$$#34-#5,&)*--,6, ABSTRACT @%"9&0,9,#03%&A0*B,35&,CA-*0,9&A0,D9,0E"3,& 5,#3%,0(9&#+8&5,#3%,0(9&4+8,095#+8"+6&*:& $4-5"$*8#-&-,#0+"+6&"+&5%,&"+:#+5&3-#990**$& #+8&5%,&,C5,+5&5*&?%"3%&"5&"9&F,"+6& "$A-,$,+5,8<&G,8#6*61&"9&#+&,E,0D3%#+6"+6& 3*+3,A5.&#+8&"5&"9&E"5#-&5%#5&A0,D9,0E"3,&5,#3%,09& #+8&:4--1&H4#-":",8&5,#3%,09&#0,&#?#0,&*:&5%,& A,8#6*6"3#-&#AA0*#3%,9&5%#5&5%,1&5#>,&5*&5%,& 0,-,E#+5&3400"34-#<&/4-5"$*8#-"51&%#9&F,,+& 8,:"+,8&#9&I#AA0*#3%,9&5*&0,A0,9,+5#5"*+& ?%"3%&#994$,&5%#5&3*$$4+"3#5"*+&#+8& $,#+"+6&$#>"+6&#0,&#F*45&$*0,&5%#+&B495& -#+64#6,J&K=#09*+&!"#$%#LMNL.&ALOPQ<&@%"9&"9&#& 3*+3,A5&?%"3%&5%,&0,9,#03%&%#9&:*4+8&5*&F,& "+50"+9"3#--1&-"+>,8&5*&5%,&"+:#+5&3-#990**$&#+8& A,8#6*6"3#-&#AA0*#3%,9&?%"3%&$#1&F,&5#>,+& ?"5%&5%"9&#6,&60*4A<&R,9A"5,&5%"9.&5%,0,&"9&#& -#3>&*:&4+8,095#+8"+6&#+8&3*$A0,%,+9"E,& >+*?-,86,&9400*4+8"+6&,C#35-1&%*?&5%,& 0,-,E#+5&3400"34-#&3#+&F,&"$A-,$,+5,8&:0*$&#& $4-5"$*8#-&#AA0*#3%< @%"9&0,9,#03%&A0*B,35& 9466,959&5%#5&$*0,&*:&#+&,$A%#9"9&+,,89&5*& F,&A-#3,8&*+&$4-5"$*8#-&#AA0*#3%,9&#+8&5%,"0& ,::,35"E,+,99<&

INTRODUCTION @%, 5"5-, *: 5%, 0,9,#03% A0*B,35 "9 UG0,D],0E"3, @,#3%,09( #+8 @,#3%,09( ^+8,095#+8"+6 *: /4-5"$*8#- =,#0+"+6 #+8 S*? @%"9 V::,359 @%,"0 G-#++"+6 #+8 2$A-,$,+5#5"*+ *: 5%, )400"34-4$ "+ 5%, 2+:#+5 )-#990**$(< @%, 0,9,#03%,0 ?"-- ,CA-*0, 5,#3%,09( #+8 A0,D9,0E"3, 5,#3%,09( 4+8,095#+8"+6 *: $4-5"$*8#-,#0+"+6 #+8 %*? 5%"9 4+8,095#+8"+6 #::,359 5%,"0 A-#++"+6 #+8 "$A-,$,+5#5"*+ *: 5%, 3400"34-4$ "+ 5%, "+:#+5 3-#99< @%, 0,9,#03%,0(9 #"$ "9 5* ,CA-*0, 5%, ,C5,+5 5* ?%"3% $4-5"$*8#-,#0+"+6 "9 F,"+6 #8*A5,8 "+ 5%, "+:#+5 3-#990**$< @%, 0,9,#03%,0 3%*9, 5* 4+8,05#>, 5%"9 95481 #9 A,8#6*61 "9 #+ ,E,03%#+6"+6 3*+3,A5 ?"5% 3*4+5-,99 0,9,#03% 8*+, "+ 5%, :",-8< S*?,E,0. *+, A",3, *: 0,9,#03% 9A#0>,8 #+ "+5,0,95 "+ $4-5"$*8#- -,#0+"+6 #+8 $4-5"$*8#-"51< @%, 0,9,#03% 8*+, *+ 5%, 3*+3,A5 *: $4-5"$*8#-"51 F1 @%, !,? =*+8*+ T0*4A KNOOPQ ?#9 60*4+8DF0,#>"+6 #+8 #--*?,8 A,*A-, 5* 5%"+> 8"::,0,+5-1 #F*45 %*? E#0"*49 $*8,9 3#+ F, 49,8 5* ,+%#+3, -,#0+"+6 #+8 $#>, -,#0+"+6 $*0, #33,99"F-, #+8 ,::"3",+5< W%"-95 5%, 0,9,#03%,0 ?#9 +*5 #?#0, *: #+1 A*-"31 0,-#5"+6 5* 5%, 3*+3,A5 *: $4-5"$*8#-"51. 5%,0, ?#9 # A0"*0 "+5,0,95 "+ %*? $4-5"$*8#-"51 ?#9 #AA0*#3%,8 #+8 #880,99,8 "+ 5%, 3400,+5 20"9% 3400"34-#< @%0*46% 5,3%+*-*61. -"5,0#540,. 6#$,9 #+8 *5%,0 3*+30,5, $#5,0"#-9. 3%"-80,+ *:5,+ :*4+8 5%,"0 *?+ ?#19 *: 3*+950435"+6 >+*?-,86, *: +,? 3*+5,+5 ?%"-95 5%, 0,9,#03%,0 93#::*-8,8 5%, 3%"-80,+(9 -,#0+"+6 F1 49"+6 8"#-*64, #+8 ,CA-#+#5"*+ ?%,0, +,3,99#01< @%, 0,9,#03%,0(9 "+5,0,95 95,$$,8 :0*$ # A,09*+#%,#0"+6 -*99 ?%"3% 0,H4"0,8 5%,$ 5* ?,#0 5?* %,#0"+6 #"89 :0*$ # 1*4+6 #6,< @%, -#3> *: #?#0,+,99 9400*4+8"+6 5%, 49, *: $4-5"$*8#- -,#0+"+6 *0 8"::,0,+5 $*8,9 5* #"8 -,#0+"+6 ?#9 9*$,5%"+6 5%#5 5%, 0,9,#03%,0 ?#9 #-?#19 #?#0, *:<

METHODS AND MATERIALS X4#-"5#5"E, 8#5# 3*--,35"*+ ?#9 3%*9,+ F1 5%, 0,9,#03%,0 :*0 5%"9 0,9,#03% A0*B,35< @%, 0,9,#03%,0 3%*9, # H4#-"5#5"E, 8#5# 3*--,35"*+ $,5%*8 #9 $*0, 8,5#"-,8 #+8 9A,3":"3 #+9?,09 3#+ F, 3*--,35,8 #F*45 5%, 5*A"3< )0,9?,-- KLMNY A< Z[Q 95#5,9 5%#5 I?, #-9* 3*+8435 H4#-"5#5"E, 0,9,#03% #9 ?, +,,8 # 3*$A-,C. 8,,A,0 4+8,095#+8"+6 *: 5%, "994,J<

CONTACT !"#$%&'()*++,-/#01&2$$#34-#5,&)*--,6,.& ="$,0"3> ???<$"3<4-<",

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FINDINGS/ RESULTS

DISCUSSION

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

KEY REFERENCES !"#$#%&'#( !"#$"%!"$&'((#$)*+% ,-.'"#')/'( )*'+,+-.%!#-/"#0%123/-,+4'% -'2%50+40%!#-/"+'6% 178#0+#'/# ) 94',+'3+'6%504:#;;+4'% <#=#.48$#', )*'23/,+4'

!"#$#%!>4( 0.."$*/1'(%2*3')%&$"% 45+6#7$8*+%9'*")#): )*'2+=+23-.%?'2#0;,-'2+'6 )1-0.@%A+,#0-/@%*';,03/,+4' )*',#0-/,+=#%B"+,#C4-02% -'2%!#/"'4.46@ )5.-@ )D+;,#-0

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S#--"8#1. /< V< b< KNO[MQ &$(*.$*! $4 4-:)$% 4!;)-"):1 ",! 4-:)$% )("!'<'!"$")-( -= %$(*.$*! $(6 ;!$()(*< =*+8*+` a8?#08 V0+*-8 @%, !,? =*+8*+ T0*4A. KNOOPQ V G,8#6*61 *: /4-5"-"5,0#3",9` R,9"6+"+6 ]*3"#- 74540,9< >$'?$'6 @6.:$")-($% A!?)!B. c*+-"+,d PPKNQ. AA<PMDOY< VE#"-#F-, #5` %55A`ee+,?#03A0*B,35<AF?*0>9<3*$ cV33,99,8 Z f#+4#01 LMLNd ;"+6. a<. '(]4--"E#+. =<. ;1#+. /< #+8 _40>,. G<. KLMN[Q UV /,-#+6, *0 # /*9#"3 *: @%,*0",9g S*? @%,*0,5"3#- G,09A,35"E,9 *+ # )%"-80,+(9 =,#0+"+6 #+8 R,E,-*A$,+5 )#+ 2+:*0$ # ;,9A*+9"E, G,8#6*61 "+ # ;,8,E,-*A,8 G0"$#01 ]3%**- )400"34-4$(< /#01 2$$#34-#5, )*--,6,` ="$,0"3>

Diversifying Disney: Exploring the importance of cultural diversity and representation in children’s animated film through Mulan, Moana, and Coco !"#$%&$'(")(*%+$',%-..$/0#$12%3"##242 ABSTRACT A2/2)1%>7$#"402%(0''"0)>7)4%/0#10'2% $)>%>7:2'(71,%7)%162%2$'#,%,2$'(%6$(% #2>%1"%2.2'42)1%B"#7/,%$)>% 8'$.2="'C%<27)4%>2:2#"B2>%7)% -'2#$)>*%(2117)4%162%4'"0)>="'C%8"'% /6$)42@%D7.7#$'#,*%7)%162%="'#>%"8% /67#>'2);(%87#.*%87#.(%(0/6%$(%!"#$% E3""C%$)>%F$)/'"81*%GHHIJ%!&$%$ E3#2.2)1(%$)>%+0(C2'*%KLGMJ*%$)>% '&(& E+"#7)$%$)>%N)C'7/6*%KLGOJ*% 6$:2%1"0/62>%")%167(%1"B7/@%P"=2:2'*% $##%7)%>7882'2)1%=$,(%$)>%=716%>7882'2)1% '2(0#1(@%567(%>7((2'1$17")%$)$#,(2(% 162(2%'2(0#1(%7)%12'.(%"8%1627'%7.B$/1% ")%,"0)4%/67#>'2)*%'2/"4)7(7)4 1627'% 2882/1%")%/67#>'2);(%7>2)171,%$)>% <2#")47)4*%=67/6%7(%B'2:2)12>%<,% 97()2,;(%2.<2>>2>%/"#")7$#7(.%$)>% "<(2((7")%=716%/67#>6"">%7))"/2)/2@%

FINDINGS/ RESULTS

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

56'"046"01%162%'2(2$'/6%B'"/2((*%16'22%162.2(%6$:2% <2/".2%$BB$'2)1%=62)%#""C7)4%$1%!"#$% E3""C%$)>% F$)/'"81*%GHHIJ*%!&$%$ E3#2.2)1(%$)> +0C(2'*%KLGMJ*% $)>%'&(& E+"#7)$%$)>%N)C'7/6*%KLGOJ@ 562(2%162.2(% $'2%Q367#>6"">%-))"/2)/2*R%Q->2)171,%$)>%F2#")47)4R% $)>%Q3"#")7$#7(.R@%562(2%162.2( )"1% ")#, 2SB'2(( 162 7.B"'1$)/2%"8 /0#10'$#%>7:2'(71,%$)>% '2B'2(2)1$17") 7)%/67#>'2);(%87#.%<01 "01#7)2% 162 7.B#7/$17")(%162 B"'1'$,$#( /$)%6$:2%")%/67#>'2) $)>% 162%<$''72'(%1"%$) $//0'$12 B"'1'$,$#@

$)>%.,%"=)(%:$#02(%"8%>7:2'(71,*%7)/#0(7")*%$)>%2W0$#71,@

DISCUSSION • T7#.%7(%$)%$BB'"B'7$12%B2>$4"47/$#%1""#%16$1*%=62)% 0(2>%/"''2/1#,*%/$)%<'7)4%0)>2'(1$)>7)4*%2.B$16,*%$)>% $)%7.B"'1$)1%(2)(2%"8%/0'7"(71,%1"%/67#>'2)%=6"%2)4$42% =716%71@ • T'22>".%"8%87#.%.$C7)4%$#("%<'7)4(%=716%71%162%'7(C%"8% 0)'240#$12>%/")12)1@ • 97()2,%$(%$%B2>$4"47/$#%B"=2'6"0(2%6$(%$% '2(B")(7<7#71,%1"%/6$##2)42%"01>$12>%(12'2"1,B7/$#% >2B7/17")(%"8%/0#10'2(%"162'%16$)%1627'%"=)@ • 562,%(6"0#>%#""C%1"%(1$'1%'2B'2(2)17)4%>7:2'(2%/0#10'2(% '$162'%16$)%Q'2UB'2(2)17)4R%162.%E&7/C2'7)4%$)>%V$'$*% KLGOJ@ • 97()2,%(6"0#>%67'2%$%12$.%"8%)$17:2%$/1"'(%$)>%/'2=%1"% .$C2%$0162)17/%87#.%16$1%B2"B#2%"8%$##%/0#10'2(%>2(2':2*% 47:7)4%162%/6$'$/12'(%1'02%)$17:2%82$10'2(*%/"(10.2*% $)>%$//2)1(%'$162'%16$)%=6712=$(67)4%162.@ • 97()2,%$'2%10')7)4%/67#>'2)%7)1"%/")(0.2'(%$)>% (1'7BB7)4%162.%"8%1627'%7>2)171,%$)>%7))"/2)/2%7)%162% B'"/2((@ • !""C%1"%2.2'42)1%B"#7/,%(0''"0)>7)4%>7:2'(71,%$)>% 7)/#0(7")%(0/6%$(%162%B'2:7"0(#,%)$.2>%-'7(6%B"#7/72(% $)>%8'$.2="'C(@

CONCLUSIONS 5"%/")/#0>2*%!"#$% E3""C%$)>%F$)/'"81*%GHHIJ%!&$%$ E3#2.2)1(%$)>%+0(C2'*%KLGMJ*%$)>%'&(& E+"#7)$%$)>% N)C'7/6*%KLGOJ%$'2%B7")22'7)4%87#.(%16$1%$'2%(6$B7)4%162% =$,%,"0)4%/67#>'2)%:72=%/0#10'2@%?2%$'2%#$12%1"%162% 4$.2%7)%12'.(%"8%'2/"4)7(7)4%162%7.B"'1$)/2%"8%/0#10'$#% >7:2'(71,%$)>%'2B'2(2)1$17")%$)>%6$:2%.0/6%="'C%1"%>"*% <01%=2%$'2%")%162%'"$>%1"%/6$)42@

!"#$%&'() 562%#"/$17")(%"8%97()2,%.":72(*%6746#74617)4% 97()2,;(%<7$(%1"=$'>(%?2(12')%(1"',12##7)4@

METHODS AND MATERIALS

CONTACT !"#$%&$'(")( +$',%-..$/0#$12%3"##242 ===@.7/@0#@72

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Class Teachers' Perspectives of Meeting the Sensory Needs of Pupils With ASD Within the Mainstream Classroom !"#$%&'(%#)&!$*+&,--$./0$1"&2(00"#" ABSTRACT 6758 81/9+ 58 .(%."*%"9 3517 17" :*(;585(%8 $;$50$<0" =(* 17" 5%.0/85(% (= 8"%8(*+ 5%1"#*$15(% 5% 17" -$5%81*"$- .0$88*((- 1( 8/::(*1 17" %""98 (= .7509*"% 3517 $/1588:".1*/- 958(*9"* >?@AB $%9 8"%8(*+ %""984 C750" :*";5(/8 81/95"8 7$;" "D$-5%"9 17" "==".18 (= 8"%8(*+ 95==5./015"8 (% 17" "9/.$15(%$0 "D:"*5"%." (= .7509*"% 3517 ?@A >?87</*%"* !" #$4 EFFGH I(3" $%9 @1$## EFJKB) 05110" *"8"$*.7 7$8 <""% /%9"*1$L"% 35175% $% ,*587 .(%1"D1 1( "D$-5%" 17" :"*8:".15;"8 (= :*5-$*+ "9/.$1(*8 (% 1758 1(:5.4 M/$051$15;" -"17(98 3"*" /8"9 9/*5%# 9$1$ .(00".15(% 1( "D:0(*" 17" ./**"%1 .(%1"D1 =(* 5%.0/85(% (= .7509*"% 3517 ?@A $%9 8"%8(*+ %""98 5% 17" -$5%81*"$- .0$88*((-4 67"-"8 5% *"0$15(% 1( 1"$.7"* "9/.$15(%) 8/::(*15%# .7509*"% 3517 ?@A) :$*1%"*875:) <$**5"*8) *"0";$%1 :(05."8 $%9 0"#580$15(% 3"*" "D$-5%"9 9/*5%# 17" *"8"$*.7 :*(."884

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Adults’ perceptions of childhood and the impact on policy developments in Ireland with specific emphasis on play in the construct of the Early-Years Education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

RECOMMENDATIONS .3&#:&,%0"//%);%;&3"W !"0M.49'.'($0CF$<G'0;'-2(<(,0H'$E3&393,<')" /"0+(,-,'0<(0$E'0K'F'))-2N0O9-((<(,0-(&0O2'4-2-$<3(0 M(G39G'&0<(0$E'0M.49'.'($-$<3(03=0CF$<G'0;'-2(<(,0 #$2-$',<')" 7"0P%2$E'20+?4932-$<3(03=0$E'0;<(60Q'$R''(0CF$<G'0 ;'-2(<(,0H'$E3&393,<')0-(&0#%)$-<(-Q<9<$N0+&%F-$<3("

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

KEY REFERENCES 491,09* R7 (); @A%23")* b7 BCDEDJ* c@1:3(#)(>#2#3- %;10(3#") #) 'T EC 02(::,""/:P #$%&'() $* +%,-(.'(/.).-0 12%3(-.$'" EBDJ* ETE_7 ^%<(,3/%)3 "$ ];10(3#") (); @A#22: BCDEdJ* c12%3(-.$' *$& +%,-(.'(/.).-04 567 8(-.$'() +-&(-790 *$& +%,-(.'(/)7 :7;7)$<=7'.' >&7)('2 ?@ABC ?@?@" (=(#2(>2%W 933<:Wee6667%;10(3#")7#%e%)e<1>2#0(3#"):e%;10(3#" )T,%<",3:e)(3#")(2T:3,(3%5-T")T%;10(3#")T$",T:1:3(#)(>2%T ;%=%2"</%)3T#)T#,%2();TCDEdTCDCD7<;$ f(00%::%; DZ \%> CDCEg7 Q,32#<<* +7 BCDDZJ c'%%<#)5 (); 1:#)5 ,%$2%03#=% N"1,)(2: #) 39% M1(2#3(3#=% ,%:%(,09 <,"0%::P* 567 D%().-(-.;7 &7<$&-" E_BdJ* hH[T ID[7 8#2>1,-* ^7 BCDEEJ 12%3(-.$' *$& ,%,-(.'(/)7 27;7)$<=7'-E (' 7F<7&&7;.7G $* <&$37,,7, ('2 )7(&'.'9" (=(#2(>2%W 933<:Wee6667,%:%(,095(3%7)%3e<1>2#0(3#")eC[[H h_hdDi8#2>1,-i^iCDEEiV];10(3#")i$",i@1:3(#)(>2%i^%=%2"</% )3i!)i]O<%,3ij%=#%6i"$i?,"0%::%:i();ib%(,)#)5Vi?(,#:iLk] @4Qi!=(#2(>2%i#)i@<()#:9i\,%)09i();i])52#:9]^T CDEDR@dh f(00%::%; Cd \%> CDCDg7

Gender Stereotyping in the Leaving Certificate Irish Prose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

METHODS AND MATERIALS 9&-)1-:-(1,&)B+-:48$':)(1-)A$,+:-%)$')+'%-1:4('%8'5) ;$:4D;183(1.)4-(,&-1:P)-C;-18-',-:)('%);-1:;-,48@-:)$') 4&-)1$"-)('%);1$A-::8$')$A)7$3-')8')4&-)218:&)<1$:-):4$18-:) ('%)7&-4&-1);$"8,.)5+8%-"8'-:)(1-)>-8'5)(%&-1-%)4$6

CONTACT !"#$%&'()*+,-. 0(1.)233(,+"(4-)!$""-5777638,6+"68-

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

FINDINGS/ RESULTS • !"#$%"&'()*+&,"-./*",&*+)(01+&-+23./$%&$--"$)$4/"5& 9&-)A-3("-),&(1(,4-1)8:);$141(.-%)8')()'-5(48@-)"85&4)(:) &-1):$"-)@("+-)8:)>(:-%)$')-C4-18$1)"$$F:6)9&-);183-)A$,+:) 8:)$')&$7)4&8'/)A(:&8$'(>"-/)('%)(441(,48@-)4&-)A-3("-) (;;-(1:6)M3;&(:8:)8:);"(,-%)$')&(81):4."-/),"$4&8'5/) 3(F-+;/)7&8,&)("")-'&(',-)A-3("-)(;;-(1(',-6 • 6"/(14.*.(4&.3&,"-"4,"4*&(4&*+"&#$%"5 9&-);183-)1$"-) $A)4&-)A-3("-)8:)4$)4-'%/):-1@-)('%)(':7-1)4$)&-1)3("-) ,$+'4-1;(146)9&-)A-3("-)-C8:4:)4$)A+"A8"),+"8'(1.)('%) %$3-:48,)%+48-:):+,&)(:),$$F8'5)3-(":/)38'%8'5),&8"%1-'/) ,"-('8'5/)('%)%+48A+"".)"8:4-'8'5)4$);1$>"-3:6)N"")A-3("-) ,&(1(,4-1:)(1-);$141(.-%)(:),1(@8'5)3("-)@("8%(48$')8') 4&- 218:&)<1$:-):4$18-:6 • 6(%"&(7&+(#"#$8")&9"%(413&*(&*+"&7"#$%"5 24)8:)-@8%-'4) 4&(4)4&-)A-3("-)%8%)'$4)&(@-)4&-)8'%-;-'%-',-)$1) :$3-483-:)-@-')8',"8'(48$')4$)$>4(8')&-1)$7');1$A-::8$'/) ,(1--1/)$1)"-(%-1:&8;)1$"-6)9&-):4(1F)1-("84.)$A)5-'%-1) :$,8("8:(48$')8:)$>@8$+:)>.)(,,-;4(',-)('%)-C;-,4(48$')$A) 4&-)A-3("-):4-1-$4.;-6 •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• !0%7.%%.41&/0))"4*&)"/(##"4,$*.(435&!+11-'4);$"8,.) 1-,$33-'%:);1$3$48$')$A)5-'%-1)-B+("84.)8')4&-) ,+118,+"+36)9&-)218:&)<1$:-):4$18-:)(1-)$>"85(4$1.)8')4&-) ;1-:-'4)218:&)=.""(>+:6)N;;1-&-':8$')8:)-@8%-'4)1-5(1%8'5) :4-1-$4.;8'5)1-"(48'5)4$)A-3("-),(1--1);(4&:)('%)1$"-:6)24)8:) (;;(1-'4)4&(4)4&-)<1$:-):4$18-:)3+:4)>-)+;%(4-%)8')$1%-1) 4$)A+"A8"),+11-'4)5$@-1'3-'4);$"8,.)5+8%-"8'-:)4$);1$3$4-) 5-'%-1)-B+("84.6

DISCUSSION <&.:8,(")(;;-(1(',-)(3;"8A8-:)5-'%-1)%8:,1-;(',8-:)>.) ;1$3$48'5):4-1-$4.;-:6)N4484+%-:)('%)>-&(@8$+1:)4$7(1%:) 5-'%-1)(AA-,4:)1-"(48$':&8;:6)<(148,8;('4:):4(4-%)4&(4)() :4-1-$4.;8,(")83(5-)$A)Q8:#' 7(:);$141(.-%)8')R+1"(3(>$,6 S1-B+-'4"./)()A(38".)$1):$,8(")>+1%-');1$3$4-:)"$7-1):$,8(") :4(4+:)A$1)A-3("-:)G!$'5-1)-4)("6)HITIK6)S-3("-:)&(@-)'$) $;48$')>+4)4$)(,,-;4):+>38::8$')4$)4&-):4(4+:)B+$6) !$3;"(,-',.)8:)-',$+1(5-%/)('%)4&8:),$'A$1384.)-':+1-:) 4&-.)%-:-1@-)4&-81)$7')$;8'8$':6)<(148,8;('4:)(,F'$7"-%5-%) 4&8:)-C;-,4(48$')8')!U,( 08"8:6 <(148,8;('4:)8""+:41(4-%)4&-)%1(:48,):&8A4)8')4&-)1$"-)$A)7$3-')8') 21-"('%)$@-1)4&-)"(:4),-'4+1./)7&8,&)&(:):&$7')7$3-') 41(':A$13-%)A1$3);(::8@-)&$3-3(F-1)4$)%+(")7$1F-1)8')4&-) &$3-)('%)"(>$+1)3(1F-4:6)R$7-@-1/)4-(,&-1:)%8%)'$4)>-"8-@-) :4$18-:);$141(.-%)4&8:6 N"4&$+5&);$"8,.)&(:)>--')+;51(%-%)4$)&8'%-1)5-'%-1) :4-1-$4.;8'5/)()%$38'('4)4&-3-),+"38'(48'5)A1$3)4&8:) 1-:-(1,&):&$7:)4&-),+11-'4 218:&)<1$:-):4$18-:)%$)'$4) 8""+:41(4-)A-3("-)-3;$7-13-'4)$+4"8'-%)8')"-58:"(48$'6)9&-) OL!2)>-"8-@-)4&(4)S-38'8:3)8:)()@84(")4$$")A$1);1$3$48'5) 7$3-'V:)(148:48,);$4-'48(")('%):F8"":/)(:)7-"")(:)-',$+1(58'5) ('%)-3;$7-18'5)7$3-'V:)A+"");(148,8;(48$')8'):$,8-4.V:) >1$(%-1):$,8("/)-,$'$38,/);$"848,("/)('%),+"4+1(")51$74&6

CONCLUSIONS N4484+%-:)(1-)8',1-(:8'5".):$,8("".),$':41+,4-%)>.):-4)41(84:)$A) -'4848-:6)9&-.),(')(AA-,4)4&-)>-&(@8$+1)$A)3("-:)('%)A-3("-:) (:);(14)$A)4&-)A1(3-7$1F)8')7&8,&)5-'%-1)'$13:)(1-),1-(4-%) ('%)1-;"8,(4-%)GZ'+%:-')('%)L(-1'-:: HIITK6)[-'%-1) -B+("84.)5+8%-"8'-:)&85&"85&4-%)8');$"8,.)(1-)8',$&-1-'4)8')4&-) <1$:-):4$18-:)(:)A-3("-),&(1(,4-1:)(1-)'$4)-3;$7-1-%) :$,8(""./);$"848,(""./)-,$'$38,(""./)$1),+"4+1("".6 N,,$1%8'5"./) 41(%848$'(")1$"-:)('%)(4484+%-:):&$+"%)>-)3$%8A8-%)4$)>+8"%) ,$&-:8$')A$1)3$%-1')A-3("-),(1--1);(4&:)('%)1$"-:6) !+118,+"+3/)('%)4-C4>$$F:):&$+"%)>-)-C(38'-%)4$)-':+1-)4&(4) 5-'%-1):4-1-$4.;-:)(1-)'$4)1-8'A$1,-%6)9&-1-A$1-/)4&8:)4$;8,) 7(11('4:)A+14&-1)1-:-(1,&)8'4$)4&-)218:&)<1$:-)784&)1-A-1-',-) 4$)4&-):+84(>8"84.)$A)A-3("-),&(1(,4-1:)A$1),$'4-3;$1(1.) 1-(%-1:6

`)\8$1%U8'/)N6)GHIT]K)a24V:)483-)4$)(>$"8:&):8'5"-D:-C):,&$$":P/)!"#$%&'()*+/)TH)b('+(1./)(@(8"(>"-c)

&44;:cdd77764&-?$+1'("68-d1-(%3-d$;8'8$'D84:D483-D4$D(>$"8:&D:8'5"-D:-CD:,&$$":De_]_]W_D KEY REFERENCES b('HIT]dfcgc4-C4h21-"('%iHI&(:iHI(iHI&85&-1iHI;1$;$148$'/8:iHI3+,&iHI&85&-1iHI8'iHI*+>"8'6)j(,,-::-%)_)*-,-3>-1) HIHIk

0+1;&.DQ(7"-::/)b6)GHIIIK)a!&('58'5)L$3-'V:)Q8@-:c)!&8"%)!(1-)<$"8,.)8')21-"('%P)S-38'8:4)M,$'$38,:)JGTKc)]WDWY6 6

218:&)R+3(')\85&4:)('%)MB+("84.)!$338::8$')GHIT]K),(-./+#$0123$&4$-"#$5&)6-.-'-.&)$&4$7(#+*)8/)2R\M!)(@(8"(>"-c) &44;:cdd77768&1-,68-d(;;d+;"$(%:dHIT]dI_d2R\M!D;$"8,.D:4(4-3-'4D$'DN148,"-DYT6HD$AD4&-D!$':484+48$'D$AD21-"('%DT6;%A)j(,,-::-%) I])N;18")HIHTk

Experiences of Using the Arts when Teaching About the Sustainable Development Goals on School Placement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

METHODS AND MATERIALS 6"5;&;,17/&1;%7&Z1.#5,.,5<%&*%;%.*("&.==*$.("%;&.87& B$##$3%7&.&;%#BN;,17/&7%;5284&0,&58<$#<%7&*%B#%(,582&$8&+/& %A=%*5%8(%;&$B&,%.("582&.9$1,&,"%&:)>;&,"*$12"&7*.+.-& +1;5(-&.87&<5;1.#&.*,;&$8&;("$$#&=#.(%+%8,4&6"%&;,17/&3.;& 187%*,.Q%8&58&T$<%+9%*&DEDE&58&.&;191*9.8&!.,"$#5(&9$/;X& ;("$$#&58&[,"&(#.;;&58&,"%&'18;,%*&*%25$84&

CONTACT

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FINDINGS

INTRODUCTION

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RECOMMENDATIONS >"0);;"#?/&%)#'($).(."'"/.0,".'@('&*?"#&( &"/0,".'(/#?(A./0&%0%#+(&"/0,".'B( K;,.9#5;"&%BB%(,5<%&(#.;;*$$+&+.8.2%+%8,& ;,*.,%25%;P :%,&$1,&;=%(5B5(&.87&(#%.*&9%".<5$1*.#& %A=%(,.,5$8;&.,&,"%&9%2588582&$B&%.("&#%;;$8-& =.*,5(1#.*#/&5B&,"%&(#.;;&2%,&75;,*.(,%7&%.;5#/4&6"%;%& %A=%(,.,5$8;&;"$1#7&9%&#58Q%7&,$&=*%N%A5;,582&(#.;;& *1#%;&$*&.&*%3.*7&;/;,%+&,$&+$,5<.,%&,"%&;,17%8,;&,$& *%+.58&B$(1;%7&.87&$8N,.;Q4& R7$=,&.8&58,%2*.,%7&.==*$.("&,$&,%.("582&.9$1,&,"%& :)>;P R#,"$12"&#%;;$8;&3%*%&,.12",&58&.(($*7.8(%& 35,"&(1**5(1#1+&,5+%&.##$(.,5$8&2157%#58%;-&,"%*%&3.;& $B,%8&58;1BB5(5%8,&,5+%&,$&($+=#%,%&.(,5<5,5%;4&0,&+./&9%& 9%8%B5(5.#&,$&,%.("&$8%&,$=5(&58&7%,.5#&,"*$12"$1,&,"%& 3%%QX;&.*,;&#%;;$8;&$*&58,%2*.,%&35,"&.8$,"%*&;19M%(,& .*%.-&;1("&.;&>%$2*.="/4 >"0);;"#?/&%)#'($).(A)7%0C;/D".'B( R7.=,&,"%&(1**5(1#1+&,5+%&.##$(.,5$8&B$*&,"%&.*,;P 6"%& <.#1%&$B&,"%&.*,;&5;&357%#/&*%($285;%7&9/&*%;%.*("%*;& .87&=$#5(/+.Q%*;-&58(#17582&,"%&T!!R4&Y$*&,"5;& *%.;$8-&,"%&,5+%&.##$(.,5$8&B$*&,"%&R*,;&;"$1#7&9%& 58(*%.;%7&$*&+$*%&%+=".;5;&=#.(%7&$8&,"%& 58,%2*.,5$8&$B&,"%&.*,;&35,"&$,"%*&;19M%(,&.*%.;-&.87& 2157.8(%&=*$<57%7&,$&.57&.*,;&58,%2*.,5$84

CONCLUSIONS

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KEY REFERENCES !$+"#C+" ?DEFF@&9:625%"0#'3"4&%-".;'<'8251/2'=$-.">&'.+%5$#+'.+&' ?%.--&)19#58P&!$+"#C+"4 K<%*%,,-&W4-&T$$8%-&>4-&]*$$Q;-&'4-&`&W5,,#%7/Q%-&_4&?DEEL@&aK71(.,5$8& B$*&;1;,.58.95#5,/&58&=*5+.*/&(*%.,5<%&.*,;&%71(.,5$8X&58&'4&W5,,#%7/Q%-& T4&6./#$*-&`&!4&K.+%;&?%7;4@-&9@$>/."50'A5%'-$-./"0/1"2".;'"0'.+&' 6%"7/%;'>$%%">$2$7)'?'#$"@&'A5%'.&/>+&%--&b5(,$*5.P&V.#2*.<%& '.(+5##.84

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An Exploration of the Academic Supports Available to Post-Primary Students Who Participate in Extra-Curricular Activities !"#$#%&"'()$*+%,#$-%.((#/0'#1*%!)''*2*3% ABSTRACT :;"8%810<-%80$$)0=<8%9)81>9$"(#$-%1*#/;*$87% 81$#1*2"*8%1)%#//)(()<#1*%810<*=18%?;)% 9#$1"/"9#1*%"=%*@1$#>/0$$"/0'#$%#/1"A"1"*8% BC!D8E3%F;"'*%C!D%9#$1"/"9#1")=%"8%?*''% <)/0(*=1*<+%G*?*$%810<"*8%G)/08%)=% $*8)0$/*8%1)%G#/"'"1#1*%'*#$="=2%G)'')?"=2% C!D%#H8*=1**"8(3 .=1*$A"*?"=2%8*A*=%9)81> 9$"(#$-%1*#/;*$8+%*@9')$*<%C!D87% #<A#=1#2*8%#=<%<"8#<A#=1#2*8+%8/$01"="8*<% /'#88$))(%?"1;<$#?#'+%#=<%*A#'0#1*<%1;*% 81$#1*2"*8%1)%8099)$1%C!D%#H8*=1**"8(3% :;*%G"=<"=28%;"2;'"2;1*<%1;#1%C!D8%)GG*$% 810<*=18%'"G*>')=2%86"''8%?;"/;%G#/"'"1#1*% '*#$="=23%DH8*=1**"8(%?#8%"<*=1"G"*<%#8%1;*% 2$*#1*81%/;#''*=2*+%<"$*/1'-%"(9#/1"=2%)=% '*#$="=2%#=<%/)=1"=0"1-%G)$ A#$")08%810<*=18% #=<%80HI*/183%4/;))'%/)(9'*@"1"*8%?*$*% ;"2;'"2;1*<%#8%#''%8/;))'8%<)%=)1%;#A*%C!D% 9)'"/"*8+%#=<%#8%#%$*80'1%'"11'*%#/#<*("/% 8099)$18%#$*%#A#"'#H'*%G)$%810<*=183

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

METHODS AND MATERIALS

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

DISCUSSION C!D8%$*G*$%1)%1;)8*%#/1"A"1"*8%1;#1%<)%=)1%9*$1#"=%1)% 1;*%8/)9*%)G%1;*%G)$(#'%/0$$"/0'0(3%4/;))'8% =#1")=?"<*%)GG*$%1;*"$%810<*=18%#%?"<*%$#=2*%)G% C!D8+%;)?*A*$%1;*-%/#=%8)(*1"(*8%H*%8**=%#8% 8*9#$#1*%G$)(%1;*%/0$$"/0'0(%"18*'G3%:;*$*%#$*% =0(*$)08%#<A#=1#2*8%#88)/"#1*<%?"1;%C!D8+% "=/'0<"=2%"(9$)A"=2%810<*=187%9*$8)=#'% <*A*')9(*=1%Z (*=1#''-+%9;-8"/#''-+%#=<% *()1")=#''-+%H-%#/T0"$"=2%=*?%'"G*>')=2%86"''8+%#=<% H-%#GG)$<"=2%1;*%/;#=/*%1)%#/;"*A*%0="A*$8"1-% 8/;)'#$8;"983%!)=1$#$"'-+%1;*%<"8#<A#=1#2*8%"=/'0<*% "=/$*#8*%"=%81$*88%#=<%9$*880$*%H#'#=/"=2%H)1;% /)<*8+%1;*%G"=#=/"#'%"(9'"/#1")=8+%#=<%#H8*=1**"8(3% !'#88$))(%?"1;<$#?#'%"8%#%<"$*/1%/)=8*T0*=/*%)G% C!D%9#$1"/"9#1")=+%?;"/;%;#8%#%9)1*=1"#'%=*2#1"A*% "(9#/1%)=%810<*=18%#/#<*("/#''-+%9;-8"/#''-+%#=<% (*=1#''-3%D%2#9%"=%1;*%'"1*$#10$*%*@"818%$*2#$<"=2% ;)?%9)81>9$"(#$-%1*#/;*$8%#//)(()<#1*%810<*=18% ?;)%9#$1"/"9#1*%"=%C!D83%.1%"8%/$0/"#'%1*#/;*$8% #/6=)?'*<2*%1;*%"(9)$1#=/*%)G%C!D8%#=<% #/#<*("/8+%1)%*=80$*%H)1;%/)<*8%?)$6%"=%1#=<*(3%

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

KEY REFERENCES Y$#0=+%S3%#=<%!'#$6*+%S3%BMNN]E%^_8"=2%1;*(#1"/%#=#'-8"8%"=%98-/;)')2-7+%'($%)"$")*!# +!,!$-./#)0#1,2./3%342+%\BME+%93`]+%#A#"'#H'*a%<)"aON3OOXObOc`]N]]`NPT9NP\)#3 K#;*-+%:3+%W*'#=*-+%d3%#=<%&#==)=+%Y3%BMNN[E%5./33%#6/)%7-!0#$07#583-"#)0#9-!%$07+%:;*% C/)=)("/%#=<%4)/"#'%e*8*#$/;%.=81"101*+%W0H'"=+%#A#"'#H'*a% ;1198abb???3*8$"3"*b8-81*(bG"'*8fG"'*g(*<"#bG"'*>09')#<8bMNO[>N`bYh,i.i:O]M39<G% j#//*88*<%OP%D9$"'%MNMNk3 L)=#=+%D3%BMNOPE%:;!*!%38<!0"#=7(.$")30#13%).2#$07#1-$.").!#>3-#"/!#?3-<$%#5!."3-#)0# 9-!%$07@A#.$"8;%W*A*')9(*=1%C<0/#1")=%D88)/"#1")=%#A#"'#H'*a% ;1198abb???3"<*#)='"=*3"*b09')#<8bG"'*8bK.iDdl> lWCl5)'"/-l#=<l5$#/1"/*lG)$l1;*lK)$(#'l4*/1)$l"=.$*'#=<39<G%j#//*88*<%N\%D9$"'% MNMNk3 L)@@+%J3J3%#=<%Y)*"I*+%L3e3%BMNN[E%^W#1#%!)''*/1")=+%5$"(#$-%A83%4*/)=<#$-7+% =0.2.%38$!7)$#3>#53.)$%#B!$,(-!<!0" #A#"'#H'*a% ;1198abb<89#/*3'"H$#$-3003='bH"181$*#(b;#=<'*bO]`cbM\P\cb;)@lN[l<#1#m/)''*/1")=+9$"(#$-m A*$808m8*/)=<#$-39<Gf8*T0*=/*gO%j#//*88*<%\N%J#=%MNMOk3

The ‘Evil’ Stepmother and other Familiar Faces: A Review of the Role of the Family in Classic Children’s Tales, with Particular Focus on the Mother. !""#$%&'()$*#&($+""#,-.#/0$1'..020 ABSTRACT %657 7/-8( 09/#5.7 # 857,-775'9 7-&&'-98592 :#&&50;7 !"#"$ !%& #98 <#./ =5790(;7 '&() *+,#" #98 -,&."$"//%0 !>57/592 &070#&,6 '? ?#5&( /#.07 57 0>@#975A0) 6'30A0& "-,6 '? 5/ 57 8#/08 #98 /' 097-&0 30 ,#&&( '-/ 59?'&"08 @&#,/5,0) &070#&,6 90087 /' B0 -@8#/08 /' &0?.0,/ '-& 0A0&C,6#92592 7',50/(4 %60 &070#&,6 #9#.(707 /60 ,'&0 3'&D7 #98 /605& &0@&0709/#/5'9 '? 7',50/#. A#.-07 #98 0>@0,/#/5'97) 35/6 7@0,5?5, ?',-7 '9 /60 ,65.8 35/659 /60 7/'&( #98 /60 "#/0&9#. ?52-&0 #.7'4 E/'&507 #&0 # 3#( '? "#D592 70970 #98 #77529592 "0#9592 B( "#D592 ,'990,/5'97 B0/3009 /60" #98 #./0&9#/5A0 59/0&@&0/#/5'97 ,#9 90A0& B0 &-.08 '-/ F<0..7 GHIJK4 %657 7/-8( '-/.5907 /60 @'775B.0 580'.'2507 /6#/ #&0 @&0709/08 /6&'-26'-/ /6070 3'&D7 #98 7-2207/5'97 #&0 "#80 /' -/5.570 /60 858#,/5,#. 9#/-&0 '? /6070 /&#85/5'9#. 7/'&507 59 # ,'97/&-,/5A0 3#(4

+/ 57 /6&'-26 /60 @65.'7'@65,#. 0>@.'&#/5'9 '? 7/'&(/0..592 /6#/ ,65.8&09 "#D0 ,'990,/5'97 35/6 /605& '39 .5A07) "0#9592 7/'&507 ,#9 6#A0 B'/6 ,'9/0>/ #98 ,'970X-09,0 FE/#9.0( QRGQK4 %657 7-2207/7 /6#/ 30 76'-.8 /659D ,&5/5,#..( #98 &0?.0,/ '9 /60 7/'&507 30 /0.. ,65.8&094 <609 59/&'8-,592 7/'&507 /' ,65.8&09 30 9008 /' B0 'BY0,/5A0) #98 30 9008 &0.0A#9/ &070#&,6 /' 59?'&" '-& 80,575'974 %60&0?'&0) /657 &070#&,6 35.. B0 -70?-. /' 59?'&" 08-,#/'&7 #98 09,'-&#20 /60" /' ,&5/5,#..( ,'97580& /60 5"@#,/ 7/'&507 "#( 6#A0 '9 5985A58-#. ,65.8&094 165.86''8 57 76#@08 B( 7',50/( #98 59 ,'9/0"@'&#&( 7',50/() /60 ?#"5.( 7/&-,/-&0 '? # 6-7B#98 #/ 3'&D #98 # 35?0 #/ 6'"0 35/6 ,65.8&09 57 9' .'920& /60 @&07-"08 ?#"5.( #&&#920"09/4 Z#"5.507) #98 /60&0?'&0 ,65.86''8) 57 &#@58.( ,6#92592) #98 #7 7-,6 30 9008 /' 59A07/52#/0 /6070 7/'&507 59 /60 ,'9/0>/ '? /6070 ,6#92074 %657 &070#&,6 35.. #9#.(70 /6&00 "#59 7/'&507V -,&."$"//% F[0&'95"5 "# %/0 GHJRK1 '&() *+,#" %&. #+" '"2"& 3)%$45 FL#98 "# %/0 GHI\K #98 !"#"$ !%& F:#&&50) GHGGK 35/6 # ?',-7 '9 /605& &0@&0709/#/5'9 '? /60 "'80&9 ?#"5.( #98 /60 &'.07 35/659 5/4 %6070 ,6'709 ,.#775, 7/'&507 6#A0 # ?#"5.5#& 7/&-,/-&0 /' ,65.8&09) #..'3592 /60" /' 092#20 35/6 858#,/5, @-&@'707 '& 658809 580'.'2507) "#D592 7/'&507 #9 5"@'&/#9/ /''. ?'& B-5.8592 5"#259#/5'9 365.0 "#D592 &0#. .5?0 ,'990,/5'97 F]',60) QRGJK4

METHODS AND MATERIALS %60 =5790( ?5." &0C/0..592 '? '&() *+,#") #98 -,&."$"//% 30&0 ,6'709 #7 /60( #&0 /60 A0&75'97 /6#/ #&0 "'7/ ?#"5.5#& /' ,65.8&094 %60 '&5259#. @-B.5,#/5'9 '? !"#"$ !%& 3#7 -7084 %60 /0>/7 ,6'709 30&0 70.0,/08 /' '??0& 597526/ 59/' 85??0&09/ ,6#&#,/0&7 #98 75/-#/5'97) #..'3592 ?'& ,'"@#&57'9) 365.0 #.7' .5"5/592 /60 7/-8( #7 /' 7-5/ /60 #..',#/08 3'&8 ,'-9/ #98 /5"0 @&'A58084

CONTACT

!""#$%&'( *#&($+""#,-.#/0$1'..020 3334"5,4-.450

THE CHILD WITHIN THE STORY

INTRODUCTION

%' 097-&0 /60 #-/6'&;7 59/09/ #98 A#.-07 #&0 -980&7/''8 #98 80"'97/&#/08 ,'&&0,/.() /60( 35.. B0 857,-7708 /6&'-26 /60 ?'..'3592 #&0#7V C/60 /0>/) 857,'-&70) #98 7/'&( 5/70.? F36#/ ,6#&#,/0&7 7#() ?00.) 6'3 /60( 59/0&#,/ #98 /60 &0.#/5'9765@7 /60( 6#A0K C /60 5..-7/&#/5'97 F,'7/-"0) ,'.'-&) .526/592) #98 7("B'.57"K %6&'-26 ,'"B59592 /6070 /3' ?#,/'&7 # 6'.57/5, A503 '? /60 @&5"#&( /0>/7 3#7 2#/60&084 %60 &0#80& 57 &0"59808 /' D00@ /60 ,65.8 /' /60 ,09/&0 '? /60 7/'&() #7 ,65.8&09 '?/09 700D '-/ # ,6#&#,/0& /' 5809/5?( 35/64 %6&'-26'-/ /60 857,-775'9 /60 .097 '? "'80&9 7',50/( 35.. B0 ,'97580&084

%60 ,65.8 57 #/ /60 ,09/&0 '? /605& '39 .5?0 #98 7' "#( .''D ?'& /60"70.A07 35/659 /60 "#59 ,6#&#,/0&74 L'30A0&) /60 #209,( '? /60 "#59 ,6#&#,/0& 57 '?/09 9'/ #7 7/&'92 #7 /60 A5..#594 #98 E9'3 <65/0 /60( #&0 A0&( #,,0@/592 '? /605& ?#/0) @#&/5,-.#&.( #/ /60 B02599592) 3609 30 "'7/ 700 /60" #7 # "'&0 599',09/) ,65.8.5D0 ,6#&#,/0&4 15980&0..# 8'07 B0259 /' @-76 B#,D #?/0& 760 "00/7 /60 @&59,0) 8&5A09 B( .'A0 #98 /60 '@@'&/-95/( ?'& ?&008'") B-/ /657 3#7 "'&0 8-0 /' /60 60.@ '? /6'70 #&'-98 60& /6#9 60& '39 @0&7'9#. 8&5A04 :'/6 3'"09 6#A0 # 2'#. /' ?#.. 59 .'A0) "#&&( #98 .5A0 M6#@@5.( 0A0& #?/0&;4 %60( #&0 0>@0,/08 /' ,.0#9 #98 #&0 #.3#(7 @'&/&#(08 /' 6#A0 # ,600&?-. 857@'75/5'9 365.0 8'592 7'4 %60&0 57 .5//.0 '? ,65.86''8 #7 30 D9'3 5/ 60&04 :#&&50;7 9'A0. ,'-.8 B0 7009 #7 # 6'"#20 /' ,65.86''84 N0/0& 57 #9 'BA5'-7 7("B'. '? /60 0/0&9#. ,65.8) 0A09 &059?'&,592 657 ,'""5/"09/ /' M90A0& 2&'3 -@; /6&'-26'-/ /60 9'A0.4 %60&0 #&0 "#9( ,65.8&09 35/659 /657 B''D) #98 #.. 76'3 # /&-0 70970 '? #209,() @#&/5,-.#&.( 3609 /60( 80,580 /' 0A09/-#..( .0#A0 O0A0&.#98 /' M2&'3 -@;4 %60 &'.0 '? @.#( &0?0&09,08 /6&'-26'-/ 57 7'"0/6592 /6#/ 35.. &07'9#/0 35/6 ,65.8&09 B-/ 36#/ 57 .#,D592 59 O0A0&.#98) /6#/ <098( ,#9 @&'A580) 57 # 70970 '? ,'"?'&/ #98 70,-&5/( /6#/ #.. ,65.8&09 9008 /' 2&'3 #98 80A0.'@4 P9,0 <098( 3#7 /60&0 /' @&'A580 /6#/) /60 .'7/ B'(7 #,,0@/08 #98 30&0 #B.0 /' .0#&9 /' "'A0 /' /605& 90>/ 7/#20 59 .5?04 %60&0 57 # ,65.86''8 599',09,0 #98 A-.90&#B5.5/( /6&'-26'-/4

SOCIAL PRESSURES =5790( 6#7 3'A09 "077#207 '? 7',5#. #98 20980&08 580'.'2507 /6&'-26'-/ /605& #95"#/08 ?5."7 F=5..'9 QRGHK4 %60 .#7/592 5"@#,/ '? /6070 7',5#. 580'.'2507 ,#9 B0 7009 59 ,65.8&09;7 7',5'8&#"#/5, @.#(4 ]'.07 8' 9'/ 9008 /' B0 80?5908 #98 /657 @.#( 57 # 3#( '? @&#,/5,592 7',5#. 59/0&#,/5'9 F=#A57 QRRSK4 <0 &0#.570 /60( 6#A0 "'&0 /6#9 # 9'7/#.25, #@@0#. #98 "-7/ 7/5.. 6'.8 &0.0A#9,0 59 /60 .5A07 '? "'80&9 #-8509,07 F5B58K4 %60 7/&5A0 ?'& 30#./6) "#&&5#20 #98 B0#-/( 57 0A5809/ 59 B'/6 -,&."$"//% #98 '&() *+,#"0 :'/6 15980&0..# #98 E9'3 <65/0) 807@5/0 /605& ,5&,-"7/#9,07) 7/5.. -@6'.8 /605& 7/#98#&87 '? B0#-/( #98 @'75/5A5/(4 :'/6 ?5."7 098 35/6 "#&&5#20 #7 /60 M6#@@5.( 0A0& #?/0&; 35/6 9' 5"@.5,#/5'97 '? /60 ,'"@.0>5/507 /6#/ "#( ?'..'3 '? "#&&5#20 #98 ,'C6#B5/592) /60&0?'&0 5"@.(592 /6#/ B'/6 ,'-@.07 6#A0 9'3 #,650A08 /605& 2'#. 59 .5?04 !"#"$ !%& @.#,07 ?#& .077 5"@'&/#9,0 '9 "#&&5#20 #98 ?',-707 "'&0 '9 ?#"5.( #98 20980& &'.074 *& =#&.592 57 # ?#5.08 ?52-&0 '? @#/0&9#. #-/6'&5/( #98 B0#&7 #9 0>#220&#/08 &070"B.#9,0 /' L''D) 365,6 7-2207/7 #9 #7@0,/ '? O0A0&.#98 /6#/ 76#8'37 /60 &0#. 3'&.8 FE/5&.592 QRGQK4 N0/0& #98 <098( #,/ #7 "'/60& #98 ?#/60& /' /60 .'7/ B'(7 59 # 2#"0 '? @&0/0984 %60( ?#.. 59/' /60 &'.07 9#/-&#..( #7 /60 -93&5//09 &-.07 '? @.#( #&0 #.3#(7 ?'..'308 59 O0A0&.#984 <098(;7 #8A09/-&0 "-7/ 098 #7 760 #@@&'#,607 3'"#96''8 #98 #,,0@/7 /6#/ 760 "-7/ 2&'3 -@4

REPRESENTATION OF THE MOTHER/STEPMOTHER <098( 6#7 .0#&908 /60 3#(7 '? "'/60&6''8 ?&'" *&7 =#&.5924 +9 # 6-7B#98C#98C35?0 &0.#/5'9765@ &'"#9,0 #98 .-7/ 57 ,09/&#.4 L'30A0&) N0/0& 76'37 9' -980&7/#98592 '? &'"#9/5, 0"'/5'97 #98 ,#99'/ -980&7/#98 36#/ "'&0 <098( ,'-.8 3#9/ /' B0 /' 65" /6#9 657 "'/60&4 %657 /'/#. 529'&#9,0 '? 70>-#.5/() #98 5/7 &'.0 35/659 # ?#"5.() 57 &059?'&,08 B( 6'3 "-,6 /60 @5&#/07 #98 .'7/ B'(7 7/&-22.0 /' 807,&5B0 #98 &0,'29570 ?0"#.0 ?52-&07 59 2090&#.) @#&/5,-.#&.( "'/60&7 FE/5&.592 QRGQK4 *&7 =#&.592 57 @&0709/08 #7 /60 580#. "'/60&) 6'30A0&) @'30&.077 /' @&'/0,/ 60& ,65.8&09 #7 57 # ,'""'9 /60"0 #"'92 B5'.'25,#. @#&09/7 59 ,65.8&09;7 7/'&507 F=#A57 QRRSK4 L0& 2''8 59/09/5'97 ,'9/&#7/ 85&0,/.( 35/6 /60 7/0@"'/60& ?52-&07 59 -,&."$"//% #98 '&() *+,#"4 %60 !A5. T-009 #98 U#8( %&0"#590 80@5,/ # A0&( 902#/5A0 A503 '? /60 7/0@"'/60& ?52-&04 %60&0 #&0 &0?0&09,07 /6&'-26'-/ #.. /6&00 7/'&507 '? 36#/ # "'/60& M76'-.8; B0 #98) #,,'&8592 /' /6070 7/'&507 0A0&('90 ?00.7 /60 9008 ?'& # "'/60& /6#/ ,#9 7-@@'&/ /60"4

CONCLUSIONS %60 #B709,0 '? # @#&09/ 57 36#/ 8&5A07 /60 60&'5907 /' -980&/#D0 #9 #8A09/-&0 365,6 .0#87 /' /60" "#/-&592 59/' 7/&'92) 5980@09809/ #8-./7 F=#A57 QRRSK4 %60 7',5#. @&077-&07 /6#/ &07/08 '9 /60 76'-.80&7 '? /60 7/0@"'/60&7 #&0 2&0#/ #98 "#( '??0& #9 597526/ 59/' /60 &0#7'97 B06598 60& #,/5'974 W ?',-7 76'-.8 B0 @.#,08 '9 /60 0#&.( 59/02&#/5'9 '? ,&5/5,#. .5/0&#,( /6#/ B02597 59 0#&.( ,65.86''8 #98 0>/0987 /6&'-26'-/ @&5"#&( 08-,#/5'94 :( ,'97580&592 /60 7',5#. #98 ,-./-&#. 5"@.5,#/5'97 '? /60 7/'&507 30 76#&0 #98 /60&0?'&0) 092#2592 59 85#.'2-0 7-&&'-98592 /6070) 30 ,#9 ,6#..0920 /60 @&'B.0" #&0#7 #98 ?'7/0& ,&5/5,#. /659D5924

KEY REFERENCES G4$:#&&50)$^4*4$FGHGGK$!"#"$6!%&)$_`V$L'880&$a$E/'-26/'9 Q4$=#A57)$W4*4$FQRRSK$7((.67,$/56%&.6*,89".6*,#8+"5:6*(;"&6,&6 3,5&"<=56>"%#?$"6@&,;%#,(&16O03$:#&90/V$^'69$U5BB0($N-B.576592 I4$[0&'95"5)$14)$L#"5./'9)$U4)$^#,D7'9)$<4$#98$E6#&@7/009)$:4$FGHJRK$ -,&."$"//%6bZ5."c)$_95/08$E/#/07V$]`P$]#85'$N5,/-&07 d4$L#98)$=4)$1'//&0..)$<4)$^#,D7'9)$<4)$*'&0()$U4)$N0#&,0)$N4$#98$ E6#&@7/009)$:4$FGHI\K '&()6*+,#"6%&.6#+"6'"2"&63)%$456bZ5."c)$ _95/08$E/#/07V$]`P$]#85'$N5,/-&07 J4$E'.'"'9)$14$FQRQRK$A+"63,5&"<6!$,&8"55:6@6-"/"B$%#,(&6(46@$#6%&.6 -$"%#,2,#<16E#9$Z&#9,57,'V$16&'95,.0$:''D7$UU1

Notes