The Spatial Evolution of Stellar Structures in the LMC/SMC

We present an analysis of the spatial distribution of various stellar populations within the Large and Small Magellanic Clouds. We use optically selected stellar samples with mean ages between ~9 and ~1000 Myr, and existing stellar cluster catalogues to investigate how stellar structures form and evolve within the LMC/SMC. We use two statistical techniques to study the evolution of structure within these galaxies, the $Q$-parameter and the two-point correlation function (TPCF). In both galaxies we find the stars are born with a high degree of substructure (i.e. are highly fractal) and that the stellar distribution approaches that of the 'background' population on timescales similar to the crossing times of the galaxy (~80/150 Myr for the SMC/LMC respectively). By comparing our observations to simple models of structural evolution we find that 'popping star clusters' do not significantly influence structural evolution in these galaxies. Instead we argue that general galactic dynamics are the main drivers, and that substructure will be erased in approximately the crossing time, regardless of spatial scale, from small clusters to whole galaxies. This can explain why many young Galactic clusters have high degrees of substructure, while others are smooth and centrally concentrated. We conclude with a general discussion on cluster 'infant mortality', in an attempt to clarify the time/spatial scales involved.Comment: 6 pages, conference contribution to IAU Symposium 256, van Loon J.T. & Oliviera J.M., ed

Infants and Toddlers in State and Federal Budgets: Summary Report From Urban Institute Roundtable

Summarizes March 2009 discussions on strategies to enhance public investment in early childhood such as improving health and nutrition programs, aligning programs and funding streams, addressing multiple needs, helping parents, and integrating advocacy

The Lived Experience Of New Physical Therapy Graduates Working In The Early Intervention Setting: Perceptions Of Preparation

Understanding the experiences of new physical therapists transitioning to the early intervention workforce will provide a richer exploration of the preparation of physical therapists, which can guide educators to ensure adequate preparation. Since passage of the Individuals with Disabilities Education Act (IDEA) in 1994, an increasing number of children qualify for service creating a growing need for physical therapists to provide service in the early intervention program. In this qualitative, interpretive phenomenological analysis, the researcher explored the lived experience of new physical therapy graduates. The preparation and adequacy of entry-level physical therapist education to work in the early intervention setting following graduation using a Discrepancy Evaluation Model was studied. A thorough review of the literature found significant variability in pediatric content taught in entry-level Doctor of Physical Therapist (DPT) programs. Additionally, limited research exists related to the lived experience of physical therapists working in the early intervention setting, specifically new graduates embarking on a career in this setting. The study was guided by the research question of how recent physical therapy graduates with less than two years of practice describe their lived experience of transitioning from a student to a therapist working in early intervention. The researcher used semi-structured, individual interviews with eight physical therapists working in the early intervention setting that graduated within 24 months. Findings suggest that, despite gaps in the participants’ preparation to work in the early intervention setting and numerous job challenges, therapists chose to enter and remain in this specific practice setting because they find purpose and validation in their relationships with children and families. The most meaningful pre-professional preparation strategy was full-time pediatric clinical education experiences. Mentorship and post-professional continuing education were necessary during the transition into the early intervention workforce. Recommendations for future research include exploring the unique provider-patient relationships in early intervention, the impact of mentorship in this setting, cross-disciplinary competencies necessary for comprehensive personnel development in the DPT curriculum, and exemplar pedagogy

Children Birth to Age Three with Feeding Difficulties: Systems Level Perspectives of Supports, Needs, and Interagency Collaboration

Early identification and treatment of feeding difficulties greatly improves outcomes for young children with feeding difficulties (Williams et al., 2006). However, identifying and addressing feeding difficulties in young children, birth to age three, is complex; requiring not only interdisciplinary collaboration (Arvedson, 2008; Bruns & Thompson, 2010; Lefton-Greif & Arvedson, 2008; Williams et al., 2006) but also interagency collaboration due to the various partners involved in service provision for young children, birth to age three (Individuals with Disabilities Education Act, 2004). When such interagency collaboration is needed, systems level structural supports are shown to levy the greatest impact on outcomes (Tseng et al., 2011). Yet, prior to this study, no noted research had been published identifying the systems level supports needed when addressing feeding difficulties in young children. Therefore, this study examined the systems level supports, needs, and interagency collaboration when addressing the needs of young children, birth to age three, with feeding difficulties. An electronic survey was used to gather information from early intervention coordinators and early childhood administrators overseeing services for young children, birth to age three, in early intervention in Michigan. Many systems level supports and needs were identified. In addition, a significant relationship was identified between levels of interagency collaboration and access to evaluation and services for feeding difficulties. Results of the study have important implications for future research, practice, and policy

Addressing Caregiver Outcomes through Family Guided Routines Based Intervention

Children with special needs can present challenges to caregivers and families. Challenges may occur with daily routines such as mealtime routines, dressing routines, and play routines. These challenges may affect families in many ways and add increased stress to the child’s caregivers. Early Intervention (EI) service providers across the state of Iowa are changing their model of service delivery to address the daily challenges in families with special needs children and to comply with Part C regulations of IDEA. This model is known as Family Guided Routines Based Intervention (FGRBI). This project had two purposes, to examine whether FGRBI helped to increase caregiver satisfaction with caregiver-child routines and whether it helped to reduce caregiver stress. A case-study design was used with three caregivers over a 9-week period. Each caregiver identified three family-specific routines to target along with two routines that were the same for all families in the study. Each caregiver-rated their overall satisfaction with the five routines pre-and post-intervention on the Family Routines Rating Scale. Each caregiver also completed the PSI-4SF pre-and post to examine caregiver stress. In addition to addressing caregiver outcomes, practitioner efficacy in learning and implementing a new model of practice, FGRBI was examined. This study had positive effects on caregiver satisfaction with targeted routines. This study also indicates that caregiver stress is an important aspect to consider in EI services. Key insights into strengths and challenges of utilizing and implementing FGRBI from the OT lens were also determined. Thus, EI occupational therapists can address caregiver stress as part of their services to meet the needs of children and families enrolled in Part C services

The Daily Gamecock, TUESDAY, NOVEMBER 30, 2010

https://scholarcommons.sc.edu/gamecock_2010_nov/1016/thumbnail.jp

MS Early Childhood System Asset Map Part II - Strengths and Opportunities

The Asset Map includes information about program funding, children served, and providers through data requests to state agency leaders and review of state and federal reports. We also gathered data about the well-being of children and families in Mississippi. Along the way, we shared the data and drafts of the Asset Map with the SECAC, relevant state agency leaders, and the public, ensuring their suggested revisions were included

Examining the High Rate of Infant Mortality Among Minorities in Norristown, PA

Background: According to the Centers for Disease Control (CDC) (2016), infant mortality is defined as “the death of a baby before his or her first birthday”. The statistics provided by the CDC (2016) state that 23,440 infants died in the US in 2013. Racial and ethnic minorities experience higher rates of infant mortality than White people. In Norristown, PA, between 2008 and 2012, the rate of infant death for African Americans was 25 percent, versus 15 percent for their Caucasian counterparts. Purpose: The purpose of this paper is to examine the reasons for high infant mortality, with the goal of developing a (hypothetical) intervention to reduce infant mortality in Norristown, PA. Issues such as what barriers occur for minority women are examined (such as inequalities in education, lack of trust of the medical community, health behaviors), as are major causes of infant death, such as preterm birth and Sudden Infant Death Syndrome. In addition, best practices in the United States are discussed as well as the services that are available to women in Norristown.Methods: A questionnaire was developed to be administered (hypothetically) to minority women of child-bearing age living in Norristown, PA. Examples of questions are regarding awareness of what services are available, attitudes towards these services, whether or not they have been sought out, and elaboration on any experiences of these services. In addition, a focus group of stakeholders will be organized. This group would include health care professionals from local organizations, like Women, Infants, & Children, health clinics, and the Montgomery County Department of Health. The goal of the focus group would be two-fold; to get suggestions on how best to get the community to participate in the survey and also to pre-test the questionnaire. Conclusion: There are many barriers for minority women, when it comes to accessing health care:poverty, environmental threats, inadequate access to health care, behavioral factors of individuals and inequalities in education. It is crucial to consider all of these barriers when looking at interventions and would be important to talk with the community members directly about how best to improve rates of infant mortality

The use of authentic assessment in eligibility determination for early childhood intervention programs.

The purpose of this study was to survey Part C Coordinators of early intervention programs across the United States and its territories to determine the actual use of authentic assessment methods to determine eligibility for services. The hypotheses were that authentic assessment is not widely used, that elements of authentic assessment are used, and that agencies that use an educational model use more authentic assessment than agencies that use a medical model. This was a descriptive study using quantitative methods designed to determine usage rates of authentic assessment for eligibility determination for early intervention services and any relationships between agency philosophy and the use of authentic assessment. Survey invitations were emailed to Part C Coordinators and results were analyzed to determine usage rates and statistical differences between agencies. No significant differences between the lead agencies and their usage of authentic assessment was discovered. A detailed summary of usage of elements of authentic assessment is included in the study results. It is hoped that this study will increase the focus on authentic assessment to determine eligibility for early intervention services and increase its use, thereby providing better, more individualized services for children with disabilities