Beyond Laggards and Morons: The Complicated World of Special Education

Robert L. Osgood responds to Benjamin Kelsey Kearl\u27s biographical approach to special education in Of Laggards and Morons

Expanding the Scarcity Rationale: The Constitutionality of Public Access Requirements in Cable Franchise Agreements

This Note argues that public access requirements should be upheld because they are constitutional and because they further the goals of the first amendment. As background for the debate over public access, Part I provides a brief description of cable television\u27s history and regulation and discusses the case law concerning public access requirements. Part II examines the nature of the first amendment interests at stake in public access requirements. Before resolving the question of which interests should be protected, Part III argues that an expanded scarcity rationale should be used to justify cable regulation under the first amendment. Part IV asserts that public access requirements are constitutional under the expanded scarcity rationale and that they further the goals of the rationale. Finally, this Part emphasizes the effectiveness of public access channels in promoting the goals of the first amendment and the limited nature of the intrusion on editorial discretion posed by public access requirements. This Note concludes that public access requirements are not only constitutional, but that they offer a sensible compromise of the first amendment interests of both cable operators and the public

TB124: Chemical Control of Balsam Twig Aphid, Midarus abietinus Koch (Homoptera: Aphididae)

This study was initiated to provide Christmas tree growers with a selection of insecticides capable of effective control of balsam twig aphid (Mindarus abietinus Koch) on balsam fir. Low rates of active ingredients were tested to assure minimal environmental impact and reduced chemical costshttps://digitalcommons.library.umaine.edu/aes_techbulletin/1060/thumbnail.jp

Reimagining quality in early childhood [Editorial]

This special issue brings together a collection of rich, complex and challenging contributions that attempt to offer generative approaches to reconfigure what might constitute ‘quality’ within early years education. The issue came about from a shared concern about what Moss (this issue) refers to as the ‘gravitational pull’ of quality in early childhood education; debates about quality have existed for a considerable time and, despite rigorous critique, remain resolute. This issue aims to revisit and extend the groundbreaking work undertaken by Gunilla Dahlberg, Peter Moss and Alan Pence (1999, 2007) in Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives and in the subsequent revised edition. In both texts, the authors made the astute observation that the concept and language of quality cannot accommodate issues such as diversity and multiple perspectives, contextual specificity and subjectivity. They argue that we must ‘go beyond the concept of quality’ (Dahlberg et al., 2007: 6) and, in so doing, suggest working with a new concept: ‘meaning making’

TB129: Chemical Control of Balsam Gall Midge Paradiplosis tumifex Gagne (Diptera: Cecidomyiidae)

This study was undertaken to test new insecticides for control of the balsam gall midge and to determine effectiveness of later insecticide application in order to expand the effective period for control.https://digitalcommons.library.umaine.edu/aes_techbulletin/1065/thumbnail.jp

Hydra 1 data display system

System, named Hydra, generates charts, graphs, and printed matter on slides or conventional negatives and positives, and combines these media with a capability of storage on magnetic tape for future updating to accommodate engineering changes or contract modifications to be readily added to basic data

In pursuit of quality: early childhood qualifications and training policy

This paper aims to critique policy discourses around the pursuit of quality in early years education. Taking England as a focal point, it problematizes the use of the term ‘quality’ and attempts to standardise its meaning; highlighting the disconnect that exists between policy and practice. The paper combines discourse analysis of a small number of key government documents with a series of interviews with early years stakeholders in order to identify issues that will have resonance and can inform a much needed continuation of debates about what quality might mean. Over the course of the research it became apparent that there was considerable disquiet amongst early years practitioners with regards the current qualifications and training landscape, particularly with regards to what many viewed as ideologically-driven policy-making, not informed by proper dialogue with the sector