Conceptualizing Response Capacity and Flood Action in the City of Vancouver and District of Maple Ridge, British Columbia, Canada

Attention to effective local flood response has become a necessity in urban governance as issues pertaining to floods become increasingly visible with disasters rising. This research identifies components of response capacity to floods and municipal action, and potential mechanisms to increase response capacity in the City of Vancouver and District of Maple Ridge using interviews (n=7), Q methodology (n=12), and a literature review. Findings show that legislation, institutional behaviour and collective action, technological pathways and resource management are fundamental to an institution or organization’s response capacity. Municipal action is influenced by competing priorities as determined through legal responsibility and liability, collective agreements, public behaviour, risk, vulnerability and uncertainty, and the politics of municipal governance. It is viewed by participants that resource efficiency, collaborative, co-management and adaptive co-management techniques could lead to greater response capacity. The findings presented provide a proposed conceptual framework to response capacity to floods and municipal action

Child Care Characteristics and Quality in Nebraska

The Midwest Child Care Research Consortium conducted a study of child care quality and characteristics of the child care work force in Nebraska, Iowa, Kansas and Missouri to help states establish a baseline for tracking quality over time, following initiatives, policy and other changes. The measures are not based on Nebraska child care licensing standards. Rather, using research-based measures of quality, they assess the extent to which quality indicators are present among the child care settings and in the work force. The current study included a random telephone survey of 2022 Midwestern child care providers (508 from Nebraska), conducted during late spring and summer of 2001 by the Gallup Organization, and follow-up in-depth observations of 365 providers (85 from Nebraska), conducted by four Midwestern state universities. Key findings from the study are as follows: 1. In Nebraska, as is true across the Midwestern states, a majority of providers regard child care as their profession, have been providing child care for over five years and intend to stay in the field. This is despite low, fulltime earnings (averaging $14,700 a year in Nebraska), which, for many providers, is below poverty level. 2. Using well-respected measures of quality, the researchers found that child care quality in Nebraska is comparable to that of Midwestern neighbors Missouri and Kansas and to child care nationwide; 34% of care observed was “good” quality; 48% was rated as minimal or mediocre quality and 18% was rated poor quality. Center-based infant/toddler, center-based preschool and licensed family child care were comparable to one another in quality and to similar care of Midwestern neighbors, while license exempt (approved) care averaged lower quality than other types of care in Nebraska. Other studies have shown that good quality on the measure used in the Midwest study predicts positive school readiness outcomes for children, and poor quality predicts poorer outcomes for children, especially for children in poverty. 3. A number of training, education, accreditation and workplace efforts were associated with higher quality including: Heads Up! Reading (in Nebraska preschool center-based settings); employee benefits such as health care (in center-based settings); the Child Development Associate Credential; participating in the USDA Food Program; first aid training; higher levels of education; entering into partnership with a Head Start or Early Head Start program; completing a nationally recognized accreditation in early childhood education; following a curriculum; and completing more than 24 hours of training in the previous year. Nebraska led the Midwest in the percentage of providers who had completed CPR and first aid training. 4. The study identified ways that Nebraska can improve child care quality. Two of these are to improve pre-literacy environments and to provide incentives to improve quality to providers who serve children receiving child care subsidies. First, Nebraska child care was deficient in preliteracy environments. Following the current national emphasis on preliteracy skills (reading to children, helping them understand and appreciate print media, and encouraging expression), pre-literacy environments are likely to be emphasized in upcoming child care block grant and Head Start reauthorizations in 2003. Few infant/toddler providers were observed reading to children; many family home providers lacked materials to encourage verbal expression. While preschool center-based providers had more books available, many scored only at a minimal level in pre-literacy activities. Second, among providers caring for children receiving subsidies, in some sectors the quality was lower when providers cared for larger portions of children receiving child care subsidies. Incentives for quality among family providers caring for children receiving subsidies are recommended to ensure that low-income children receive quality care. Nebraska and its neighbors in the Region VII of U.S. DHHS are among the first states in the nation to assess child care quality on a statewide and region wide basis. These baseline data will permit examination of changes over time in quality; for example, as a result of the new Nebraska TEACH program and other new and continuing initiatives

Using the Very Short Form of the Children’s Behavior Questionnaire for Spanish-Speaking Populations in Low- and Middle-Income Countries: A Psychometric Analysis of Dichotomized Variables

While the psychometric properties of the Spanish version of the Very Short Form of the Children’s Behavior Questionnaire (CBQ-VSF) have been assessed in the US and Europe in samples composed of middle- and high-income parents with high levels of education, no studies have tested the instrument in low-income Spanish-speaking populations living in low- and middle- income countries. To fill this gap, our cross-sectional study assessed the psychometric properties of the Spanish version of the CBQ-VSF version in a sample of 315 low-income and low-educated parents with preschool children living in the Caribbean Region of Colombia. While our findings revealed problems that were similar to those identified in previous assessments of the CBQ-VSF Spanish version, they also showed unique problems related to the sociodemographic characteristics of our sample, containing many individuals with a low income and low educational level. Most of the participants gave extreme responses, resulting in a notable kurtosis and skewness of the data. This article describes how we addressed these problems by dichotomizing the variables into binary categories. Additionally, it demonstrates that merely translating the CBQ-VSF is insufficient to be able to capture many of the underlying latent constructs associated with low-income and low-educated Latino/Hispanic populations

Nebraska Child Care Workforce and Quality: Summary Policy Brief #7

The study showed the average child care provider in Nebraska is female, married and a parent. This provider had some training or education beyond high school but not an advanced degree, was active in child care training, had a First Aid/CPR certificate, considered child care her profession or calling, had been in the child care field for over 5 years and planned to remain a provider. The average provider was observed to provide minimal quality child care. In Nebraska, using well-established observational measures of quality, center-based preschool care averaged 4.16 on the Early Childhood Environment Rating Scale (ECERS-R); 4.49 on the Infant Toddler Environment Rating Scale (ITERS); and family child care averaged 4.46 on the Family Day Care Rating Scale (FDCRS). A “5” is considered “good” quality. There was great variability across all types of care. · Family child care quality was higher in Nebraska and Missouri than in Iowa and Kansas. · In center-based care, there were no differences between providers who cared for children receiving government child care subsidies and those who did not but in family child care there were differences. Quality, training, education and professionally-oriented attitudes were lower among subsidy-receiving family child care providers than for non-subsidy receiving counterparts. · Providers in Early Head Start/Head Start partnerships offered higher quality care and received more training than other child care providers. Nebraska like two other states invested training funds to enable Early Head Start/Head Start programs to partner with programs to follow the Head Start Performance Standards and these partnerships did appear to result in higher quality than average

The role of the subtropical jet in deficient winter precipitation across the mid-Holocene Indus basin

The mid-Holocene (7-5 ka) was a period with an increased seasonal insolation cycle, resulting from decreased insolation during northern hemisphere winter. Here, a set of six CMIP5 models is used to show that the decreased insolation reduced the upper-tropospheric meridional temperature gradient, producing a weaker subtropical jet with less horizontal shear. These effects work to reduce the baroclinic and barotropic instability available for perturbations to grow, and in consequence, storm-tracking results show that there are fewer winter storms over India and Pakistan (known as western disturbances). These western disturbances are weaker, resulting in a reduction in winter precipitation of around 15% in the north Indus Basin. Combined with previous work showing greater northwestward extent of the Indian monsoon during the mid-Holocene, our GCM-derived results are consistent with the Indus Basin changing from a summer-growing season in the mid-Holocene to a winter-growing season in the present day

Caregiver Behavior Change for Child Survival and Development in Low- and Middle-Income Countries: An Examination of the Evidence

In June of 2012, representatives from more than 80 countries promulgated a Child Survival Call to Action, which called for reducing child mortality to 20 or fewer child deaths per 1,000 live births in every country by 2035. To address the problem of ending preventable child deaths, the U.S. Agency for International Development and the United Nations Children’s Fund convened, on June 3–4, 2013, an Evidence Summit on Enhancing Child Survival and Development in Lower- and Middle-Income Countries by Achieving Population-Level Behavior Change. Six evidence review teams were established on different topics related to child survival and healthy development to identify the relevant evidence-based interventions and to prepare reports. This article was developed by the evidence review team responsible for identifying the research literature on caregiver change for child survival and development. This article is organized into childhood developmental periods and cross-cutting issues that affect child survival and healthy early development across all these periods. On the basis of this review, the authors present evidence-based recommendations for programs focused on caregivers to increase child survival and promote healthy development. Last, promising directions for future research to change caregivers’ behaviors are given

Sources of Community Health Worker Motivation: A Qualitative Study in Morogoro Region, Tanzania.

There is a renewed interest in community health workers (CHWs) in Tanzania, but also a concern that low motivation of CHWs may decrease the benefits of investments in CHW programs. This study aimed to explore sources of CHW motivation to inform programs in Tanzania and similar contexts. We conducted semi-structured interviews with 20 CHWs in Morogoro Region, Tanzania. Interviews were digitally recorded, transcribed, and coded prior to translation and thematic analysis. The authors then conducted a literature review on CHW motivation and a framework that aligned with our findings was modified to guide the presentation of results. Sources of CHW motivation were identified at the individual, family, community, and organizational levels. At the individual level, CHWs are predisposed to volunteer work and apply knowledge gained to their own problems and those of their families and communities. Families and communities supplement other sources of motivation by providing moral, financial, and material support, including service fees, supplies, money for transportation, and help with farm work and CHW tasks. Resistance to CHW work exhibited by families and community members is limited. The organizational level (the government and its development partners) provides motivation in the form of stipends, potential employment, materials, training, and supervision, but inadequate remuneration and supplies discourage CHWs. Supervision can also be dis-incentivizing if perceived as a sign of poor performance. Tanzanian CHWs who work despite not receiving a salary have an intrinsic desire to volunteer, and their motivation often derives from support received from their families when other sources of motivation are insufficient. Policy-makers and program managers should consider the burden that a lack of remuneration imposes on the families of CHWs. In addition, CHWs' intrinsic desire to volunteer does not preclude a desire for external rewards. Rather, adequate and formal financial incentives and in-kind alternatives would allow already-motivated CHWs to increase their commitment to their work

Measuring and forecasting progress in education: what about early childhood?

A recent Nature article modelled within-country inequalities in primary, secondary, and tertiary education and forecast progress towards Sustainable Development Goal (SDG) targets related to education (SDG 4). However, their paper entirely overlooks inequalities in achieving Target 4.2, which aims to achieve universal access to quality early childhood development, care and preschool education by 2030. This is an important omission because of the substantial brain, cognitive and socioemotional developments that occur in early life and because of increasing evidence of early-life learning's large impacts on subsequent education and lifetime wellbeing. We provide an overview of this evidence and use new analyses to illustrate medium- and long-term implications of early learning, first by presenting associations between pre-primary programme participation and adolescent mathematics and science test scores in 73 countries and secondly, by estimating the costs of inaction (not making pre-primary programmes universal) in terms of forgone lifetime earnings in 134 countries. We find considerable losses, comparable to or greater than current governmental expenditures on all education (as percentages of GDP), particularly in low- and lower-middle-income countries. In addition to improving primary, secondary and tertiary schooling, we conclude that to attain SDG 4 and reduce inequalities in a post-COVID era, it is essential to prioritize quality early childhood care and education, including adopting policies that support families to promote early learning and their children's education

Wait Up!: Attachment and Sovereign Power.

Sociologists and feminist scholars have, over many decades, characterised attachment as a social construction that functions to support political and gender conservatism. We accept that attachment theory has seen use to these ends and consider recent deployments of attachment theory as justification for a minimal State within conservative political discourse in the UK since 2009. However, we contest that attachment is reducible to its discursive construction. We consider Judith Butler's depiction of the infant attached to an abusive caregiver as a foundation and parallel to the position of the adult citizen subjected to punitive cultural norms and political institutions. We develop and qualify Butler's account, drawing on the insights offered by the work of Lauren Berlant. We also return to Foucault's Psychiatric Power lectures, in which familial relations are situated as an island of sovereign power within the sea of modern disciplinary institutions. These reflections help advance analysis of three important issues: the social and political implications of attachment research; the relationship between disciplinary and sovereign power in the affective dynamic of subjection; and the political and ethical status of professional activity within the psy disciplines.This is the final version of the article. It first appeared from Springer via http://dx.doi.org/10.1007/s10767-014-9192-

Cognitive and environmental predictors of early literacy skills

Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in mind (short-term memory), to ignore distraction (inhibition), and to focus attention and stay focused (sustained attention) may have a moderating effect on children’s reactions to the home literacy environment. In a group of 228 junior kindergarten children with a native Dutch background, with a mean age of 54.29 months (SD = 2.12 months), we explored therefore the relationship between book exposure, cognitive control and early literacy skills. Parents filled in a HLE questionnaire (book sharing frequency and an author recognition checklist as indicator of parental leisure reading habits), and children completed several tests in individual sessions with the researcher (a book-cover recognition test, PPVT, letter knowledge test, the subtests categories and patterns of the SON, and cognitive control measures namely digit span of the KABC, a peg tapping task and sustained attention of the ANT). Main findings were: (1) Children’s storybook knowledge mediated the relationship between home literacy environment and literacy skills. (2) Both vocabulary and letter knowledge were predicted by book exposure. (3) Short-term memory predicted vocabulary over and above book exposure. (4) None of the cognitive control mechanisms moderated the beneficial effects of book exposure