What's new? : a different way to describe innovators

Innovators enjoy seeking out new experiences and new products to try next. They enable the process of the diffusion of information, by launching new ideas into a social system (Rogers, 2003, p. 283). This research tested a component of the theory of diffusion of innovations by comparing specific personality characteristics, including risk-taking behavior, novelty-seeking, need for uniqueness, and cosmopoliteness, plus social networking sites usage and habits for qualities associated with innovativeness, which is defined by Goldsmith and Hofacker's 1991 domain-specific innovativeness scale. Survey results and subsequent data analysis were then used to create a profile of an innovator, which includes the personality traits of novelty-seeking behavior and cosmopoliteness, and higher levels of engagement and social interaction and content sharing on social networking sites. This research contributes to the literature of studies which combine personal innovativeness and social networking site use

Children’s episodic and generic reports of alleged abuse

With the present data, we explored the relations between the language of interviewer questions, children’s reports, and case and child characteristics in forensic interviews. Results clearly indicated that the type of questions posed by interviewers – either probing generic or episodic features of an event – was related to the specificity of information reported by children. Further, interviewers appeared to adjust their questioning strategies based on the frequency of the alleged abuse. Children alleging single instances of abuse were asked more episodic questions than those alleging multiple abuses. In contrast, children alleging multiple incidents of abuse were asked a greater proportion of generic questions. Given that investigators often seek forensically-relevant episodic information, it is recommended that training for investigators focus on recognition of prompt selection tendencies and developing strategies for posing non-suggestive, episodically focused questions

Profiles of Well-Being Among Early Childhood Educators

Research Findings: This study used a person-centered data analytic approach to identify distinct subgroups of early childhood educators (n= 133) based on their responses to multiple indicators of well-being (psychological, financial, and health indicators). Various fit indices established a two-class solution. Specifically, one group was characterized by more positive well-being and the other by less positive well-being. Subgroup differences were the greatest for indicators of psychological well-being, including self-care and self-compassion. In addition, educators with less than a bachelor’s degree, working as assistant teachers, receiving less pay, with more adverse childhood experiences, were overrepresented in the less positive well-being group, demonstrating system inequities and opportunities for improvement. Practice or Policy: These findings have implications for supporting the early care and education workforce. Specifically, findings suggest psychological well-being, including self-care and self-compassion, may be relevant focus areas for organizational and systems change efforts or interventions. Furthermore, findings suggest that trauma-informed approaches and support for assistant teachers are particularly important to promote equity and well-being across the workforce

Nebraska Early Childhood Workforce Survey: A Focus on Providers and Teachers

The Nebraska Early Childhood Workforce Survey was undertaken by the Buffett Early Childhood Institute at the University of Nebraska to better understand the current status, working conditions, and attitudes of caregivers and teachers working with children from birth through Grade 3. Representing the largest and most comprehensive survey ever completed of the state’s early childhood workforce, it provides important insight into the everyday challenges of the professionals who care for and educate our youngest citizens. Research has long made clear the important role adults play in young children’s lives. Children who form strong relationships with adults feel safe to explore their environments, which is essential to learning and development. The day-to-day interactions that occur between adults and young children advance children’s language, critical thinking, social-emotional development, and children’s success in school and life. Since nearly 80 percent of Nebraska children are enrolled in some type of early care and education during their early years, it is necessary to have a skilled, informed, and diverse workforce, across settings, to support children’s development

Early Childhood Teacher Turnover in Nebraska

Teacher turnover is a serious challenge across early childhood settings. Turnover can be expensive for early childhood programs, burdensome to staff, and harmful to children throughout the nation. Nebraska is no exception. This research brief describes teacher turnover in the state’s early care and education settings, including licensed child care, state-funded PreK, and Kindergarten through Grade 3. Research Questions The following research questions were asked across early childhood programs (licensed child care, state-funded PreK, and K-3): 1. What was the average rate of annual teacher turnover? 2. According to administrators, what was the most common reason teachers left their employment? 3. Which hiring challenges did administrators experience in filling positions? 4. On average

Workforce well-being: Personal and workplace contributions to early educators\u27 depression across settings

Building on research demonstrating the importance of teachers\u27 well-being, this study examined personal and contextual factors related to early childhood educators\u27 (n =1640) depressive symptoms across licensed child care homes, centers, and schools. Aspects of teachers\u27 beliefs, economic status, and work-related stress were explored, and components of each emerged as significant in an OLS regression. After controlling for demographics and setting, teachers with more adult-centered beliefs, lower wages, multiple jobs, no health insurance, more workplace demands, and fewer work-related resources, had more depressive symptoms. Adult-centered beliefs were more closely associated with depression for teachers working in home-based settings compared to center-based settings. These findings provide preliminary evidence about what relates to depression in the early childhood workforce, which has implications for supporting well-being across settings

Comparison of Eight Equations That Predict Percent Body Fat Using Skinfolds in American Youth

Background: Skinfolds are often used in equations to predict percent body fat (PBF) in youth. Although there are numerous such equations published, there is limited information to help researchers determine which equation to use for their sample

Semicontinuous Bioreactor Production of Recombinant Butyrylcholinesterase in Transgenic Rice Cell Suspension Cultures.

An active and tetrameric form of recombinant butyrylcholinesterase (BChE), a large and complex human enzyme, was produced via semicontinuous operation in a transgenic rice cell suspension culture. After transformation of rice callus and screening of transformants, the cultures were scaled up from culture flask to a lab scale bioreactor. The bioreactor was operated through two phases each of growth and expression. The cells were able to produce BChE during both expression phases, with a maximum yield of 1.6 mg BChE/L of culture during the second expression phase. Cells successfully regrew during a 5-day growth phase. A combination of activity assays and Western blot analysis indicated production of an active and fully assembled tetramer of BChE

Communication Behaviors of County Extension Directors Post-Hurricane

In disaster crises, communication among stakeholders and response organizations are important. In Florida, the role of the County Extension Director (CED) is threefold – educational programming, leadership of a county extension program, and county office administrative responsibilities. However, their primary role in disaster emergencies is to facilitate collaborations with state and federal partners. During Hurricane Irma in 2017, UF/IFAS CEDs assisted in response efforts. However, communication efforts can become challenging in such chaotic and stressful situations. This research explored communication challenges among CEDs, clients, and statewide partners in hurricane events. Insights into the communication role of CEDs could enhance UF/IFAS Extension’s communication plan for effective information dissemination post-disaster. The Uses and Gratifications Theory guided this qualitative study. Interviews occurred with nine CEDs from various counties across Florida. Results showed CEDs used numerous communication channels to connect with clients, staff, and statewide partners, mainly for the purposes of information dissemination. The main reasons for selecting these communication channels depended on its accessibility, reliability, and whether it was a usual form of communication. Some participants were unaware of available resources which resulted in duplicate efforts. Thus, they required additional information from statewide partners. Some participants also had difficulty connecting clients with people who could assist them with insurance information and aid. As such, this study recommended a central communication system to avoid redundant efforts, strengthening relationships with disaster agencies to promote information-sharing and avoid miscommunication, and developing a list of resources and contacts for CEDs’ first engagement in disaster response