Supporting High Quality Early Childhood Experiences for Children with and Without Disabilities and Their Families in Nevada

It has become common for young children to be enrolled in some form early care or education programs before entering kindergarten (Whitebrook, McLean, & Austin, 2016). These experiences can encompass a range of programs and many families use multiple programs to meet their needs (U.S. Census Bureau, 2013). According to the U.S. Departments of Health and Human Services and Education (DHHS/DOE; 2014) early care and education includes programs that: provide early care and education to children birth through age five, where the majority of children in the program are typically developing. These include, but are not limited to, private or publicly funded center or family-based child care, home visiting, Early Head Start, Head Start, private preschool, and public school and community-based pre-kindergarten programs, including those in charter schools. (p.1) Quality early childhood programs help to promote children’s learning and development across all domains of development and prepare them for kindergarten. For children with disabilities, being meaningfully included in early care and education programs can support positive gains in development and learning. Furthermore, these early childhood programs have become vital for parents of young children to seek out employment, further education, and respite from the demands of parenting (Shonkoff & Phillips, 2000). However, families of young children with and without disabilities continue to struggle with access to affordable programs that meet the complex needs of families and support high quality and evidence-based early childhood education. As with the rest of the country, Nevada has been working to further the quantity and quality of early care and education experiences for its youngest residents and their families. However, as early childhood programs cross multiple sectors, departments, funding streams, and state and federal policies as well as challenges to serving children in urban, rural, and tribal areas of the state, moving ideas into action has been difficult

"FX, drugs and rock 'n' roll": Engineering the emotional space of the recording studio

This volume may be viewed as an attempt to reclaim music making and leisure as a serious concern for, amongst others, policy makers, scholars, and educators who perhaps risk eliding some or even most of the ways in which music - a vital ..

Creating the right ‘vibe’: emotional labour and musical performance in the recording studio

Recording studios are distinctive spaces in which artists are encouraged to expose their emotional selves in intimate moments of musical creativity and performance. In this paper, we focus on how music producers and recording engineers perform emotional labour as part of the „performative engineering‟ of this musical creativity and performance. Through emotional labour performances, producers and engineers create recording studios as emotional spaces, characterised by trust and tolerance. This is often referred to, by recording studio staff and musicians, as creating the right „vibe‟. We highlight two forms of emotional labour as particularly pertinent to „creating the right vibe‟: emotional neutrality and empathetic emotional labour. Emotional labour performances help to re-construct the recording studio as a space free of the social and feeling rules that otherwise shape our emotional landscape, and allow musicians to produce their desired musical performance

Exploring Critical Perspectives of Toxic and Bad Leadership Through Film

© 2015, © The Author(s) 2015. The Problem This article considers concepts of toxic and bad leadership from a critical, post-structuralist perspective and illustrates how this can be conveyed to management students through the use of film analysis. In response to the paucity of critical approaches within toxic and bad leadership studies, we suggest that film is a useful way of developing in-depth discussion in student and management groups to uncover underlying subtleties and complexity in leadership theory and practice. The Solution We connect to film clips from Batman: The Dark Knight, and explain how this film is used with students and managers to illustrate the ambiguous nature of “good” and “bad” leadership and explore the fluid, shifting, and relational nature of these two concepts. We conclude that students and managers can recognize this more readily through viewing, discussing, and analyzing film clips such as the ones discussed herein. The Stakeholders University lecturers and students, executive educators and managers, general human resource development (HRD) professional

Project collaborative care: experiences of child care and early intervention providers

Researchers indicate that both child care and IDEA Part C early intervention (EI) providers struggle to understand how to best serve young children with disabilities and their families. The goal of this study was to examine the experiences of child care and EI providers with infants and toddlers with disabilities in child care settings. Specifically, this study focused on how child care and EI programs collaborate. A sequential mixed method approach was employed for the purpose of development. Participants (N=991 (620 child care, 371 EI)), recruited through statewide professional development entities in a large Midwestern state, took part in a survey about their knowledge, beliefs, and experiences related to infants and toddlers with disabilities in child care, as well as their experiences collaborating with other professionals and professional development experiences. Additionally, 24 providers across the state participated in face-to-face focus groups to discuss the topic in more depth. Results indicated that providers across groups value inclusion. Although most child care providers had cared for children with disabilities at some point, and most EI providers had delivered services in child care settings, successful collaborations among groups was rare. Most often child care providers were not formally included in the EI process. Factors that contributed to successful inclusion and collaboration included understanding each other’s purpose, clarifying each other’s roles, and program and state support. Participants suggested that opportunities to build relationships with each other in addition to training on early childhood special education topics would be most beneficial to support collaboration

Are Cell Death Proteins/Antigens Found on Interdigital Cells Dying During Limb Development Expressed in a Simple Organism Such As Tetrahymena?

Numerous studies have been published that describe the genes and proteins that control cell death in various biological systems including normal embryonic development and in disease such as cancer. We describe attempts to look at a possible conserved cell death antigen in the simple organism Tetrahymena, using a unique monoclonal antibody that recognizes only dying cells in the chick limb. The main impetus for the research is to answer the question; does the cell death process have key proteins that exist in the dying process that can be modulated prior to the completion of the cell death process? Using various stimuli to induce cell death in tetrahymena thermophila including staurosporine, hypoxia and other know cell death modulators, we describe the preliminary methods used to verify that cells across two species may express conserved cell death proteins at certain times during the death process. The goal is to demonstrate that normal interdigit cell death is an ideal system for isolating programmed cell death antigens and provides a way to identify common mediators/markers in other model systems such as tetrahymena thermophila