Search

Tsunamis cause significant damage and loss of life, particularly for the nearest communities, where the tsunami may arrive in minutes. These local communities often do not receive an informed or timely alert under traditional warning pathways. In response, numerous tsunami early warning (TEW) algorithms have been developed with the goal of providing informed tsunami source characterization for use in rapid, localized warning. An overlooked aspect of TEW is the means that this crucial information is disseminated. Current operations focus heavily on the time an alert is issued from a warning center, however, that alert passes through multiple groups and agencies before it is conveyed to affected communities. This distribution path can create further delays and contributes to inconsistencies in the message timeliness and content. In this study, we provide the framework and advocate for the use of a rapid dissemination tool, that we call WaveAlert, that would leverage preexisting advances in earthquake early warning systems to provide timely, clear, and consistent alerts to the public by use of the MyShake EEW phone app. This proposed tsunami dissemination tool would be able to provide consistent, public facing tsunami alerts over the duration of the hazard with the added benefit of low message latencies and high spatial resolution in who can be targeted for messages. We illustrate the need for rapid alerting strategies through a retrospective look at the alerting process during the 2022 Tonga tsunami and through a modeled potential near-field Cascadia timeline example affecting the west coast of the US.

Timely alerts sent through earthquake early warning (EEW) programs allow those alerted to take protective actions to mitigate their risk from potentially damaging shaking. Over the past few years, ShakeAlert, the EEW program focused on the west coast of the con-tiguous United States, has grown, alerting communities within California, Oregon, and Washington about earthquakes where damaging shaking is expected. ShakeAlert uses a set of algorithms including the point-source algorithm, earthquake point-source integrated code (EPIC), to determine the location, magnitude, and origin time of potential earthquakes. Although EPIC produces low-latency and low error solutions for many events originating within the seismic network on land, numerous recent small earthquakes rupturing offshore of northern California have EPIC location solutions with high error ( > 50 km compared to USGS locations). Because most events are occurring offshore, there is a lim-ited number of stations that can trigger and contribute information in a timely manner for use in EEW. To better constrain location solutions in this region, we propose to include information about contemporary past seismicity into EPIC’s grid-search algorithm through a Bayesian framework. This prior information layer downweights high error locations where EPIC’s proposed event location coincides with an area of low prior seismicity in pref-erence for locations with a similar level of data fit that also have higher past seismicity. This addition to EPIC lowers the mean location error offshore northern California from 58 to 14 km.

Background: Previous research has shown that post-secondary collegiate vocational educational programs often have positive effects on employment outcomes for young adults with intellectual and developmental disabilities. Aims: Using secondary data of a program in the United States collected over several years, we examined which intervention components of a postsecondary education transition program predicted subsequent employment for young adults with intellectual and developmental disabilities. Materials & Methods: The sample consisted of 56 individuals that participated in a transition-services collegiate program; Crossing Points, University of Alabama. Results: Results were able to robustly indicate that acquiring job-specific skills was a much better predictor than global measures of intellectual or adaptive behaviour. Additionally, survival curve analyses as an innovative approach to this population showed that there was a positive relation between the number of job-specific training sessions and eventual community employment. Discussion: Results are discussed in relation to a historical parallel movement to expand inclusion of students with intellectual and developmental disabilities in the least restrictive educational setting for primary and secondary public education years. Conclusion: In conclusion, the results of the current study suggest positive findings with job-skills training both specific and general. [Transition and Postsecondary Programs for Students with Intellectual Disabilities provided funding for this report.]

Background: Mock or practice interviews have become a typical tool for transition programs for individuals with intellectual and developmental disabilities. Method: We examined what interview skills were most associated with subsequent employment for individuals intellectual and developmental disabilities via practice interviews. The likelihood of employment was measured as a function of whether the interviewer responded that they would hire the individual. Results: Results indicate that the following job interview skills were considered most important were: sits still and straight; understandable speech; good posture; appropriate voice; and appropriate handshake. Conclusions: As these potential employers had hired individuals with intellectual and developmental disabilities, we suggest that their feedback would be particularly relevant.

Performance for three independent living tasks were examined via task analyses. Given the relatively small sample size (n = 56) of individuals with intellectual and developmental disabilities, we simulated 1000 replications based upon observed results using Monte Carlo techniques. The results of the current study suggest that: (1) adaptive behavior was more related to task performance than IQ; and (2) after statistically controlling for adaptive behavior, task performance was influenced by the first step. Task performance appear to be over-estimated with the inclusion of the first step.

This paper will introduce the nature of reflective tools in online, hybrid, and traditionally formatted teacher education courses. The specific context of implementation and impact on the quality of reflection for teaching candidates will be discussed. Examples of assignment prompts and recommendations for future use will be shared.

This study investigated the associations between maternal depression when infants were 3 to 11 months old (M = 6 months), and positive parenting behaviors when children were between 12 and 22 months (M = 17 months) and the home language environment assessed when children were 18 to 28 months old (M = 23.5 months) in a sample of 29 low-income mother-child dyads. After controlling for maternal education, only teaching behaviors remained a moderate and significant predictor of adult word counts. Observed teaching behaviors significantly predicted conversational turns and marginally predicted child vocalizations; effects sizes were small. Encouraging behaviors were a small and significant predictor of conversational turns and a marginally significant predictor of adult word counts. Maternal depression was a moderate and significant predictor of children's vocal productivity scores and a small, marginal predictor of conversational turns. These findings have important implications for parenting and children's language outcomes.

The relationship between adverse childhood experiences (ACEs) and negative physical and mental health outcomes is well established (Felitti et al. [1998]. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. "American Journal of Preventive Medicine," 14(4), 245-258). While awareness of the long-term effects of experiencing childhood abuse and neglect has increased, much less is known about how ACEs impact parenting, and children's social and emotional development. The current study has two objectives (1) to examine the relationship between ACE scores (N = 52) and children's social and emotional problems in a sample of low-income mothers and their young children and (2) to examine maternal depression, perceived social support, and parenting self-efficacy as possible mediators of that relationship. Indirect effects were significant for self-efficacy, B = 0.342, 95% CI [0.010, 0.886] and marginally significant for maternal depression mediating the relationship between ACEs and child social and emotional problems. Findings suggest that one-way mothers' early adversity affects their children's development is through its effects on maternal mental health and parenting confidence.

Studies suggest that the learning environment can act as a third teacher in contributing towards student academic success. A variable within the physical learning environment that has received little attention in the literature is the interior lighting. Because of budget constraints and age, most American public school classrooms have fluorescent lighting fixtures installed. A new lighting technology, Light Emitting Diodes (LEDs), is becoming popular in commercial facilities across the United States because of energy efficiency. Previous research has demonstrated that lighting influences adult worker productivity and mood in a workplace. However, because children process stimuli faster, it is unknown whether LED lighting would have the same influence in a learning environment. Researchers hypothesise that students display more engaged behaviours in classrooms lit with LEDs as compared with fluorescent lighting fixtures. The current study tested this hypothesis by observing child engagement behaviours in a pre-K classroom under LED lighting and fluorescent lighting fixtures to compare differences. Students displayed more engaged behaviours under the LED lighting condition.

Parent adverse childhood experiences (ACEs) and caregiver reports of harsh parenting were examined in relation to the executive function (EF) abilities in young low-income children. Data were collected from 55 "mother-child" dyads; 17-40 months of age. Parent measures included the ACEs questionnaire and harsh parenting items from the Adult Adolescent Parenting Inventory-2. Children's EF was assessed using game-like tasks to measure working memory, cognitive flexibility, and inhibitory control. Harsh parenting attitudes were marginally correlated with children's cognitive flexibility. In regression analyses controlling for child age, harsh parenting attitudes predicted lower inhibitory control in children, and parent-reported ACEs predicted lower working memory scores. Findings suggest that parent ACEs and parenting attitudes may be important factors in the development of young children's EF skills.

Research Findings: The purpose of this study was to examine the potential contribution of teacher-child interactions to residualized Inhibitory Control (IC) gains over approximately a six-month period for preschoolers from predominantly low-income households. The study also explored whether the association between quality of teacher-child interactions and IC gains depends on children's IC skills upon classroom entry and their household income-to-needs ratio. The study included 169 preschoolers from 51 classrooms in a Head Start program run by an agency in a large city in Oklahoma. Children's IC skills were assessed in fall (time 1) and spring (time 2), and teacher-child interaction quality was observed at fall (i.e., September through November). Results from Hierarchical Linear Modeling (HLM) did not show significant effects of high-quality teacher-child interactions on residualized IC gains over six months. However, results showed that children who initially presented poor IC skills displayed higher gains in their IC skills at spring when they were in classrooms practicing high-quality teacher-child interactions, as defined by emotional support and classroom organization. Practice or Policy: Emotionally supportive and well-organized classrooms in Head Start programs may benefit early IC development, especially for children presenting poor IC skills at classroom entry.

The expansion of early childhood education programming has heightened the focus on teachers' educational preparation and its role in providing high-quality services for young children. The interest in teachers' education is especially relevant in early childhood since differentiated levels of preparation are commonly used in quality rating and improvement systems (QRIS) as a variable to distinguish differences in quality among programs. Levels of formal education are also used by early childhood programs for the hiring, placement, training, and promotion of teachers. Since little research has been conducted on early childhood students at different levels of professional preparation, the purpose of this study was to investigate the knowledge and beliefs of early childhood students at four levels of professional preparation commonly used in QRIS and early childhood teacher career ladders: 1) students working toward a Child Development Associate (CDA) credential; 2) students working on an associate's degree in early childhood; 3) students working on a bachelor's degree in early childhood education; and 4) graduates with a bachelor's degree in early childhood education. Results indicate students at higher levels of education had more knowledge of child development, higher levels of self-esteem, more realistic expectations of children, and increased empathy for children.

Many very young children attend early care and education programs, but current information about the quality of center-based care for toddlers is scarce. Using 2 observation instruments, the Infant/Toddler Environment Rating Scale-Revised (ITERS-R) and the Classroom Assessment Scoring System, Toddler Version (CLASS-Toddler), 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment. Research Findings: Findings indicated that overall, toddler classrooms were rated as being of moderate quality. Associations between observed quality and teacher-reported child behavior problems and competence outcomes indicated that CLASS-Toddler ratings were positively associated with fewer behavior problems; specifically, children in classrooms with higher levels on the CLASS-Toddler domains of Emotional and Behavioral Support as well as Engaged Support for Learning were reported to have fewer behavior problems. Similarly, the ITERS-R subscales of Interaction and Listening and Talking were positively related to fewer reported behavior problems. Regression models showed that the CLASS-Toddler Emotional and Behavioral Support domain predicted differences in child behavior problems. Practice or Policy: Findings suggest the need for additional research related to very young children's experiences in center-based child care to examine associations between quality and child experiences and outcomes. Children's experiences over time need to be examined to understand how these early child care experiences are related to children's later school adjustment and performance. On a related note, professional development for teachers in toddler classrooms needs to be addressed in terms of preparing effective teachers for young children during the toddler developmental period.

Additional career paths are an element of improvement on the traditional career ladder concept in education. A culture of growth offers teachers opportunities that can greatly expand their careers while substantially enhancing student learning. The career paths summarised in this article, describe some additional opportunities for education professionals, who can play important roles and make reach extension possible. The first, opportunity, that of "Teacher Educator," written by Amy Williamson, describes this position, and presents necessary qualities that would prove helpful in achieving this career path. Also discussed are the benefits and challenges that accompany this choice. Robert Dillon is the director of technology and innovation at the Affton School District in Saint Louis, Mo. Before holding this role, he served students and teachers as a school leader for 14 years. Here he navigates the the path to the Principal's Office for readers and details the leadership role of the principal. He also presents the benefits, as well as the challenges, that come with this particular leadership position. Natalie Immings, a National Board Certified Teacher and an academic coach, discusses how board certification has expanded her thought process and perspective from the moment she began thinking about curriculum and teaching lessons to grading and using assessment data. She answers the question: "What do you need to seek National Board Certification. Finally, Crystal Jensen, founder and president of Integity Technologies, Inc., writes that if you are passionate, bold, and inspired to create change in the field of education, perhaps becoming an "Educational Entrepreneur" might be a good fit for you.

Today's classrooms are increasingly diverse, and some of the students may be learning English at the same time they're trying to learn math, science, and history. Many new teachers are left to decide on their own how best to address the variety of backgrounds, languages, and experiences their students bring to the classroom. For new teachers with little experience working with English language learners (ELL), the author offers some simple steps that they can take to meet the needs of the ELL students in their classroom. (Contains 1 chart.)

This article takes a closer look at Ralph Waldo Emerson's educational philosophy and its relationship to cooperative learning. Emerson believed that human beings should learn to think on their own, rather than solely acquire the craft of imitation or conformity by repeating the speech of their teachers. A liberating education, to Emerson, gives students the ability to challenge those in power when necessary. Cooperative learning and a continued use of creative teaching methods are keys to the kind of true student achievement that motivated Emerson's writing on education. Without this realization, the revelation of one's own ideas or leadership qualities will remain nothing more than a dream. Emerson believed that the core of a liberal education was for students to learn the process of thinking for themselves. Through peer interaction and well-planned cooperative learning activities, students can be developed into the kind of citizens who possess the self-reliant souls that Emerson envisioned.