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Using the nationally representative Head Start Family and Child Experiences Survey 2014 (FACES 2014), this study examined the associations of Head Start children’s behavioral challenges with teachers’ well-being (i.e., depressive symptoms, job commitment) and intent to leave, controlling for teacher characteristics. We sought to explore the direct and indirect associations of Head Start children’s behavioral challenges with teachers’ intent to leave, potentially mediated by teacher well-being. The results indicate that children’s behavioral challenges were not directly associated with Head Start teachers’ intent to leave. However, these behavioral challenges were indirectly associated with teachers’ intent to leave through their link to teachers’ depressive symptoms and commitment. This study provides insight for policy and practice as the field aims to build a healthy and sustainable workforce committed to a high-quality early care and education experience critical to children’s development.

Executive function and learning behaviour play an important role in children's academic outcomes by helping them maintain attention, work cooperatively, and stay focused, especially for those from ...

Using the Early Head Start Family and Child Experiences Study (Baby FACES; Vogel & Boller, 2009-2012 ), the present study employed a person-centered approach to identify profiles of family engagement in home- and center-based Early Head Start (EHS) programs. We identified three profiles with different patterns across two structural dimensions (home involvement and program involvement) and one relational dimension (parent-staff relationships) of family engagement in both program types. We then examined associations of these profiles with child and parenting outcomes at age 3 and the outcome change scores from age 2 to 3. For home-based programs, children in profiles 2 and 3 indicating high home involvement showed significantly higher engagement/orientation skills than children in profile 1 indicating low home involvement and low parent-staff relationships. For center-based programs, a high home and low program involvement (profile 2) and a high involvement (profile 3) showed better child and parenting outcomes in the areas of child receptive vocabulary, parental sensitivity, stimulation of cognitive development, and intrusiveness as well as greater increases in parental cognitive stimulation than families in a low home and high program involvement (profile 1). Profiles 1 and 3 showed fewer child problem behaviors and greater increases in child engagement/orientation than profile 2, while profile 3 showed higher social competence than profile 2. In addition, profile 1 showed greater increases in child emotional regulation than profiles 2 and 3. This study contributes to advancing our understanding of the role of different dimensions and patterns of family engagement in home- and center-based EHS programs.

The effect of the swirl clocking on three-dimensional nozzle guide vane (NGV) is investigated using computational fluid dynamics. The research reports the loss characteristics of leaned and swept NGVs and the influence of swirl clocking. The three-dimensional NGVs are built by stacking the same 2D profile along different linear axes, characterized by different angles with respect to the normal or radial direction: ε = −12° ~ +12° for the leaned and γ = −5° ~ +10° for the swept airfoils. A total of 40 models are analyzed to study the effects of lean and sweep on aerodynamic performance. To investigate the influence of swirl clocking, the analysis cases include the center of the swirl that was positioned at the leading edge as well as the middle of the passage. The prediction results show that the relationship of the changes in mass flow rate and throat area are not monotonic. Further observation confirms the redistribution of loading and flow angle under different lean and sweep angles, thus, three-dimensional design is a key influencing factor on aerodynamic performance. In the presence of swirl clocking, NGV performance is changed significantly and the findings offer new insight and opportunities to improve three-dimensional NGV airfoil design.

The influence of film-hole position on internal and external heat transfer was investigated using Computational Fluid Dynamics (CFD). A simplified geometry of an integrated configuration of a ribbed channel, film hole and mainstream passage is modeled to represent a turbine internal and external cooling scheme. The proposed configurations with nine different positions of film holes are parameterized to conduct a series of CFD calculations at a target blowing ratio of 0.8, 1.1 and 1.7. Since the present study is taking a comparative approach, CFX with SST models is applied as a primary tool and the results are compared with Fluent solver for selected cases (total 36 cases). Among the proposed nine positions, the film holes located in the separated flow region of a ribbed channel showed considerable enhancement in film effectiveness with minimum reduction and potential improvement in internal heat transfer. The finding offers a design opportunity to enhance internal as well as external heat transfer. Published version

The current study evaluated the influence of a positive romantic partner on the intergenerational transmission of externalizing behavior across generations. The study included 213 generation one (G1) mothers and their adolescent (generation two; G2) who participated from middle adolescence through adulthood, G2's romantic partner in adulthood, and the third-generation (G3) child between ages 3-5 years. Two steps were used to identify the role of G2's romantic partner's positive behavior on the transmission of externalizing behavior from G2 and G3. First, after controlling for G1 harsh parenting and G2 externalizing at Time 1, both G2 externalizing at Time 2 and G2 harsh parenting at Time 3 were associated with G3 externalizing at Time 3. Second, we found both main and interaction effects of G2 partner's positive behavior with G2 externalizing behavior at Time 2 and G2 harsh parenting at Time 3 on G3 externalizing behavior at Time 3. Results suggest a positive romantic partner may have an important role in disrupting the negative effects of both G2 externalizing behavior and harsh parenting on their G3 child's externalizing behavior.

The current study examined how economic pressure impacts parental positivity and positive parenting separately for mothers and fathers, as well as how positivity and parenting impact child social competence. This study included 207 mothers, fathers, and their first-born child from toddlerhood through the preschool years. This study employed an Actor–Partner Interdependence Model which was developed to handle dyadic relationships to investigate the association between economic pressure, parental positivity, and positive parenting, separately for mother and father and the interdependent associations between them. Results showed that economic pressure when the child was age 2 (Time 1) was negatively associated with maternal and paternal positivity and father positive parenting when the child was 3-4 years old (Time 2). Maternal positivity was associated with paternal positivity and mother positive parenting was associated with father positive parenting. In addition, maternal positivity was associated with mother positive parenting while paternal positivity was not significantly related to father positive parenting at Time 2. Parental positivity and positive parenting at Time 2 were both associated with child social competence at age 5 (Time 3), even after controlling for child social competence at age 2 (Time 1). The current results suggest that both maternal and paternal positivity and positive parenting are important protective factors for young children’s social competence even under times of economic adversity.

This study examined the associations of preschool children’s executive function (EF) and learning behaviour (CLB) with their concurrent academic skills and the role of CLB as a mediator for the EF-...

Turbine generator operates with complex cooling system due to the challenge in controlling the peak temperature of the stator bar caused by ohm loss, which is unavoidable. Therefore, it is important to characterise and quantifies the thermal performance of the cooling system. The focus of the present research is to investigate the heat transfer and pressure loss characteristics of typical cooling system, so-called stator ventilation duct. A real scale model was built at its operating conditions for the present study. The direction of cooling air is varied to consider its operation condition, so that there are (1) outward flow and (2) inward flow cases. In addition, the effect of (3) cross flow (inward with cross flow case) is also studied. The transient heat transfer method using thermochromic liquid crystals is implemented to measure full surface heat transfer distribution. A series of Computational Fluid Dynamics analysis is also conducted to support the observation from the experiment. For the inward flow case, the results suggest that the average Nusselt number of the 2nd duct is about 30% higher than the 3rd duct. The trend is similar with the effect of cross flow. The CFD results are in good agreement with the experimental data.

The current study evaluated bidirectional associations between mother and father positive parenting and child effortful control. Data were drawn from 220 families when children were 3, 4, 5, and 6 years old. Parenting and effortful control were assessed when the child was 3, 4, and 5 years old. These variables were used to statistically predict child externalizing and school performance assessed when the child was 6 years old. The study used random intercept cross-lagged panel models to evaluate within-person and between-person associations between parenting and effortful control. Results suggest that prior positive parenting was associated with later effortful control, whereas effortful control was not associated with subsequent parenting from ages 3 to 5. Stable between-child differences in effortful control from ages 3 to 5 were associated with school performance at age 6. These stable between-child differences in effortful control were correlated with externalizing at age 3. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Research Findings: This study examined whether children’s outcomes at age 3 were predicted by their experiences in Early Head Start (EHS), focusing on 2 key features of infant and toddler care: (a)...

The present study examined predictors and pathways relevant to children's dosage in Early Head Start (EHS) using the dataset from the Early Head Start Family and Child Experiences Study (Baby FACES; Vogel & Boller, 2009–2012). Dosage was defined in two ways: (a) leaving EHS early, before age eligibility ended, and (b) the total length of EHS enrollment. This study first examined factors predicting children's dosage of EHS with a particular focus on parent-caregiver relationships captured when children were age 1. Second, this study examined a potential mediational role of family involvement on the association between parent-caregiver relationships and EHS dosage, controlling for child and family characteristics. Findings showed that children from families with higher risks were more likely to leave EHS early and were enrolled in EHS for less time. Children were less likely to leave EHS early when their caregivers reported positive relationships with parents when children were age 1. However, the length of EHS enrollment was not predicted by parent-caregiver relationships as reported either by parents or caregivers. Findings from mediation models showed that caregiver-reported positive parent-caregiver relationships were associated with the higher level of family involvement during EHS which, in turn, predicted both lower rates of early leaving and longer length of EHS enrollment. These results indicate that promoting initial positive parent-caregiver relationships and encouraging family involvement in EHS may be important for maximizing children's EHS dosage, which has been shown to be beneficial for the development of children in EHS.

Continuity of care (CoC) is a widely endorsed theory-based practice in center-based early childhood programs. Despite its widespread endorsement, however, there are few empirical studies of CoC or children’s actual experience of care stability in infant and toddler group settings. This descriptive study investigated (1) the national percentage of EHS programs with centers implementing CoC, (2) potential differences between EHS programs with all or none of their operating centers implementing CoC, (3) the number of teacher changes children experienced during two consecutive years in EHS, as an indicator of early care stability, and (4) child and family characteristics of children having different levels of care stability during their EHS programs. Using the recently released Early Head Start Family and Child Experiences Study (Baby FACES) dataset, secondary analyses were conducted using descriptive statistics, mean difference tests, and Chi-square tests with sampling weights applied. Results showed that 29% of EHS programs reported no centers implementing CoC practices within their programs, and 57% of programs reported all of their centers implemented CoC. The 57% of EHS programs implementing CoC had greater stability of their administrative staff. Results further showed that during EHS, 29 and 34% of children experienced no or one teacher change, respectively, while 37% of children experienced two to six teacher changes. Child and family characteristics were generally not associated with children’s stability of care in EHS. CoC is not uniformly implemented across EHS programs, and many children experience multiple teacher changes in center-based EHS programs.

This study examined whether developmental patterns of inhibitory control (IC) and kindergarten math achievement differed among Head Start children with varying dual language learning status. This study further explored the potential mediation effects of IC development as an explanation of differences in kindergarten math skills across children with varying dual language learning status. Based on their English skills and home language use, children’ dual language learning status was categorized into (1) Spanish-English bilingual children, (2) Spanish-English dual language learners with limited English skills (DLLs-LES), and (3) English-monolingual children. Analyses were conducted using data from the Head Start Family and Child Experiences Survey (FACES) 2009 Cohort. Results showed that bilingual children presented greater IC at Head Start entry than DLLs-LES and faster growth in IC through kindergarten (1.5 years) than English-monolingual children. Bilingual children also outperformed monolingual children and DLLs-LES in math at kindergarten, despite the fact that they had lower baseline math skills than monolingual children. DLLs-LES, on average, presented the lowest IC skills and math skills through kindergarten. DLLs-LES, however, presented faster growth in IC than English-monolingual children through kindergarten. The achievement gaps in math among the three groups were explained by relative differences in IC development among the groups. The current study with low-income preschoolers supported emerging literature suggesting the benefits of bilingualism for cognitive skills and learning. Study implications are discussed.

Purpose This study investigates the association between mother and father harsh parenting, and parent-child communication, and parental alcohol use on males' alcohol use from early adolescence into emerging adulthood. Methods Data come from the Iowa Youth and Families Project, a prospective 28-year longitudinal study of rural Midwestern youth and their families. Mother and father harsh parenting, parent-child communication, and alcohol use were assessed at time 1 when males were in early adolescence (13 years old, n = 215). Target male alcohol use was assessed at time 2 during late adolescence (18 and 19 years old, n = 206, 96% follow-up rate), and at time 3 in emerging adulthood (23 and 25 years old, n = 197, 92% follow-up rate). Results Results obtained from structural equation modeling using Mplus, version 7, statistical software indicated that father harsh parenting in early adolescence was directly associated with alcohol use in emerging adulthood. Mother communication was negatively associated while father alcohol use was positively associated with adolescent alcohol use in late adolescence and emerging adulthood. Alcohol use in late adolescence was significantly related to alcohol use in emerging adulthood. Conclusion This study offers unique insights into how mother- and father-son dyads differ in communication and parenting styles, as well as how these associations influence adolescent male alcohol use continuing into emerging adulthood. Multiple informants utilized in the current study provide a more complex understanding of how each parent uniquely contributes to the role of their adolescent's alcohol use in late adolescence into emerging adulthood.

Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.

This chapter presents an overview of the project Unlocking the Potential of Migrants through Vocational Education and Training (VET). The chapter first provides details on the objective and context of the study. It then highlights the opportunities presented by the arrival of young humanitarian migrants and explains the challenges faced by VET systems in addressing specific barriers, which can be expected to hinder successful progress through VET. The chapter sets out why VET can be a particularly effective approach to integrate migrants, in particular humanitarian migrants. Finally, the chapter summarises the main findings of the report based on an analysis of major OECD countries that have been significantly affected by the recent increase of humanitarian migrants.

This chapter discusses how countries can support migrants, in particular humanitarian migrants, in their preparations to enter the upper-secondary vocational education and training (VET) and ensure effective pathways through VET. It describes the main barriers preventing young migrants from entering upper-secondary VET, including language, basic skills, country‑specific knowledge and social barriers. The chapter explores strategies for getting young migrants ready for upper-secondary VET, including preparatory programmes, teachers’ professional development and social partner engagement.

To enable the potential of young migrants through upper-secondary vocational education and training (VET), it is important that, on the one hand, host countries develop a rapid understanding of the potential of migrants, and on the other hand, that migrants themselves gain an informed understanding of what upper-secondary VET has to offer. This chapter discusses challenges such as building migrant profiles and monitoring progress towards VET, and the low reputation and attractiveness of VET among migrants. It then presents effective approaches to inform young migrants about VET opportunities, including skills assessment, skills recognition, career guidance and mentoring.

This chapter presents what vocational educational training and training (VET) pathways are available for young humanitarian migrants and what barriers are faced by those migrants when entering substantive upper‑secondary VET, notably apprenticeships. Barriers are faced by entry requirements that are difficult to attain in a short period time for newly arrived and effectiveness of preparatory measures and financial barriers. For work-based VET in particular, difficulties in connecting to employers and lack of social networks are addressed as well as employer discrimination when securing an apprenticeship. The chapter then lays out how countries and their VET systems can respond to such barriers to facilitate the entry of those migrants across OECD countries.

The current study examined the association between positive couple interaction and child social competence as mediated through positive parenting and parent-child attachment security. Prospective, longitudinal data came from 209 mothers, fathers, and their biological child. Information regarding observed positive couple interaction, observed positive parenting, and parent-child attachment security were assessed when the child was 2 to 4 years old, and child social competence was assessed at 5 years old. Mothers and fathers were analyzed separately in the model. Results indicated that for both mothers and fathers, positive couple interaction was indirectly associated with child social competence through positive parenting and parent-child attachment. These pathways remained statistically significant even after child social competence at age 2 to 4 was taken into account. Results suggest that couple interaction spills over into parenting which impacts parent-child attachment, which is associated with positive child developmental outcomes.

The current study examined intergenerational continuity in economic hardship, parental positivity, and positive parenting across generations based on both the Family Stress Model and the Family Resilience Framework. The study included 220 generation one (G1) parents, their target youth (generation two: G2) who participated from adolescence through adulthood, and the target’s child (generation three: G3). Assessments included observational and self-report measures. Results indicated that G1 economic hardship negatively influenced both G1 positivity and G1 positive parenting. Similarly, G2 economic hardship was negatively related to both G2 positivity and G2 positive parenting which, in turn, was associated with G3 positive behavior to G2. For both G1 and G2, parental positivity mediated the association between economic hardship and positive parenting. G2 economic hardship was indirectly related to G3 positive behavior through G2 parental positivity and positive parenting. An important finding is that the intergenerational continuity of economic hardship, positivity, and positive parenting were transmitted from G1 to G2. Results suggest that even in times of economic adversity, parental positivity and positive parenting were transmitted from G1 parents to their G2 youth during adulthood. Such continuity seems to influence the positive behavior of the G3 children.

The present work reports the investigation on the cooling performance of rotor ventilation duct of turbine generator. An investigation using experimental and analytical approaches was carried out to understand the flow and heat transfer characteristics of a single rotor ventilation duct. For the investigation, the stationary experiments are carried out for the three different conditions of (1) no cross flow (2) inlet cross flow (3) inlet and outlet cross flow followed by CFD analysis for each case. Transient heat transfer experiment using thermochromic liquid crystal (TLC) technique was carried out for measuring heat transfer characteristics. Furthermore, pressure losses are measured. A series of CFD analysis is carried out for validating modeling approach. The CFD results show good agreement with experimental data. Since the experiments were carried out on the stationary condition, the effect of rotation is examined using validated CFD model. Reynolds number is varied in the range of 13100 ~ 21000.

Turbine generators operate with complex cooling systems due to the challenge in controlling the peak temperature of the stator bar caused by Ohm loss, which is unavoidable. Therefore, it is important to characterize and quantify the thermal performance of the cooling system. The focus of the present research is to investigate the heat transfer and pressure loss characteristics of a typical cooling system, the so-called stator ventilation duct. A real scale model was built at its operating conditions for the present study. The direction of cooling air was varied to consider its operation condition, so that there are: (1) outward flow, and (2) inward flow cases. In addition, the effect of (3) cross flow (inward with cross flow case) was also studied. The transient heat transfer method using thermochromic liquid crystals is implemented to measure full surface heat transfer distribution. A series of computational fluid dynamics (CFD) analyses were also conducted to support the observation from the experiment. For the outward flow case, the results suggest that the average Nusselt numbers of the 2nd and 3rd ducts are at maximum 100% and 30% higher, respectively, than the inward flow case. The trend was similar with the effect of cross flow. The CFD results were in good agreement with the experimental data.

The current study describes how positivity can be incorporated into the Family Stress Model to explain resilience to disrupted family processes in the face of economic distress. Prospective, longitudinal data came from 451 mothers, fathers, and youth participating from their adolescence through early adulthood. Assessments included observational and self-report measures. Information regarding economic pressure, parental positivity, and parenting were collected during early adolescence, positivity was collected in late adolescence and emerging adulthood. Results indicated that economic pressure was indirectly associated with adolescent positivity through parental positivity. Economic pressure was negatively associated with parent positivity, whereas parental positivity was positively associated with parenting. Moreover, parental positivity and parenting were both related to positivity in adolescence. Results suggest that personal resources linked to a positive outlook can foster nurturant parenting, even in times of economic strain. Such parenting seems to positively influence adolescent development into emerging adulthood.

The present study examined whether teachers' depressive symptoms are directly and indirectly associated with children's social-emotional and language development in the context of Early Head Start (EHS) center-based programs. We used the EHS Family and Child Experiences Study (i.e., Baby FACES 2009) with a sample of 275 toddlers and 197 teachers in 72 programs. Among the current sample of EHS teachers, the prevalence of teachers' depressive symptoms was low. Teachers with higher levels of depressive symptoms tended to report that they have toddlers with more behavior problems in the classroom after controlling for several child, family, and teacher characteristics. We also found a significant association between teachers' depressive symptoms and observed levels of Emotional and Behavioral Support (EBS) in classrooms. EBS is significantly associated with teacher-rated child behavior problems. However, teachers' depressive symptoms are not significantly associated with Engaged Support for Learning (ESL). There is no mediational link for the association of teachers' depressive symptoms with any developmental outcomes via its association with EBS or ESL. Although incidence of clinical levels of depressive symptoms was low in this sample, overall depressive symptoms were associated with classroom quality and children's behavior problems, suggesting the importance of intervention and prevention strategies for practitioners and policy makers to improve teachers' mental health and classroom quality systematically in EHS.