A Culture of Relationships: Early Care for Italian and American Children

A culture of childhood is a shared vision – an agreed upon vision – of the needs and rights of children, including ideas about how the people of the community can collectively nurture them and at the same time be renewed by them. In other words, it is a set of values, beliefs, and practices that people have created to guide their way of nurturing young children and their families. The vision is about investing in young children and investing in the supports and relationships that children need to learn and grow, both for the reason that children carry our future and because they carry our hopes and dreams for the future. These hopes and dreams begin with birth. Sensitive, emotionally available parents create the framework for interaction with their children by responding to the baby’s cues, engaging the baby in mutual gazes, and imitating the baby. The baby, born with a primary ability to share emotions with other human beings eagerly joins the relationship dance. The intimate family circle soon widens. Providers, teachers, and directors of early childhood programs become significant figures in children’s lives—implicit or explicit partners in a "relationship dance" (Edwards & Raikes, 2002). These close relationships are believed to be critical to healthy intellectual, emotional, social, and physical development in childhood and adolescence as well. These conclusions have been documented by diverse fields of science, ranging from cognitive science to communication studies and social and personality psychology. Close relationships contribute to security and trust, promote skill development and understanding, nurture healthy physical growth, infuse developing self-understanding and self-confidence, enable self-control and emotion regulation, and strengthen emotional connections with others that contribute to prosocial motivation (Dunn, 1993; Fogel, 1993; Thompson, 1996). Furthermore, many studies showing how relationship dysfunction is linked to child abuse and neglect, aggression, criminality, and other problems involving the lack of significant human connections (Shankoff & Meisels, 2000). In extending the dance of primary relationships to new relationships, a childcare teacher can play a primary role. The teacher makes the space ready--creating a beautiful place that causes everyone to feel like dancing. Gradually, as the dance between them becomes smooth and familiar, the teacher encourages the baby to try out more complex steps and learn how to dance to new compositions, beats, and tempos. As the baby alternates dancing sometimes with one or two partners, sometimes with many, the dance itself becomes a story about who the child has been and who the child is becoming, a reciprocal self created through close relationships.

The Land Grant University Movement and the Future of IANR UAAD

Good afternoon. It is a real pleasure for me to be here with you today, and I thank you for inviting me. I also, as I begin my remarks today, want to thank each of you for the work you do, everyday, to help make this a better university. Please know that work is both valued and appreciated. I'd like to talk with you about a couple of topics today, and after that I'm going to open the floor for questions and comments. I look forward to hearing what you have to say, too. The first topic I'm going to talk about in the next few minutes is our land grant mission. People who know me at all can tell you I am passionate about land grants because I believe being part of a land grant university and helping to advance the land grant mission is one of the great privileges and responsibilities of our times.

SCREC District VIP Event

Folks, it's a great treat to have this opportunity to share with you how we in the Institute of Agriculture and Natural Resources are at work for Nebraska. I want to talk with you a little bit today about that work, our land-grant university history, and where our vision for Nebraska's future is taking us.

ECOLOGICAL CONTROL OF BIRD HAZARD TO AIRCRAFT

The Canadian Wildlife Service has had twenty-five years experience with the problem caused by bird contacts with aircraft. I experienced my first bird strike, while flying as an observer on a waterfowl survey in August, 1940. Officers of the Service investigated bird problems at airports at Yarmouth, Nova Scotia, and Cartierville, Quebec, in the late 1940's. Those incidents involving gulls and low speed piston-engined aircraft caused minor damage to the aircraft but considerable disturbance to the operators. As aircraft speeds increased and airports became more numerous and busier the problem increased in extent and complexity. By 1960 it was apparent that the problem would grow worse and that work should be directed toward reducing the number of incidents. In 1960 an electra aircraft crashed at Boston, Massachusetts, killing 61 passengers. Starlings were involved in the engine malfunction which preceded the crash. In November, 1962 a viscount aircraft was damaged by collision with two swans between Baltimore and Washington and crashed with a loss of 17 lives. Those incidents focused attention on the bird hazard problem in the United States.