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Despite being largely supportive of their sibling with an autism spectrum disorder (ASD), some siblings without ASD also feel the effects of the disorder particularly in relation to challenging behaviour and lack of empathy. The purpose of this paper is to explore the experiences adults who have a sibling with ASD and intellectual disability (ID) with challenging behaviour.

Interviews were conducted with 11 capacitous adult siblings of service users who have ASD and ID as well as a history of challenging behaviour. A modified version of the autism Parenting Stress Index was used to assess the impact on those siblings. thematic analysis was utilised to analyse their responses.

Four main themes emerged from the interviews, which highlighted that challenging behaviour can cause emotional losses and can impact upbringing and the sibling relationship. Despite the siblings making adjustments, they continue to have concerns for the future.

Chronic challenging behaviour can impact on siblings, and it is important to support entire families, and not exclusively parents.

This paper discusses the findings of a mixed-methods study of early childhood instructional coaches employed in state-funded preschool (aged three and four years) programs in the state of New Jersey (NJ) in the United States (US), highlighting a case study of one coach that provides an example of individual and organizational factors influencing the work.

An online survey was distributed to all coaches (master teachers) in 35 districts' early childhood programs. Two master teachers were then studied for a period of five months. During that time, three structured interviews were conducted, focused observations occurred each month, and coach logs were collected.

The findings of the data analyses illuminated both individual (i.e., a coach's own professional development) and organizational (i.e., varying interpretations of role) factors that influenced the work of the early childhood coaches.

The data in this paper is limited to one US state's approach to early childhood coaching. The case study data examined is limited to the contexts of the specific participating districts and master teachers involved. It is suggested that future research be conducted on a nationwide pool of instructional coaches.

The findings of this study highlight the role of the state in providing more guidance surrounding the primary responsibilities of the master teacher. It is suggested that further attention be placed on creating and sustaining a professional development network for the master teachers serving NJ's early childhood programs.

As one of the few statewide studies of instructional coaching in early childhood, this study provides insights into how policy is translated into practice.

The purpose is to identify the underlying motives of heavy work investment (HWI) types (i.e. workaholism and work engagement) based on self-determination theory, while controlling for job demands and resources. The role of four cultural differences (i.e. individualism, power distance, uncertainty avoidance and masculinity) in moderating the motivational correlated relationships is also explored using data retrieved from two distinct cultures (i.e. the USA and Egypt).

Full-time employees (N = 595) in the USA and Egypt were surveyed. Multiple regression analyses were used to test the associations between the two HWI types and four types of motivation (i.e. intrinsic, extrinsic, introjected and identified motivations). Furthermore, moderation analyses were conducted to explore potential effects of four cultural dimensions (i.e. individualism, power distance, uncertainty avoidance and masculinity) on the motivationalcorrelated relationships.

Workaholism positively relates to the controlled types of motivation (i.e. extrinsic and introjected regulation), while work engagement positively relates to the autonomous ones (i.e. intrinsic and identified regulation) and negatively associates with extrinsic motivation. Moreover, cultural masculinity moderated the relationship between work engagement and extrinsic motivation, as well as the association between workaholism and extrinsic motivation.

A clear differentiation of motivation behind both types of HWI is required by occupational health practitioners to design interventions that stimulate employee engagement rather than fuel workaholism. Multinational organizations could also benefit from understanding the interaction between cultural dimensions, motives and HWI, thereby planning more effective work engagement strategies among different cultures.

This is the first study to investigate the motivational correlates of HWI types across two contrasting cultures.

This article presents a pedagogical model that utilizes students as primary researchers in the identification, interviewing, and then reporting on women entrepreneurs as a major component of a multidisciplinary entrepreneurship course. The purpose of the course is to attract students who may not be familiar with the entrepreneurship concept itself, the role of women in such economic ventures, or the possibilities for people like themselves in such a career avenue. Students are exposed to the accomplishments of women entrepreneurs throughout U.S. history in the broad categories of agriculture and mining; construction; communication; manufacturing; service (both for profit and not-for-profit); transportation; and wholesale and retail trade. This content experience is then enhanced by the studentsʼ own direct interaction with and interviewing of women entrepreneurs. The implementation, potential outcomes, and possible adaptations of the course are described, and this transformational learning process model is illustrated.

The following address has been sent to the President of the French Republic :—

THIS month usually sees the estimates adopted that must govern public library spending for the year to come. It is likely to be a testing time for many librarians and we look forward with much interest to their experiences this year. The international rearmament programme, which authority has told us will not radically change our economic position, must have its repercussions on all municipal activities; expansion, so badly needed and so often deferred, is not likely to come immediately. However, as we remarked last month, dismal prophecies have so often been confounded by the subsequent facts that we hope 1951 will not be an exception. The defence programme may have some Staff effects, especially if the Z reserves are called again to the Colours. There is much that we may hope and much we should plan for in the months immediately ahead.

“The organisation of any library depends on the men and women who work there. They have a very important job. They are the indispensable middle‐men of culture and science, and in opening this library we ought to remember that its success will depend on them as much as on what is in it.”—The Duke of Edinburgh, opening the Scottish Central Library on November 5th, 1953.

Fire Prevention Week takes place during the week of 9 October, the date of the great Chicago fire. Fire prevention in the narrow sense refers to precautionary measures taken to prevent the outbreak of fires. In books, articles, and other materials on the subject, however, fire prevention often encompasses the broader terms of fire science, fire protection, and fire safety.