The diagnostic criteria of Asperger's syndrome (AS), considered a part of the autistic spectrum disorder, are still unclear. A critical marker, which distinguishes AS from autism, is the presence of language. The ability of a child with AS to acquire and use language early results in the fact that AS usually is diagnosed much later than autism. Autism is not usually diagnosed until around the age of 3, whereas AS usually is not diagnosed until the child is 6 or 7 years of age. In the present article, using Eshkol-Wachman movement notation, we present evidence that abnormal movement patterns can be detected in AS in infancy. This finding suggests that AS can be diagnosed very early, independent of the presence of language. As shown earlier by us, almost all of the movement disturbances in autism can be interpreted as infantile reflexes ''gone astray''; i.e., some reflexes are not inhibited at the appropriate age in development, whereas others fail to appear when they should. This phenomenon appears to apply to AS as well. Based on preliminary results, a simple test using one such reflex is proposed for the early detection of a subgroup of children with AS or autism.

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The purpose of our project was to explore the explicit or implicit engagement of faculty members across the curriculum in teaching the entrepreneurial mindset.  We begin by defining entrepreneurship on a spectrum, recognizing the contextual nature and psychological development associated with entrepreneurial thinking.  We developed a self-report survey containing a combination of quantitative and qualitative items to determine faculty member knowledge of entrepreneurship and their engagement in teaching elements of the entrepreneurial mindset.  We surveyed the faculty at a primarily teaching university in the western United States.  Sixty-four faculty members (~20%) with representation from across the disciplines completed our survey.  We found constrained knowledge of entrepreneurship, indications of teaching elements of the entrepreneurial mindset, and approaches to assignments that were limited in scope for fostering entrepreneurial thinking.  The implications of our research are a need for professional development to enhance faculty members’ knowledge of entrepreneurial thinking and support for instructional and content choices that could enhance student development of an entrepreneurial mindset.

Over the past decade, cohesion and integration have been a key concern for policymakers in countries across Europe and North America. The rapid increase in immigration, coupled with the perception of rapid social change and instability, is seen to have presented communities and governments with a range of 'new' challenges. In the attendant debates, schools are often presented as part of the solution to these challenges, but much remains unknown about the relationship between schools and community cohesion. This article therefore explores the role of schools as a site of socialisation for children and young people and their role in fostering the attitudes, behaviours and norms that are typically associated with citizens in a cohesive society. This article focuses in particular on the role of school demographics and school climate and uses longitudinal data from students in England to examine these relationships.