Understanding alignment in children’s early learning experiences: Policies and practices from across the United States

ABSTRACT Norovirus is the leading cause of foodborne illness outbreaks in the United States, and restaurants are the most common setting of foodborne norovirus outbreaks. Therefore, prevention and control of restaurant-related foodborne norovirus outbreaks is critical to lowering the burden of foodborne illness in the United States. Data for 124 norovirus outbreaks and outbreak restaurants were obtained from Centers for Disease Control and Prevention surveillance systems and analyzed to identify relationships between restaurant characteristics and outbreak size and duration. Findings showed that restaurant characteristics, policies, and practices were linked with both outbreak size and outbreak duration. Compared with their counterparts, restaurants that had smaller outbreaks had the following characteristics: managers received food safety certification, managers and workers received food safety training, food workers wore gloves, and restaurants had cleaning policies. In addition, restaurants that provided food safety training to managers, served food items requiring less complex food preparation, and had fewer managers had shorter outbreaks compared with their counterparts. These findings suggest that restaurant characteristics play a role in norovirus outbreak prevention and intervention; therefore, implementing food safety training, policies, and practices likely reduces norovirus transmission, leading to smaller or shorter outbreaks. HIGHLIGHTS

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Ballet Austin

The Oxford Handbook of Contemporary Ballet ◽

10.1093/oxfordhb/9780190871499.013.5 ◽

2021 ◽

pp. 317-336

Author(s):

Caroline Sutton Clark

Keyword(s):

United States ◽

Learning Experiences ◽

The United States ◽

Experimental Platform ◽

New Learning

From 2006 to 2014, the professional US company Ballet Austin hosted an ambitious biennial competition, New American Talent/Dance, as an experimental platform to support “emerging” choreographers. However, after five seasons of this competition and despite self-reported success in meeting project goals to provide new learning experiences for participating choreographers, dancers, and audiences, Ballet Austin suspended the event. The reasons behind this decision, along with the insights gained through the process of producing these shows, reveal dimensions of US contemporary ballet in practice. This chapter illuminates how ballet pedagogy often fails the needs of contemporary ballet artists in the education of both future choreographers and the dancers who work with them, impacting not only the lives and careers of these artists but also, more generally, field aesthetics and development. The research further describes how audiences judged emerging choreographers, an analysis that may inform future lines of inquiry with regard to contemporary ballet and the sustainability of the field in the United States.

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Chapter 5: Establishing Teacher Allies through Critical Multicultural Coursework

Teachers College Record ◽

10.1177/016146812112301306 ◽

2021 ◽

Vol 123 (13) ◽

pp. 1-30

Author(s):

Lan Kolano ◽

Leslie Gutierrez ◽

Anna Sanczyk

Keyword(s):

United States ◽

Preservice Teachers ◽

Undocumented Immigrants ◽

The United States ◽

Border Crossing ◽

Preparation Programs ◽

Teachers Perceptions ◽

Immigration Laws ◽

Alternative Routes ◽

Policies And Practices

Background Contemporary dominant discourses surrounding (un)documented migration in the United States are commonly divided into two polarized frames: those immigrants who are hard workers seeking a better life, and others who are border-crossing criminals. For teachers in the Southeast, developing an understanding of immigrants becomes critically important as new demographic trends and anti-immigration rhetoric have resulted in the implementation of restrictive laws, policies, and practices. In this article, we move beyond pedagogical strategies that address students’ linguistic needs and explore what teachers know and say about immigration, along with what they know about undocumented and DACAmented students. Purpose The purpose of this study was to explore the ways in which exposure to counternarratives of undocumented or DACAmented youth and families altered the frames in which teachers viewed immigration and undocumented and DACAmented immigrants. Research Design The researchers used qualitative methods to collect a series of narratives in the form of I-essays from 71 preservice teachers over four semesters. The narratives were then used as a tool of communication in exploring two research questions: (1) What were teachers’ perceptions of undocumented immigrants, given the racialized context in the Southeast? (2) How did counternarratives presented in multiple formats challenge the dominant essentialized view of undocumented immigrants? Narrative data from participants were analyzed using an inductive analysis approach. Findings The findings support how the use of critical conversations around immigration and exposure to the lives of youth and families through the use of film and narratives can support the development of teachers as undocumented allies. Conclusions We argue that preservice (ESL) teachers need to be knowledgeable about immigration laws, statuses, policies, and practices in order to be prepared to serve their students’ needs and to aid them in mapping out alternative routes/resources. For our participants, their views were challenged to reflect a deeper understanding of immigration, particularly around what it means to be an undocumented immigrant in an area of the United States that has experienced new immigrant growth. This study has significant implications for teacher preparation programs and further research.

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Resistance Is Not a Crime

Co-conspirator for Justice ◽

10.5149/northcarolina/9781469656250.003.0013 ◽

2020 ◽

pp. 190-205

Author(s):

Susan M. Reverby

Keyword(s):

United States ◽

Hodgkin's Disease ◽

Hodgkin’S Disease ◽

The United States ◽

United States Government ◽

States Government ◽

Policies And Practices

Berkman and his five other “co-conspirators” were charged in a five-count indictment that they had tried “to influence, change and protest policies and practices of the United States government….through the use of violent and illegal means.” Brought to Washington, D.C. from prisons across the country, they now had to build a joint defence in what they labelled the Resistance Conspiracy Case. They were not, however, “innocent,” yet did not want to pled guilty. As they prepared for trial, Berkman’s Hodgkin’s Disease returned and their strategy had to be reset.

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Race and Space

Black Lives and Spatial Matters ◽

10.7591/cornell/9781501750465.003.0002 ◽

2020 ◽

pp. 23-41

Author(s):

Jodi Rios

Keyword(s):

United States ◽

Cultural Politics ◽

Local Level ◽

The United States ◽

For Profit ◽

Conditions Of Possibility ◽

Politics Of Race ◽

Policies And Practices

This chapter traces the ways by which culture is used to produce, police, study, and represent blackness specifically in conjunction with racialized metropolitan space in the United States—the cultural politics of race and space. Cultural politics is the scaffold for modes of informal disciplining, and it establishes the conditions of possibility for formal policing. The chapter then outlines some of the contours of the cultural politics of race and space that are important for understanding the practices and phenomena in North St. Louis County. Because scholarship produces powerful discourses that reveal, obscure, and sanction violence in and through space, it also considers the ways in which culture, race, and space have been historically conflated in different spaces of scholarship. Ultimately, North County stands as a prime example of how blackness-as-risk has been deployed at a local level through cultural politics in order to differentiate and police bodies and space for profit through racist and “race-neutral” policies and practices.

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