scholarly journals Why Rural Matters 2018-2019: The Time is Now: Interview with Authors Jerry Johnson, Daniel Showalter, and Sara Hartman

2019 ◽  
Vol 40 (3) ◽  
Author(s):  
Erin McHenry-Sorber
Keyword(s):  
United States ◽  
Rural Education ◽  
The United States ◽  
Rural School ◽  
The State ◽  
School Superintendents ◽  
Policy And Practice ◽  
College Board ◽  
The Status ◽  
Community Trust

TRE editor Erin McHenry-Sorber recently spoke with three of the authors of the biennial report on the status of rural education published by the Rural School and Community Trust in partnership with the College Board and AASA: The School Superintendents’ Organization. Why Rural Matters 2018-2019 The Time is Now examines the state of rural education in each of the 50 states in the United States.  The authors describe the significance of the report and its implications for policy and practice.

Washington View: Big ideas for a new day

2021 ◽  
Vol 102 (5) ◽  
pp. 61-62
Author(s):  
Maria Ferguson
Keyword(s):  
United States ◽  
Rural Education ◽  
Social And Emotional Learning ◽  
The United States ◽  
Emotional Learning ◽  
School Superintendents ◽  
Social And Emotional ◽  
Big Ideas

As the United States has begun to make the transition from one presidential administration to the next, organizations with an interest in education have weighed in on what they think the Biden administration should focus on. Maria Ferguson shares recommendations from the Center for American Progress, AASA: The School Superintendents Association, Organizations Concerned About Rural Education, and advocates for social and emotional learning.

scholarly journals SURVEYING FOR RANAVIRUS IN GREEN FROGS (LITHOBATES CLAMITANS) AT FIVE LOCATIONS IN INDIANA

2016 ◽  
pp. 23-26
Author(s):  
Megan E. Winzeler ◽  
Rod N. Williams ◽  
Steven J. A. Kimble
Keyword(s):  
United States ◽  
The United States ◽  
The State ◽  
Green Frog ◽  
Emerging Pathogen ◽  
Tissue Samples ◽  
Frog Virus ◽  
The Status ◽  
Pcr Method ◽  
Management And Conservation

Ranaviruses are an emerging pathogen within the United States that infects amphibians, reptiles, and fish. A Frog Virus 3-like (FV3) ranavirus has been detected at only two locations in Indiana; however, there have been few attempts to broadly sample for ranaviruses to determine their distribution across the state. This knowledge is necessary for the continued management and conservation of native amphibian populations. Our objective was to assess the occurrence of FV3-like ranaviruses in larval Green Frog (Lithobates clamitans) populations at five sites located in different regions of Indiana. Tissue samples were collected from 166 individuals and were assayed using both conventional and qPCR methods. We did not detect the presence of any FV3-like ranaviruses at any of the five sites with either PCR method, suggesting the possibility that at these sites, FV3-like ranaviruses may not be present. However, continued sampling should be carried out to monitor the status of the presence of ranaviruses in this portion of the Midwest.

Educational Transitions in the United States: Reflections on the American Dream

2012 ◽  
Vol 7 (4) ◽  
pp. 465-479
Author(s):  
Paul T. Crawford
Keyword(s):  
United States ◽  
National Security ◽  
Social Inclusion ◽  
American Dream ◽  
The United States ◽  
Status Quo ◽  
Individual Choice ◽  
Educational Transitions ◽  
Policy And Practice ◽  
The Status

Education involves socialization so that individuals become productive members of society. At present, in the United States, educational transitions are primarily viewed in terms of their location in an outcomes-oriented process and framed as helping people achieve the American Dream, but in terms of the status quo national economic interest. But what about US residents who are unwilling to accommodate this particular worldview or its component ethos? Current conceptualizations of educational transitions in the United States favour economic efficiency and national security. However, new demographic realities will necessitate a revised notion of national security, one that is based on social inclusion. Consider, for example, the burgeoning Latino population in the United States. Will the current offer of education remain as valid in 2020 or 2050 when the nation has become a patchwork of minority populations? Individual choice at the moment of educational transition in the United States is increasingly framed as a zero-sum calculus: conform to the status quo or risk marginalization. The educational system is being co-opted by narratives associated with standard gross domestic product (GDP) metrics. The metrics used to guide and warrant educational policy and practice need to be widened so that educational assessment is based on the ‘context of human lives’. Despite an uneven record of cultural and ethnic injustice, the United States has narrative-based resources that support social inclusion. At the heart of the nation's orienting narrative is a quandary: how to balance a sense of manifest destiny with an understanding that our future is uncertain and sustainable only by joining many human capabilities?

Domesticating Colonizers: Domesticity, Indigenous Domestic Labor, and the Modern Settler Colonial Nation

2019 ◽  
Vol 124 (4) ◽  
pp. 1290-1301 ◽  
Author(s):  
Victoria Haskins
Keyword(s):  
United States ◽  
White Women ◽  
State Intervention ◽  
The United States ◽  
Second World War ◽  
The State ◽  
Modern World ◽  
Policy And Practice ◽  
Official Policy ◽  
Second World

Abstract The placement of Indigenous girls and young women in white homes to work as servants was a key strategy of official policy and practice in both the United States and Australia. Between the 1880s and the Second World War, under the outing programs in the U.S. and various apprenticeship and indenturing schemes in Australia, the state regulated and constructed relations between Indigenous and white women in the home. Such state intervention not only helped to define domesticity in a modern world, but was integral to the formation of the modern settler colonial nation in its claims to civilizing authority in the United States and Australia. In the context of settler colonialism, domesticity was not hegemonic in this period, but rather was precarious and uncertain. By prescribing and demanding from employers demonstrations of domesticity, the state was engaged in perfecting white women as well as Indigenous women, the latter as the colonized, to be domesticated, and the former as the colonizer, to domesticate.

Multicultural Assessment of Personality and Psychopathology in the United States: Still Art, Not Yet Science, and Controversial

1998 ◽  
Vol 14 (1) ◽  
pp. 62-70 ◽  
Author(s):  
Richard H. Dana
Keyword(s):  
United States ◽  
Racial Identity ◽  
The United States ◽  
Therapeutic Assessment ◽  
Culturally Competent ◽  
Research Attention ◽  
The Status ◽  
Training Research ◽  
Multicultural Assessment ◽  
Personality Description

This paper describes the status of multicultural assessment training, research, and practice in the United States. Racism, politicization of issues, and demands for equity in assessment of psychopathology and personality description have created a climate of controversy. Some sources of bias provide an introduction to major assessment issues including service delivery, moderator variables, modifications of standard tests, development of culture-specific tests, personality theory and cultural/racial identity description, cultural formulations for psychiatric diagnosis, and use of findings, particularly in therapeutic assessment. An assessment-intervention model summarizes this paper and suggests dimensions that compel practitioners to ask questions meriting research attention and providing avenues for developments of culturally competent practice.

Varied Responses to Human-Induced Seismicity in the City of Azle, Texas

2019 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Sarmistha R. Majumdar
Keyword(s):  
State Government ◽  
Induced Seismicity ◽  
Oil And Gas ◽  
The United States ◽  
The State ◽  
Prior History ◽  
Small Community ◽  
Regulatory Policies ◽  
The Status

Fracking has helped to usher in an era of energy abundance in the United States. This advanced drilling procedure has helped the nation to attain the status of the largest producer of crude oil and natural gas in the world, but some of its negative externalities, such as human-induced seismicity, can no longer be ignored. The occurrence of earthquakes in communities located at proximity to disposal wells with no prior history of seismicity has shocked residents and have caused damages to properties. It has evoked individuals’ resentment against the practice of injection of fracking’s wastewater under pressure into underground disposal wells. Though the oil and gas companies have denied the existence of a link between such a practice and earthquakes and the local and state governments have delayed their responses to the unforeseen seismic events, the issue has gained in prominence among researchers, affected community residents, and the media. This case study has offered a glimpse into the varied responses of stakeholders to human-induced seismicity in a small city in the state of Texas. It is evident from this case study that although individuals’ complaints and protests from a small community may not be successful in bringing about statewide changes in regulatory policies on disposal of fracking’s wastewater, they can add to the public pressure on the state government to do something to address the problem in a state that supports fracking.

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