scholarly journals The Canary in the Mine: Remote Learning in the Time of COVID-19

2020 ◽  
Vol 9 (3) ◽  
pp. 76
Author(s):  
David Coker
Keyword(s):  
United States ◽  
Planning Process ◽  
The United States ◽  
National Organizations ◽  
Individual School ◽  
Returning To School ◽  
The Impact ◽  
Policy Proposals ◽  
Remote Learning

National organizations in the United States issued policy proposals for returning to school during the COVID-19 pandemic. A qualitative review, using the constant comparison model, examined six policies from different organizations. The policies operate on the notion of a progressive curriculum, with the values of equity, access, and adaptations driving the planning process. There are five variables national policies utilize to operationalize the progressive curriculum and values: organizing, staffing, scheduling, envisioning, and vulnerabilities. A case study using an individual school district examined the impact on learning within the framework of the policies. Recommendations to improve online and remote learning follow.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2015 ◽  
pp. 156-174
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2016 ◽  
pp. 683-701
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

Educating Students with Chronic Illness

2020 ◽  
pp. 578-597
Author(s):  
Margaret Tseng ◽  
Rebecca Magee Pluta
Keyword(s):  
United States ◽  
Middle School ◽  
Chronic Illness ◽  
Civil Rights ◽  
The United States ◽  
Middle School Student ◽  
Physical Location ◽  
Available Technology ◽  
The Impact

Students with chronic illness have historically received an education via home and hospital instruction during their absences. This instruction is significantly inferior in both quality and quantity when compared with the educational experience of students able to attend school. This case study details the experiences of a middle school student in the mid-Atlantic Region of the United States whose chronic illness presented unique and multifaceted challenges that could not be met by her district's inflexible policies and disconnected resources. This case illuminates the need for schools to break away from the traditional administrative special education mold when responding to the challenges of educating frequently absent students with chronic illness. The educational Civil Rights of these students can be preserved, however, by utilizing affordable, available technology to minimize the impact of frequently missed classes, provide continuity of instruction and allow educational access regardless of a student's physical location during their absences from school.

The Women of the Cheyenne River Sioux Tribe Reservation

2019 ◽  
pp. 87-104
Author(s):  
Claradina Soto ◽  
Toni Handboy ◽  
Ruth Supranovich ◽  
Eugenia L. Weiss
Keyword(s):  
United States ◽  
Native Americans ◽  
Indigenous Communities ◽  
The United States ◽  
Indigenous Women ◽  
Future Generations ◽  
The World ◽  
The Impact ◽  
Cheyenne River

This chapter describes the impact of colonialism on indigenous women with a focus on the experience of the Lakota women on the Cheyenne River Sioux Tribe Reservation in South Dakota. It explores the experiences of indigenous women as related to history, culture, intrapersonal violence, and internalized oppression. A case study of a Lakota woman is provided as an example of strength and triumph in overcoming adversity and being empowered despite the challenges of marginalization faced by many Native Americans in the United States and indigenous women throughout the world. The chapter discusses how readers can be advocates and actively engage in decolonizing and dismantling systems of oppression to protect future generations and to allow indigenous communities to heal and revitalize.

Waste-to-Energy Project Economics and Financing: A Look Into the Factors Influencing the Future

2006 ◽  
Author(s):  
Jeffrey F. Clunie
Keyword(s):  
United States ◽  
The United States ◽  
Fuel Oil ◽  
Waste To Energy ◽  
Recent Analysis ◽  
Economic Factors ◽  
The Future ◽  
The Cost ◽  
The Impact

This paper focuses on significant changes in the overall economics of waste-to-energy (WTE) during the last 30 years. The WTE industry in this country has seen several different business cycles occur since 1975, as different market drivers have caused the industry to rise and fall. This paper compares: (1) those economic factors that were in play in 1975, when the first WTE facility in the United States was built, and the industry was in its infancy; (2) the factors at play when the WTE industry was at its height in 1990; and (3) some of the factors that caused the industry’s steep downward trend since 1994, when the last greenfield WTE facility in the United States was built. The paper will identify changes that have occurred with regard to the pricing of electricity and the ability of public sectors to charge non-market-based tipping fees. The paper discusses the drivers of 2006 and focuses on completed economic factors to be considered when comparing WTE with other waste disposal means. The paper discusses the drivers of 2006 and whether the industry is finally poised to begin an upward turn in the cycle. The paper focuses on the impact of the cost of diesel fuel oil on the overall economics of long-haul transfer, and how that is likely to impact the future development of WTE facilities. The paper also presents a case study of a recent analysis that was undertaken for two counties that were evaluating the financial viability of WTE as compared to other disposal options.

Creating and Disrupting Othering During Policymaking in a Polarized Context

2021 ◽  
Author(s):  
Megan K Schraedley ◽  
Debbie S Dougherty
Keyword(s):  
United States ◽  
Food Security ◽  
National Security ◽  
The United States ◽  
Political Polarization ◽  
Global Food Security ◽  
Opposing Party ◽  
Policy Proposals ◽  
Global Food

Abstract As the United States has become increasingly polarized, policymakers have had difficulty gaining bipartisan support for policy proposals. Political polarization can lead to the othering of individuals, a process characterized by the tendency to construct members of an opposing party in negative ways. In this article, we examine the creation and disruption of othering through the lens of language convergence/meaning divergence (LC/MD) and pragmatic ambiguity. LC/MD and pragmatic ambiguity framed our case study of the successful bipartisan passage of the Global Food Security Act (GFSA) in 2016. We found that othering was produced through a maestro Discourse of Polarization that structured interactions between other Discourses, including the Discourse of National Security and the Global Good Discourse. Discordant framings of the three Discourses created the ambiguity necessary to disrupt othering and achieve collective action. The findings provide new theoretical insights into othering processes while pragmatic ambiguity broadens LC/MD in important ways.

scholarly journals The Impact of Invisibility on the Health of Migrant Farmworkers in the Southeastern United States: A Case Study from Georgia

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Kari M. Bail ◽  
Jennifer Foster ◽  
Safiya George Dalmida ◽  
Ursula Kelly ◽  
Maeve Howett ◽  
...  
Keyword(s):  
United States ◽  
Health Care ◽  
Educational System ◽  
Subjective Experience ◽  
Social Systems ◽  
Well Being ◽  
The United States ◽  
Migrant Farmworkers ◽  
The Impact

Migrant farmworkers represent one of the most marginalized and underserved populations in the United States. Acculturation theory cannot be easily mapped onto the transnational experience of migrant farmworkers, who navigate multiple physical and cultural spaces yearly, and who are not recognized by the state they constitute, “the Citizen’s Other” (Kerber, 2009). This paper utilizes narrative analysis of a case study to illustrate, through the relationship of the narrator to migrant farmworkers and years of participant observation by the coauthors, how isolation from family and community, as well as invisibility within institutions, affect the health and well-being of migrant farmworkers in southeastern Georgia. Invisibility of farmworkers within institutions, such as health care, the educational system, social services, domestic violence shelters, and churches contribute to illness among farmworkers. The dominant American discourse surrounding immigration policy addresses the strain immigrants put on the social systems, educational system, and the health care system. Nurses who work with farmworkers are well positioned to bring the subjective experience of farmworkers to light, especially for those engaged with socially just policies. Those who contribute to the abundant agricultural produce that feeds Americans deserve the recognition upon which social integration depends.

scholarly journals Cultural Sources of Strength and Resilience: A Case Study of Holistic Wellness Boxes for COVID-19 Response in Indigenous Communities

2021 ◽  
Vol 6 ◽  
Author(s):  
Kevalin M. W. Aulandez ◽  
Melissa L. Walls ◽  
Nicole M. Weiss ◽  
Kelley J. Sittner ◽  
Stefanie L. Gillson ◽  
...  
Keyword(s):  
United States ◽  
American Indian ◽  
Indigenous Communities ◽  
The United States ◽  
Holistic Wellness ◽  
Community Partners ◽  
Indian Health ◽  
American Indian Health ◽  
The Impact

The COVID-19 pandemic has had disproportionately severe impacts on Indigenous peoples in the United States compared to non-Indigenous populations. In addition to the threat of viral infection, COVID-19 poses increased risk for psychosocial stress that may widen already existing physical, mental, and behavioral health inequities experienced by Indigenous communities. In recognition of the impact of COVID-19 related psychosocial stressors on our tribal community partners, the Johns Hopkins Center for American Indian Health Great Lakes Hub began sending holistic wellness boxes to our community partners in 11 tribal communities in the Midwestern United States and Canada in summer of 2020. Designed specifically to draw on culturally relevant sources of strength and resilience, these boxes contained a variety of items to support mental, emotional, cultural, and physical wellbeing. Feedback from recipients suggest that these wellness boxes provided a unique form of COVID-19 relief. Additional Johns Hopkins Center for American Indian Health offices have begun to adapt wellness boxes for the cultural context of their regions. This case study describes the conceptualization, creation, and contents of these wellness boxes and orients this intervention within a reflection on foundations of community-based participatory research, holistic relief, and drawing on cultural strengths in responding to COVID-19.

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