Inclusive Education

2017 ◽  
Author(s):  
Olivia M. Aguilar ◽  
Elizabeth P. McCann ◽  
Kendra Liddicoat
Keyword(s):  
Environmental Education ◽  
Inclusive Education ◽  
Monitoring Program ◽  
Water Quality Monitoring ◽  
The United States ◽  
Multiple Perspectives ◽  
Urban Context ◽  
Urban Water Quality ◽  
Urban Environmental Education ◽  
Systemic Nature

This chapter explores the dynamics of exclusion and marginalization in environmental education, the opportunities for inclusivity and accessibility in the urban context, and a reflective process necessary for equitable and just environmental education. It considers how urban environmental education can address issues of inclusivity and access and shows that recognizing the complexity of cultural diversity and the systemic nature of power and privilege serves as the foundation for cultural competency in urban environmental education. It also explains the importance of inclusivity in terms of dealing with issues of equity and allowing sharing of multiple perspectives, which can lead to innovation in addressing sustainability issues. The chapter also looks at three cases that illustrate how some urban environmental education programs are incorporating inclusive practices: an urban water-quality monitoring program in Austin, Texas; an urban nature center in Milwaukee, Wisconsin; and studies of neighborhoods in Cuba, Spain, and the United States.

Urban Environmental Education Review

2017 ◽  
Keyword(s):  
Environmental Education ◽  
Environmental Quality ◽  
Well Being ◽  
Learning Opportunities ◽  
Urban Context ◽  
Healthy Environment ◽  
Urban Environmental Education ◽  
Environmental Educators ◽  
Integrate Research ◽  
Education Review

This book explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don't care for, or need, urban nature or a healthy environment. Topics within the book range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities.

Introduction

2017 ◽  
Author(s):  
Alex Russ ◽  
Marianne E. Krasny
Keyword(s):  
Urban Planning ◽  
Community Development ◽  
Environmental Education ◽  
Inclusive Education ◽  
Green Infrastructure ◽  
Adventure Education ◽  
Climate Change Education ◽  
Urban Environmental Education ◽  
Novel Approaches ◽  
Environmental Educators

This book explains how urban environmental education can promote urban sustainability, and more specifically how environmental educators can achieve educational, youth and community development as well as environmental quality goals in cities. Building on research and practice, it outlines novel approaches to educating about the urban environment and to participatory urban planning, stewardship, and governance. The book features contributions from an international community of eighty-two scholars from environmental education and related fields who share their insights about a variety of topics ranging from urbanization and the characteristics of sustainable cities to environmental justice, sense of place, climate change education, intergenerational education, inclusive education, and educator professional development. The book also explores methods and tools used in urban environmental education such as cities as classrooms, environmental arts, adventure education, urban agriculture, ecological restoration, green infrastructure, urban digital storytelling, and participatory urban planning.

scholarly journals Cost effectiveness analysis of implementing tuberculosis screening among applicants for non-immigrant U.S. work visas

Pneumonia ◽  
2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Bisma Ali Sayed ◽  
Drew L. Posey ◽  
Brian Maskery ◽  
La’Marcus T. Wingate ◽  
Martin S. Cetron
Keyword(s):  
United States ◽  
Home Country ◽  
Screening Program ◽  
Cost Savings ◽  
The United States ◽  
Active Tuberculosis ◽  
Multiple Perspectives ◽  
Tuberculosis Screening ◽  
Hospitalization Costs ◽  
The U.S

Abstract Background While persons who receive immigrant and refugee visas are screened for active tuberculosis before admission into the United States, nonimmigrant visa applicants (NIVs) are not routinely screened and may enter the United States with infectious tuberculosis. Objectives We evaluated the costs and benefits of expanding pre-departure tuberculosis screening requirements to a subset of NIVs who arrive from a moderate (Mexico) or high (India) incidence tuberculosis country with temporary work visas. Methods We developed a decision tree model to evaluate the program costs and estimate the numbers of active tuberculosis cases that may be diagnosed in the United States in two scenarios: 1) “Screening”: screening and treatment for tuberculosis among NIVs in their home country with recommended U.S. follow-up for NIVs at elevated risk of active tuberculosis; and, 2) “No Screening” in their home country so that cases would be diagnosed passively and treatment occurs after entry into the United States. Costs were assessed from multiple perspectives, including multinational and U.S.-only perspectives. Results Under “Screening” versus “No Screening”, an estimated 179 active tuberculosis cases and 119 hospitalizations would be averted in the United States annually via predeparture treatment. From the U.S.-only perspective, this program would result in annual net cost savings of about $3.75 million. However, rom the multinational perspective, the screening program would cost $151,388 per U.S. case averted for Indian NIVs and $221,088 per U.S. case averted for Mexican NIVs. Conclusion From the U.S.-only perspective, the screening program would result in substantial cost savings in the form of reduced treatment and hospitalization costs. NIVs would incur increased pre-departure screening and treatment costs.

Integration to Inclusion in Hong Kong: Not an Easy Progression

2021 ◽  
pp. 1-13
Author(s):  
Peter Westwood
Keyword(s):  
United States ◽  
Hong Kong ◽  
Inclusive Education ◽  
The United States ◽  
Academic Standards ◽  
Education Policies ◽  
Negative Attitudes ◽  
Large Class Size ◽  
Inclusive Schooling ◽  
Education In Hong Kong

Abstract This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers’ often negative attitudes, parents’ expectations, teachers’ lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of ‘inclusive schooling for all’ and the ‘academic standards agenda’.

Post-Dorian shoreline change at Cape Hatteras National Seashore: 2019 report

2021 ◽  
Author(s):  
Lisa Baron
Keyword(s):  
High Tide ◽  
Monitoring Program ◽  
Shoreline Change ◽  
The United States ◽  
United States Geological Survey ◽  
Vital Signs Monitoring ◽  
Cape Hatteras ◽  
Cape Hatteras National Seashore ◽  
National Seashore

In 2018 and 2019 the Southeast Coast Network (SECN), with assistance from park staff, collected long-term shoreline monitoring data at Cape Hatteras National Seashore as part of the National Park Service (NPS) Vital Signs Monitoring Program. Monitoring was conducted following methods developed by the NPS Northeast Coastal and Barrier Network and consisted of mapping the high-tide swash line using a Global Positioning System unit in the spring of each year (Psuty et al. 2010). Shoreline change was calculated using the Digital Shoreline Analysis System (DSAS) developed by the United States Geological Survey (USGS; Himmelstoss et al. 2018). Following the same field methods used for monitoring long-term shoreline change, geospatial data were collected as part of the Hurricane Dorian (or Dorian) Incident Response from September 12–16, 2019. This report summarizes the post-Dorian data and the previous two shoreline data collection efforts (spring 2019 and fall 2018).

scholarly journals Two Decades of Invasive Western Corn Rootworm Population Monitoring in Croatia

Insects ◽  
2018 ◽  
Vol 9 (4) ◽  
pp. 160 ◽  
Author(s):  
Martina Mrganić ◽  
Renata Bažok ◽  
Katarina Mikac ◽  
Hugo Benítez ◽  
Darija Lemic
Keyword(s):  
Adult Population ◽  
Monitoring Program ◽  
Population Monitoring ◽  
The United States ◽  
Western Corn Rootworm ◽  
Population Variation ◽  
Future Research ◽  
Corn Rootworm ◽  
Population Abundance ◽  
National Monitoring

Western corn rootworm (WCR) is the worst pest of maize in the United States, and since its spread through Europe, WCR is now recognized as the most serious pest affecting maize production. After the beetle’s first detection in Serbia in 1992, neighboring countries such as Croatia have established a national monitoring program. For more than two decades WCR adult population abundance and variability was monitored. With traditional density monitoring, more recent genetic monitoring, and the newest morphometric monitoring of WCR populations, Croatia possesses a great deal of knowledge about the beetle’s invasion process over time and space. Croatia’s position in Europe is unique as no other European nation has demonstrated such a detailed and complete understanding of an invasive insect. The combined use of traditional monitoring (attractant cards), which can be effectively used to predict population abundance, and modern monitoring procedures, such as population genetics and geometric morphometrics, has been effectively used to estimate inter- and intra-population variation. The combined application of traditional and modern monitoring techniques will enable more efficient control and management of WCR across Europe. This review summarizes the research on WCR in Croatia from when it was first detected in 1992 until 2018. An outline of future research needs is provided.

scholarly journals Staging Displacedness: The Disturbing Spatial Conceits of Edgar Nkosi White.’s Drama

2017 ◽  
Author(s):  
Núria Casado Gual
Keyword(s):  
United States ◽  
The United States ◽  
Cross Cultural ◽  
Multiple Perspectives ◽  
The Caribbean ◽  
The Uk

Abstract: Emerging from the author’s own diasporic experience in the Caribbean, the UK and the United States, Edgar Nkosi White’s drama reflects the reality of the raciallyoppressed from multiple perspectives. Focusing on the theatre’s spatial expressivity, this essay analyses the metaphorical value of his theatrical spaces. Through these deterritorialized geographies, the readers and spectators of Edgar Nkosi White’s theatre are able to recognize loci of racial confrontation from a cross-cultural viewpoint, thus enlightening their perception of the global, conflictive space they share.Resumen: A partir de la experiencia diaspórica del propio autor en el Caribe, el Reino Unido y Estados Unidos, el teatro de Edgar Nkosi White refleja la realidad de las víctimas del racismo desde una perspectiva múltiple. Tomando la expresividad espacial del teatro como eje principal, este artículo analiza el valor metafórico de los espacios escénicos de su obra. A través de sus geografías desterritorializadas, los lectores y espectadores de Edgar Nkosi White pueden reconocer lugares de confrontación racial desde una perspectiva transcultural, iluminando así su visión del espacio global y conflictivo que comparten.

scholarly journals “Choose Your Own Adventure”: Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals

2021 ◽  
pp. 194277512110469
Author(s):  
Steve Sider ◽  
Kimberly Maich ◽  
Jacqueline Specht ◽  
Carolyn Treadgold ◽  
Hillary Winger
Keyword(s):  
School Leadership ◽  
Case Studies ◽  
Inclusive Education ◽  
Professional Learning ◽  
School Principals ◽  
School Administrators ◽  
Function Form ◽  
Multiple Perspectives ◽  
Web Based ◽  
Inclusive School

We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These “choose your own adventure” case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.

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