Hydrologic analysis of field delineated ordinary high water marks for rivers and streams

Streamflow influences the distribution and organization of high water marks along rivers and streams in a landscape. The federal definition of ordinary high water mark (OHWM) is defined by physical and vegetative field indicators that are used to identify inundation extents of ordinary high water levels without any reference to the relationship between streamflow and regulatory definition. Streamflow is the amount, or volume, of water that moves through a stream per unit time. This study explores regional characteristics and relationships between field-delineated OHWMs and frequency-magnitude streamflow metrics derived from a flood frequency analysis. The elevation of OHWM is related to representative constant-level discharge return periods with national average return periods of 6.9 years using partial duration series and 2.8 years using annual maximum flood frequency approaches. The range in OHWM return periods is 0.5 to 9.08, and 1.05 to 11.01 years for peaks-over-threshold and annual maximum flood frequency methods, respectively. The range of OHWM return periods is consistent with the range found in national studies of return periods related to bankfull streamflow. Hydraulic models produced a statistically significant relationship between OHWM and bank-full, which reinforces the close relationship between the scientific concept and OHWM in most stream systems.

Profiles of Emotional Disturbance Across the Five Characteristics of the Federal Definition

Ensuring the provision of a free appropriate public education (FAPE) to students qualified for services under the disability category of emotional disturbance (ED) has been both challenging and controversial. Examining this population in light of the five characteristics listed in the federal definition may provide useful insights to address needs and improve outcomes. The purpose of this study was to use latent class analysis to examine profiles across the five characteristics of the federal definition of ED for a sample of 491 students school-identified with ED. Key findings include that (a) students with ED comprise a heterogeneous group with distinct and qualitatively different subgroups; (b) latent classes representing the severe problems and the externalizing problems typologies tended to consist of younger students; (c) greater proportions of Black, Hispanic, and English-language learner students were found in the severe and externalizing latent classes; and (d) students in the externalizing and severe latent classes spent more time in special education classrooms and had worse ratings on social maladjustment. The findings highlight important implications for practice in regard to assessment, program differentiation, and preservice teacher training. Research limitations and directions for future research are also discussed.

Viewing the Contamination of Student Achievement Through the Lens of Poverty

This chapter addresses the growing number in the underserved population of school-age children and their families who live in poverty and raises awareness as to how that factor directly contaminates student achievement. It is important to understand the federal definition of poverty and the attendant unique social environment. This chapter highlights an appreciation for the history of American race relations and its role in poverty-related behavior, as well as examines the inherent biases prevalent in American communities and schools that work to restrict opportunities for underprivileged families and children. It explores the impact of changing a culture of poverty through the lens of schools and role models, subsequently understanding multidisciplinary approaches for eliminating policies that alienate and exclude the poor. It includes best practices in pedagogy, services, and support for marginalized populations that will illuminate for the practitioner how the contamination of student achievement occurs and empowers them to assist those trapped by poverty.

Describing a “mass shooting”: the role of databases in understanding burden

Background The mass shooting phenomenon has gained much attention lately as this form of gun violence appears to increase in frequency. Although many organizations collect information on mass shootings (fatal and nonfatal injuries), no federal definition of this phrase exists. The purpose of this study was to highlight the different statistics that result among databases that define and track “mass shootings.” Establishing definitive guidelines for a mass shooting definition could improve research credibility when presenting evidence to policy makers. Methods We obtained data for mass shootings that occurred in 2017 from four sources: Gun Violence Archive, Mother Jones Investigation, Everytown for Gun Safety, and FBI’s Supplemental Homicide Report. We also examined FBI’s Active Shooter Report to compare the mass shootings datasets with active shooter situations, which have been federally defined. First, we examined the overlap among databases. Then, we applied the strictest fatal mass shooting definition to the mass shooting datasets to determine whether the differences in databases could be contributing to differences in fatalities and injuries recorded. Results Gun Violence Archive recorded the most mass shooting incidents at 346 incidents in 2017, while Mother Jones only recorded 11 cases. Only 2 events were found in all four mass shooting datasets. When the strictest definition – four or more individuals fatally shot – was applied to all datasets, the number of mass shootings in 2017 ranged from 24 (Gun Violence Archive) to 5 (Mother Jones), but incidents collected still varied. Conclusions There is much variety in statistics obtained from the different sources that have collected mass shooting information, with little overlap among databases. Researchers should advocate for a standard definition that considers both fatalities and nonfatalities to most appropriately convey the burden of mass shootings on gun violence.

Counting America’s First Peoples

The descendants of the First Peoples of the Americas (labeled “American Indians and Alaska Natives” in the federal definition) are a particularly challenging group to count in censuses. In this article, I describe some enumeration issues and then outline what we have learned about American Indians and Alaska Natives from efforts that rely on individuals’ answers to census questions on race, ancestry, ethnicity, and tribe. Those who do not report a tribe and those who change their race response from one census to another complicate these efforts. Tribal self-enumeration and indigenous data sovereignty may improve data about some portions of the population. Census and survey enumeration efforts should continue to separate the concepts of race, ancestry, and tribe lest the various subpopulations become indistinguishable in the data, making the data much less useful and possibly misleading.

Viewing the Contamination of Student Achievement Through the Lens of Poverty

This chapter addresses the growing number in the underserved population of school-age children and their families who live in poverty and raises awareness as to how that factor directly contaminates student achievement. It is important to understand the federal definition of poverty and the attendant unique social environment. This chapter highlights an appreciation for the history of American race relations and its role in poverty-related behavior, as well as examines the inherent biases prevalent in American communities and schools that work to restrict opportunities for underprivileged families and children. It explores the impact of changing a culture of poverty through the lens of schools and role models, subsequently understanding multidisciplinary approaches for eliminating policies that alienate and exclude the poor. It includes best practices in pedagogy, services, and support for marginalized populations that will illuminate for the practitioner how the contamination of student achievement occurs and empowers them to assist those trapped by poverty.