Identification of climate induced optimal rice yield and vulnerable districts rankings of the Punjab, Pakistan

The study attracted to insinuate the inhabitant anomalies of the crop yield in the districts of the Punjab where climate variation, inputs utilization, and district exponents are indispensable factors. Impact evaluation of sowing and harvesting dates for rice yield has been analyzed. Suitable sowing and harvesting dates and potential districts for the crop are proposed. Data consisting of 13,617 observations of more than 90 factors encompassing valuable dimensions of the growth of the crops collected through comprehensive surveys conducted by the Agriculture Department of Punjab are formulated to incorporate in this study. The results establish the significant negative repercussions of climate variability while the impacts vary in the districts. The crop yield deteriorates considerably by delaying the sowing and harvesting times. Districts climate-induced vulnerability ranking revealed Layyah, Jhelum, Mianwali, Khanewal and Chinniot, the most vulnerable while Kasur, Gujrat, Mandi Bhauddin, Nankana Sahib and Hafizabad, the least vulnerable districts. Spatial mapping explains the geographical pattern of vulnerabilities and yield/monetary losses. The study ranks districts using climate-induced yield and monetary loss (222.30 thousand metric tons of rice which are equal to 27.79 billion PKR climatic losses in single rice season) and recommends: the formation of district policy to abate the adverse climate impact, utilization of suitable climate variation by adhering proper sowing and harvesting times, setting the prioritized districts facing climate-induced losses for urgent attention and preferable districts for rice crop.

“School’s a Lie”: Toward Critical Race Intersectional Pedagogy for Youth Intellectual Activism in Policy Partnerships

Equity-oriented school improvement driven by neoliberal policies focuses attention on a narrow range of inequities. Such policies fail to achieve substantive transformations that address educational constraints experienced by multiply-marginalized youth of color. We engage a critical race and intersectional feminist examination of our pedagogy in a youth voice initiative designed to facilitate multiply-marginalized youth of color participation in district policy partnership. Our analysis presents practices that were consequential for supporting youth intellectual activism in policy conversations. We propose a model for critical race intersectional pedagogy that relates these practices and underlying ideological principles to supporting expansive transformative policy partnerships.

Equity Leadership for English Learners During COVID-19: Early Lessons

This article provides the findings of an exploratory, qualitative study on distance learning policies and practices from a purposeful sample of five California school districts and 25 district and school leaders with large numbers and/or larger percentages of current or former English Learners. To understand the extent to which leaders address English Learners’/Emergent Bilinguals’ (EL/EM) needs during the pandemic, we posed the following research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? We gathered three key district policy documents across three moments during the pandemic: (1) COVID-19 Operations Written Reports (Spring 2020), (2) School Reopening Plans (Summer 2020), and (3) Learning Continuity and Attendance Plans (Fall 2020). We also conducted interviews and triangulated data sources using grounded theory to analyze and understand how equity is framed and implemented. Data triangulation and iterative rounds of coding allowed us to identify three inter-related findings: (1) leading in the crisis of connectivity and bridging the digital divide; (2) maximizing diverse ELs’ learning experiences; and, (3) building from collaborative leadership cultures to collaborative virtual leadership cultures. Using these key findings, we conceptualized the framework for equity leadership for English Learners to address the needs of this underserved population. We conclude with a call for further examination, in both leadership preparation as well as in policy implementation research.

Play in Early Childhood Education and the Perceived Impacts of Accountability and Rigor

Exploring explored principals' and teachers' perceptions concerning the role of play in early childhood programs was this quantitative inquiry. All early childhood participants identified play as a learning tool but noted it was being eliminated from the curriculum due to high stake accountability. There was a significant difference between administrators and early childhood educators concerning the purpose of play. Implications for early childhood curriculum and school district policy were determined.

Sustainability of the usable solid waste market in Bogota (Colombia)

This document shows a model that seeks the sustainability of the Usable Solid Waste (USW) market in Bogotá, based on System Dynamics (SD), in order to understand the complex behavior of the phenomena that should be presented in this city market in the context of sustainability. Dynamic hypothesis suggests that two negative feedback structures exits, one that represents demand and another that represents supply and that interact under the assumption of free market with government intervention. Different strategies were modeled on both the demand side and the supply side to manage the system. As conclusion, the linear way in which the USW market currently develops is not adequate. It is necessary to institutionalize the market using the price so that it contributes to its sustainability and that both demand and supply are encouraged at the same time. Besides, district policy oriented to supply must be in accordance with the national policy that encourages demand to use more USW. Likewise, the internalization by all the actors of the market and applicability of the norm is required. The creation of public-private partnerships is required for the development of innovative projects in this area.

Broadband Access, District Policy, and Student Opportunities for Remote Learning During COVID-19 School Closures

We conceptualize students’ opportunities to learn remotely during the initial school closures associated with the COVID-19 pandemic. We then examine variation in remote instruction using an original statewide survey of teachers in Tennessee, deployed just a few weeks into the closures. Using three-level logistic regression models, we explore potential predictors of regular remote instruction, including prepandemic measures of broadband access, the demographic composition of schools, and measures of district policy responses created from districts’ public COVID-19 plans. We find that teachers in schools serving more economically disadvantaged students and in rural districts are less likely to report regular remote instruction, especially via providing digital resources and holding virtual classes or tutoring. Fewer opportunities for Tennessee’s rural students appear driven in part by lower community access to high-speed broadband, but district policies to distribute technology may partially mitigate this gap in access.

EVALUATION OF RURAL DEVELOPMENT PLANNING (RPJMDES AND RKPDES)

The study aims to determine the effectiveness of the village midterm development planning process / RPJMDes and the village government work plan / RKPDes implemented by Sidomukti Village Government, Muara Kaman District, Kutai Kartanegara District, which was evaluated based on Permendagri No 114/2014 on village development guidelines. The study uses an evaluation method with a qualitative descriptive approach, data collection through documentation and interview studies, data analysis using reduction, data presentation, and concluding. The results of the study found that in the preparation of the RPJMDes and RKPDes, the village government had not yet fully implemented the stages as stipulated in Permendagri No 114/2014, in the preparation of the RPJMDes there were 3 stages not carried out namely aligning the direction of district policy, assessment of village conditions, and village deliberations, while in the preparation of the RKPDes there were no indicative ceilings, this was due to the lack of competence of the Village Government officials in preparing the RPJMDes and RKPDes, weak administrative management, and lack of community participation.

An Exploratory Study to Assess School Principals’ Knowledge of Child Welfare Policies

Because schools are a customary location to conduct child abuse and neglect investigative interviews, this study examines survey results from 109 principals in Tennessee to determine if the Title I status of a school or years of experience as a principal predict awareness of DCS interview policies and an ability to accurately interpret policies related to school-based interviews. A statistically significant relationship was found between the Title I status of a school and principals’ awareness of interview policies. Not all school principals in Tennessee were aware of or could accurately interpret policies for conducting interviews. This study identified principals being more aware of school district issued policies than state-issued policies, and that including the DCS policy as part of school-district policy may increase awareness.

The Role of District Wellness Policies in Encouraging Student Participation in the School Breakfast Program, United States

Eating breakfast is associated with better academic performance and nutrition and lower risk of obesity, but skipping breakfast is common among children and adolescents, and participation in the U.S. Department of Agriculture’s School Breakfast Program (SBP) is low. This study assessed the association between school district wellness policy provisions coded as part of the National Wellness Policy Study and student SBP participation and acceptance of the breakfasts provided using cross-sectional survey data from the School Nutrition and Meal Cost Study. Separate survey-adjusted multivariable logistic regressions were computed, linking students eating (N = 1575) and liking (N = 726) the school breakfast to corresponding district policy measures, controlling for school and student characteristics. Strong district policy, as opposed to no policy, was associated with significantly higher odds of students eating the school breakfast (odds ratio (OR): 1.86; 95% CI: 1.09, 3.16; p = 0.022), corresponding to an adjusted prevalence of 28.4% versus 19.2%, and liking the school breakfast (OR: 2.14; 95% CI: 1.26, 3.63; p = 0.005), corresponding to an adjusted prevalence of 69.0% versus 53.9%. District policy has the potential to play an important role in encouraging higher levels of SBP participation.