Growing concerns about a threatened environment, conflicts, inequities, poverty, ideological extremes, and consumerism are all indicative of a pressing need to reflect on the global status quo and to find constructive and long-term, sustainable strategies for planet and people. The need to give the younger generation "a better deal" for helping to shape a sustainable world has been embraced by the global One Health Commission (OHC) in association with the One Health Initiative (OHI). Envisioning a program that provides funding for national and global One Health-themed educational projects, One Health leaders - in collaboration with partners - call for collective action by legislators, public / private educators, and public health professionals to support the development and implementation of progressive and comprehensive global One Health learning opportunities. One Health (and well-being) projects led by teachers who want to make a difference could begin in primary/secondary schools and extend through graduate and professional education. The overall intent of the concept paper is to raise awareness about the urgent need for the development and to explore the concept further through a small pre-project proposal conference (possibly off and/or on-line) with a view to fleshing out a strong plan to fund the envisioned global learning program.
Oral historical interviews are a core activity in a successful outreach and education project piloted by the National Oceanic and Atmospheric Administration (NOAA)'s National Marine Fisheries Service (NMFS) in two Maine high schools between 2003 and 2005. Through interviews with local fishermen and others in fishing‐related industries, Local Fisheries Knowledge (LFK) Pilot Project students have explored the connections between fisheries, the marine environment, their communities, and their own lives, while documenting and preserving the knowledge and experiences of local residents for future generations. This article describes the pilot project's use of oral history methods, and discusses the project's role in three agency interest areas: (1) public outreach, (2) education, and (3) documenting fishing communities' lifeways and local fisheries knowledge.
AbstractIn light of 2014–2016 media coverage about the inadequate water and sanitation services for households in places like Flint and Detroit, Michigan and the Central Valley of California, this paper asks whether places with majority non-White residents in the United States disproportionately lack access to these most basic of services. Investigating this issue through the combined lenses of structural racism, environmental justice, and the human right to water and sanitation, we analyze U.S. Census American Community Survey household data at the county level. Our findings indicate strong White versus non-White racial effects at the national and county levels (R2 = 0.0462, P < 0.05). When the non-White population is broken down into racial categories, places with higher percentages of American Indians and Alaska Native households are significantly associated with lack of access to complete plumbing facilities. Lacking access to complete plumbing does correlate with lower educational attainment and higher percentages of unemployment, and less robustly, it also correlates positively with median household income. The implication is the existence of a pattern of structural environmental racism in terms of the practical accessibility of water and sanitation infrastructure. We suspect, however, that the U.S. Census, while considered the most comprehensive national data source on this issue right now, significantly undercounts those lacking access to water and sanitation services. We argue that better data will be essential in order to carry out a more in-depth analysis of water access conditions and to develop strategies that address this issue of growing importance.
As researchers who had the opportunity to spend a year together in critical education scholarship at a public university in Mexico, we share our perspectives on how to engage oppressive governments in post-truth times. The researchers are Mexican and Gringa who recognize the contradictions, points of hope, and shared concerns toward dystopia through lenses of decolonizing work among young people in Mexico and the U.S. The authors draw into focus through critical reflexivity three moments of their shared time during the 2017-2018 academic year—two panel presentations and a moment of crisis, when the city where they lived had a municipal dump that was on fire for several days. They look toward the election of a left-wing president in Mexico who represents a very different breed of populism as a point of tension and hope, while recognizing circumstances may not improve. Finally, they regard the project of education as critical to their hope and continued work. ; Como investigadoras que tuvieron la oportunidad de pasar un año de educación crítica en una universidad pública en México, gracias a una beca, compartimos nuestras perspectivas sobre cómo involucrar a los gobiernos opresores en tiempos de posverdad. Las investigadoras, una es mexicana y la otra es gringa, reconocen las contradicciones, los puntos de esperanza y las preocupaciones compartidas hacia la distopía, a través del lente decolonizador entre los jóvenes de México y Estados Unidos. Las autoras enfocan este texto, a través de la reflexividad crítica en tres momentos de su tiempo compartido durante el año académico 2017- 2018 : dos paneles de presentación y un momento de crisis, cuando en la ciudad donde vivían un basurero municipal permaneció en llamas durante varios días. Miran hacia la elección de un presidente de izquierda en México que representa una clase muy diferente de populismo, como un punto de tensión y esperanza, mientras reconocen que las circunstancias pueden no mejorar. Finalmente, consideran que el proyecto de educación es fundamental para sostener la esperanza y el trabajo continuo. ; En tant que chercheuses ayant eu l'opportunité de passer une année d'éducation critique dans une université publique au Mexique, grâce à une bourse, nous partageons nos perspectives sur la façon d'impliquer des gouvernements oppressifs à l'époque de la post-vérité. L'une des deux chercheuses est Mexicaine et l'autre est gringa ; elles reconnaissent les contradictions, les points d'espoir et les inquiétudes partagées face à la dystopie, à travers l'angle de la décolonisation parmi les jeunes du Mexique et des États-Unis. Dans le texte qui suit, les deux auteures mettent l'accent sur trois moments qu'elles ont partagé pendant l'année académique 2017-2018, à partir de la réflexivité critique. Deux panneaux de présentation et un moment de crise quand dans la ville où elles habitaient, la décharge municipale a été en feu pendant plusieurs jours. Bien qu'à leurs yeux, l'élection d'un président de gauche au Mexique représente un populisme (point de tension et d'espoir) très différent, celui-ci, au vu des circonstances pourrait ne pas apporter d'améliorations. Enfin, elles considèrent que le projet d'éducation est crucial pour soutenir l'espoir et un travail continu. ; Como pesquisadores que tiveram a oportunidade de passar um ano em educação crítica em uma universidade pública no México, graças a uma bolsa de estudos, compartilhamos nossas perspectivas sobre como envolver aos governos opressores em tempos pós-verdade. Os pesquisadores, uma mexicana e outra gringa reconhecem as contradições, os pontos de esperança e compartilharam as preocupações sobre distopia através das lentes de descolonização entre os jovens do México e Estados Unidos. Os autores abordam este texto por meio da reflexividade crítica em três momentos de seu tempo compartilhados durante o curso acadêmico 2017-2018 : dois painéis de apresentação e um momento de crise, quando na cidade onde moravam havia um aterro municipal que ficou em chamas por vários dias. Eles assistem à eleição de um presidente de esquerda no México, que representa um populismo muito diferente, como ponto de tensão e esperança, embora reconheçam que as circunstâncias podem não melhorar. Finalmente, eles consideram que o projeto educativo é fundamental para segurar a esperança e o trabalho contínuo.
Over the last two decades many alternate theories of the policy process have been developed. This essay covers recent scholarship (from 2008 to 2010) regarding the major policy process theories. In addition, several recent trends in research are discussed including; the use of narrative in policy theory, issues that cross multiple subsystems, bureaucracy in the policy process, and synthesizing multiple theories and frameworks. Adapted from the source document.
The Free Trade Agreement (FTA) implemented beginning in 1989 by the United States aid Canada will have significant impacts on bilateral trading patterns. In addition to its long‐term, investment‐related repercussions, the FTA will affect the volume, commodity composition, and spatial distribution of trade and, consequently, the transportation services required to move commodities between the two nations. This paper examines the changing spatial structure of U.S.‐Canadian trade under the FTA. It employs commodity‐specific analyses of tariffs and non‐tariff barriers, as well as price and income elasticities of demand, to estimate sectoral and special changes among U.S. states in total, land, water, and airborne commodity flows since 1988 attributable to the FTA. The analysis details the assumptions and methodology used, elaborates upon the likely consequences for me nation's ten largest customs districts, particularly New York, and concludes with some comments on other forces that may alter the expected results.
Religiosity's impact on adolescent educational outcomes has been widely documented in the sociology of religion literature. Building upon King's conceptual framework of ideological, social, and transcendent resources that are made available to youth through religious participation, we use qualitative and quantitative data from the National Study of Youth and Religion (NSYR) to explore how the associations between religious involvement and educational outcomes may vary among lower and higher socioeconomic status youth. Our findings indicate significant positive effects of transcendent and ideological resources on educational outcomes, especially among youth from disadvantaged backgrounds, but limited influence of social resources through youth's religious participation.
This paper presents the basic premises of China as an emerging global actor with all its specificities of civilization-state. The Chinese civilization has an essential and complex body. It is this feeling of civilizational grandeur that generates a conviction in Chinese greatness. Special emphasis is given to the new global strategy of China, as a doctrine of President Xi Jinping. This new strategy is especially highlighted through the "Belt and Road Initiative" (BRI) as the biggest project of the century and its 17+1 framework. The direct investment of China in countries around the world, appear as a latent and hegemonic instruments for the expansion of its political influence. Both, the BRI and the 17+1 framework represent triggers for achieving the Chinese global ambition.
National states were born out of the gradual dissolution of the medieval societyand ended up as a paradigm of the modern system of thought. Nonetheless in theXXI Century there are crises factors present. The new "local" reality discoversmany factions assumed as truths not subject to discussion during the last 500years. ; Los estados nacionales nacieron de la paulatina disolución de la sociedad medievaly terminaron convertidos en un paradigma del pensamiento moderno.Sin embargo en el siglo xxi acusan factores de crisis. La nueva realidad "glocal"pone al descubierto muchas ficciones asumidas como verdades incontrovertiblesdurante los últimos quinientos años.
The management of higher education institutions (HEIs) is quite a complex phenomenon. Many times, higher education institutions have become arenas of political betting rather than places of knowledge, skill generation and skill development. There is a great assumption that institutions exist to achieve rational ends. In the light of Thomas's analytical framework (2003:27), this paper, through examining the four perspectives – the rational professional view, political view, agency of capital view and the magic/religion view – indicates that management in institutions of higher education cannot be explained by only one perspective. The paper overlays Thomas's framework on to the management of selected higher institutions in Uganda to generate a theoretical meaning of how management in these institutions can be comprehended. The paper is theoretical with practical illustrations of what management actually entails in higher education institutions in Uganda
In her bookLiberty of Conscience: In Defense of America's Tradition of Religious Equality(New York: Basic Books, 2008) the American philosopher Martha Nussbaum joins a chorus of American intellectuals who have criticized France and other European nations for their failure to embrace the concept of cultural pluralism. In Nussbaum's opinion, the meaning that the French attach toegalitéhas remained stuck in circumstances peculiar to the eighteenth century. The concept is outdated and has not in the contemporary world been able to protect cultural diversity in general and religious diversity in particular. Her book takes to task what she terms "the French tradition of "coercive assimilation" that is insensitive to what George Washington stressed as the "'delicacy and tenderness' that is owed to other people's 'conscientious scruples.'" The French refusal to allow Muslim schoolgirls to cover their heads with a foulard, however stylish it might be, is linked back to the French emancipation of Jews that required, in Nussbaum's analysis, a heavy requirement of cultural erasure. The French, like most Europeans, grew used to the idea "that citizens are all alike," an idea that now haunts France as it tries to figure out what to do with its Muslim population.
