Suchergebnisse

A struggle between forces -- An ambiguous philosophical root -- Growing democratic values -- The evolution from common school to public school -- American exceptionalism -- What is the profession of a woman? -- A plan for inclusion -- The Committee of Ten and The cardinal principles -- A particular solution for a specific problem -- Social Darwinism as justification -- White superiority via pseudo empiricism -- Assimilation via Americanism in the classroom -- Personification of duality : Cubberley's life and legacy -- Cubberley's hierarchy -- Structured inequality via perceived ability grouping -- Tracking and segregation endure -- The cycle of segregation, desegregation, and resegregation -- Structured inequality : from political strategy to pedagogical practice -- Courts and the persistence of structured inequality -- The court and "race neutral" diversity -- The Southern strategy -- LBJ : integrate and get funding or stay segregated and get nothing -- Political ambiguity on integration -- Nixon's rise bolstered by the Southern strategy -- Nixon's ambiguity on integration and the courts -- Ford continues Nixonian states' rights policies -- Jimmy Carter, a son of the South, disrupts the Southern strategy -- Reagan nullifies LBJ'S integration legacy via the Southern strategy -- Reagan reverses policies against race discrimination -- Reagan : busing to desegregate : waste of time and public money -- George Herbert Walker Bush and an evolving Southern strategy -- Southern ticket of Clinton and Gore wins as resegregation persists -- Bill Clinton's recognition of resegregation in the 1990s -- George W. Bush follows Reagan's policies as racial isolation builds -- Obama defeats Southern strategy even as school resegregation increases -- Trump triumphant and the spread of the Southern strategy -- From LBJ to Trump : segregation to desegregation to resegregation -- Desegregation of public schools in the twenty-first century -- The pedagogic case for racial integration -- The cognitive benefits of a diverse learning environment -- Affective benefits of a diverse learning environment -- Paradox of segregation and the negligence of scholars -- Solution sets to desegregation in the 2020s -- Vital role of schools and colleges of education -- Gender as a marker of difference -- Culturally relevant teaching and learning -- Dual paradigm of onsite and online -- Hybrid model plus service learning -- Final thoughts.

Overview of the Clean Water Act / Theodore L. Garrett -- Scope of "the waters of the United States" protected by the Clean Water Act / Donna M. Downing -- Water pollution control under the national pollutant discharge elimination system / Karen M. McGaffey, Kelly F. Moser, Aubri N. Margason, and Julie A. Wilson-McNerney -- NPDES permit application and issuance procedures / Randolph L. Hill -- Publicly owned treatment works / Alexandra Dapolito Dunn, Nathan Gardner-Andrews, and Amanda Waters -- Pretreatment and indirect dischargers / Ankur Tohan -- Regulation of wetlands : Section 404 / Hugh Barroll -- Oil and hazardous substances spills : Section 311 / David G. Dickman -- Wet weather regulations : control of stormwater and discharges from concentrated animal feeding operations and other facilities / Randolph L. Hill and Sylvia Horwitz -- Nonpoint source pollution control / Edward B. Witte -- Total maximum daily loads : Section 303(d) / Steven T. Miano, Kelly A. Gablei, and Jessica O'Neill -- Enforcement : Sections 309 and 505 -- Judicial Review: Section 509 / Karen M. McGaffey, Kathryn C. Gehret and Margaret C. Hupp -- Federal Facilities / Jeremy N. Jungreis, Jeanette M. Jungreis, S. Wayne Rosenbaum

Should we care about the environment because it is economically valuable or because nature has intrinsic value? This book gives a clear overview of some of the main theoretical problems within environmental ethics and offers definitive solutions and alternatives.

AbstractThe use of a 'human-centred' artificial intelligence approach (HCAI) has substantially increased over the past few years in academic texts (1600 +); institutions (27 Universities have HCAI labs, such as Stanford, Sydney, Berkeley, and Chicago); in tech companies (e.g., Microsoft, IBM, and Google); in politics (e.g., G7, G20, UN, EU, and EC); and major institutional bodies (e.g., World Bank, World Economic Forum, UNESCO, and OECD). Intuitively, it sounds very appealing: placing human concerns at the centre of AI development and use. However, this paper will use insights from the works of Michel Foucault (mostly The Order of Things) to argue that the HCAI approach is deeply problematic in its assumptions. In particular, this paper will criticise four main assumptions commonly found within HCAI: human–AI hybridisation is desirable and unproblematic; humans are not currently at the centre of the AI universe; we should use humans as a way to guide AI development; AI is the next step in a continuous path of human progress; and increasing human control over AI will reduce harmful bias. This paper will contribute to the field of philosophy of technology by using Foucault's analysis to examine assumptions found in HCAI [it provides a Foucauldian conceptual analysis of a current approach (human-centredness) that aims to influence the design and development of a transformative technology (AI)], it will contribute to AI ethics debates by offering a critique of human-centredness in AI (by choosing Foucault, it provides a bridge between older ideas with contemporary issues), and it will also contribute to Foucault studies (by using his work to engage in contemporary debates, such as AI).

Enduring Legacy describes a multifaceted paradox—a constant struggle between those who espouse a message of hope and inclusion and others who systematically plan for exclusion. Structured inequality in the nation's schools is deeply connected to social stratification within American society. This paradox began in the eighteenth century and has proved an enduring legacy. Mark Ryan provides historical, political, and pedagogical contexts for teacher candidates—not only to comprehend the nature of racial segregation but, as future educators, to understand their own professional responsibilities, both in the community and in the school, to strive for an integrated classroom where all children have a chance to succeed. The goal of providing every child a world-class education is an ethical imperative, an inherent necessity for a functioning pluralistic democracy. The challenge is both great and growing, for teachers today will face an evermore segregated American classroom.

A study of 481 high school students who completed Teen Community Emergency Response Team (CERT) training using the Federal Emergency Management Agency CERT curriculum was conducted over a five-year period, with the objective of identifying the impacts of that training. Through both quantitative and qualitative data collection, the researcher found that a highly engaging emergency response curriculum has multiple positive impacts on teens completing the course. Those impacts include explicit knowledge and skills of emergency preparedness and response, college and career goal orientation enhancement, as well as enhancement to self-efficacy, self-confidence, self-esteem, and self-concept. Replicating such curricula and comprehensive training program at other secondary schools could have a very positive impact on the emergency preparedness and response capacity of communities where it is implemented.