Robots Don't Pay Taxes: Deindustrialization and Fiscal Decline

The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.

AbstractThe potential for domestic or international terrorism involving cyanide has not diminished and in fact may have increased in recent years. This paper discusses cyanide as a terrorist weapon and the current state of readiness for a cyanide attack in the United States. Many of the factors that render cyanide appealing to terrorists are difficult to modify sufficiently to decrease the probability of a cyanide attack. For example, the relative ease with which cyanide can be used as a weapon without special training, its versatile means of delivery to intended victims, and to a large degree, its ready availability cannot be significantly modified through preparedness efforts. On the other hand, the impact of an attack can be mitigated through preparedness measures designed to minimize the physical, psychological, and social consequences of cyanide exposure. Although the nation remains ill-equipped to manage a cyanide disaster, significant progress is being realized in some aspects of preparedness. Hydroxocobalamin—a cyanide antidote that may be appropriate for use in the prehospital setting for presumptive cases of cyanide poisoning—currently is under development for potential introduction in the US. If it becomes available in the US, hydroxocobalamin could enhance the role of the prehospital emergency responder in providing care to victims of a cyanide disaster. Additional progress is required in the areas of ensuring local and regional availability of antidotal treatment and supportive interventions, educating emergency healthcare providers about cyanide poisoning and its management, and raising public awareness of the potential for a cyanide attack and how to respond.

In Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments (cited under General Overviews), one-to-one learning environments are described as classrooms in which every student has access to a personal computing device (such as a laptop or a tablet) and continuous access to the Internet. This model for student computing was first discussed in educational research beginning in the 1980s, most notably in the Apple Classrooms of Tomorrow (ACOT) project, a research collaborative among public schools, universities, and research teams funded by Apple and outlined in The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classroom: First-fourth Year Findings (cited under Origins of One-to-One Technology: Apple Classrooms of Tomorrow [ACOT]). The original premise, based on the work of computer scientist and mathematician Seymour Papert, is rooted in the idea that ubiquitous access to technology can create more dynamic learning environments. In recent years, the proliferation of mobile technology has caused a renewed interest in one-to-one computing, as the improved portability and functionality of technology tools coupled with advances in wireless Internet capability makes one-to-one computing attainable for many schools and districts. Despite the continued debate about the impact of technology on learning, the U.S. Department of Education elevated the concept of a one-to-one technology ratio from unique innovation to moral imperative in its document, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update (cited under Resources). Even before this, the prevalence of one-to-one computing initiatives increased, both in the United States is discussed in The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations (cited under General Overviews) and around the world in Large-Scale 1:1 Computing Initiatives: An Open Access Database (cited under International Perspectives on One-to-One Technology). The growth of these initiatives has been accompanied by an increase in peer-reviewed research and evaluation reports that document the impact of one-to-one technology on teaching and learning. A topic that was once dominated by white papers and evaluation reports now boasts a growing body of peer-reviewed studies, research syntheses, and government reports. The references cited in this article provide a cross-section of these various forms of literature that depict the use of one-to-one technology in K-12 classrooms, including implementation resources for districts and key empirical findings.

Diabetes management at school demands close collaboration of multiple stakeholders, including students with diabetes and parents, school nurses, teachers/staff, and local health care providers. This scoping review identified and synthesized evidence concerning factors that contributed to the quality and effectiveness of diabetes care implementation in U.S. K-12 schools. Forty-six studies met the eligibility criteria and were included. Five common factors emerged surrounding training and experiences, communications, parent engagement, resource allocations, and school environment. Complex interactions between multiple stakeholders jointly determined the quality of school diabetes care. A conceptual model was established to elucidate the complex interactions between multiple stakeholders and the relevant facilitators and barriers. Future research should improve sample representativeness, contrast school diabetes care practices to the national guidelines, and assess the impact of the social, economic, and political environment at federal, state, local/district levels on school diabetes care implementation.

The decline of manufacturing employment is frequently invoked as a key cause of worsening U.S. population health trends, including rising mortality due to ‘deaths of despair’. Increasing automation—the use of industrial robots to perform tasks previously done by human workers—is one major structural force driving the decline of manufacturing jobs and wages. In this study we examine the impact of automation on age-sex specific mortality. Using exogenous variation in automation to support causal inference, we find that increases in automation over the period 1993–2007 led to substantive increases in all-cause mortality for both men and women aged 45-54. Disaggregating by cause, we find evidence automation is associated with increases in drug overdose deaths, suicide, homicide and cardiovascular mortality although patterns differ across age-sex groups. We go on to examine heterogeneity in effects by safety net program generosity, labor market policies, and the supply of prescription opioids.

This paper will summarize the findings obtained through the work of a National Science Foundation (NSF) sponsored grant entitled, “Making Connections: Resources for K-12 Service-learning and Experiential Learning in STEM Disciplines.” The objective of this grant was to encourage K-12 educators to incorporate service-learning into the science and math curriculum by providing an easy-to-use resource. It was hoped that the use of service-learning in the science and math curriculum would help promote the entry of women and minorities into the Science, Technology, Engineering and Mathematics (STEM) fields, increase the potential pool of engineers and scientists in the United States, contribute to the development of STEM educators and enhance cultural sensitivity, ethics and social responsibility in future STEM workers. The methodology used to develop, assess and refine the web based resource will be discussed. Additionally, the research design and inferential statistics used to assess the impact of service-learning on K-12 students’ perceptions of STEM careers will be presented.

This study seeks to assess the land use land cover (LULC) and spatial-temporal trends of six outdoor thermal comfort indices in four Local Government Areas (LGAs) of Ogun state, Southwestern, Nigeria. Data used for this study are air temperature, relative humidity, cloud cover and wind speed which span from 1982 to 2018. These data were obtained from ERA-INTERIM archive. The 1986, 2000 and 2018 used for the analysis of the LULC were from the satellite imagery hosted by the United States Geological Survey (USGS). Landsat Thematic Mapper, Landsat 7 and Landsat 8 Operational Land Imager data of 1986, 2000 and 2018 to assess the changes that have taken place between these periods. Thermal comfort indices such as Effective Temperature (ET), Temperature Humidity Index (THI), Mean radiant temperature (MRT) and Relative Strain Index (RSI) were used. Rayman model was used for the computation of the three thermal comfort indices (MRT, PET, PMV). The results show decrease in vegetation, forest, and an increase in percentage of built-up areas between 1986–2000, and 2000–2018. A rapid increase in built-up areas in the three (Abeokuta South, Ifo, Shagamu,) of the four LGAs, while one (Ijebu East) has a slow increase in the built-up areas. The trend in the thermal comfort indices also shows that thermal discomfort had been on increase for the past 37 years and it was observed that the level of comfort has deteriorated more in the last decade compared to the previous decade especially in the built-up areas. This work suggests a framework for evaluating the relationship between the quantitative and qualitative parameters linking the microclimatic environment with subjective thermal assessment. This will contribute to the development of thermal comfort standards for outdoor urban settings. Also, the study will help urban planners in their decision making, and in heat forecast.

In the United States, schools closed in March 2020 due to COVID-19 and have begun reopening as of August 2020, despite continuing transmission of SARS-CoV-2. To determine the impact of school reopening with varying levels of operating capacity and face-mask adherence, we used an agent-based model calibrated to and validated against multiple data types from the state of Indiana, USA. In our model, transmission can occur in schools, workplaces, community settings, and households, all of which are structured in a realistic way according to state geography and demography. Using this model, we quantified the burden of COVID-19 on K-12 students, teachers, their families, and the general population under alternative scenarios about school reopening. In our primary analysis, we considered three levels of school operating capacity (50%, 75%, and 100%) and three assumptions about face-mask adherence in schools (50%, 75%, and 100%). Under a scenario in which schools operate remotely, we projected 45,579 (95% CrI: 14,109-132,546) infections and 790 (95% CrI: 176-1680) deaths between August 24 and December 31. Reopening at 100% capacity with 50% face-mask adherence in schools resulted in a proportional increase of 42.9 (95% CrI: 41.3-44.3) times that number of infections and 9.2 (95% CrI: 8.9-9.5) times that number of deaths. In contrast, operating at 50% capacity with 100% face-mask adherence resulted in only an 11% (95% CrI: 5%-18%) increase in the number of infections compared to the scenario in which schools operate remotely. We conclude that reduced capacity and high face-mask adherence in schools substantially reduce the burden of COVID-19, both among those with direct ties to schools and across the state. As Indiana and other states proceed with school reopening, our results illustrate quantitatively the benefits of safety measures that schools are undertaking, underscoring their value for both schools and their communities.

Central to creating lifelong learners, supporting curriculum, and implementing reliable information access, the library media centre is the umbrella for the school’s core subjects and the library media specialist is the connection between information and diffusion of that information to students. This paper examines school library media specialist roles in the United States and international schools, using the Quality Schools International (QSI) K-12 international school in Tirana, Albania, as a case study. Particular emphasis is placed on technology challenges, education requirements, and the impact of these elements on students, in particular the third culture students found in many international schools.

A litany of literature exists on teacher preparation programs, known as teacher education, and whiteness, which is the historical, systematic, and structural processes that maintain the race-based superiority of white people over people of color. The theoretical frameworks of Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) are used to explore whiteness and teacher education separately; whiteness within teacher education; the impact of teacher education and whiteness on white educators, educators of Color, and their students; and cautions and recommendations for teacher education and whiteness. Although teacher education and whiteness are situated within the current US sociopolitical context, the historical colonial contexts of other countries may find parallel examples of whiteness. Within this context, the historical purposes behind teacher education and the need for quality teachers in an increasingly diverse student population are identified using transdisciplinary approaches in CRT and CWS to define and describe operations of whiteness in teacher education. Particularly, race education scholars entertain the psychoanalytic, philosophical, and sociological ruminations of race, racism, and white supremacy in society and education to understand more fully how whiteness operates within teacher education. For example, an analysis of psychological attachments found in racial identities, particularly between whiteness and Blackness, helps to fully comprehend racial dynamics between teachers, who are overwhelmingly racially identified as white, and students, who are predominantly racially identified as of Color. Whiteness in teacher education, left intact, ultimately affects K-12 schooling and students, particularly students of Color, in ways that recycle institutionalized white supremacy in schooling practices. Acknowledging how reinforcing hegemonic whiteness in teacher education ultimately reifies institutional white supremacy in education altogether; implications and cautions as well as recommendations are offered to debunk the hegemonic whiteness that inoculates teacher education. Note: To symbolically reverse the racial hierarchy in our research, the authors opt to use lowercase lettering for white and whiteness, and to capitalize “people of Color” to recognize it as a proper noun along with Black and Brown.