Ohio\u27s Avoidance of Total Maximum Daily Load and the Continued Relevance of the Constructive Submission Doctrine

This Note examines several provisions of the Clean Water Act (CWA)—in particular, Total Maximum Daily Loads (TMDLs)—in the context of recent litigation over the State of Ohio’s plan to address Lake Erie water quality. It looks at the role of TMDLs in CWA implementation and explains Ohio’s response to Lake Erie water quality, asserting that Ohio’s ranking of Lake Erie as a low priority, in conjunction with its plan to follow a non-binding international agreement, the Great Lakes Water Quality Agreement, is simply an attempt to create another CWA loophole and avoid TMDL obligations. This Note also considers federal courts\u27 application of the constructive submission doctrine—a finding of constructive submission of no TMDL triggering US EPA oversight—and argues that the doctrine should be applied more broadly as a check on states\u27 avoidance or slow pace of TMDL promulgation. The Note concludes that an expansion of the doctrine to take states\u27 priority rankings of impaired waters into account in CWA litigation would better serve the purposes of the Clean Water Act by pushing states to create TMDLs for their most polluted bodies of water

Ohio\u27s Avoidance of Total Maximum Daily Load and the Continued Relevance of the Constructive Submission Doctrine

This Note examines several provisions of the Clean Water Act (CWA)—in particular, Total Maximum Daily Loads (TMDLs)—in the context of recent litigation over the State of Ohio’s plan to address Lake Erie water quality. It looks at the role of TMDLs in CWA implementation and explains Ohio’s response to Lake Erie water quality, asserting that Ohio’s ranking of Lake Erie as a low priority, in conjunction with its plan to follow a non-binding international agreement, the Great Lakes Water Quality Agreement, is simply an attempt to create another CWA loophole and avoid TMDL obligations. This Note also considers federal courts\u27 application of the constructive submission doctrine—a finding of constructive submission of no TMDL triggering US EPA oversight—and argues that the doctrine should be applied more broadly as a check on states\u27 avoidance or slow pace of TMDL promulgation. The Note concludes that an expansion of the doctrine to take states\u27 priority rankings of impaired waters into account in CWA litigation would better serve the purposes of the Clean Water Act by pushing states to create TMDLs for their most polluted bodies of water

a new species of laboulbenia ascomycota parasitic on an african fly diptera curtonotidae with a brief review of diptera associated species of the genus

A new parasitic fungus, Laboulbenia curtonoti sp. n., associated with the endemic Madagascan fly Curtonotum balachowskyi Tsacas (Diptera: Curtonotidae), is described and figured. The new species is one of the very few Laboulbeniales which penetrate the insect's cuticle by means of more-or-less developed rhizoids. A brief review of the 23 species of the genus Laboulbenia associated with Diptera is presented in a tabulated form

Practice architectures and sustainable curriculum renewal

While there are numerous pedagogical innovations and varying forms of professional learning to support change, teachers rarely move beyond the initial implementation of new ideas and policies and few innovations reach the institutionalised stage. Building on both site ontologies and situated learning in communities of practice perspectives, this paper explores the theory of practice architectures to offer a different and legitimate perspective on sustainable curriculum renewal. Specifically, a practice architecture either enables or constrains particular practice and constitutes the construction of practice from semantic (e.g. language), social (e.g. power relations), and physical (e.g. materials) spaces. Through the juxtaposition of practice architectures with an empirical illustration of longer-term pedagogical change, the paper argues that for pedagogical change to be sustained a practice architecture that relates to an innovation’s intended learning outcomes and the contexts in which an innovation can be used needs to be created. Consequently, the theory of practice architectures can guide reform programmes. Curricularists can begin programmes with a pre-planned approach to assist, a) teachers’ understanding of how to use an innovation, and b) the deconstruction and reconstruction of practice architectures to support an innovation’s survival

Putting Health Equity Front and Center in Community Health Improvement by Empowering, Listening to, and Respecting Community Voices

In 2016, the Worcester Division of Public Health, Coalition for a Healthy Greater Worcester (CHGW), UMass Memorial and Fallon Health, released the 2016 Community Health Improvement Plan (CHIP). The CHIP spans nine priority areas, with 31 objectives and 100 strategies with measurable outcomes. The focus is on social determinants of health, with health equity as the overarching goal. This goal will only be achieved if we empower, listen to, and respect community voices throughout the CHIP implementation process. CHGW presents a mechanism for community participation. A community-based structure which is open, transparent, and provides support in all areas of implementation, is being developed. A Steering Committee of residents and representatives from different sectors provides overall direction. Subcommittees provide support in each of four areas - community engagement, resource and development, research and evaluation, and policy and advocacy. Quarterly meetings in each priority area provide structure for reporting progress being made and requesting support. The Community Engagement subcommittee will work to build and maintain participation for each group which is universally inclusive and representative of the diverse organizations and residents of the region. The group will create a plan for ongoing community engagement at each stage of the process and in each focus area. The Research and Evaluation subcommittee, in addition to measuring progress for each strategy, will develop benchmarks for evaluating community engagement. We anticipate improved progress toward CHIP outcomes as the community becomes more involved and is more representative of the population, driving momentum toward health equity

A systematic revision of selected genera of afrotropical curtonotidae (Diptera: schizophora: ephydroidea) : a phylogenetic approach

The first comprehensive phylogeny of the family Curtonotidae is presented based on molecular markers and morphology. This enabled assessment of evolutionary relatedness, species radiation and zoogeography. A revised classification of the world fauna of the family, based on the results of this study is outlined. Nomenclatural acts flowing from these analyses include: the recognition three new Afrotropical species of Axinota van der Wulp; four new species of a new genus, Tigrisomyia Kirk-Spriggs; and nineteen new species of Curtonotum (six Madagascan and thirteen African). Ten informal species-groups of Curtonotum are recognised. Identification keys are provided for the Afrotropical species of these genera and errors in previous interpretations and designation of type specimens are resolved. Species distributions are mapped and interpreted and discussion is made of the historical biogeographical significance of these distributions

Making Collaboration Count: A Tool for Tracking and Building Participation in Community Collaboratives and Coalitions

Evaluation is necessary not only for assessing the impact of programs and interventions, but also for gathering actionable feedback on the ways in which organizations work together. Continuous evaluation of collaboratives themselves can help to address common issues, such as getting the right people at the table, balancing multiple stakeholder priorities, avoiding tokenism, and perhaps most importantly, encouraging participation and maintaining it over time. With the growing interest in collaborative processes over the past several years—and with collaboration and coalition development as a key practice competency identified by the Society for Community Research and Action (2012)—it is necessary to identify new tools that can be used to evaluate coalition processes, promote participation, and to ensure that these groups function in a way that promotes working toward collective goals. This article presents a tool and supporting strategies for tracking and encouraging participation in  collaborative processes, as well as a case example illustrating how this tool has been utilized within the North Jersey Health Collaborative

Making Collaboration Count: A Tool for Tracking and Building Participation in Community Collaboratives and Coalitions

Evaluation is necessary not only for assessing the impact of programs and interventions, but also for gathering actionable feedback on the ways in which organizations work together. Continuous evaluation of collaboratives themselves can help to address common issues, such as getting the right people at the table, balancing multiple stakeholder priorities, avoiding tokenism, and perhaps most importantly, encouraging participation and maintaining it over time. With the growing interest in collaborative processes over the past several years—and with collaboration and coalition development as a key practice competency identified by the Society for Community Research and Action (2012)—it is necessary to identify new tools that can be used to evaluate coalition processes, promote participation, and to ensure that these groups function in a way that promotes working toward collective goals. This article presents a tool and supporting strategies for tracking and encouraging participation in  collaborative processes, as well as a case example illustrating how this tool has been utilized within the North Jersey Health Collaborative

Practice architectures and sustainable curriculum renewal

While there are numerous pedagogical innovations and varying forms of professional learning to support change, teachers rarely move beyond the initial implementation of new ideas and policies and few innovations reach the institutionalised stage. Building on both site ontologies and situated learning in communities of practice perspectives, this paper explores the theory of practice architectures to offer a different and legitimate perspective on sustainable curriculum renewal. Specifically, a practice architecture either enables or constrains particular practice and constitutes the construction of practice from semantic (e.g. language), social (e.g. power relations), and physical (e.g. materials) spaces. Through the juxtaposition of practice architectures with an empirical illustration of longer-term pedagogical change, the paper argues that for pedagogical change to be sustained a practice architecture that relates to an innovation’s intended learning outcomes and the contexts in which an innovation can be used needs to be created. Consequently, the theory of practice architectures can guide reform programmes. Curricularists can begin programmes with a pre-planned approach to assist, a) teachers’ understanding of how to use an innovation, and b) the deconstruction and reconstruction of practice architectures to support an innovation’s survival