Communicating research with the public : evaluation of an invasive earthworm education program

Ecologists are increasingly encouraged by funding agencies and professional societies to communicate their research with the public. However, most receive relatively little training in how to do this effectively. Furthermore, evaluation of whether such an investment by ecologists actually achieves conservation objectives is rare. We created an education program, involving print, television, radio, and internet media, to increase awareness about earthworm invasions and to discourage anglers from dumping earthworm bait. Using pre- and post-surveys, we evaluated our program’s success in reaching its target audience and in changing knowledge and behavior. Few participants (4.1%) recalled seeing the program material and knowledge of the fact that earthworms are non-native in Alberta remained low (15.8% before, 15.1% after). Further, after being told about the negative effects of earthworms in forests, 46.7% of the anglers surveyed stated they would not change their bait disposal behavior in the future, with many commenting that they did not believe earthworms could be harmful. These results highlight the importance of evaluating education programs, rather than assuming they are successful. Given many participants' doubts that earthworms have negative effects, both regulations and education may be needed to reduce earthworm introductions

The Mental Health Workforce: A Primer

[Excerpt] Congress has held hearings and introduced legislation addressing the interrelated topics of the quality of mental health care, access to mental health care, and the cost of mental health care. The mental health workforce is a key component of each of these topics. The quality of mental health care depends partially on the skills of the people providing the care. Access to mental health care relies on, among other things, the number of appropriately skilled providers available to provide care. The cost of mental health care depends in part on the wages of the people providing care. Thus an understanding of the mental health workforce may be helpful in crafting policy and conducting oversight. This report aims to provide such an understanding as a foundation for further discussion of mental health policy

States' Evidence: What It Means to Make 'Adequate Yearly Progress' Under NCLB

States will soon announce the schools or districts that did or did not make "adequate yearly progress," or "AYP" under NCLB. But the question that provides the most insight into a school's performance is not whether a school made AYP, but rather how a school did or did not make AYP

Geometry of canonical self-similar tilings

We give several different geometric characterizations of the situation in which the parallel set $F_\epsilon$ of a self-similar set $F$ can be described by the inner $\epsilon$-parallel set $T_{-\epsilon}$ of the associated canonical tiling $\mathcal T$, in the sense of \cite{SST}. For example, $F_\epsilon=T_{-\epsilon} \cup C_\epsilon$ if and only if the boundary of the convex hull $C$ of $F$ is a subset of $F$, or if the boundary of $E$, the unbounded portion of the complement of $F$, is the boundary of a convex set. In the characterized situation, the tiling allows one to obtain a tube formula for $F$, i.e., an expression for the volume of $F_\epsilon$ as a function of $\epsilon$. On the way, we clarify some geometric properties of canonical tilings. Motivated by the search for tube formulas, we give a generalization of the tiling construction which applies to all self-affine sets $F$ having empty interior and satisfying the open set condition. We also characterize the relation between the parallel sets of $F$ and these tilings.Comment: 20 pages, 6 figure

Equine degenerative myeloencephalopathy: prevalence, impact, and management.

Equine neuroaxonal dystrophy/equine degenerative myeloencephalopathy is an inherited neurodegenerative disorder affecting many horse breeds. Clinical signs include a symmetric ataxia and an abnormal stance at rest, similar to cervical vertebral compressive myelopathy, equine protozoal myeloencephalitis, and equine herpesvirus 1 myeloencephalopathy. This review will provide an update on the disease prevalence, management, impact, and ongoing research

Value-Added Modeling for Teacher Effectiveness

[Excerpt] This report addresses issues associated with the evaluation of teacher effectiveness based on student growth in achievement. It focuses specifically on a method of evaluation referred to as value-added modeling (VAM). Although there are other methods for assessing teacher effectiveness, in the last decade, VAM has garnered increasing attention in education research and policy due to its promise as a more objective method of evaluation. The first section of this report describes what constitutes a VAM approach and how it estimates the so-called “teacher effect.” The second section identifies the components necessary to conduct VAM in education settings. Third, the report discusses current applications of VAM at the state and school district levels and what the research on these applications says about this method of evaluation. The fourth section of the report explains some of the implications these applications have for large-scale implementation of VAM. Finally, the report describes some of the federal policy options that might arise as Congress considers legislative action around these or related issues

African American English And Urban Literature: Creating Culturally Caring Classrooms

Language and literacy are a means of delivering care through consideration of students’ home culture; however, a cultural mismatch between the predominantly white, female educator population and the diverse urban student population is reflected in language and literacy instruction. Urban curricula often fail to incorporate culturally relevant literature, in part due to a dearth of texts that reflect student experiences. Dialectal differences between African American English (AAE) and Mainstream American English (MAE) and a history of racism have attached a reformatory stigma to AAE and its speakers. The authors assert that language and literacy instruction that validates children’s lived experience mediates this hegemony, leads to empathetic relationships between teachers and students of different cultural backgrounds, and promotes academic success. This paper seeks to 1) dissect the relationship between academic achievement and affirmation of student culture through language and literacy instruction, 2) enumerate classroom strategies that empower students and foster the development of self-efficacy 3) identify ways teachers might weave value for diversity in language and literacy into a pedagogy of care for urban classrooms