Disconnections in US and EU Agricultural Policy and Trade Negotiations: A Transaction Cost Politics Approach

This article investigates aspects of the institutions and decision making processes in the United States and the European Union that affect the coordination of domestic farm programs and trade negotiations for agriculture in each entity. We explore how current institutions and processes contribute to a level of incoherence - or lack of coordination - between domestic farm programs and trade negotiations in the United States. Constructs from transaction cost politics with an emphasis on the decision to delegate authority from the principal to an agent are used to understand how institutional processes affect the coordination of domestic legislation.This article investigates aspects of the institutions and decision making processes in the United States and the European Union that affect the coordination of domestic farm programs and trade negotiations for agriculture in each entity. We explore how current institutions and processes contribute to a level of incoherence - or lack of coordination - between domestic farm programs and trade negotiations in the United States. Constructs from transaction cost politics with an emphasis on the decision to delegate authority from the principal to an agent are used to understand how institutional processes affect the coordination of domestic legislation., Agribusiness, Agricultural and Food Policy, Agricultural Finance, Crop Production/Industries, Farm Management, Political Economy,

ENVIRONMENTAL AND ECONOMIC IMPACTS OF AGRICULTURAL POLICY REFORM: AN INTERREGIONAL COMPARISON

Mathematical programming results revealed that moving toward more flexible agricultural policies would generate substantial economic and environmental gains in a North Carolina diversified cropping region. But in a Washington-Idaho dryland grains region, only the use of relatively new and sometimes problematic alternative cropping systems permitted environmental and economic gains under policy reform. In both regions, a recoupling policy, which links government payments to resource-conserving farming practices, was needed to protect environmental quality when market prices for program crops were high.Agrichemical leaching, Agricultural policy, Alternative agriculture, Erosion, Mathematical programming, Agricultural and Food Policy,

Disconnections in US and EU agricultural trade policy: a transactions cost politics

International Relations/Trade,

The Narrating Subject: Student Reflection on Witness Narrative

Research Question: Can reflective writing capture the process of thinking when students read or listen to a first person narrative involving a Holocaust Survivor, a combat veteran, a former child soldier, clinical depression, and post-traumatic stress? Is the cognitive/affective capacity made visible as the student becomes a narrating subject his or her self in response to trauma and recovery narrative

Addressing Health Education Responsibilities and Competencies Through Service Learning

It is in the best interest of all academic preparation programs in the health professions to address and adjust their programs as health and healthcare continues to change (Clark, 1999). As a result of some of these changes, health education as a profession has become more community-focused and committed to the development of community-academic partnerships. Many universities are finding themselves integrating service learning pedagogy into their professional preparation programs. As such, service learning activities provide health education majors with the opportunities to participate in community organizing and building as well as practicing many of the National Commission for Health Education Credentialing (NCHEC) responsibilities early on in their academic development. This paper will provide examples of how health education courses can integrate service learning pedagogy into their programs while reinforcing the seven core health education responsibilities into practice

Innate immune system activation in zebrafish and cellular models of Diamond Blackfan Anemia.

Deficiency of ribosomal proteins (RPs) leads to Diamond Blackfan Anemia (DBA) associated with anemia, congenital defects, and cancer. While p53 activation is responsible for many features of DBA, the role of immune system is less defined. The Innate immune system can be activated by endogenous nucleic acids from non-processed pre-rRNAs, DNA damage, and apoptosis that occurs in DBA. Recognition by toll like receptors (TLRs) and Mda5-like sensors induces interferons (IFNs) and inflammation. Dying cells can also activate complement system. Therefore we analyzed the status of these pathways in RP-deficient zebrafish and found upregulation of interferon, inflammatory cytokines and mediators, and complement. We also found upregulation of receptors signaling to IFNs including Mda5, Tlr3, and Tlr9. TGFb family member activin was also upregulated in RP-deficient zebrafish and in RPS19-deficient human cells, which include a lymphoid cell line from a DBA patient, and fetal liver cells and K562 cells transduced with RPS19 shRNA. Treatment of RP-deficient zebrafish with a TLR3 inhibitor decreased IFNs activation, acute phase response, and apoptosis and improved their hematopoiesis and morphology. Inhibitors of complement and activin also had beneficial effects. Our studies suggest that innate immune system contributes to the phenotype of RPS19-deficient zebrafish and human cells

Product Quality Analysis of Onesies

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Serviceability of Baby Onesies

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How Exemplary Educational Leadership Preparation Programs Hone the Interpersonal-Intrapersonal (i2) Skills of Future Leaders

John P. Kotter argues that business schools continue to prepare leaders for 20th century needs, as they typically teach students how to manage an organization, rather than how to lead one. In this article, we explore how Kotter’s assertion applies to educational leadership preparation programs. We examine the ways a purposive sample of exemplary programs structure and implement learning experiences for aspiring educational leaders. Leveraging our findings from these cases and the literature on transformational learning and leadership, we argue that today’s programs should include “powerful learning experiences” that challenge and coach leadership candidates to build the skills and capacities necessary to both manage and lead organizations. If educational leaders are the “driving subsystem” for school improvement efforts, then leadership preparation must move aspiring leaders beyond technical competence and toward the more transformational aspects of leading