African American Teachers\u27 Experiences of Becoming a Teacher in Ohio: A Case Study

There has been a hiring discrepancy in the recruiting and hiring process of African American teachers in Ohio (Stein, 2019). The purpose of this descriptive case study was to explore African American teachers’ experiences of becoming teachers in Ohio and their suggestions for improving the hiring process. Five research questions guided the study: (a) What were African American teachers’ lived experiences of becoming a teacher in Ohio? (b) How do African American teachers perceive the obstacles and catalysts of becoming and remaining teachers in Ohio? (c) How do African American teachers view diversity in the teaching force? (d) What policies do African American teachers recommend to improving the recruitment or hiring procedures? (e) What recommendations do African American teachers have for retaining African American teachers at schools? Interviews and focus group discussion were used to collect data. The participants were 15 African American teachers for the interviews and five African American teachers for the focus group discussion in Ohio. Several significant emergent themes emerged, including they are hard to get the license or certification in Ohio, hired as disciplinarians instead of teachers, lack of diversity in education, satisfactory pay to retain teachers, hard to pass the state licensure test, African American teachers as positive role model in education, and student loan forgiveness for public-school teachers. Recommendations for educational leaders and future researchers were provided. Keywords: academic achievement, acknowledgement, attrition, culturally relevant pedagogy, discrimination, disproportionate, inequity, marginalized, minority, prejudice, racism, recruitment, underrepresentatio

Quality control of gasohol using a micro-unit for membraneless gas diffusion

This work describes the development of a new spectrophotometric flow technique suitable for monitoring of ethanol content in gasohol fuel. Membraneless gas-diffusion (MBL-GD) was applied with one-step aqueous extraction of gasohol (1:2 gasohol/water). Segments of aqueous extract and color developing reagent were allowed to flow into two separate channels in the MBL-GD device. Inside the device, ethanol vapor can diffuse across a small headspace between the two channels (donor and acceptor). Introduction of an air-segment behind the zone of acceptor reagent to stop dispersion of the colored zone greatly improves the rapidity of analysis using this MBL-GD technique. Two methods were developed for quality control of gasohol by measuring ethanol content. Method I is suitable for direct calibration of E5 and E10. Method II is recommended for E20. These methods have high accuracy with good precision (% RSD: 1 to 4.9, n&#8201;=&#8201;45) and have a sample throughput of 26 samples per hour. E10 samples were compared with analysis using a standard GC method. </p

Situation Awareness, Workload, and Performance in Midterm Nextgen: Effect of Dynamic Variations in Aircraft Equipage Levels

NextGen changes in air traffic management promise to bring many benefits to the current airspace system, but these changes must be evaluated for their impact on mid-term air traffic management in which mixed-equipage is certain. We examined mixed equipage environments in which the equipage levels changed over the course of the scenario to reflect changes in sector characteristic over the course of a day or controller’s work shift. Six retired ATCs managed mixed-equipage traffic that either began with low levels of NextGen equipped aircraft and increased midway through the scenario or vice-versa. These were compared to a scenario in which the equipage mix was held constant. ATC performance, workload and situation awareness were affected differently by these scenarios

Observations of red-giant variable stars by Aboriginal Australians

Aboriginal Australians carefully observe the properties and positions of stars, including both overt and subtle changes in their brightness, for subsistence and social application. These observations are encoded in oral tradition. I examine two Aboriginal oral traditions from South Australia that describe the periodic changing brightness in three pulsating, red-giant variable stars: Betelgeuse (Alpha Orionis), Aldebaran (Alpha Tauri), and Antares (Alpha Scorpii). The Australian Aboriginal accounts stand as the only known descriptions of pulsating variable stars in any Indigenous oral tradition in the world. Researchers examining these oral traditions over the last century, including anthropologists and astronomers, missed the description of these stars as being variable in nature as the ethnographic record contained several misidentifications of stars and celestial objects. Arguably, ethnographers working on Indigenous Knowledge Systems should have academic training in both the natural and social sciences.Comment: The Australian Journal of Anthropology (2018

Perspectives on Enabling Education for Indigenous Students at Three Comprehensive Universities in Regional Australia

Daniels, CR ORCiD: 0000-0002-0672-0450Indigenous students, particularly those from regional and remote areas, are under-represented in both higher education and vocational education in Australia. Enabling programs seek to address this under-representation. They offer pathways to higher education, are important in lifting participation rates and potentially encourage mobility between the sectors. However, strategic development of enabling programs is based on little evidence about student or staff experiences. This chapter presents a qualitative research project underpinned by the strengths-based approach of conscientisation, exploring how Indigenous learning journeys via enabling programs can respect and grow cultural identity, while simultaneously developing study skills. The research considered interpretations of ‘success’ from the perspectives of students and teachers participating in enabling courses. The research found that enabling programs were an ‘important’ and ‘exciting journey’ for students that brought about transformation of the inner self through the building of ‘resilience’, ‘strength’, ‘confidence’, ‘self-esteem’, ‘self-worth’, ‘cultural understanding’ and ‘identity’. Success was experienced across multiple dimensions of students’ lived experience including ‘cultural identity’, ‘voice’, self-realisation, self-acceptance and ‘pride’. Staff suggested that enabling programs imparted an ‘underlying layer’ of skills. Recognition of Indigenous people as ‘yarners’ and ‘story tellers’, along with ways of incorporating ‘both-ways’ methodologies, need to be considered when developing the curriculum. This chapter reports on research which will be used to inform the development of a best-practice framework for Indigenous education enabling programs in Australia, particularly in regional and comprehensive education settings

Structural insight into SUMO chain recognition and manipulation by the ubiquitin ligase RNF4

The small ubiquitin-like modifier (SUMO) can form polymeric chains that are important signals in cellular processes such as meiosis, genome maintenance and stress response. The SUMO-targeted ubiquitin ligase RNF4 engages with SUMO chains on linked substrates and catalyses their ubiquitination, which targets substrates for proteasomal degradation. Here we use a segmental labelling approach combined with solution nuclear magnetic resonance (NMR) spectroscopy and biochemical characterization to reveal how RNF4 manipulates the conformation of the SUMO chain, thereby facilitating optimal delivery of the distal SUMO domain for ubiquitin transfer

Can You Hear us Now? Voices from the Margin: Using Indigenous Methodologies in Geographic Research

Indigenous methodologies are an alternative way of thinking about research processes. Although these methodologies vary according to the ways in which different Indigenous communities express their own unique knowledge systems, they do have common traits. This article argues that research on Indigenous issues should be carried out in a manner which is respectful and ethically sound from an Indigenous perspective. This naturally challenges Western research paradigms, yet it also affords opportunities to contribute to the body of knowledge about Indigenous peoples. It is further argued that providing a mechanism for Indigenous peoples to participate in and direct these research agendas ensures that their communal needs are met, and that geographers then learn how to build ethical research relationships with them. Indigenous methodologies do not privilege Indigenous researchers because of their Indigeneity, since there are many ‘insider’ views, and these are thus suitable for both Indigenous and non-Indigenous researchers. However, there is a difference between research done within an Indigenous context using Western methodologies and research done using Indig- enous methodologies which integrates Indigenous voices. This paper will discuss those differences while presenting a historical context of research on Indigenous peoples, providing further insights into what Indigenous methodologies entail, and proposing ways in which the academy can create space for this discourse

Contributions of scale: What we stand to gain from Indigenous and local inclusion in climate-health monitoring and surveillance systems

Understanding how climate change will affect global health is a defining challenge this century. This is predicated, however, on our ability to combine climate and health data to investigate the ways in which variations in climate, weather, and health outcomes interact. There is growing evidence to support the value of place- and community-based monitoring and surveillance efforts, which can contribute to improving both the quality and equity of data collection needed to investigate and understand the impacts of climate change on health. The inclusion of multiple and diverse knowledge systems in climate-health surveillance presents many benefits, as well as challenges. We conducted a systematic review, synthesis, and confidence assessment of the published literature on integrated monitoring and surveillance systems for climate change and public health. We examined the inclusion of diverse knowledge systems in climate-health literature, focusing on: 1) analytical framing of integrated monitoring and surveillance system processes 2) key contributions of Indigenous knowledge and local knowledge systems to integrated monitoring and surveillance systems processes; and 3) patterns of inclusion within these processes. In total, 24 studies met the inclusion criteria and were included for data extraction, appraisal, and analysis. Our findings indicate that the inclusion of diverse knowledge systems contributes to integrated climate-health monitoring and surveillance systems across multiple processes of detection, attribution, and action. These contributions include: the definition of meaningful problems; the collection of more responsive data; the reduction of selection and source biases; the processing and interpretation of more comprehensive datasets; the reduction of scale dependent biases; the development of multi-scale policy; long-term future planning; immediate decision making and prioritization of key issues; as well as creating effective knowledge-information-action pathways. The value of our findings and this review is to demonstrate how neither scientific, Indigenous, nor local knowledge systems alone will be able to contribute the breadth and depth of information necessary to detect, attribute, and inform action along these pathways of climate-health impact. Rather, it is the divergence or discordance between the methodologies and evidences of different knowledge systems that can contribute uniquely to this understanding. We critically discuss the possibility of what we, mainly local communities and experts, stand to lose if these processes of inclusion are not equitable. We explore how to shift the existing patterns of inclusion into balance by ensuring the equity of contributions and justice of inclusion in these integrated monitoring and surveillance system processes

Creating spaces: testimonio, impossible knowledge, and academe

Postprint upload.This article examines what it means to engage seriously with speech and writing events, such as testimonio, articulated by people whose theoretical base lies primarily in experience outside the walls of academe. I argue that we dismiss such unfamiliar scholarship to the detriment of all involved. If we are truly committed to learning, then we must expose ourselves to language forms and cultural norms that are different from those with which we are familiar. We must learn from them how to acknowledge the limits of our analysis and how to find “impossible knowledge” in unaccustomed places