439 research outputs found
Sanitizing Product Contact Surfaces for Fresh Produce Production
No full textDiscussion of how to properly sanitize product contact surfaces in a farm environment
Preparing Produce Growers for Compliance with the Food Safety Modernization Act
No full textThe Rutgers On-Farm Food Safety Team received national recognition as an Extension Risk Management Education (ERME) Success Story for its grant funded work in 2015-2016 educating New Jersey farmers about the Food Safety Modernization Act Produce Safety Rule
Chronicles of Oklahoma
No full textArticle discusses the ideas present in Oscar Ameringer's theories of agrarian socialism and its place in Oklahoma society. H. L. Meredith explores his impact as a leader of the Socialist Party in Oklahoma, organizer, and author of socialist literature
Prenatal care advice to see a dentist: results from a population-based study
No full textMeredith L. Vandermeer (Department of Public Health, Oregon State University), Kenneth D. Rosenberg (Office of Family Health, Oregon Department of Human Services), Alfredo P. Sandoval (Oregon Health & Science University).Title from PDF caption (viewed on August 14, 2020).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Edith Wharton and Cosmopolitanism
No full textEmily Orlando is co-editor and a contributing author (with Meredith L. Goldsmith), Introduction: Edith Wharton, A Citizen of the World, p.1-15.
Edith Wharton and Cosmopolitanism shows that Wharton was highly engaged with global issues of her time, due in part to her extensive travel abroad. Examining both her canonical and lesser-known works and including her art historical discoveries, her political writings, and her travel writing, the essays in this volume explore Wharton\u27s diverse, complex, and sometimes problematic relationship to a cosmopolitan vision.-- Publisher\u27s description.https://digitalcommons.fairfield.edu/english-books/1067/thumbnail.jp
Recommended from our members
Parenting and Early Language Development of Young Children in South Korea
No full textFollowing the social interactionist and language socialization theories, language development research points to the importance of parents’ role in shaping children’s early experiences and their development. Although there is an established body of research examining early language development in Western cultures, the need for a more nuanced understanding of variations across different cultures and languages remains. In my dissertation, I add to this growing effort to expand our knowledge about child development by conducting three studies that examine early experiences and development of children growing up in South Korea.
In Study 1, I take a broad look at the early experiences of Korean children and examine the longitudinal relations between maternal characteristics, early home experiences, and children’s later language outcomes by analyzing a longitudinal dataset drawn from a national sample of 1,894 Korean families. In Study 2, I take a closer look at children’s daily experiences by examining parent-child interactions and investigating whether, in a sample of 31 Korean families, mothers’ and their 1-year-olds’ use of gesture is related to children’s vocabulary skills at age 3. In Study 3, I highlight variations within Korea by exploring how variations in parental cultural and linguistic backgrounds shape their language use during interactions with their preschool-aged children by examining data from 36 monolingual Korean families and 33 multilingual Korean families. Together, findings from these studies add to the emerging body of cross-cultural and international research and knowledge on parent-child interaction and early language development
‘We are all in this together’: a creative non-fiction story of older adults participating in power-assisted exercise
No full textIn this study we aimed to explore older adults’ experience of community-based power assisted (PA) exercise and its potential impact on social exclusion, isolation and loneliness (SEI&L). The lead author obtained ethnographic data over a 6-month period using three primary methods: participant observation (900 hours), a reflexive diary, and 10 semi-structured interviews. Participant observation provided a rich lens into a PA exercise centre describing the scene, characters, and dialogue that enabled the ethnographer to interpret stories of SEI&L. Participants expressing stories of SEI&L (6 service-users, age 66–90 years) and participants working at the centre (3 staff members, age 41–50 years; 1 volunteer, age 69 years) were invited for interviews with the purpose of expanding on data from the field. We used dialogical narrative analysis to construct story themes and meaningful structures from the data that enabled a nuanced understanding of the plots and characters woven into the ethnographic creative non-fiction. Shifting our perspective from story analysts to storytellers, we have constructed two emotionally vibrant composite narratives to show the mechanisms and meanings of SEI&L for older adult exercisers following bereavement in later life and when living with a debilitating chronic health condition. The therapy centre provided a safe and inclusive space for older adults to reconnect through accessible modes of exercise and an atmosphere fostering a sense of belonging and togetherness. This work offers rich insight into older adult’s experiences of community-based exercise and raises awareness of SEI&L to help instigate personal and social change across multiple audiences
A survey of attitudes of employers toward hiring educable mentally retarded persons and factors which influence their decisions, 1968
No full text
Contextualizing ESSA: A Critical Race Theory Analysis of Settler Colonial Structures and Indigenous Agency in Federal Indian Education Policy, 1819-2018
No full textThe Every Student Succeeds Act (ESSA), signed into law in 2015, promises to have significant impacts for Native nations. And yet, whether its reconfiguring of the relationship between tribes, states, and school districts will lead to improved educational outcomes for Native youth remains to be seen. To contextualize what ESSA will mean for Indian Country, it situates the new law within two hundred years of education policy to uncover the racial and settler colonial dynamics that have shaped Indian education. By applying Critical Race Theory frameworks to the interplay of structure and agency in Indian education policy history, this dissertation demonstrates that federal policy shifts in education all too often enforce white norms for schooling and leave Native people out of the decision-making process. Chapter 1 draws upon tenets from TribalCrit to analyze power structures in Indigenous-settler interactions in schools from early contact through the 1970s. It reveals how federal schooling practices for Native youth have often served white sociopolitical and economic interests. Chapter 2 shifts the focus from structure to agency. It employs counterstories and interest-convergence from Critical Race Theory to highlight Native strategies for resisting and repurposing settler education systems. Chapter 3 applies interest-convergence along with colonial entanglement and the Safety Zone Theory to examine federal grant structures and the role of federal Native bureaucrats as policy influencers during the last fifty years. Chapter 4 then pivots back to an analysis of structure, drawing upon racial realism to assess federal budget records, demonstrating a disconnect between rhetorical and financial support for Indian education since 1965. Lastly, Chapter 5 uses discourse tracing and tenets from TribalCrit as it documents the transition from No Child Left Behind to ESSA and evaluates the shifting relationships between tribal and state governments. The juxtaposition of Indigenous agency with settler colonial structures throughout the dissertation highlights two continuities over time: that settler colonial education policies have reinforced white sociopolitical power (even during periods of “reform”) and that Native people have consistently worked to shape those policies and practices into educational opportunities for Native youth.Doctor of Philosoph
- …
