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In March of 2010, the only full-service supermarket centrally located in New Haven, Connecticut closed, stranding many of the city's residents in a food desert. A food desert is an urban or rural area with significantly limited access to retail sources of healthy and affordable food, due to a combination of socioeconomic disadvantages and physical distance. This article considers the pivotal and causative role of the business model of supermarkets in the creation of new or exacerbation of current urban food deserts, as well as in the impact the loss of one market has on the resilience of the community's food system. Using the events of New Haven as a case study, the form and severity of the food desert in New Haven is analyzed by mapping 1/4 mile, 1/2 mile, and 1 mile road network service areas of the major supermarkets and grocery stores of the area. These are compared against Census block group data of the New Haven population's median household income, poverty level, and access to a personal vehicle. The results show certain parts of the city with low income, high poverty, and low vehicle access to exist in hardship outside the service areas of nearby stores. GIS methodology aids in illustrating the conclusion that the loss of just one supermarket has had significantly detrimental effects on the geographical food access of the city's residents. The ongoing lack of a full-service supermarket in the city not only raises concerns about the value of a new supermarket coming in, but also creates possibilities for seeking alternative food system solutions. (C) 2011 Elsevier Ltd. All rights reserved.

Astana, Kazakhstan’s new capital city is being built to fit the future vision of the country’s leaders. Unique architectural styles, combined with creative morphological patterns give the city a distinctive look. It is being constructed to impress. It also represents a break from the past. As such, Astana embodies the meaning of a ‘Forward city.’ Forward cities are created for a variety of reasons; political, geopolitical, religious, economic or a combination of these. By relocating a capital city elsewhere, a country seeks to construct a fresh urban site that reflects a change from the traditional center of governmental activities to a new location that reveals a new direction for the country and its people. This chapter provides a brief background of the political context and conditions existing in the region, followed by an overview of the city’s geographic base, and scrutinize the unique methods of finance used to construct Astana. Also, the planning and design of the city will be examined, paying special attention to the ways in which architecture has been utilized to construct a futuristic vision of a public project for domestic and international consumption.

By the early decades of the twentieth century, southern New England's Connecticut Valley had become a center of shade tobacco production and a destination for seasonal farmworkers drawn from sources inside and outside of New England. This paper explores the history of three groups of seasonal workers-children from area cities and towns; white southern high school students: and young African American men from southern high schools and black colleges-with an eye to assessing the impact of their presence on the form and meaning of the Connecticut Valley. My first goal is to add depth to the historiography of twentieth-century New England farming by drawing attention to the largely overlooked story of non-rural and extra-regional seasonal farmworkers. My second goal is to frame the case of Connecticut tobacco labor according to the study of mobility and its relationship to landscape. The mobility of workers into and within the region, I suggest, made possible the success of the shade tobacco economy while at the same time posing challenges to popularized cultural conventions about regional identity. For this reason, I argue, the history of Connecticut's shade tobacco landscape was informed by the efforts of shade tobacco growers to direct and control a confluence of environmental conditions, group and place-based identities, and the mechanics and meanings of mobility among seasonal workers. By hiring non-local, seasonal workers and by attempting to control their mobility, large-scale, corporate growers and their spokespeople ultimately sought to maintain control over the development and identity of the valley's rural landscape. (C) 2009 Elsevier Ltd. All rights reserved.

Here the volume continues its reflections on Hawthorne’s career but turns to his place in the literature of ‘homes and haunts’, taking up the question of how literary geography and its localization of authors helped construct an authorial presence for Americans and a tangible transatlantic literary canon. (It turns out that having a home on the literary itinerary was crucial to nineteenth-century reception.) Baraw demonstrates that the poetics of literary tourism provided Hawthorne with both a means of self-canonization as a tourist attraction and a tool for cultivating the ideal ‘English’ reader for his books. This essay begins a strand of chapters related to literary tourism and the construction of international heritage landscapes.

Scarry's (The Body in Pain: The Making and Unmaking of the World, Oxford, New York, 1985) broke crucial ground in examining the antagonisms between pain, embodiment and language, and the isolating effects of pain as experience. This paper submits Scarry's claim that extreme pain destroys language, evades mediation, and isolates the subject to critical scrutiny, arguing instead that pain is a semiosomatic force, a form of feeling generated by imperative information about embodiment (real or imaginary) that works to disarticulate and move the subject and the social environment. Pain is not predominantly antagonistic to language; rather, pain insists on signifying, with language being only one of its performative media. What pain resists is representation, not the informational force exerted through language and other semiotic forms. Rather than unmaking language, pain disarticulates and rearticulates subjectivity, refashioning interrelations between the body, subjectivity, others, and culture in ongoing processes of largely aversive impingement, embroiling subjectivity with the imperative directives of embodied vulnerability. © 2016 Macmillan Publishers Ltd.

The American Library Association is committed to recruiting persons of color and those with disabilities to the profession, yet these groups are underrepresented among librarians. While intentional discrimination was the impetus for the Civil Rights Act of 1964, empirical studies in the workplace have exposed continued discrimination through unconscious bias. Extending such research to the library profession raises the question: How do librarians perceive the underrepresented as potential fellow library staff? In my recently conducted study of public library staff and future librarians, participants agreed that library staff should represent the diversity of the communities served; there was little support, however, for actively attempting to advance proportional representation through education or hiring. © , Published with license by Taylor & Francis.

The nomothetic thrust of personality research has been the subject of some significant recent criticism. One major problem is the failure in much personality research to sufficiently scrutinize its methods and its background beliefs. This produces conceptual schematizations of personality that do not sufficiently take into account the disunity and plasticity that affects what is construed as personality; it also underplays the necessity of more fully theorizing the network of infrapsychic and transpersonal systems, processes, structures, templates, interfaces, flows of stimuli, qualities of embodiment and contingencies that dynamically manifest as personality. It is through unfolding the complexity inherent in this network that personality theorization can move forward in new ways. This paper provides a provisional, beginning taxonomy of this network in order to start a research dialogue about personality that doesn't begin with the operative background beliefs of nomothetic methodology, that doesn't tacitly or overtly construe the individual to be a self-regulating, homeostatic system, and that resists presupposing personality as a cohesive, stable quality of personhood.

Personality theories, as Giordano (2014) argues, often treat Western versions of the self as having universal import. Eastern notions of self, however, offer a dramatically different basis for thinking about what personality might be. This paper, nonetheless, seeks to offer a general framework for theorizing about the epiphenomenon of personality in any culture, asserting that it is an effect of specific histories of ideological practices, semiotic networks and systems, and affect, which engage each other in dialogic and dialectical ways. The interactions of these factors, guided by ideology, regularize behavior and affective dynamics, largely in non-personal ways. Subjects are produced and reproduced from these complex interactions, which are situationally specific and simultaneously transpersonal. The subjects formed through these interactions are the basis for the folk psychology of personality, which treats the transient, varying effects of these interactions as more or less reified qualities that form a basis for the construction of selfhood, however conceived.

As Facebook becomes increasingly more popular as a communication tool for businesses and organizations, it is important that our students learn to transfer personal Facebook skills to professional settings. This article focuses on the lessons learned by two students who used Facebook as part of a social media internship, as well as what the author learned about its use through research and teaching a course on social media and professional writing. © 2011 Association for Business Communication.

Malory elevates Guenevere to abbess ofAmesbury where she heals her soul through a penitential process clarified by Cassian's teachings on attitude and supplication and by the cloister context and devotional formulas of her speech on salvation. (SEH).

This longitudinal quantitative study investigates how participation in the Comprehensive College Readiness Access and Success Program (CCRASP) affects underrepresented urban students’ college persistence. Results revealed that CCRASP participation was associated with higher percentages of students enrolling in both 2- and 4-year colleges as sophomore students. As school leaders and policy makers seek to make all urban students college and career ready, these findings further solidify current urgencies to re-visit K–12 student academic and counselling services. It also provides school leaders and educators with practical information and reform ideas to improve underprivileged students’ persistence and success. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Best practice in curriculum development and implementation requires that discipline-based standards or requirements embody both curricular and programme scopes and sequences. Ensuring these are present and aligned in course/programme content, activities and assessments to support student success requires formalised and systematised review and development processes. These processes are not always in play in higher education, however. Using a descriptive qualitative case study strategy, this article shares how policy outcomes within intermediate and superintendent certification, sixth-year and Ed.D. doctoral courses and programmes at a state university were reviewed, mapped and assessed using an evidence-based curriculum analysis model and tool that mapped standards and outcomes from course syllabus data. Strengths and weaknesses of this approach are discussed and it is suggested that the field might benefit from a curriculum mapping and analysis method that also considers content coverage. A Course-Level Content Scope and Sequence Mapping Tool, developed to map content scope and sequence alongside standards or outcomes mapping, is presented for consideration and testing. The ability to assess and improve curriculum is only as good as the conceptual frameworks, methods and tools available. This critical case study is one effort to advance the field by drawing attention to the importance of curricular content mapping. The study should be of interest to higher education staff, researchers and accreditors concerned with postsecondary programmes and their curricular scope and sequence coherence, quality and improvement. © 2015 UCU.

In this writer’s view, the building of social capital starts with the development of personal individual capital. The author posits that an individual may not be optimally effective in building meaningful social relationships and networks, or in influencing results in one’s community that serve the individual and others well, unless the individual has the prerequisite personal attributes and skillsets to do so. Therefore, in this chapter, the author identifies four key personal capital attributes that he sees as foundational to the building of social capital from the inside out. The dynamic synergistic interface among these four core attributes (Control, Empathy, Awareness, and Resolve), is referred to in this chapter as “Intrapower that is seen as a potent facilitative force in the effective building of social capital.

The Balanced Curriculum is a web-based tool that school districts use to create, align, assess, and manage their curriculum development and implementation. The courses are divided into time-bound units with significant tasks (or assured activities) that local district teachers develop and promise to teach. The significant tasks are aligned to standards and assessment specifications. District curriculum authors also develop assessments for all to use when implementing the curriculum. Results of more than 15 years of implementation show that all districts that have developed curriculum using this model, and ensured implementation, have had significant improvement on their test scores. Implications for teachers, principals, and central office staff are given at the end of the article. © The Author(s) 2013.

In this study, we examine the relationship between contextual variables related to teachers and student performance in Advanced Algebra classrooms in the USA. The data were gathered from a cluster-randomized study on the effects of SimCalc MathWorlds®, a curricular and technological intervention as a replacement for Algebra 2 curriculum, on student learning of Algebra 2 content. Conditional measures (teacher background characteristics) and instructional measures (self-reported instructional preferences, stances, and classroom practices) were subjected to a variety of empirical analyses to discern their relationship to student learning. Researchers examined both the overall effect of teacher contextual variables on student learning and the specific effect of SimCalc on both teacher instructional measures and student performance. There is evidence to support that teachers who use the SimCalc curriculum value classroom communication, deep understanding of math concepts, and support for both routine and non-routine problems. © Springer Science+Business Media Dordrecht 2014.

We report on two large studies conducted in advanced algebra classrooms in the US, which evaluated the effect of replacing traditional algebra 2 curriculum with an integrated suite of dynamic interactive software, wireless networks and technology-enhanced curriculum on student learning. The first study was a cluster randomized trial and the second was a quasi-experimental replication study using a subset of the original treatment teachers. Both studies demonstrated significant impact on student learning of core algebra concepts including both procedural and conceptual problems. Various variables were modeled to understand the impact of such an intervention including demographic factors and class level. We found that being in an honors class significantly predicts learning gains but being in a non-honors SimCalc class significantly predicts learning gains versus all other groups. We also found significant effects of treatment on difference scores for problems which demanded simple procedural approaches and those that demanded complex conceptual understanding.

We investigated prospects for reported sustainable adoption and sharing of an educational innovation through survey research including online questionnaires and telephone interviews. This investigation is part of the Scaling-Up SimCalc experimental program, which combines dynamic representational algebra software (SimCalc MathWorlds) with integrated curriculum and small professional development workshops focused on how to use the software and how to integrate this intervention into the larger year-long curriculum. Teachers who (1) perceived the usefulness of the SimCalc professional development as being consistent with personal aims and (2) perceived specific affordances of the software/curriculum to be valuable were more likely to report continued use of the innovation after the research had ended and that they had shared it with colleagues over time.