Small Cities, Neoliberal Governance and Sustainable Development in the Global South : A Conceptual Framework and Research Agenda

Development and environmental issues of small cities in developing countries have largely been overlooked although these settlements are of global demographic importance and often face a "triple challenge"; that is, they have limited financial and human resources to address growing environmental problems that are related to both development (e.g., pollution) and under-development (e.g., inadequate water supply). Neoliberal policy has arguably aggravated this challenge as public investments in infrastructure generally declined while the focus shifted to the metropolitan "economic growth machines". This paper develops a conceptual framework and agenda for the study of small cities in the global south, their environmental dynamics, governance and politics in the current neoliberal context. While small cities are governed in a neoliberal policy context, they are not central to neoliberalism, and their (environmental) governance therefore seems to differ from that of global cities. Furthermore, "actually existing" neoliberal governance of small cities is shaped by the interplay of regional and local politics and environmental situations. The approach of urban political ecology and the concept of rural-urban linkages are used to consider these socio-ecological processes. The conceptual framework and research agenda are illustrated in the case of India, where the agency of small cities in regard to environmental governance seems to remain limited despite formal political decentralization.

Addressing elementary school teachers' professional stressors: Practical suggestions for schools and adminstrators

Purpose: Given the preponderance of education reform since the No Child Left Behind Act (U.S. Department of Education, 2001), reform efforts have shaped the nature of the work and culture in schools. The emphasis on standardized testing to determine schools' status and student performance, among other factors, has generated stress, particularly for teachers. Therefore, district and school administrators are encouraged to consider the contextual factors that contribute to teacher stress to address them and to retain high-performing teachers. Research Methods/Approach: Participants were recruited from two types of schools in order to test hypotheses related to directional responding as a function of working in a more challenging (high-priority) or less challenging (non-high-priority) school environment. We employed content analysis to analyze 64 suburban elementary school teachers' free-responses to a prompt regarding their stress as teachers. We cross-analyzed our findings through external auditing to bolster trustworthiness in the data and in the procedure. Findings: Teachers reported personal and contextual stressors. Herein, we reported concrete examples of the five categories of contextual stressors teachers identified: political and educational structures, instructional factors, student factors, parent and family factors, and school climate. We found directional qualities and overlapping relationships in the data, partially confirming our hypotheses. Implications for Research and Practice: We offer specific recommendations for practical ways in which school administrators might systemically address teacher stress based on the five categories of stressors reported by participants. We also suggest means of conducting action research to measure the effects of implemented suggestions.

Towards a global criteria based framework for the sustainability assessment of bioethanol supply chains: application to the Swiss dilemma : is local produced bioethanol more sustainable than bioethanol imported from Brazil?

Biofuels are considered as a promising substitute for fossil fuels when considering the possible reduction of greenhouse gases emissions. However limiting their impacts on potential benefits for reducing climate change is shortsighted. Global sustainability assessments are necessary to determine the sustainability of supply chains. We propose a new global criterion based framework enabling a comprehensive international comparison of bioethanol supply chains. The interest of this framework is that the selection of the sustainability indicators is qualified on three criterions: relevance, reliability and adaptability to the local context. Sustainability issues have been handled along environmental, social and economical issues. This new framework has been applied for a specific issue: from a Swiss perspective, is locally produced bioethanol in Switzerland more sustainable than imported from Brazil? Thanks to this framework integrating local context in its indicator definition, Brazilian production of bioethanol is shown as energy efficient and economically interesting for Brazil. From a strictly economic point of view, bioethanol production within Switzerland is not justified for Swiss consumption and questionable for the environmental issue. The social dimension is delicate to assess due to the lack of reliable data and is strongly linked to the agricultural policy in both countries. There is a need of establishing minimum sustainability criteria for imported bioethanol to avoid unwanted negative or leakage effects.

Audit report on the Northeast Iowa Schools Insurance Trust for the year ended June 30, 2010

Audit report on the Northeast Iowa Schools Insurance Trust for the year ended June 30, 2010

Rising to Greatness An Imperative for Improving Iowa’s Schools, 2011

In the early 1990s, the Cold War ended, Back to the Future III was in theaters, and Iowa led the nation in reading and mathematics. Times have changed. A decade into the 21st century, Iowa has conceded its place at the top. During the past 20 years, achievement trends illustrate Iowa’s slide from a national leader in PK-12 education to a national average―sometimes below average―performer as other states (and nations) have accelerated past the state. Iowa students’ futures are at risk. Collectively, Iowa students are not hitting the mark in mathematics and reading competency. Sure, Iowa has its share of super-achievers. But the mass of Iowa students—not just underprivileged or minority students, but many of the majority white, relatively affluent students as well—are falling short of what is needed to attain quality jobs, growing incomes, and secure livelihoods in today’s globally competitive world. The world has moved beyond the industrial age and information age and is now in the innovation age. Students must be armed not only with knowledge, but also with skills and insights needed to critically analyze and innovate. The pressing problems and grand opportunities the world faces require that many more people contribute as innovators and problem solvers, not order takers and implementers. Innovators will prosper. Order takers will stagnate. The days of an abundance of low-skill jobs have come to an end.

One Unshakable Vision: World Class Schools for Iowa, October 3, 2011

Iowans have long shared a deep commitment to giving our children the best education possible. We recognize young people today must meet higher expectations than ever to thrive in this global, knowledge-based economy. For the sake of our children and our state, it is vitally important that we build on our tradition of excellence to improve our schools. Iowa’s house of education still has a strong foundation, but it is also in need of a major remodel to be ready for the days ahead.

Sustainable Concrete Pavements: A Manual of Practice, January 2012

Sustainable Concrete Pavements: A Manual of Practice is a product of the National Concrete Pavement Technology Center at Iowa State University’s Institute for Transportation, with funding from the Federal Highway Administration (DTFH61-06-H-00011, Work Plan 23). Developed as a more detailed follow-up to a 2009 briefing document, Building Sustainable Pavement with Concrete, this guide provides a clear, concise, and cohesive discussion of pavement sustainability concepts and of recommended practices for maximizing the sustainability of concrete pavements. The intended audience includes decision makers and practitioners in both owner-agencies and supply, manufacturing, consulting, and contractor businesses. Readers will find individual chapters with the most recent technical information and best practices related to concrete pavement design, materials, construction, use/operations, renewal, and recycling. In addition, they will find chapters addressing issues specific to pavement sustainability in the urban environment and to the evaluation of pavement sustainability. Development of this guide satisfies a critical need identified in the Sustainability Track (Track 12) of the Long-Term Plan for Concrete Pavement Research and Technology (CP Road Map). The CP Road Map is a national research plan jointly developed by the concrete pavement stakeholder community, including Federal Highway Administration, academic institutions, state departments of transportation, and concrete pavement–related industries. It outlines 12 tracks of priority research needs related to concrete pavements. CP Road Map publications and other operations support services are provided by the National Concrete Pavement Technology Center at Iowa State University. For details about the CP Road Map, see www.cproadmap. org/index.cfm.

Audit report on the Northeast Iowa Schools Insurance Trust for the year ended June 30, 2011

Audit report on the Northeast Iowa Schools Insurance Trust for the year ended June 30, 2011

Sexual Orientation Gender Indentity, and Iowa's Safe Schools Law, 2007

Another recently enacted law is the Iowa Safe Schools Law. Effective September 1, 2007, Iowa Code Chapter 280 requires both public and private schools to establish policies prohibiting harassment and bullying against students by employees, school volunteers, or other students. Sexual Orientation and Gender identity are covered under the Safe Schools Law. Students may now seek remedies under both Chapter 216 and Chapter 280.

Building World-Class Schools for Iowa: A Legislative Brief, January 14, 2013

The Iowa Department of Education has joined the Office of the Governor to prepare a set of legislative proposals that will bring Iowa closer to its goal of providing a world-class education to all children, no mater where they live. This legislative brief serves as an overview of the legislation, which I encourage you to read and discuss in greater detail. the goals behind these policies are straightforward: Comprehensive and systematically raise and support the teaching profession while expanding efforts to customize instruction to every student's passion and talents. Iowa's children deserve the best education can provide so they leave our schools with the knowledge and skills necessary for successful and rewarding lives. Iowa has many good schools with hard-working, talented educators who deserves our respect and appreciation. While we honor the past work of generations of Iowans who built a strong foundation, it is our responsibility - and our turn - to make a focused, dedicated effort to improve Iowa's schools. We stand at a pivotal moment in Iowa storied education history, in which we have the opportunity and will as community to make the transition from being "good" to being "great".

Audit report on the Northeast Iowa Schools Insurance Trust for the year ended June 30, 2012

Audit report on the Northeast Iowa Schools Insurance Trust for the year ended June 30, 2012