Fulton County is a county located in the state of Ohio. As of 2000, the population is 42,084. Its county seat is Wauseon6 and is named for Robert Fulton, inventor of the steamboat.
According to the U.S. Census Bureau, the county has a total area of 1,055 km² (407 mi²). 1,054 km² (407 mi²) of it is land and 1 km² (1 mi²) of it is water. The total area is 0.13% water.
As of the census2 of 2000, there are 42,084 people, 15,480 households, and 11,687 families residing in the county. The population density is 40/km² (104/mi²). There are 16,232 housing units at an average density of 15/km² (40/mi²). The racial makeup of the county is 95.65% White, 0.24% Black or African American, 0.26% Native American, 0.42% Asian, 0.04% Pacific Islander, 2.31% from other races, and 1.08% from two or more races. 5.76% of the population are Hispanic or Latino of any race.
There are 15,480 households out of which 37.10% have children under the age of 18 living with them, 63.20% are married couples living together, 8.20% have a female householder with no husband present, and 24.50% are non-families. 21.10% of all households are made up of individuals and 9.40% have someone living alone who is 65 years of age or older. The average household size is 2.69 and the average family size is 3.13.
In the county the population is spread out with 28.30% under the age of 18, 7.70% from 18 to 24, 28.70% from 25 to 44, 22.60% from 45 to 64, and 12.70% who are 65 years of age or older. The median age is 36 years. For every 100 females there are 95.60 males. For every 100 females age 18 and over, there are 93.30 males.
The median income for a household in the county is $44,074, and the median income for a family is $50,952. Males have a median income of $36,180 versus $25,137 for females. The per capita income for the county is $18,999. 5.40% of the population and 4.00% of families are below the poverty line. Out of the total population, 6.10% of those under the age of 18 and 4.60% of those 65 and older are living below the poverty line.
County coroner: Determines causes of death in certain cases; is the only person with the power to arrest the sheriff.
All of these officials are elected to four-year terms in November of even-numbered years after being nominated in partisan primary elections. One commissioner and the auditor are elected in the same year as the governor in one cycle; the other two commissioners and the other officials are elected in the same year as the president of the United States. The clerk, coroner, prosecutor, recorder, and sheriff begin their terms on the first Monday in January. The auditor's term begins on the second Monday in March. The treasurer's term begins on the first monday in September. The commissioner who is elected with the governor begins his term on January 1. Of the other two seats, one term begins on January 2 and the second on January 3.
Any citizen of Ohio and the United States who is eighteen years of age or older and lives in the county may run for commissioner, auditor, treasurer, clerk of courts, or recorder. The other offices have specific additional requirements: candidates for prosecutor must be licensed to practice law; candidates for coroner must be licensed to practice medicine for two years; candidates for engineer must be both licensed surveyors and engineers; and candidates for sheriff must have certain education and supervisory experience in law enforcement.
If a vacancy arises, it is filled by the county central committee of the political party to which the former official belonged, i.e., the Republicans appoint someone to an office held by a Republican and the Democrats to an office held by a Democrat. If an office becomes vacant before the November election in the even-numbered year midway through the term, the appointee must run in a special election for the remainder of the term. If the office becomes vacant after then, the appointment is for the remainder of the term.
The Board of County Commissioners is the combined executive and legislative branch of county government but as their control over the independently elected officials is limited, there is effectively no real executive. However, one of the members of the board is named president of the board. The commissioners receive a full-time salary, but commissioners often have full-time occupations on the side. The board also employs a clerk to record its proceedings.
The board of commissioners often create numerous subordinate departments to handle specific services. These vary from county to county; among the most common are departments for building and zoning, health, economic development, water and sewer service, and emergency management.
There is also a county educational service center (previously known as the county board of education) presided over by a board of education, typically numbering five members, elected to staggered four-year terms in non-partisan elections in odd-numbered years. The center supplies services to the individual school districts in the county and exercises some limited control over the class of school districts known as "local school districts." ("City school districts" and "exempted village school districts" are free from any oversight by the county board.) Counties also have a board of mental retardation and developmental disabilities to educate disabled children. The members of this board are appointed.
Elections are administered in each county by a four-member board of elections which consists of two Republicans and two Democrats appointed by the Ohio Secretary of State at the recommendation of each county party. The board employs a director, who must be of the opposing political party of the chairman of the board of elections, and a deputy director, who must be of the political party of the chairman of the board.
The county has a court of common pleas, which is the court of first instance for felonies and certain high-value civil cases. All judges in Ohio are elected to six-year terms in non-partisan elections after being nominated in partisan primaries.
See also Ohio county government.
This page was last modified 17:51, 14 Apr 2005.
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Non-Conventional Copyright: Do New and Atypical Works Deserve Protection?
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The importance of stimulus variability when studying face processing using fast periodic visual stimulation: A novel 'mixed-emotions' paradigm
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An Investigation of the Impact of Data Breach Severity on the Readability of Mandatory Data Breach Notification Letters: Evidence from U.S. Firms
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Development of an education and self-management intervention for chronic headache - CHESS trial (Chronic Headache Education and Self-management Study)
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Electron and photon energy calibration with the ATLAS detector using 2015–2016 LHC proton-proton collision data
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Sensitivity assessment of the deltaic coast of Medjerda based on fine-grained sediment dynamics, Gulf of Tunis, Western Mediterranean
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The origin and maintenance of metabolic allometry in animals
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'Vienos Ienos Miško Pasakos' (Tales from Vienna Woods) at Lithuanian State Youth Theatre
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Essays in Theoretical Political Economy
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Metabolite profiling characterises chemotypes of Musa diploids and triploids at juvenile and pre-flowering growth stages
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Professional autonomy and surveillance: the case of public reporting of cardiac surgery
Exworthy, M., Gabe, J., Jones, I. R. & Smith, G., 15 Mar 2019, In : Sociology of Health and Illness . p. 1-16 16 p.
Responses of vegetation and testate amoeba trait composition to fire disturbances in and around a bog in central European lowlands (northern Poland)
Marcisz, K., Lamentowicz, M., Gałka, M., Colombaroli, D., Adolf, C. & Tinner, W., 15 Mar 2019, In : Quaternary Science Reviews. 208, p. 129-139 11 p.
Search for long-lived particles produced in pp collisions at √s = 13 TeV that decay into displaced hadronic jets in the ATLAS muon spectrometer
Triplet Lifetime in Gaseous Argon
Akashi-Ronquest, M., Bacon, A., Benson, C., Bhattacharya, K., Caldwell, T., Formaggio, J. A., Gastler, D., Grado-White, B., Griego, J., Gold, M., Hime, A., Jackson, C. M., Jaditz, S., Kachulis, C., Kearns, E., Klein, J. R., Ledesma, A., Linden, S., Lopez, F., MacMullin, S. & 10 othersMastbaum, A., Monroe, J., Nikkel, J., Oertel, J., Gann, G. D. O., Ortega, G. S., Palladino, K., Rielage, K., Seibert, S. R. & Wang, J-J., 15 Mar 2019, (Submitted) In : Physical Review D.
Ultrafast Orbital-Oriented Control of Magnetization in Half-Metallic La0.7Sr0.3MnO3 Films
Liu, B., Niu, W., Chen, Y., Ruan, X., Tang, Z., Wang, X., Liu, W., He, L., Li, Y., Wu, J., Tang, S., Du, J., Zhang, R. & Xu, Y., 15 Mar 2019, In : Advanced Materials. 31, 11, p. 1-6 6 p., 1806443.
Who was who at the court of Constantine XI, 1449-1453
Harris, J., 15 Mar 2019, The Emperor in the Byzantine World. Tougher, S. (ed.). Abingdon and New York: Routledge, p. 156-68 (Society for the Promotion of Byzantine Studies Publications; vol. 21).
Creek Dynamics Determine Pond Subsurface Geochemical Heterogeneity in East Anglian (UK) Salt Marshes
Hutchings, A. M., Antler, G., Wilkening, J. V., Basu, A., Bradbury, H. J., Clegg, J. A., Gorka, M., Lin, C. Y., Mills, J. V., Pellerin, A., Redeker, K. R., Sun, X. & Turchyn, A. V., 14 Mar 2019, In : Frontiers in Earth Science. 7, p. 1-19 19 p., 41.
Properties of g → b¯b at small opening angles in pp collisions with the ATLAS detector at √s = 13 TeV
Search for heavy long-lived multicharged particles in proton-proton collisions at √s = 13 TeV using the ATLAS detector
Visual fields and foraging ecology of Blacksmith Lapwings Vanellus armatus
Cantlay, J., Portugal, S. & Martin, G., 14 Mar 2019, In : Ibis. p. 1-6 6 p.
A slippery slope for Cryogenian diamictites?
Daniel Paul, L. H. & Vandyk, T., 12 Mar 2019, In : The Depositional Record. p. 1-16 16 p.
The political economy of labor market deregulation during IMF interventions
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Phased Patagonian Ice Sheet response to Southern Hemisphere atmospheric and oceanic warming between 18 and 17 ka
Bendle, J., Palmer, A., Thorndycraft, V. & Matthews, I., 11 Mar 2019, In : Scientific Reports. 9, p. 1-9 9 p., 4133.
Size distributions of fractures, dykes, and eruptions on Etna, Italy: Implications for magma-chamber volume and eruption potential
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Speaking truth to power? Anti-bureaucratic romanticism from critical organizational theorizing to the White House
Lopdrup-Hjorth, T. & du Gay, P., 11 Mar 2019, In : Organization. p. 1-13 13 p.
Theory of momentum-resolved phonon spectroscopy in the electron microscope
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Vulnerable Workers' Employability Competences: The Role of Establishing Clear Expectations, Developmental Inducements, and Social Organizational Goals
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Getting ready for Mars: How the brain perceives new simulated gravitational environments
Torok, A., Gallagher, M. & Ferrè, E. R., 10 Mar 2019, In : The Quarterly Journal of Experimental Psychology. p. 1-8 8 p.
Measurement of the nuclear modification factor for inclusive jets in Pb+Pb collisions at √sNN=5.02 TeV with the ATLAS detector
The ATLAS Collaboration , 10 Mar 2019, In : Physics Letters B. 790, p. 108-128 21 p.
Search for Higgs boson decays into a pair of light bosons in the bbμμ final state in pp collision at √s = 13 TeV with the ATLAS detector
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Study of the hard double-parton scattering contribution to inclusive four-lepton production in pp collisions at √s = 8 TeV with the ATLAS detector
Adapting the Sustainable Development Goals and the New Urban Agenda to the city level: Initial reflections from a comparative research project
Valencia, S., Simon, D., Croese, S., Nordqvist, J., Oloko, M., Sharma, T., Taylor Buck, N. & Versace, I., 8 Mar 2019, In : International Journal of Urban Sustainable Development. 11, 1, p. 4-23 20 p.
Cold Boot Attacks on Post-Quantum Schemes
Villanueva Polanco, R., 8 Mar 2019, (Unpublished)
George Eliot, Presentism, and Generational Thinking: Born in 1819
Livesey, R., 8 Mar 2019, (Accepted/In press) In : Journal of Victorian Culture. 24, 3
How do adolescents regulate distress according to attachment style? A combined eye-tracking and neurophysiological approach
Szymanska, M., Monnin, J., Tio, G., Vidal, C., Girard, F., Galdon, L., Smith, C. C., Bifulco, A., Nezelof, S. & Vulliez-Coady, L., 8 Mar 2019, In : Progress in Neuro-Psychopharmacology and Biological Psychiatry. 89, p. 39-47 9 p.
Influence of different rehabilitative aerobic exercise programs on (anti-) inflammatory immune signalling, cognitive and functional capacity in persons with MS – study protocol of a randomized controlled trial
Joisten, NI., Rademacher, A., Bloch, W., Schenk, A., Oberste, M., Dalgas, U., Langdon, D., Caminada, D., Purde, M-T., Gonzenbach, R., Kool, J., Zimmer, P. & Bansi, J., 8 Mar 2019, In : BMC Neurology. 19, p. 1-9 9 p., 37.
libInterMAC: Beyond Confidentiality and Integrity in Practice
Albrecht, M., Hansen, T. & Paterson, K., 8 Mar 2019, In : IACR Transactions on Symmetric Cryptology. 2019, 1, p. 46-83 38 p.
Zero-Correlation Attacks on Tweakable Block Ciphers with Linear Tweakey Expansion
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Advancing Feminism Online: Online Tools, Visibility, and Women in Classics
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Altered relationship between prefrontal glutamate and activation during cognitive control in people with high trait anxiety
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Competitive Online Generalised Linear Regression with Multidimensional Outputs
Dzhamtyrova, R. & Kalnishkan, Y., 7 Mar 2019, (Accepted/In press) Proceedings of IJCNN 2019. IEEE
Determination of tip transfer function for quantitative MFM using frequency domain filtering and least squares method
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Geochronological constraints on Paleozoic intrusive dykes of the Tarim Basin: Implications for the tectonic transition between the Proto-Tethys and Paleo-Tethys Oceans
Zhang, T., Wu, G., Wei, H., Xiao, Y., Vandyk, T. M. & Huang, S., 7 Mar 2019, (Submitted) In : Science Bulletin.
Human impact erodes chimpanzee behavioral diversity
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Mediterranean isolation preconditioning the Earth System for late Miocene climate cooling
Capella, W., Flecker, R., Hernández-Molina, F. J., Simon, D., Meijer, P. T., Rogerson, M., Sierro, F. J. & Krijgsman, W., 7 Mar 2019, In : Scientific Reports. 9, p. 1-8 8 p., 3795.
Let's share our perspectives, but only if our body postures match
Pavlidou, A., Gallagher, M., Lopez, C. & Ferrè, E. R., 5 Mar 2019, In : Cortex. p. 1-5 5 p.
Quantum Oscillations from Nontrivial States in Quasi-Two-Dimensional Dirac Semimetal ZrTe5 Nanowires
Yang, P., Wang, W., Zhang, X., Wang, K., He, L., Liu, W. & Xu, Y., 5 Mar 2019, In : Scientific Reports. 9, p. 1-7 7 p., 3558.
The MKK7-MPK6 MAP Kinase Module Is a Regulator of Meristem Quiescence or Active Growth in Arabidopsis
Dóczi, R., Hatzimasoura, E., Farahi Bilooei, S., Ahmad, Z., Ditengou, F. A., Lopez Juez, E., Palme, K. & Bogre, L., 5 Mar 2019, In : Frontiers in Plant Science. 10, p. 1-11 11 p., 202.
Top Quark Measurements with ATLAS
Bozson, A., 5 Mar 2019, Proceedings of the Tenth High-Energy Physics International Conference. Narison, S. (ed.). SLAC eConf, Vol. C180906. 8 p.
The Secret Agent in the Netherlands: Interview with Izabel Pacholec
Hampson, R. & Pacholec, I., 4 Mar 2019, (Accepted/In press) In : Journal of Adaptation in Film and Performance. 12, 1 / 2
Using a neurodiversity framework to test young children's attitudes towards autism
Hare, A., Pitman, E. & Cage, E., 4 Mar 2019, (Accepted/In press) In : British Journal of Special Education.
White-box Atomic Multicast
Chockler, G., Gotsman, A. & Lefort, A., 4 Mar 2019, (Accepted/In press) 49th IEEE/IFIP International Conference on Dependable Systems and Networks (DSN 2019).
Geochronological and geochemical constraints on Late Cryogenian to Early Ediacaran magmatic rocks on the northern Tarim Craton: implications for tectonic setting and affinity with Gondwana
Xiao, Y., Wu, G., Vandyk, T. M. & You, L., 1 Mar 2019, In : International Geology Review. p. 1-18 18 p.
Incorporating psychoeducation, mindfulness and self-compassion in a new programme for binge eating (BEfree): Exploring processes of change
Pinto-Gouveia, J., Carvalho, S., Palmeira, L., Castilho, P., Duarte, C., Ferreira, C., de Matos Duarte, J., Cunha, M., Matos, M. & Costa, J., 1 Mar 2019, In : Journal of Health Psychology. 24, 4, p. 466-479 14 p.
Investigating the Relationship Between Self-Perceived Moral Superiority and Moral Behavior Using Economic Games
Tappin, B. & McKay, R., 1 Mar 2019, In : Social Psychological and Personality Science. 10, 2, p. 135-143 9 p.
Robustness of crossover trials against subject drop-out – Examples of perpetually connected designs
Godolphin, P. J. & Godolphin, E. J., 1 Mar 2019, In : Statistical Methods in Medical Research. 28, 3, p. 788-800 13 p.
Student perspectives on mental health support and services in the UK
Batchelor, R., Pitman, E., Sharpington, A., Stock, M. & Cage, E., 1 Mar 2019, In : Journal of Further and Higher Education. p. 1-15 15 p.
Sub-lethal exposure to lead is associated with heightened aggression in an urban songbird
McClelland, S. C., Durães Ribeiro, R., Mielke, H. W., Finkelstein, M. E., Gonzales, C. R., Jones, J. A., Komdeur, J., Derryberry, E., Saltzberg, E. B. & Karubian, J., 1 Mar 2019, In : Science of The Total Environment. 654, p. 593-603 11 p.
The Silence of the Mothers: Art Spiegelman's Maus and Philippe Claudel's Brodeck
Duffy, H., 1 Mar 2019, (Submitted) In : Journal of Holocaust Research. Special Issue: The Holocaust and Motherhood
'If there is no struggle there is no victory': Christiana Herringham and the British tempera revival
Jones, M., Mar 2019, Tempera Painting 1800-1950: Experiment and Innovation from the Nazarene Movement to Abstract Art. Dietemann, P., Neugebauer, W., Ortner, E., Poggendorf, R., Reinkowski-Häfner, E. & Stege, H. (eds.). Archetype Publications
A new upper Paleogene to Neogene stratigraphy for Sarawak and Labuan in northwestern Borneo: Paleogeography of the eastern Sundaland margin
Hennig-Breitfeld, J., Breitfeld, H., Hall, R., BouDagher-Fadel, M. & Thirlwall, M., Mar 2019, In : Earth-Science Reviews. 190, p. 1-32 32 p.
An experimental investigation of the impact of critical and warm comments on state paranoia in a non-clinical sample
Butler, R., Berry, K., Ellett, L. & Bucci, S., Mar 2019, In : Journal of Behavior Therapy and Experimental Psychiatry. 62, p. 30-37 8 p.
Case study: Helping postgraduate tutors to become skilled and confident teachers: In Chapter 9: Taking a lead in teaching
Serbic, D., Mar 2019, Developing Your Teaching: Towards Excellence, 2nd Edition. Khan, P. & Anderson, L. (eds.). Taylor and Francis Group
Cheating, incentives, and money manipulation
Charness, G., Blanco-Jimenez, C., Ezquerra, L. & Rodriguez-Lara, I., Mar 2019, In : Experimental Economics. 22, 1, p. 155-177 23 p.
Combination of inductive mondrian conformal predictors
Toccaceli, P. & Gammerman, A., Mar 2019, In : Machine Learning. 108, 3, p. 489–510 22 p.
Corporate investment efficiency: The role of financial development in firms with financing constraints and agency issues in OECD non-financial firms
Naeem, K. & Li, M. C., Mar 2019, In : International Review of Financial Analysis. 62, p. 53-68 16 p.
Design and construction of the DEAP-3600 dark matter detector
Amaudruz, P-A., Boorman, G., Butcher, A., Fatemighomi, N., Williams, E., Kemp, A., La Zia, F., Seeburn, N., Walding, J. & DEAP-3600 Collaboration, Mar 2019, In : Astroparticle Physics. 108, p. 1-23 23 p.
Developing a toolkit to measure intermediate outcomes to reduce reoffending from arts and mentoring interventions
Maguire, M., Disley, E., Liddle, M. & Meek, R., Mar 2019, London: Ministry of Justice, London. 52 p.
Research output: Book/Report › Commissioned report
Digital subjects: an introduction
Goriunova, O., Mar 2019, In : Subjectivity. 12, 1, p. 1-11 11 p.
Research output: Contribution to journal › Editorial
Ethnic and Religious Diversity in the Politics of Suburban London
Gilbert, D., Dwyer, C. & Ahmed, N., Mar 2019, In : The Political Quarterly. 90, 1, p. 72-80 9 p.
Face abstraction! Biometric identities and authentic subjectivities in the truth practices of data
Goriunova, O., Mar 2019, In : Subjectivity. 12, 1, p. 12-26 15 p.
Firing up: Policy, politics and polemics under new and old burning regimes
Eloy, L., Hecht, S., Steward, A. & Mistry, J., Mar 2019, In : Geographical Journal. 185, 1, p. 2-9 8 p.
Forest diversity effects on insect herbivores: do leaf traits matter?
Muiruri, E., Barantal, S., Iason, G. R., Salminen, J-P., Perez-Fernandez, E. & Koricheva, J., Mar 2019, In : New Phytologist. 221, 4, p. 2250-2260 11 p.
From fire suppression to fire management: Advances and resistances to changes in fire policy in the savannas of Brazil and Venezuela
Eloy, L., Bilbao, B., Mistry, J. & Schmidt, I., Mar 2019, In : Geographical Journal. 185, 1, p. 10-22 13 p.
Gay glass ceilings: Sexual orientation and workplace authority in the UK
Aksoy, C., Carpenter, C. S., Frank, J. & Huffman, M. L., Mar 2019, In : Journal of economic behavior & organization. 159, p. 167-180 14 p., JEBO-D-18-00908R1.
Getting close to clothes: Using material objects to rethink the creative geographies of post-war London fashion
Bide, B., Mar 2019, In : Area. 51, 1, p. 35-44 10 p.
How children talk about events: Implications for eliciting and analyzing eyewitness reports
Brubacher, S. P., Peterson, C., la Rooy, D., Dickinson, J. J. & Poole, D. A., Mar 2019, In : Developmental Review. 51, p. 70-89 20 p.
Identifying the tree species compositions that maximize ecosystem functioning in European forests
Baeten, L., Bruelheide, H., van der Plas, F., Kambach, S., Ratcliffe, S., Jucker, T., Allan, E., Ampoorter, E., Barbaro, L., Bastias, C., Bauhus, J., Benavides, R., Bonal, D., Bouriaud, O., Bussotti, F., Carnol, M., Castagneyrol, B., Charbonnier, Y., Checko, E., Coomes, D. & 29 othersDahlgren, J., Dawud, S., de Wandeler, H., Domisch, T., Finer, L., Fischer, M., Fotelli, M., Gessler, A., Grossiord, C., Guyot, V., Hattenschwiler, S., Jactel, H., Jaroszewicz, B., Joly, F-X., Koricheva, J., Lehtonen, A., Muller, S., Muys, B., Nguyen, D., Pollastrini, M., Radoglou, K., Raulund‐Rasmussen, K., Ruiz-Benito, P., Selvi, F., Stenlid, J., Valladares, F., Vesterdal, L., Wirth, C. & Scherer-Lorenzen, M., Mar 2019, In : JOURNAL OF APPLIED ECOLOGY. 56, 3, p. 733-744 12 p.
Majority vote ensembles of conformal predictors
Cherubin, G., Mar 2019, In : Machine Learning. 108, 3, p. 475–488 14 p.
Matching with single-peaked preferences
Bade, S., Mar 2019, In : Journal of Economic Theory. 180, p. 81-99 19 p.
Measurement of the photon identification efficiencies with the ATLAS detector using LHC Run 2 data collected in 2015 and 2016
The ATLAS Collaboration , Mar 2019, In : European Physical Journal C: Particles and Fields. 79, p. 1-41 41 p., 205.
Merleau-Ponty's Reading of Kant's Transcendental Idealism
Somers-Hall, H., Mar 2019, In : SOUTHERN JOURNAL OF PHILOSOPHY. 57, 1, p. 103-131 29 p.
Modelling the Privacy Impact of External Knowledge for Sensor Data in the Industrial Internet of Things
Darwish, S., Nouretdinov, I. & Wolthusen, S., Mar 2019, Security and Privacy Trends in the Industrial Internet of Things. 21 p.
Nonparametric predictive distributions based on conformal prediction
Vovk, V., Shen, J., Manokhin, V. & Xie, M., Mar 2019, In : Machine Learning. 108, 3, p. 445-474 30 p.
On the interplay between embedded graphs and delta-matroids
Chun, C., Moffatt, I., Noble, S. & Rueckriemen, R., Mar 2019, In : Proceedings of the London Mathematical Society. 118, 3, p. 675-700 26 p.
Open-source data reveal how collections-based fungal diversity is sensitive to global change
Andrew, C., Buntgen, U., Egli, S., Senn-Irlet, B., Grytnes, J-A., Heilmann-Clausen, J., Boddy, L., Bassler, C., Gange, A., Heegaard, E., Hoiland, K., Kirk, P., Krisai-Greilhuber, I., Kuyper, T. & Kauserud, H., Mar 2019, In : Applications in Plant Sciences. 7, 3, p. 1-19 19 p., e01227.
Opportunistic conformism
Charness, G., Naef, M. & Sontuoso, A., Mar 2019, In : Journal of Economic Theory. 180, p. 100-134 35 p.
Provenance of Cretaceous sandstones in the Banda Arc and their tectonic significance
Zimmermann, S. & Hall, R., Mar 2019, In : Gondwana Research. 67, p. 1-20 20 p.
Rethinking statistical learning theory: learning using statistical invariants
Vapnik, V. & Izmailov, R., Mar 2019, In : Machine Learning. 108, 3, p. 381-423 43 p.
Security issues in a group key establishment protocol
Mitchell, C. J., Mar 2019, In : The Computer Journal. 62, 3, p. 373-376 4 p.
Speaker Sex Perception from Spontaneous and Volitional Nonverbal Vocalizations
Lavan, N., Domone, A., Fisher, B., Kenigsztein, N., Scott, S. K. & McGettigan, C., Mar 2019, In : Journal of Nonverbal Behavior. 43, 1, p. 1-22 22 p.
Spending Time: The Most Valuable Resource
Hamermesh, D., Mar 2019, New York: OXFORD UNIV PRESS.
Stances, Paradigms, Personae
Casler, C. & du Gay, P., Mar 2019, In : Studi di Sociologia. 2019, 1, p. 69-80 12 p.
The construction of a fusion enzyme for astaxanthin formation and its characterisation in microbial and plant hosts: A new tool for engineering ketocarotenoids
Nogueira, M., Enfissi, E. & Fraser, P., Mar 2019, In : Metabolic engineering. 52, p. 243-252 10 p.
'The Isle of Saints and Soldiers': The Evolving Image of the Irish Combatant, 1914 - 1918
Madigan, E. & Jones, H., Mar 2019, A World at War, 1911 - 1949. Brill, p. 108-132 24 p.
The privacy paradox in the context of online social networking: A self‐identity perspective
Wu, P., Mar 2019, In : Journal of the Association for Information Science and Technology. 70, 3, p. 1-11 11 p.
The Roc Blanc orogenic Pb-Zn-Ag-Au deposit (Morocco): a product of metamorphic dehydration and CO2 devolatilization during exhumation of the Variscan Jebilet massif
El Arbaoui, A., Bouabdellah, M., Wafik, A., Klügel, A., Jébrak, M., Castorina, F., Lowry, D., Lecumberri-Sanchez, P., Essaifi, A. & Maacha, L., Mar 2019, In : Mineralium Deposita. 54, 3, p. 437-458 22 p.
The simulation heuristic, paranoia, and social anxiety in a non-clinical sample
Rose, M., Ellett, L., Huddy, V. & Brown, G., Mar 2019, In : Journal of Behavior Therapy and Experimental Psychiatry . 62, p. 15-21 7 p.
Very Strong Atmospheric Methane Growth in the 4 Years 2014–2017: Implications for the Paris Agreement
Nisbet, E. G., Manning, M. R., Dlugokencky, E. J., Fisher, R. E., Lowry, D., Michel, S. E., Myhre, C. L., Platt, S. M., Allen, G., Bousquet, P., Brownlow, R., Cain, M., France, J. L., Hermansen, O., Hossaini, R., Jones, A. E., Levin, I., Manning, A. C., Myhre, G., Pyle, J. A. & 3 othersVaughn, B. H., Warwick, N. J. & White, J. W. C., Mar 2019, In : Global Biogeochemical Cycles. 33, 3, p. 318-342 25 p.
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redpajama_set_name: RedPajamaCommonCrawl


text:
What Drives Demand for Wildlife? A Situation Analysis of Consumer Demand for Wildlife Parts and Products in China, Thailand and Vietnam Based on a Literature Review
What Drives Demand for Wildlife? A Situation Analysis of Consumer Demand for Wildlife Parts and Products in China, Thailand and Vietnam Based on a Literature Review This Situation Analysis is the first step in creating an evidence base for a USAID Wildlife Asia demand reduction program in the three focus countries. The Analysis aimed to collect, summarize, and review consumer research and evaluation studies of past demand reduction campaigns on ivory, pangolin, rhino horn, and tiger products, and other literature available on the internet in these countries. https://www.usaidrdw.org/resources/reports/inbox/what-drives-demand-for-wildlife/view https://www.usaidrdw.org/@@site-logo/wildlife-asia-logo.png
This Situation Analysis is the first step in creating an evidence base for a USAID Wildlife Asia demand reduction program in the three focus countries. The Analysis aimed to collect, summarize, and review consumer research and evaluation studies of past demand reduction campaigns on ivory, pangolin, rhino horn, and tiger products, and other literature available on the internet in these countries.
It summarized and synthesized findings on the different consumers of the four focal species, their socio-demographic characteristics, key drivers underlying their consumption behaviors, commonalities among drivers and consumers across countries and/or species, consumers' perception of the risks that their purchase or consumption behaviors posed, among others.
The findings revealed that the number of people consuming wildlife products in China, Thailand, and Vietnam is significantly large enough to drive markets for wildlife products in these countries. There are two key drivers underlying consumption:
Affirmation of status and wealth (with attachment to cultural heritage to a lesser extent); and,
Belief that wildlife products have medicinal or health value. Ivory consumption is mainly driven by the concern for status and wealth while tiger products are mostly valued for their perceived medicinal/health benefits.
Pangolin and rhino horn are associated with both drivers. Consumption for medicinal value is correlated with consumption for status. Consumers are aware that wildlife species are endangered but generally do not relate this to their own consumption. There is a significant group of likely buyers who aspire to buy wildlife in the future.
UWA Situation Analysis - Consumer Demand for Wildlife Products in China, Vietnam, Thailand.pdf — 1049 KB
Research and Best Practices


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The impact of the health law on individuals needing mental health services, as well as on small businesses and the homeless are explored by various media outlets.
Last year, according to the U.S. Department of Health and Human Services, almost 91 million adults lived in areas like here where shortages of mental-health professionals made obtaining treatment difficult. A departmental report to Congress earlier this year said 55% of the nation's 3,100 counties have no practicing psychiatrists, psychologists or social workers, a combination of budget cuts and doctors leaving the profession. … Such shortages are expected to only grow now, as the federal health-care law goes into effect and allows more people to seek help. Indeed, according to the National Association of State Mental Health Program Directors, some 6.8 million uninsured people with a mental illness will gain coverage after federal and state health insurance exchanges implement the new law (Fields and Corbett Dooren, 1/16).
Enrollment in Obamacare health plans for small businesses is off to a slow start, leaving in doubt whether the U.S. program can attract enough customers to satisfy insurers. Greeted by higher premiums, less generous coverage and more paperwork, small businesses that offer health coverage to employees are choosing to renew existing plans rather than buy them through President Barack Obama's program (Wayne, 1/17).
On a recent winter morning, health outreach worker Christopher Mack walked through the streets and alleys of the city's Skid Row, passing a man pulling a rusty shopping cart and a woman asleep on a crumpled blue tarp. The smell of marijuana wafted through the cold air. 'Do you have health insurance?' Mack, a towering man with long dreadlocks, asked one woman. 'Do you go to the doctor?' he asked another. Homeless men and women who didn't qualify for insurance in the past now have the chance to sign up, and Mack – who was once homeless himself -- is there to help (Gorman, 1/17).


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The Commission on Elections has ordered administration senatorial candidates to take down the oversized campaign materials featuring PDP-Laban party bets in an electronic billboard on a condominium building along EDSA.
Comelec Commissioner Rowena Guanzon said in a series of Twitter posts that the poll body issued the warning in response to criticism of the billboards featuring Maguindanao Rep. Dong Mangudadatu, former Philippine National Police Chief Ronald dela Rosa, former special assistant to the president Christopher Go, Senator Aquilino Pimentel III and former presidential adviser for political affairs Francis Tolentino, all senatorial bets of the ruling PDP-Laban party.
Two days ago, Comelec spokesman James Jimenez also tweeted photos of Go's campaign posters along Quezon Avenue.
"These posters are of the right size, but the location is wrong," Jimenez tweeted.
Guanzon has already instructed Director Frances Arabe of the Comelec Education and Information Department to send notices of violations to the candidates as well as the billboard companies who will be found in violation of election laws.
The poll official said that the Comelec's Campaign Finance Office can subpoena their contracts after they file a statement of campaign expenditures.
Guanzon cited Comelec Resolution 10488 which serves as implementing rules and regulations of the Fair Elections Act for the May 2019 polls, parties and candidates may post their campaign materials only in all authorized common poster areas in public places as plazas, markets, barangay centers and the like where posters may be readily seen or read, and with the heaviest pedestrian or vehicular traffic in the city or municipality.
Posters of independent candidates should be within four feet by six feet or its equivalent but not exceeding a total area of 24 square feet.
Those found violating the rules will face an election offense charge, which is punishable by six years imprisonment and disqualification from running for public office.
Environmentalist group Ecowaste Coalition on Monday denounced candidates and their supporters for posting political billboards and other election campaign materials outside the designated areas in Metro Manila.
Over the weekend, the group's Basura Patrollers reported seeing election posters nailed or wired on trees, taped on electric posts and traffic signs and displayed on bridges, which constitute "prohibited forms of election propaganda" as per the Commission on Elections.
"The blatant disrespect for election rules explicitly banning the posting of campaign materials in unauthorized places is not good either for democracy or for the environment," said Ecowaste national coordinator Aileen Lucero.
"Illegal posters and other unlawful propaganda do not promote a level playing field for a clean and honest selection of aspiring public officials. Also, illegal posters, which are mostly plastic-based, contribute to campaign garbage that can pollute the environment long after the election is over," she added.


text:
Q: pyinstaller fails with plotly I am compiling my current program using pyinstaller and it seems to not be able to handle all required files in plotly. It runs fine on its own, and without plotly it can compile and run as well.
It seems be to failing to find a file "default-schema.json" that I cannot even locate anywhere on my drive.

Traceback (most recent call last):   File "comdty_runtime.py", line
  17, in    File "", line 2237, in
  _find_and_load   File "", line 2226, in _find_and_load_unlocked   File "", line 1191, in _load_unlocked   File "", line
  1161, in _load_backward_compatible   File
  "d:\users\ktehrani\appdata\local\continuum\anaconda3\envs\py34\lib\site-p
  ackages\PyInstaller\loader\pyimod03_importers.py", line 389, in
  load_module
      exec(bytecode, module.dict)   File "actual_vs_mai.py", line 12, in    File "", line 2237, in
  _find_and_load   File "", line 2226, in _find_and_load_unlocked   File "", line 1191, in _load_unlocked   File "", line
  1161, in _load_backward_compatible   File
  "d:\users\ktehrani\appdata\local\continuum\anaconda3\envs\py34\lib\site-p
  ackages\PyInstaller\loader\pyimod03_importers.py", line 389, in
  load_module
      exec(bytecode, module.dict)   File "site-packages\plotly__init__.py", line 31, in    File
  "", line 2237, in _find_and_load   File
  "", line 2226, in _find_and_load_unlocked
  File "", line 1191, in _load_unlocked
  File "", line 1161, in
  _load_backward_compatible   File "d:\users*\appdata\local\continuum\anaconda3\envs\py34\lib\site-p
  ackages\PyInstaller\loader\pyimod03_importers.py", line 389, in
  load_module
      exec(bytecode, module.dict)   File "site-packages\plotly\graph_objs__init__.py", line 14, in
  File "", line 2237, in _find_and_load
  File "", line 2226, in
  _find_and_load_unlocked   File "", line 1191, in _load_unlocked   File "", line
  1161, in _load_backward_compatible   File
  "d:\users*\appdata\local\continuum\anaconda3\envs\py34\lib\site-p
  ackages\PyInstaller\loader\pyimod03_importers.py", line 389, in
  load_module
      exec(bytecode, module.dict)   File "site-packages\plotly\graph_objs\graph_objs.py", line 34, in
  File "", line 2237, in _find_and_load
  File "", line 2226, in
  _find_and_load_unlocked   File "", line 1191, in _load_unlocked   File "", line
  1161, in _load_backward_compatible   File
  "d:\users*\appdata\local\continuum\anaconda3\envs\py34\lib\site-p
  ackages\PyInstaller\loader\pyimod03_importers.py", line 389, in
  load_module
      exec(bytecode, module.dict)   File "site-packages\plotly\graph_reference.py", line 578, in
  File "site-packages\plotly\graph_reference.py", line 70, in
  get_graph_referenc e   File
  "site-packages\setuptools-27.2.0-py3.4.egg\pkg_resources__init__.py",
  li ne 1215, in resource_string   File
  "site-packages\setuptools-27.2.0-py3.4.egg\pkg_resources__init__.py",
  li ne 1457, in get_resource_string   File
  "site-packages\setuptools-27.2.0-py3.4.egg\pkg_resources__init__.py",
  li ne 1530, in _get   File
  "d:\users*\appdata\local\continuum\anaconda3\envs\py34\lib\site-p
  ackages\PyInstaller\loader\pyimod03_importers.py", line 474, in
  get_data
      with open(path, 'rb') as fp: FileNotFoundError: [Errno 2] No such file or directory: 'H:\Python\Commodity_M
  AI_Trade_List\Code\dist\comdty_runtime\plotly\package_data\default-schema.
  json' Failed to execute script comdty_runtime

A: You can still use the one file option, just make a .spec file for pyinstaller and include the needed plotly directories in datas like so:
...
datas=[('(...)/Python/Python36-32/Lib/site-packages/plotly/', './plotly/')],

...

A:
it's seem like plotly isn't fully supported by PyInstaller.
I used an work around solution that worked for me.

*

*Don't use the one file option

*Completely copy the plotly package(for me it was  Lib\site-packages\plotly) for the python installation directory into the /dist/{exe name}/ directory

A: This might not solve your issue but it solved my issues with Plotly maps. I put this code into my .spec file and was able to run Plotly charts after going through PyInstaller. Could not get my maps to show and was getting error messages.
File "<frozen importlib._bootstrap>"
ModuleNotFoundError: No module named 'plotly.validators.choropleth' pyinstaller

Now it works using the below:
# -*- mode: python ; coding: utf-8 -*-

import sys
sys.setrecursionlimit(5000)

block_cipher = None

a = Analysis(['napdgui.py'],
             pathex=['C:\\Users\\USERNAME\\Desktop\\Python\\NA\\naguiv1'],
             binaries=[],
             datas=[('C:\\Users\\USERNAME\\Anaconda3\\Lib\\site-packages\\plotly\\', 'plotly'),
                ],
             hiddenimports=['pkg_resources.py2_warn', 'app.urls'],
             hookspath=[],
             runtime_hooks=[],
             excludes=[],
             win_no_prefer_redirects=False,
             win_private_assemblies=False,
             cipher=block_cipher,
             noarchive=False)
pyz = PYZ(a.pure, a.zipped_data,
             cipher=block_cipher)
exe = EXE(pyz,
          a.scripts,
          [],
          exclude_binaries=True,
          name='Tool v08122020',
          debug=False,
          bootloader_ignore_signals=False,
          strip=False,
          upx=True,
          console=True )
coll = COLLECT(exe,
               a.binaries,
               a.zipfiles,
               a.datas,
               strip=False,
               upx=True,
               upx_exclude=[],
               name='Analysis Tool v081320')

A: I came across the same problem, and worked my way through the pyinstaller documentation to find out what to do:
pyinstaller creates a .spec file with the same name as your .py file.
under a = Analysis, you will find datas = []
a = Analysis(['graphic_interface.py'],
             pathex=[xxx],
             binaries=[],
             datas=[],
             hiddenimports=[],
             hookspath=[],
             runtime_hooks=[],
             excludes=[],
             win_no_prefer_redirects=False,
             win_private_assemblies=False,
             cipher=block_cipher,
             noarchive=False)

there you add the path for plotly. a relative path didn't work for me, so I set an absolute path
datas=[('C:\\Users\\Me\\PycharmProjects\\Project\\venv\\Lib\\site-packages\\plotly\\', 'plotly')],

now you have to use the spec file when running pyinstaller
pyinstaller myproject.spec myproject.py

you dont need to worry about other commands like oneFile etc, because they are already saved in the .spec file

A: Before using pyinstaller, make sure that the imports that you are using in your program are specifically listed in the requirements file.
pip freeze->requirements.txt
quickly creates a requirements file in your program.
I am not sure if this is the solution? I had similar issues that seem to go away once I updated the requirements file then making an executable.

redpajama_set_name: RedPajamaStackExchange


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In his New York Times column today, Paul Krugman derides what he calls "the big inflation scare." He writes that "stern opinion pieces warn that hyperinflation is just around the corner." He acknowledges that the Federal Reserve "has been buying lots of debt both from the government and from the private sector, and paying for these purchases by crediting banks with extra reserves," but he claims that this is not an inflationary threat because "banks aren't lending out their extra reserves" but instead are "just sitting on them--in effect, they're sending the money right back to the Fed. So the Fed isn't really printing money after all." The Bank of Japan "purchased debt on a huge scale between 1997 and 2003," yet there was no inflation. No are huge budget deficits, whether financed by borrowing or by increasing the supply of money, bound to create inflation. The United States "emerged from World War II with debt exceeding 120 percent of G.D.P.," yet did not have to resort to inflation to reduce the burden of the national debt to a tolerable level.
So if inflation isn't a threat, why are people saying it is? The answer, Krugman tells us, is that "the current inflation fear-mongering is partly political, coming largely from economists" who hope "to bully the Obama Administration into abandoning" its costly efforts to stem the economic downturn and speed recovery"--in other words, conservative economists, "who had no problem with deficits caused by tax cuts but suddenly became fiscal scolds when the government started spending money to rescue the economy." There are economists like that, but even they don't say that hyperinflation--the sort of thing Germany experienced in the 1920s and Zimbabwe in the 2000s--is just around the corner.
Krugman acknowledges in the last paragraph of his column that "we have a long-run budget problem, and we need to start laying the groundwork for a long-run solution. But when it comes to inflation, the only thing we have to fear is inflation fear itself."
Krugman is an able economist. He is also a fiercely partisan liberal. He is the gingham dog to Milton Friedman's calico cat. His column of today is slash and burn economics.
If there is any responsible economist who believes that the nation is on the verge of a hyperinflation, I do not know who it is, and Krugman names no names. In fact the danger of inflation in the short run is minimal, but the qualification is essential and can nowhere be found in the column. He explains why it is minimal, but not clearly, and let me try. Suppose (the example is ridiculous, but I think illuminating) that the national income is $1,000 and that it is spent entirely on consumption goods, which consist solely of ten 1983 Chevrolet Caprices. Then the average price of a Caprice will be $100. The following year, all the Caprices bought the previous year having rusted away, ten more 1983 Caprices are brought to market. Only this time the government has doubled the supply of money. Again the entire national income, now $2,000, is spent on the Caprices, so the average price is now $200. That is inflation--an increase in price due solely to an increase in the ratio of money in circulation to the goods available for purchase.
But "in circulation" is vital. For suppose that, in this second year, the people become fearful and decide to stuff half their income under their mattresses. As a result, only $1,000 is spent on Caprices, and so the average price is unchanged, even though the supply of money has doubled. For it is only money that is put to use to buy things that influences prices. As Krugman points out less clearly than he might have done, the depression has caused both banks and individuals to hoard cash. The cash that the Federal Reserve has pumped into the economy by buying bonds has mainly ended up as "excess reserves" of banks, meaning lendable cash (as opposed to "required reserves," the cash that the regulatory authorities require the banks to hold on to, either in their vaults or as accounts with a federal reserve bank, rather than lend or otherwise invest) that the banks are sitting on rather than lending or otherwise investing. And the personal savings rate has soared because people are worried about the economic situation and so are cutting back on spending and, if they can afford to, saving more of their income instead.
But the curtailment of spending is, we hope, a temporary condition. As the economy improves, the banks will start to lend, and individuals will spend more. The excess reserves will become money in circulation (before the onset of the current depression, total excess bank reserves were only about $2 billion). And so there will be a risk of inflation. The Federal Reserve can, in principle anyway, prevent the risk from materializing, by selling its huge inventory of public and private debt and retiring the cash that it receives in exchange. But by sucking cash out of the economy it will drive up interest rates, which will impede recovery from the depression, because high interest rates curtail lending and therefore spending. So it may forbear, and the consequence may be inflation.
And the money that the Federal Reserve has created in an effort to lower interest rates and stimulate economic activity is only a small part of the liabilities that the government has taken on in an effort to fight the depression. There are the bank bailouts, the auto-industry bailouts, the mortgage-relief measures, the $787 billion stimulus program, and the guaranties that the Federal Deposit Insurance Corporation has issued. The grand total of current and planned commitments, both actual and contingent (the guaranties), has been estimated at almost $13 trillion. Most of that, in all likelihood, will be recouped or avoided--eventually. But in the meantime they are adding to the government's overall debt load.
We have, besides the liabilities specially incurred to combat the depression, a "structural" budget deficit of some $500 billion a year; I call it structural because it seems to be deeply embedded in the "normal" economy. Quite apart from the special liabilities that I've mentioned, the structural deficit swells in a depression because tax revenues plummet and the cost of unemployment benefits soars. It is estimated that the budget deficit this year will reach $1.8 trillion. That will increase the national debt by almost 20 percent. No doubt the budget deficit will be formidable next year as well, and perhaps for years to come.
And then of course there is the Obama Administration's long-range program of social and economic improvement, which however worthy will be immensely costly; and any economic benefits from the program--from having a healthier or better educated population or a slowing of global warming--will be realized long after immense costs are incurred. The Administration's prediction of eventually halving the annual budget deficit is a tissue of optimistic conjectures.
So we have a long-run budget problem indeed, as Krugman acknowledges. What we do not have is a long-run solution, or even the groundwork for it. There is much wasteful government spending--but try cutting it! Even the ridiculous farm subsidies are sacrosanct. We have low taxes--but try raising them! Every sensible path to a long-run solution seemed blocked by special interests and political demagoguery. We are likely to be left with either inflation, the standard debtor's remedy, or an increased dependence on loans by foreign nations and foreign investors, at increasing interest rates because the more we borrow, the higher the interest rates we have to pay. And interest on loans from abroad is a drain on American wealth, when the loans are financing budget deficits distended by inefficient government programs, rather than productive activity.
We cannot take comfort in Japan's example of promiscuous money creation that does not lead to inflation, because the Japanese people are great hoarders. (In economic jargon, their "propensity to consume" is much lower than Americans'.) We cannot take comfort from our situation at the end of World War II, because tax rates were higher than they are now and the end of the war led to a conversion of military to civil production that resulted in a large increase in consumer goods, which sopped up the money that had accumulated in people's savings accounts because of the high wages that full employment in a wartime economy had generated.
Just to make clear where I stand, I support the government's efforts to speed recovery from the current depression, including the $787 billion Keynesian stimulus program. I strongly support measures for reducing carbon emissions, though I would prefer a heavy tax to a permit system. I agree that spending on medical care is out of hand (not because of its absolute size, but because so much of it is wasteful) and that we need educational reform. But I fear the Administration is biting off more than it can chew.
An economist can design a long-run solution to our budgetary problems that would be efficient: the combination of eliminating inefficient government programs and adopting a stiff federal value-added tax would probably do the trick. But a solution that is politically unrealistic is only of academic interest.


What if there was a method that could not only explicitly teach students core writing skills, but simultaneously deepen their domain-specific knowledge?
Turns out there is: it's called the Hochman method.
I'd heard about Judith Hochman's writing method for some time, but only finally got the opportunity to attend a workshop last month. In case you haven't heard about the Hochman writing method, you can read more about it's impact in Peg Tyre's 2012 article in the Atlantic, and get an overview of the method on it's website.
In a nutshell, Hochman's method is a systematic, explicit approach to equipping students with the ability to recognize and construct clear and complex sentences, only then moving on to constructing paragraphs, and from there to composition. The vast majority of teachers (such as myself) go straight to composition, then use generalized rubrics that provide little specific guidance on revising for grammar and mechanics.
But there's even a deeper potential impact of Hochman's method: it reinforces content knowledge in tandem to building writing knowledge and ability.
In a former post on ideas from cognitive psychologist Daniel Willingham, we explored just how critical–yet how very rare–it is to have a school-wide, systematic curriculum that reinforces knowledge coherently and sequentially across classrooms.
Furthermore, we know from research that one of the most powerful levers for building and reinforcing knowledge is "low-stakes quizzing." When used to interleave and distribute practice across time, this is a highly effective form of transferring information into long-term memory.
Like many of the findings from the realm of cognitive science, this all sounds great in isolation, but when you try to translate it to a school and a classroom, it gets significantly more sticky, especially in a subject like ELA. Many things we cover don't fit neatly into a multiple choice quiz.
And many teachers are highly allergic to anything that smells like a standardized test. And even when they aren't, developing a well-designed and valid multiple choice question is surprisingly intensive.
Here's where Hochman's method comes in. Her method provides explicit and clear sentence construction activities that can be applied to any content and that can be used to assess comprehension of texts or topics. This sentence-level work serves the same function, in other words, that low-stakes quizzing would, while also explicitly teaching writing skills.
So imagine this: a school creates an initiative, after being trained in Hochman's methods, to embed sentence-level activities into every text that is read in social studies, science, and ELA. These activities would serve as formative assessments of content. And once those activities for each text are developed, a resource packet is made that can be used again and again in the future, whether or not a teacher leaves the building. That's an endeavor that could not only be high impact but furthermore sustainable.
For an example of one of Hochman's sentence-level activities (Because, But, So), check out Doug Lemov's post, Hochman's 'But, Because, So' Sentence Expansion Activity. He also highlights Hochman's distinction between editing and revision here.
Have you used or seen the Hochman method? Do share.
Epstein's challenge to the "information processing" model is highly relevant to education and worth considering the implications of. I would pair this reading with the quantum theory of QBism: QBism challenges the notion of an "objective reality," suggesting instead that reality lies in the eye of the beholder.
a school needs to come to a consensus on the topics, texts, vocabulary, and concepts that are most essential to know within and across each academic domain and carefully sequence and reinforce those concepts across classrooms and grades.
So how can a school embark upon this quest? In this post, I will attempt to provide some guiding ideas and protocols for this work.
How Do We Reinforce Knowledge?
How Do We Determine the Knowledge that is ESSENTIAL?
Folks are going to disagree about this, including the "experts," so ultimately, this determination should be made collaboratively within a school (and beyond). The key is that the school comes to a consensus on this essential knowledge, then teachers carefully sequence it across the curriculum and quiz it repeatedly in a low stakes manner.
There's a useful frame, known as threshold concepts, for drilling down to this "essential knowledge" within a specific academic domain. Threshold concepts come out of higher ed academia, and it's admittedly a bit esoteric in the literature, but I think it's a useful lens with practical implications. Threshold concepts are very much related to Wiggins and McTighe's "big ideas," but with a few interesting twists.
This idea of a transformation of understanding that is essential for progressing deeper into the academic content is really interesting.
There are many other characteristics that were identified, but they don't all seem very useful in a practical sense for K-12. I think the three outlined above are the most relevant and applicable.
I love this idea of viewing a student's passage through a threshold concept as akin to a hero's journey. In considering this journey, what are the troublesome obstacles and bottlenecks that student will face? The idea of "bottlenecks" comes thanks for the link immediately below. In thinking through this, I also think we need to acknowledge that bottlenecks may not be purely conceptual — they can also be procedural, in the form of skills required to complete academic tasks, as well as social-emotional (this can be a tremendous and often unaddressed barrier for many kids).
In this sense, then, we can expand the notion of crossing a threshold to not solely refer to concepts, but furthermore experiences. As educators, we seek to design experiences in which students engage in an academic form of a hero's journey, learning to overcome barriers and gain the intellectual accomplishment of mastering skills and knowledge.
OK, So How Do We Discover These Threshold Concepts and Experiences?
But we still need some kind of process for distilling away all the cruft and getting down that 20% of the most essential knowledge within a content and grade.
Here in the US, we have a general list of skills we use as guidance in the form of state standards. And as I've done with the Common Core standards, we can do a deeper analysis to begin unpacking what that knowledge might be.
But this can still be at a pretty abstract level, and we want this to be relevant to classroom teaching. By focusing on the topics and texts that will be studied, we can make this more concrete.
Because English Language Arts is my specific area of expertise, I've focused my efforts in this area, especially since this content area is probably the most difficult to pin down in terms of a progression of knowledge.
There's two ways we could utilize this protocol: 1) unit of study, or 2) over the entire school year.
1) Consider the topics and/or texts that will be taught.
2) What will be the product or products that students will be expected to create that can demonstrate their mastery of learning? (This product could also be a performance).
3) What are the primary modalities that this product is focused upon? In literacy, of course we're focused on all modalities, but it helps for a department to focus upon the one they consider most essential.
4) Now consider the standards that your district adheres to. For the Common Core, they are helpfully broken up by modality, so turn to that modality. Then, narrow down which specific, few standards you will primarily be targeting.
5) What are the bottlenecks, most especially those that are conceptual and specific to this content, that students will encounter?
6) Evaluate the list of items you have generated. Do they fit the criteria of a threshold concept or experience? Are they transformative, integrative, and troublesome? If not, they may not be essential.
7) You don't have to do this, but I find that at this step it can be useful to phrase the threshold concept in the form of a message or lesson, akin to a theme statement.
Students that struggle with reading comprehension also often struggle with a lack of academic and world knowledge. An English Language Learner can also be understood as native English speakers that do not understand the language of math, science, social studies – i.e. academic, formal, domain specific language.
A teacher must work through a task/text in order to identify key takeaways, key vocabulary, and potential barriers to learning, regardless of whether a curriculum is provided.
All learners can be engaged in reading and comprehending complex academic texts through well-designed activities, tasks, and resources.
An environment in which a student feels safe to take risks in front of peers is a prerequisite for learning — most especially for struggling readers.
Learners should be explicitly equipped with strategies and mindsets for when they encounter challenging vocabulary on their own.
It's important to note that threshold concepts will vary completely depending on any teacher's specific set of knowledge, perspectives, and interest, and I think that's OK. What's most important is that once these most essential concepts and experiences have been identified and voiced, they will not only help to focus that teacher's instruction on what they feel is most important, they will serve as a basis for arriving at a consensus as a department and as a school.
This is where the rubber hits the road. This is the part that is so very contrary and disruptive to the norms of public education.
Forget the presidential debates, this is more important.
I attended a PD today that featured cognitive psychologist Daniel Willingham. It's pretty rare that my employer, the NYCDOE, offers professional learning that has someone presenting from the academic research realm, so when I saw this was happening, I jumped on it.
I've been following Willingham's articles in American Educator and have read Why Kids Don't Like School, and I've been convinced of the importance of a strong curriculum and building knowledge for a while now, but it was nice to get a direct and clear reminder of what really matters in literacy, especially when that message is so very rare.
Knowledge needs to be "in the mind" in order for reading comprehension to be effortless, rather than a problem-solving struggle to determine meaning.
We can only build the broad, world knowledge required for literacy through a carefully sequenced and structured curriculum.
If you take these points to be accurate, then the implications are quite revolutionary in comparison to the regular practices of most schools and districts.
Let's break down why this runs so counter to the norm.
If knowledge must be "in the mind" (rather than on Google) than that means the knowledge considered worth studying must be reinforced and revisited, tested, interleaved, sequenced, and spaced throughout a school's curriculum.
That means across classrooms and across grades.
Therefore, a school needs to have come to a consensus on the topics, texts, vocabulary, and concepts that are most essential to know within and across each academic domain.
That means that each teacher (or at the very least, a department head or team) will have to have invested a substantial amount of time, both individually and collaboratively, into studying those texts and topics themselves in order to know how to design a learning environment, projects, activities, field trips, and interim assessments that will provide the access to and reinforce that knowledge for all students.
This would of course be accompanied by adjusting the curriculum periodically based on an analysis and reflection on interim assessment data and student work.
What most prioritizes a school's focus are external assessments, such as state tests. ELA tests in this vein consist of random passages of text that are meant to focus on isolated reading skills devoid of knowledge. Therefore, what is taught and focused upon are the practice of skills devoid of knowledge.
That's what constitutes an ELA curriculum for many schools.
A teacher is either not provided a curriculum, or is provided a curriculum but no support, or is provided a curriculum and support but the curriculum is not oriented around sequentially building knowledge.
Even when a curriculum might be provided and might be relatively well-crafted (this is a rarity, and if you know of such a curriculum, tell me. I can name two. Maybe three), I have yet to have seen any curriculum that still does not require a teacher to revise and adjust it substantially based on the needs of their students, the circumstances of their school or classroom, or their own particular style and knowledge.
Thus, in those rare schools where there is even a coherent curriculum "in place," the point made above about investment of time still holds. A substantial amount of time needs to be spent in designing and continually molding the school around and in support of that knowledge embedded within the curriculum.
Most of what is taught in different classrooms in a school has little coherency across a school.
What is a taught in any given classroom is rarely reinforced via low stakes quizzing across an entire school year.
See the problem? From what I've seen in much of the professional development sessions and focus of schools and districts is a focus on individual teacher strategies and practices. But let's get real. If a school does not come together to determine and design it's mission around the knowledge and skills it will teach sequentially and systematically, then there will be little impact.
I've been moving apartments this week, so I haven't been as closely attuned to all things ED, but here's a few links worth reviewing when you take a break from admiring the swiftly changing color of the leaves on this lovely autumnal weekend.
There's a school entitled Michaela that has apparently been getting some guff in the UK reminiscent of the strong debate that Success Academy engenders here in NYC.
Tom Bennett, the founder of ResearchED (coming to a D.C. near you in a couple of weekends), writes a defense of the school, noting that while it's intense structure and discipline are not for everyone, critics need to get off their high horses.
Doug Lemov has also taken a gander, and he challenges educators to learn from innovations that are worth emulating, rather than merely criticize from afar. In that spirit, he is exploring some of the practices he finds worthy of stealing in a series of blogs, beginning with this one on Michaela's "maximum impact, minimum effort" grading policy. Schools renowned for sucking the pith out of young teachers (like, ahem, Success Academy) would do well to consider it. Teaching is a demanding profession, and the more we can reduce paperwork that bears little impact, the better.
I haven't been much aware of any controversy around Michaela, but I have been very aware of it's innovative and research-based approach to instruction and curriculum design, thanks to the consistently trenchant writing of Joe Kirby. This summer I switched to an out-of-classroom role designing professional development, and I've found myself continually revisiting some of his posts, as well as blogs of other UK educators such as Daisy Christodoulou, Alex Quigley, David Didau, David Fawcett, and many others. I don't know what's in the water over there, but UK educators seem to spend a lot more time blogging about practice and research, rather than politics, and it's refreshing.
Deans for Impact founder Benjamin Riley penned a piece for Kappan presenting the case for educator practice to be informed by principles from cognitive science research. And if you haven't read Deans for Impact's The Science of Learning, you should probably make that priority number one. Another resource I've found myself continually revisiting when designing professional learning.
I've written about the need for increasing school and neighborhood diversity before, and you'll be hearing much more from me on this; it's the focus I've selected for my NY policy fellowship with America Achieves this year. I've been really excited to see an increasing amount of media coverage, advocacy, and ground work taking place on this issue.
This week, NYC Councilmember Helen Rosenthal pushed back against the privileged Upper West Side parents who have been vocal opponents of school rezoning efforts.
The Hechinger Report took a deep dive in an analysis of the desegregation and resegregation of Greenville, Mississippi. Many insights and lessons to heed here.
The Century Foundation released a report on the increasing efforts at school integration, while highlighting the dinosaur progress occurring in NYC.
And Nautil.us magazine highlights research from MIT that "has shown that in both the U.S. and European Union, wealth is predicted by the diversity of face-to-face communication and that both poverty and crime levels are predicted by the isolation of a community." This confirms my premise for increasing school and neighborhood diversity: we can only really fight discrimination and bias, and improve long-term outcomes, when we interact daily, face-to-face, with others who are different than us.


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Crown Cleaners first opened its doors for business in the 1960s. The city of Knoxville was just beginning to grow westward, and at the time, Bearden Hill was on the edge of town and on the cusp of new residential growth. As professionals with families desired to live in the Bearden area, a laundry and dry cleaning business was a natural fit. Mr Charles Rodgers started the business, with the Bearden Hill store as the lone site until 1988, when Mr Bob Rowan purchased it.
Mr Rowan brought a wealth of knowledge and expertise with him, as his career prior to the purchase had been in the garment industry. His vast knowledge of materials, dyes, weaves, and general fabric care soon became an asset to the business of Crown Cleaners. Over the course of his ownership he expanded the business to include route delivery service, and opened up three other locations in the area. Two of these locations, one in Powell and one in Alcoa have since closed, but the site in West Knoxville at 9409 S Northshore Drive remains. Mr Rowan's expertise in fabric care helped to solidify Crown Cleaners' reputation as a premier cleaner in Knoxville.
In the Spring of 2000, Mr Rowan entered into an employment/purchase agreement with Mr Don Holecek. For the next 18 months, Mr Holecek served as apprentice under Mr Rowan, learning not only how to run a small business but also the "tricks of the trade." In January of 2002, Mr Holecek assumed full ownership. Mr Holecek has also expanded the route delivery service significantly and streamlined operations to include professional training of all employees who work for Crown. Technology and a genuine concern for the environment have been embraced by Mr Holecek and the current staff to better prepare Crown Cleaners for the future.


text:
More Than 280 Former Military Officials, Diplomats Call on Donald Trump Not to Use Troops Against Protests
By Tom O'Connor On 6/5/20 at 4:56 PM EDT
U.S. U.S. military George Floyd Protests
More than 280 retired foreign service and military officials released a letter to President Donald Trump Friday saying they were "alarmed by calls from the President and some political leaders for the use of U.S. military personnel to end legitimate protests in cities and towns across America."
"There is no role for the U.S. military in dealing with American citizens exercising their constitutional right to free speech, however uncomfortable that speech may be for some," the letter, drafted by former U.S. ambassadors Doug Silliman and Deborah McCarthy as well as career diplomat Thomas M. Countryman, said.
The message came days after Trump's announcement that he sought to invoke the 1807 Insurrection Act to deploy the U.S. military to quell nationwide demonstrations that erupted in the wake of the killing of George Floyd, a black man, under Minneapolis police custody. Trump's military threat prompted a major backlash calling for him to walk back from his threat to deploy troops against protesters demanding law enforcement reform across the United States.
The authors of Friday's letter specifically expressed concern toward reports of U.S. forces in the capital using low-flying helicopters to disperse protesters and striking images of service members deployed in large numbers to the steps of the Lincoln Memorial. The letter also condemned Trump's use of the terms "thugs" and "terrorists" to describe the sometimes violent rallies that the president claims have been infiltrated by leftist antifa and anarchist elements.
"The deployment of military forces against American citizens exercising their constitutional rights will not heal the divides in our society," the letter said. "Ultimately, the issues that have driven the protests cannot be addressed by our military. They must be resolved through political processes."
Protesters scuffle with members of the U.S. Army as they demonstrate against the death of George Floyd near the White House on June 3, in Washington, DC. Former officials and even the current defense secretary expressed opposition toward President Donald Trump's threat to send U.S. troops to quell protests across the nation. JIM WATSON/AFP/Getty Images
The number of former officials coming out against Trump's hardline approach to end the civil unrest across the country has increased in recent days. After Trump's Secretary of Defense Mark Esper publicly expressed his opposition to invoking the Insurrection Act on Tuesday, his predecessor James Mattis issued a scathing rebuke of the president's actions in a statement published Wednesday by The Atlantic.
The retired Marine general, who resigned in protest of Trump's policies last year, said he was "angry and appalled" as he witnessed how recent events unfolded throughout the country.
"Donald Trump is the first president in my lifetime who does not try to unite the American people—does not even pretend to try. Instead he tries to divide us," Mattis wrote. "We are witnessing the consequences of three years of this deliberate effort. We are witnessing the consequences of three years without mature leadership."
Responding to Mattis' remarks, former White House Chief of Staff John Kelly told ex-White House Communications Director Anthony Scaramucci on Friday, "I agree with him."
"He's quite a man, General Jim Mattis, and for him to do that tells you where he is relative to the concern he has for our country," Kelly, himself a retired Marine general who previously served as Trump's head of Homeland Security, said.
Kelly said he thought "the partisanship has gotten out of hand" and that "we need to look harder at who we elect," examining their "character" and "ethics" among other qualities, Trump hit back at both Kelly and Mattis on Twitter, but their remarks came a day after other esteemed military officials joined the fray.
In a statement sent to Politico, former Defense Secretary William Perry, who served from 1994 to 1997, said that it "is both wrong and dangerous to threaten to deploy American soldiers against American citizens unless there is a complete breakdown of law and order in a state and the governor requests that assistance. And yet President Trump has repeatedly threatened to do just that against demonstrators, the vast majority of whom are peacefully exercising their constitutional rights for the redress of very real grievances."
Retired Marine General John Allen, who served as the special presidential envoy to the U.S.-led coalition in 2014 and 2015, against the Islamic State militant group (ISIS) went as far as to say that Trump's domestic military actions "may well signal the beginning of the end of the American experiment."
DPRK Calls U.S. Country of 'Extreme Racists' After George Floyd Protests
Retired Army General Martin Dempsey, former Joint Chiefs of Staff Chair in 2011, told NPR that the widespread protests at been mostly peaceful and even despite the occasional outbreaks of violence, the idea "the idea that the president would take charge of the situation using the military was troubling to me." He warned bringing in troops to restore order could be "very dangerous."
His predecessor, retired Navy Admiral Mike Mullen, said he was "sickened" by Trump's use of the National Guard to disperse protesters blocking the president's path to nearby St. John's Church in an article published Tuesday by The Atlantic. He warned against "an overly aggressive use of our military, active duty or National Guard" to disrupt the right to peaceful protest.
Mattis, Perry, Dempsey, Mullen, Allen and the over 280 former national security officials who signed Friday's letter also all took exception to Esper's use of the term "dominate the battlespace" to refer to the U.S. streets that incensed citizens have swarmed to in a collective outcry against systematic racism and police brutality. The term also shocked former Special Operations commander Army General Raymond Thomas.
"The 'battle space' of America??? Not what America needs to hear...ever, unless we are invaded by an adversary or experience a constitutional failure...ie a Civil War..." he tweeted Monday.
While some elected officials such as Republican Senator Tom Cotton of Arkansas have called for even tougher military measures to deal with the demonstrations, other such as DC Mayor Muriel Browser have pushed back. Bowser, a Democrat, wrote a letter to Trump calling for him to withdraw extraordinary federal personnel from the capital and threatening to expel them if he did not.
Trump hit back on Twitter: "The incompetent Mayor of Washington, D.C., @MayorBowser, who's budget is totally out of control and is constantly coming back to us for "handouts", is now fighting with the National Guard, who saved her from great embarrassment......over the last number of nights. If she doesn't treat these men and women well, then we'll bring in a different group of men and women!"
The White House did not immediately respond to Newsweek's request for comment.


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May 10th 2013, 10:43
Last week I chaired the May 2013 meeting of the Board of Impact Housing Association that was held at the Oval Centre at Salterbeck in Workington.
Salterbeck is Impact Housing's largest estate and the Oval Centre is a multi-purpose Community Building that was completed in 1999 and is the central focus for the residents of Salterbeck and the wider community. The aims of the Oval Centre are to:
Provide training and volunteering opportunities for people living in Salterbeck, Workington and surrounding areas.
Preserve, protect, improve and enhance in any way for the benefit of the public and the amenities in Salterbeck, Workington and surrounding areas.
Provide meeting and function rooms of various sizes, for commercial and community use, houses a bar and café with full catering facilities, has broadband computer access and a fitness suite with a range of free weights, strength machines and cardiovascular equipment.
More information about the Oval can be found here: http://www.impacthousing.org.uk/oval-centre
AWICS has published two new briefing papers on welfare reform – looking at the implications for Scotland and Wales. These compliment the paper covering the implications for England that had already been published. They can all be downloaded from HERE.
Our upcoming seminars on Local Authority Housing Finance, Value for Money and Performance Management and Welfare Reform are proving to be popular; and are keeping me busy in making preparations. More information can be found here: https://awics.co.uk/England.asp
I have spent much of the last week preparing for our next two seminars. 'All You Want to Know about Local Authority Housing Finance' will be held in Huddersfield on 20th June 2013 and is close to being a sell-out. Places are also filling rapidly at 'Developments in Local Authority Housing Finance' that will be held in London on 9th July 2013. The former seminar is an introduction and overview of local authority housing finance for people who are new to the subject or who need a refresher; while the second looks in depth at new developments such as the implementation of self-financing and welfare reform and is designed for people who already have a working knowledge of local authority housing finance.
Details can be found on our website:
All You Want to Know about Local Authority Housing Finance:
https://awics.co.uk/local_authority_housing_finance_2013_training_course.asp
Developments in Local Authority Housing Finance
https://awics.co.uk/local_authority_housing_finance_seminar_england.asp
We have posted a briefing paper on welfare reform and housing benefits in England that can be downloaded from our website HERE.
Last week we launched our new interim management service that complements our existing management consultancy, training and independent residents' advice services. Details about this can be found on our website HERE.
I notice that Boris Johnson has joined the chorus of voices advocating the removal of the borrowing cap from local authority housing revenue accounts. Clearly this would be consistent with the principles of localism and with the prudential borrowing system that has met with approval from all sides since its introduction in 2004. However, the lifting of the borrowing caps would also (obviously) enable councils to borrow more and this would conflict with the government's objective of reducing the deficit. However, the Treasury is now under pressure to boost the economy via the construction industry and lifting the borrowing caps would be one way to achieve this. There may be an announcement in next month's spending review but I remain sceptical about how much will be done.
Last week I was in Falkirk for our annual seminar: 'All You Want to Know about Scottish Social Housing Finance' that was attended by councillors, board members, housing managers, accountants and resident representatives from many parts of Scotland. It covered all aspects of the finance of Social Housing in Scotland including local authorities and registered social landlords. The seminar was well received. It also confirmed that welfare reform is a major concern in Scotland as it is in Wales and England. The seminar is now available in-house. For further information please email me at Adrian.waite@awics.co.uk
The book that we published to accompany the seminar is also available. For details or to order a copy please see https://awics.co.uk/scottish_social_housing_finance.asp
The week also saw the Queen's Speech. I felt it was a bit disappointing in that it included a number of bills but none that offered any comprehensive solutions to the major problems faced in the public services such as the ageing population, the growing housing shortage and increasing poverty. We published our briefing paper on the Queen's Speech on Thursday and a copy can be freely downloaded from HERE.
We also published the May edition of the popular AWICS Housing News this week. It includes articles on:
The House Market Bites Back
Impact Housing – Measuring Board Performance
Radical Measures called Upon to Save the Government's Welfare Plans
Welfare Reform Concerns Raised In Wales
Wait and See Culture in British Housing
Analysis of Registered Social Housing Providers in Scotland
Discretionary Housing Payments £100million short of what is needed
Disabled to Lose Out in Government Changes
A copy can be freely downloaded from HERE.
The Under-occupation penalty, that removes some housing benefit from social tenants with spare bedrooms, has now been in force for a month and we are beginning to see its implications.
At Impact Housing Association, where I am Chair, we have found that many of the tenants who are affected have yet to pay their contribution towards the rent. We have responded by visiting all affected tenants on our main estate at Salterbeck in Workington. What we found was that:
There is no hostility. Tenants understand this is government policy and are prepared to talk to housing officers. Information that has been provided by Impact and the local media has been understood.
One in ten of the tenants who had not paid the under-occupation penalty were not actually liable to pay – either because of incorrect assessments by the local authority or because of a change in circumstances such as the birth of a child.
While tenants are prepared to make arrangements to pay, many tenants are upset and worried about how they can pay the under-occupation penalty.
There is clearly a need to support and advise tenants but this will be very resource-intensive. We need to be FAIR: Flexible in how we operate; Actively going out to talk to tenants; In the Communities and Resourced to provide support.
I would like to thank the 485 of my fellow members of the Chartered Institute of Public Finance and Accountancy (CIPFA) for supporting me in the annual elections for the National Council.
Unfortunately, 485 votes were not sufficient to see me elected but I am heartened and grateful for the level of support that I received; and for the messages of support that I received from fellow members.
Of the 13,200 members of CIPFA only 2,128 (16%) voted. This low level of engagement must continue to be a concern.
CIPFA is a very important institution, not only because it offers its members the opportunity to be part of a professional institute that pursues excellence in accountancy and public finance but because it is a strong voice for proper financial administration in the United Kingdom and elsewhere at a time of financial difficulty. Indeed, the Institute itself is not immune to economic forces.
I was privileged to be a member of the National Council in 2010/11. My experience on the Council confirmed my view that for the Institute to continue to fulfil its mission there is a need for it to continuously modernise its organisation and its approach; and to seek to engage more with ALL its members. I would like to congratulate all those who have been elected for 2013/14 and wish them well with this task.
This week we have published our 2013 edition of 'All You Want to Know about Scottish Social Housing Finance'. For more information or to order a copy please see:
https://awics.co.uk/scottish_social_housing_finance.asp


Marry Christmas from the Beckman's!
Trees actually come on and off with IRIS controlled GE outlet and flash on and off to the Christas Vacation Song. All controlled via Alexa voice command.
So nice to not have to plug and unplug. Thank you IRIS!


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Open Letter on Ethnicity Data – August 2017
This week, AAPI Data joined the National Council of Asian Pacific Americans, as part of 77 organizations, 180 community leaders, 105 students, and nearly 500 educators across the country, in reaffirming our commitment to serving the diverse needs of our Asian American and Pacific Islander communities.
We are deeply alarmed by recent opposition to the collection of detailed data on Asian Americans, with opponents comparing it to data collected by Nazi Germany to persecute Jews and single them out for genocide.
For over three decades, East Asian, South Asian, Southeast Asian American, Native Hawaiian & Pacific Islander organizations and leaders have called for detailed data collection to better serve AAPI populations in need. We have found, time and again that detailed and accurate data collections–from the U.S. Census Bureau and other federal agencies, to state and local agencies in health, education, and other issues–are essential to helping our communities in need.
As researchers, educators, advocacy organizations, and community leaders, we strive to better understand the challenges faced by our student populations, and to better serve and support their varied educational needs. We cannot do this without high-quality data. For example, Cambodian, Laotian, Native Hawaiian, and Samoan Americans have among the lowest rates of graduation from community college. Mental health issues also vary across the Asian American population, with some groups such as Chinese American women showing higher rates of suicide than other Asian American groups. High-quality, detailed data is essential to understanding student challenges in all communities, and is vital to securing public and private resources to help students in need.
To compare the current effort to collect data on Asian Americans to the tactics of Nazi Germany is deceitful and misrepresentative of the goals and desires of the Asian American and Pacific Islander community. Historically, Asian Americans, including Chinese Americans, have been at the forefront of calls for detailed data collection. The purpose of these data is not to single-out a group for persecution or surveillance, but to better recognize and support all segments of our community, and to ensure that all students count in education.
Importantly, and contrary to the claims of many protesters, data disaggregation in education is unrelated to race-based considerations in Ivy League admissions. Asian ethnicity data collected by K-12 schools are reported at the institutional level, and not the individual level. And they are designed to support parental engagement in ethnically diverse schools, and to provide better student support services on matters ranging from mental health and suicide prevention to successful college completion.
As community organizations, educators, and leaders, we believe it is imperative to continue the push for high-quality, detailed data that can serve the diverse needs of our Asian American and Pacific Islander students.
The list of signatories to the open letters can be found here:
Educators letter (Chinese translation)
Organizations and community leaders letter
Students letter
Asian Ethnicity Data Helps Students, Saves Lives
Trump Faces Uphill Climb Among Indian Americans