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1. Geographical Indications, "Terroir", and Socioeconomic and Ecological Sustainability: The Case of Tequila (EJ820592)
Author(s):
Bowen, Sarah; Zapata, Ana Valenzuela
Source:
Journal of Rural Studies, v25 n1 p108-119 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Poverty; Agribusiness; Agricultural Production; Foreign Countries; Agriculture; Standards; Rural Population; Sustainable Development; Conservation (Environment); Rural Development; Geographic Regions; Geography; Land Use; Agricultural Occupations
Abstract: In this paper, we use the case of tequila to examine the potential for geographical indications (GIs) to contribute to socioeconomic and environmental sustainability. GIs are place-based names (e.g., Champagne, Roquefort) that convey the geographical origin, as well as the cultural and historical identity, of agricultural products. The GI for tequila was established by the Mexican government in 1974, making it the oldest GI, and one of the best-recognized, outside of Europe. Here, we examine the social, economic, and ecological impacts that the agave-tequila industry has had on one community in tequila's region of origin, the town of Amatitan. We show that persistent cycles of surplus and shortage of agave and changing production relations in the agave-tequila industry have led to: (1) economic insecurity among farm households; (2) increased use of chemical inputs, at the expense of more labor-intensive cultivation practices; and (3) overall declines in fertilizer application, especially during periods in which there is a surplus of agave. We argue that the negative effects of the agave-tequila industry on the local economy and environment are due to the failure of the GI for tequila to value the ways in which the "terroir" of tequila's region of origin have contributed to its specific properties. We conclude by using this case to discuss more generally the relationship between the protection of place-based products (known collectively as geographical indications) and social and environmental sustainability. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. An Examination of Public School Safety Measures across Geographic Settings (EJ825221)
Shelton, Andrea J.; Owens, Emiel W.; Song, Holim
Journal of School Health, v79 n1 p24-29 Jan 2009
Descriptors: School Security; Violence; School Safety; Geographic Regions; Differences; School Buildings; School Personnel; Fire Protection; Safety Education; Prevention; Injuries
Abstract: Background: Violence at a school can have a negative impact on the health of students, teachers, administrators, and others associated with the school and surrounding community. The use of weapons in school buildings or on school grounds accounts for the majority of violent deaths, particularly among males. This national trend suggests the need for a more concerted effort to improve safety and prevent violence. This article reports the use of 13 safety measures in US public schools in 4 geographic regions (Northeast, Midwest, South, and West) and 3 community settings (urban, suburban, and rural). Methods: Data representing 16,000 schools reported in the Educational Longitudinal Survey of 2002-2004 were analyzed. Data were self-reported by school administrators. Results: Of the various safety measures assessed, fire alarms and extinguishers were consistently reported regardless of the geographic region or community setting of the school. Other than measures for fire safety, schools throughout the country routinely used exterior light and student lockers as safety measures. There was a significant difference by geographic region and community setting in the use of safety measures that required specific personnel, namely a security guard and an adult to direct a guest to sign in. Conclusion: Recognizing the patterns of violence at public high schools, administrators working with students, other school personnel, and community partners may consider more combinations of the safety measures within their institutions together with local resources and services to improve safety and reduce violence. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Librarian Status at US Research Universities: Extending the Typology (EJ809157)
Bolin, Mary K.
Journal of Academic Librarianship, v34 n5 p416-424 Sep 2008
2008-09-00
Descriptors: Librarians; Research Universities; Academic Libraries; Land Grant Universities; Classification; Employment Level; Geographic Regions; Institutional Characteristics; Governance
Abstract: A typology of librarian status developed for land grant universities is extended to US research universities. Land grant librarians are tenure-track faculty in 70% of institutions. Librarians in the expanded population have that status slightly more than half the time. Institution size, geographic region, and public/private governance are discussed. (Contains 7 tables and 1 figure.)
4. Conflict, Education and the Global South: New Critical Directions (EJ793412)
Novelli, Mario; Lopes Cardozo, Mieke T. A.
International Journal of Educational Development, v28 n4 p473-488 Jul 2008
2008-07-00
Journal Articles; Reports - Descriptive
Descriptors: Conflict; Educational Research; Research Needs; Educational Policy; International Education; Global Approach; Educational Environment; Educational History; Intellectual Disciplines; World Affairs; Political Issues; Geographic Regions
Abstract: This paper seeks to provide a starting point for a broader discussion on the development of a critical research agenda in the field of "Education and Conflict Studies." We begin the paper with a brief overview of the field of Education and Conflict drawing on a series of recent "overviews" of the field and locate this within the context of the changing geo-political situation that emerged in the wake of the collapse of the Soviet Union in the 1990s. This is followed by explaining what we understand by a critical research agenda and why we think it necessary. Thirdly, we explore a series of potentially interesting areas of inquiry that are currently absent or undeveloped within the field and which relate particularly to its "global" dimension. Finally, we conclude by making some more reflective comments on our approach, its potential for making a positive contribution to both theory and practice within the field of Education and Conflict, and the need for more critically informed, but policy relevant research in this emerging area of inquiry. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Preparing Teachers to Teach in Rural Schools. Issues & Answers. REL 2008-No. 045 (ED502145)
Barley, Zoe A.; Brigham, Nancy
Regional Educational Laboratory Central
Reports - Research
Descriptors: Geographic Regions; Incidence; Rural Schools; Rural Areas; Rural Education; Teacher Education; Community Colleges; Student Teaching; Campuses; Online Courses; Teacher Recruitment
Abstract: The Central Region states have greater percentages of rural students and schools than the U.S. average. This report describes how nine teacher preparation programs in the region prepare their graduates for teaching positions in rural settings. The study found that, of 120 institutions in the Central Region that offer teacher preparation, only 17 confirmed a rural program emphasis, and only 9 have three or more of the components. Three of the nine programs offer options for teachers to receive multiple certifications. Seven of the nine programs offer online courses and four offer courses at more accessible community college campuses. Four of the nine programs recruit students from rural communities. Two of the nine programs actively seek student teaching placements in rural schools (however, seven of the nine are based in rural areas and naturally have access to rural school placements). Researchers confirmed the presence of five rural-focused program components in 17 of the 28 four-year teacher preparation institutions in the Central Region: (1) options for obtaining multiple certifications; (2) access to teacher preparation for those living in rural areas; (3) efforts to recruit to teaching residents from rural settings; (4) the use of rural schools for practice-teaching placements; and (5) the availability of online courses for rural teachers. Nine Central Region teacher preparation programs, described in this report, had three or more of these components. The primary audiences for this report are the Central Region commissioners of education, other state policymakers, and administrators of teacher preparation programs who are considering adding or sharpening a focus on preparing rural teachers. Appended are research method, sample, and limitations and an interview protocol.(Contains 5 tables, 1 box, and 7 notes.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Central administered by Mid-continent Research for Education and Learning.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. Teaching European Identities (EJ810503)
Raento, Pauliina
Journal of Geography in Higher Education, v32 n3 p347-364 Sep 2008
Descriptors: War; Cultural Pluralism; Foreign Countries; Social Change; Migration; Foreign Policy; Teaching Methods; European History; Geographic Regions; Political Influences; Textbooks; Ethnicity; Citizenship; Social Integration; Immigrants; Geography
Abstract: The political, cultural and social make-up of Europe is changing fast. A new European identity is under construction, but old contradictions and diversity challenge its contents, forms and boundaries. Migration, the changing role of the nation-state and Europe's regions, the reshaping of politico-administrative and perceptional boundaries, the legacies of the Cold War and imperial practices, and legislative challenges are among those factors that influence quotidian life and identities in Europe at multiple scales. How should teachers of European identities address the resulting complexity in the classroom? What kind of foci would be the most fruitful in instruction and textbooks about European identities and their contemporary change? How does one connect the students' own experiences and recent research with learning in a satisfactory manner? And what constitutes "Europe" anyway? In this article, the author addresses these questions and describes how these questions steered her class design about European identities for undergraduates at the University of Minnesota during her visiting professorship in 2003-2005. She also presents six vignettes from contributors who represent several backgrounds and different pedagogical environments. The contributors center their discussions on teaching European identities. The vignettes are: (1) "Choosing Textbooks" by George W. White; (2) "The Territory--Identity Nexus" by Alexander B. Murphy; (3) "Marginals and Outsiders" by Merje Kuus; (4) "Immigration, Integration, and the Practice of Citizenship" by Patricia Ehrkamp; (5) "Eurotrip" by Donald McNeill; and (6) "The Matter with Europe" by Steven Flusty. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Regional Differences in Sexuality Education on a State Level: The Case of Florida (EJ816107)
Bandiera, Frank C.; Jeffries, William L., IV; Dodge, Brian; Reece, Michael; Herbenick, Debby
Sex Education: Sexuality, Society and Learning, v8 n4 p451-463 Nov 2008
2008-11-00
Journal Articles; Reports - Evaluative
Descriptors: Sex Education; Cultural Differences; Sexuality; Geographic Regions; Social Differences; Surveys; English (Second Language); Spanish; Instructional Materials; Regression (Statistics); Teacher Attitudes; Parent Attitudes; Sexually Transmitted Diseases; Acquired Immunodeficiency Syndrome (AIDS)
Abstract: Introduction: In Florida, a state that consistently leads the nation in adverse sexual health outcomes among adolescents, numerous demographic and socio-cultural differences exist across the North, Central, and South regions. However, little is known about regional differences in sexuality education and beliefs among teachers. Methodology: Using a mail-based survey of 462 teachers, we examined regional differences in parental consent requirements, abstinence instruction, student language barriers, availability of Spanish curricula, teacher beliefs regarding the dissemination of accurate safer sex information, and missing data. t-tests and multivariate logistic regression analyses were conducted. Results: North Floridian teachers taught more abstinence than those in Central and South Florida. Additionally, they had fewer students with language barriers, offered less Spanish curricula, and, in general, possessed less favorable attitudes toward presenting accurate safer sex information. However, South Floridian teachers were most likely to report parental consent requirements in their schools. These findings largely remained in multivariate analyses. Conclusions: The present study identified several noteworthy regional differences in sexuality education in Florida. Recommendations are given for developing and implementing programs that account for these differences within the state. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Vocabulary Breadth in French L2 Learners (EJ815956)
David, Annabelle
Language Learning Journal, v36 n2 p167-180 Dec 2008
2008-12-00
Descriptors: Vocabulary Development; Word Frequency; French; Second Language Learning; Oral Language; Computational Linguistics; Correlation; Achievement Tests; Language Tests; Foreign Countries; Geographic Regions; Secondary Education; Undergraduate Study; Second Language Instruction
Abstract: Vocabulary is one of the building blocks of language and is a necessary component of learners' development. This paper aims to describe the development of the L2 lexicon from the first year of learning French as a foreign language at school to the last year of undergraduate studies at university by setting out what learners know and how this relates to academic results. This study focuses on vocabulary breadth. The definition for vocabulary breadth we use in this study relates to vocabulary size (i.e. the number of words learners know). Data were collected as part of the French Language Learner Oral Corpora (FLLOC) project using X_Lex--a yes/no vocabulary test in which students are asked to tick the words they know out of 100 words and 20 non-words. Analyses revealed that learners' lexicon size increased throughout the study period. Learning is linked to word frequency for all learners at all stages. However, no significant correlation was found between A-level exam grades (taken at the end of the final year of schooling, prior to university entry, at approximately age 18) and receptive vocabulary scores. The reasons for this are explored. The analysis also included comparisons with other recently collected data sets of the same nature (in other parts of the UK) suggesting possible regional differences. The paper contributes to the rapidly expanding body of literature on vocabulary acquisition. (Contains 5 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Competing for Coffee Space: Development-Induced Displacement in the Central Highlands of Vietnam (EJ818283)
Doutriaux, Sylvie; Geisler, Charles; Shively, Gerald
Rural Sociology, v73 n4 p528-554 Dec 2008
Descriptors: Family Income; Ethnic Groups; Foreign Countries; Agriculture; Geographic Regions; Competition; History; Economic Factors; Rural Areas; Social Systems
Abstract: Vietnam has emerged as the world's second largest producer of coffee. The benefits of this expanding coffee economy are substantial but not universal; their distribution follows ethnic lines despite government commitment to equalize welfare. Focusing on Dak Lak Province in Vietnam's Central Highlands, we investigate this commercial transformation and the "competition for coffee space" that it has occasioned. Combined ethno-history and household income analyses suggest markedly different benefits between native and non-native ethnic groups, despite generally larger landholdings among the former. We interpret these findings through the conceptual lens of "in-situ" development-induced displacement. (Contains 3 tables, 5 figures and 20 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Do Geographic Regions with Higher Suicide Rates Also Have Higher Rates of Nonfatal Intentional Self-Harm? (EJ824701)
Claassen, Cynthia A.; Carmody, Thomas; Bossarte, Robert; Trivedi, Madhukar H.; Elliott, Stephen; Currier, Glenn W.
Suicide and Life-Threatening Behavior, v38 n6 p637-649 Dec 2008
Descriptors: Suicide; Geographic Regions; Public Health; At Risk Persons; Self Destructive Behavior; Comparative Analysis; Diseases; Death; Place of Residence
Abstract: Fatal and nonfatal intentional self-harm events in eight U.S. states were compared using emergency department, hospital, and vital statistics data. Nonfatal event rates increased by an estimated 24.20% over 6 years. Case fatality ratios varied widely, but two northeastern states' total event rates (fatal plus nonfatal) were very high (New Hampshire 206.5/100,000 person years; Massachusetts 166.7/100,000). Geographic context did not uniformly impact the likelihood of self-harm across event types. The state-level public health burden posed by such acts cannot, therefore, be accurately estimated from either mortality or morbidity data alone. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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