Environmental Clearance

Forest Clearances

Environment Clearance

Monitoring is weakest link in forest clearance process

Hayden Library - TK1078.N835 2017

Sweet, William

In this narrative medicine essay, a resident physician recalls the joy she felt while learning the formal language of medicine as a student and anticipates the lifelong joy of learning to interpret that language in ways most helpful for her patients.

Murphy, Raymond, 1943- author

Beaman, Nina

Howard, Paula R., author

Watkins, Cynthia J., author

Agresti, Alan, author

Carlson, Kieth A., author

The federal government has confirmed that it will start targeting social media posts by prospective employees as part of its review process for security clearance.

The new policy, which will allow investigators to scan an applicant’s history on Twitter, Facebook, Instagram, and other similar sites, will be adopted soon, according to the Office of the Director of National Intelligence (ODNI).

The guidelines make clear that agencies can target publicly available social media posts, if they deem it necessary, but cannot force individuals to hand over their passwords for private accounts, or provide pseudonyms for any profiles.

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Some people might think that online privacy is, well, a private matter. If you don’t want personal information getting out online, then you can just not put it out there. Right? Wrong. Keeping your information private isn’t solely your choice anymore. Friends can play a big role in your privacy, new data show. And the more they share on a social network, the more that social network can figure out about you.

Someone who joins a social network — such as Snapchat, Instagram or Facebook —wants to find their friends. Often, the social network can help. Many apps offer to import contact lists from your phone or e-mail. These apps then use that information to find matches with people already in the network, and suggest them to you.

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Schools can not do it all. We have known this for a long time, yet we often seem to deny this reality in policy and action. For decades we have piled expectations onto our schools, asking them to develop scholars, citizens, and workers and to provide for the academic, nutritional, social, and developmental needs of children. Schools, as critics are quick to point out, invariably fall short of these expectations.

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In the midst of life’s woundability, what is your foundation?

Watch our video to see how Mathematica is supporting foundations to transform communities and catalyze social change.

To better understand its schools’ contributions to students’ learning in the first four grades, the Maryland State Department of Education partnered with the Regional Educational Laboratory Mid-Atlantic to explore constructing a school-level growth measure for kindergarten to grade 3.

By showing how local data on social determinants of health compare to data from similar communities, we hope to encourage innovation, foster peer-to-peer learning, and identify promising practices.

With the closure of school buildings fundamentally disrupting the way students receive services, the COVID-19 pandemic has changed the national conversation about education.

Dewey Library - JZ5675.S686 2019

Dewey Library - JZ5584.U6 R83 2018

Dewey Library - JZ5675.R385 2018

Dewey Library - JZ5665.T365 2019

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Dewey Library - JZ5675.T62 2018

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Dewey Library - JZ5675.W37 2018

Dewey Library - JZ6009.S64 Y87 2018

Dewey Library - PN1998.3.I28 A3 2019

Professional learning communities (PLCs) bring together teams of educators to share ideas, learn about instructional approaches, and reflect on practice. Educators increasingly have opportunities to connect with peers and experts outside of their schools and districts through online platforms. These online PLCs offer greater flexibility for educators to participate in discussions from any location and at any time. But, there are important questions about how to design online PLCs that provide teachers with flexibility, encourage their participation, and are integrated with face-to-face professional learning opportunities.

The spread of COVID-19 has caused schools and districts across the country to shutter their doors. States, districts, and schools must suddenly and unexpectedly grapple with the new reality of providing a quality education to every student remotely.

With school buildings closed by COVID-19, schools and districts across the country are rapidly (and sometimes frantically) transitioning to remote learning.

This webinar will review the research on the home and parenting characteristics that support young children’s learning.