PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.
BACKGROUNDSince 1990, Vital Statistics reports show a dramatic decline in the total fertility rates (TFRs) of American Indian and Alaska Native (AI/AN) women in the United States. OBJECTIVEWe study whether the decrease in TFRs is due to a real change in fertility for a stable population; a compositional change in who identifies as AI/AN; or a methodological issue stemming from differences in identifying race across the data systems used to calculate fertility rates. METHODSWe use data from the decennial US Census to study change in AI/AN fertility from 1980-2010. RESULTSWe find declining TFRs when fertility is calculated within a single data system. Additionally, although TFRs are relatively stable within the subgroups of married and unmarried AI/AN women, the proportion of AI/AN women who are married has declined across birth cohorts. CONCLUSIONSThe decrease in TFRs for AI/AN women is a real change in fertility patterns and is not due to differences in racial identification across data systems. CONTRIBUTIONWe update knowledge of AI/AN fertility to include the decline in TFRs between 1980 and 2010.
A relevant, well-crafted emergency plan can help schools most optimally return to normal following a disaster. During this time, educators find themselves facing unintended responsibilities like operating on the front lines of providing social-emotional support for their students. Researchers conducted 115 interviews with educators impacted by Hurricanes Harvey and Matthew in Texas and North Carolina to assess their mental health and their school’s role in returning to normal. Findings suggest that emergency plans often did not take into account the social-emotional factors of recovery. This paper seeks to provide insight into the experiences of educators following a disaster and propose elements to consider in revising school emergency plans.
The software community has specific definitions for terms such as "open source software," "free software," and "permissive license," but scientists proposing software development efforts to NASA are not always knowledgeable about these definitions. Misunderstandings about the meaning of these terms can result in problems of fairness with solicitations, because scientists who interpret the terms differently than NASA intends may either needlessly limit the scope of their proposed work, or unwittingly propose work that does not comply with software licensing requirements. It is therefore recommended that NASA adopt definitions of the above terms that are in line with software community usage, that these definitions be communicated as part of solicitations to ensure a common understanding, and that proposals be required to identify what software licenses the proposers expect to use.
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