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This publication addresses some of the most frequent questions that residents ask regarding the function and maintenance of their stormwater ponds. Written by Ange Asanzi, Miranda Carver Martin, Michelle Atkinson, Chamoda P. D. Dissanayake Mudiyanselage, Basil V. Iannone III, Eban Bean, Alexander J. Reisinger, Mary Lusk, Dail Laughinghouse, and Paul Monaghan, and published by the UF/IFAS Department of Agricultural Education and Communication, August 2024.

Following its global emergence, the blue economy agenda is now touted as a mechanism through which the Republic of Namibia can achieve long-term sustainable and equitable growth. In (re)defining the ocean, seabed mining has been central to these discussions. Drawing on fieldwork and semi-structured interviews undertaken with key actors in Namibia and South Africa, between 2016 and 2017, as well as recent policy debates and discourse surrounding the potential extraction of marine phosphate in Namibia this article critically examines the framing of the marine environment as an extractive space. The blue economy presents opportunities for new forms of capitalist accumulation and this has resulted in struggles over who can accumulate in the marine sphere. This article therefore analyses the emerging and competing claims to sovereignty over this "new" resource frontier, including by state and non-state actors, and identifies which actors have been included or excluded from the blue economy agenda. In discussing sovereignty over this frontier and resources therein, it undertakes a rigorous analysis of the complications created by the ocean as a three-dimensional, voluminous, "borderless" space. Key Words: Namibia, seabed mining, sovereignty, frontier, blue economy, EEZ

This paper reviews the sources of and potential solutions to teacher shortages in the United States. It describes the sources of current and projected increases in teacher demand relative to enrollments, shifts in pupil-teacher ratios, and attrition. It places these in relation to recent declines in teacher supply and evaluates evidence of shortages in fields like mathematics, science, special education, and educators for English learners, as well as in particular parts of the country. Our analysis using national databases through 2016 predicted an estimated annual teacher shortage of approximately 112,000 teachers in 2017-18. Our recent review of state teacher workforce reports estimated 109,000 individuals were uncertified for their teaching positions in the US in 2017, roughly approximating our projections. We discuss the factors driving shortages and, based on previous research, identify responses that might ameliorate these trends.

Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language development, and world languages teachers; in schools serving students of color and from low-income families; and among teachers of color. The study also finds that several factors are associated with higher turnover rates, including lack of administrative support, teacher salaries, and alternative certification. The paper reviews policy strategies that can address teacher turnover.

Planificar idóneamente la ubicación edificaciones rurales es un proceso complejo que requiere armonización con el entorno. Este trabajo describe una metodología de análisis de decisión espacial multi-criterio mediante SIG. Se evalúa la idoneidad del área de estudio para albergar construcciones turísticas armonizadas en su entorno rural. Para establecer ponderaciones de criterios se emplea información de trabajos científicos, políticas regionales, directrices de la Unión Europea y opiniones de expertos. Los resultados muestran que el área más apropiada no responde a un única solución, y explican la fortaleza que supone la flexibilidad de ponderaciones en la toma de decisiones.

This essay offers a way of thinking beyond Nabokov's antagonism towards Freud by casting him as a self-ironising Freudian. Rather than just parodying Freud in his work, I argue that Nabokov practices an innately provisional form of psychology widely known in mid-twentieth century America as 'metapsychology.' I understand Nabokov to follow Edward Wilson's example in proposing Freudian analyses non-committally and playfully, while also encouraging him to be more skeptical. Nabokov's own mode of psychoanalytic thinking includes his skepticism about Freud by insisting on its own fictitiousness.

Examination of student comments and end of course surveys from previous courses revealed two content design themes: request for additional graphics and visuals to support content and improved quality and opportunities to master content. Researchers wanted to investigate if incorporating SoftChalk, an e-authoring tool, would effectively address these expressed design concerns. As such, the purpose of the study was to explore the students’ perceptions of the effectiveness of the newly implemented e-authoring tool. A mixed-method survey design, which included Likert scales and qualitative responses, was utilized. All students enrolled in five sections of the three online graduate education courses (N=81) were eligible to participate in the anonymous online survey. Response data were collected at the beginning of the term through an external link outside of the course website to allow for voluntary participation in the study. Implied consent was demonstrated through completion of the survey. Student participation or lack of participation did not impact student grades. The qualitative and quantitative data support the addition of an e-authoring tool to an online module as an effective method for increasing students’ perception of their engagement with and mastery of the course content as compared to the previous more static Word format. DOI: 10.18870/hlrc.v3i3.107

Typhoid fever is a blood infection caused by consumption of food or water contaminated by the bacterium Salmonella enterica, subspecies enterica, serovar Typhi; commonly referred to as Salmonella typhi or S. typhi. Sometimes you will see the serovar capitalized, i.e., Salmonella Typhi. This is not to be confused with the many other members of the bacterial group Salmonella (often called “non-typhi Salmonella”), which invade the intestines to cause salmonella food poisoning, or salmonellosis. This document is FSHN0514, one of a series of the Food Science and Human Nutrition Department, UF/IFAS Extension. Original publication date August 2005. FSHN0514/FS125: Preventing Foodborne Illness: Typhoid Fever—Salmonella Typhi (ufl.edu)