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Large numbers of Americans of all ages are interested in learning more about climate change education (CCE) (Perkins et al. 2017) and high schools have the opportunity to contribute to that learning. The "Next Generation Science Standards" (NGSS Lead States 2013) attempt to address climate change for high school students across disciplines. Despite the presence of climate change in NGSS, most high schools do not dedicate a class specifically to climate change or even to Earth Science. This leaves the burden of CCE to physics, chemistry, and biology classes, which often make space for it by mentioning the topic in ancillary form. To leave students with applicable knowledge, CCE must be interdisciplinary. This allows students to address the most important questions--ones left out when CCE is just taught from an Earth Science perspective--such as "How might farmers adapt to changing climatic conditions? How might such adaptations affect the price of staple foods, such as corn or wheat?" (Monroe, Oxarart, and Plate 2013). Many articles reference what CCE should do (Chang and Pascua 2017; Monroe, Oxarart, and Plate 2013; Monroe et al. 2017; Reid 2019; Schreiner, Henriksen, and Kirkeby Hansen 2005; Stapleton 2019). None of these lists can be accomplished in passing. A stand-alone climate change course provides time for students to develop needed synthesis and skills and allows teachers in other classes to address climate change as it naturally comes up. In this case study, the authors provide evidence of that demand and propose a path for schools to deliver on it.

This research contributes to the evidence supporting the effectiveness of an occupational-therapy-designed, parent-educational program for children with autism spectrum disorder (ASD) regarding sleep preparation/sleep participation. Parents report sleep disturbance as a major concern. Occupational therapists (OTs) are uniquely qualified to address these many issues. [ABSTRACT FROM AUTHOR]

In recent decades Michiganders witnessed the fall of the automotive industry, mass layoffs and skyrocketing unemployment. What's more, Michigan's baby boomers will be entering the retirement phase of their life course in the next decade. This paper examines demographic changes in Michigan as the baby boom generation enters retirement and the elderly stages of life, in the context of their expectations and preparedness for these life stages. To conceptualize the consequences of aggregate inequality as experienced in later life, life course theory coupled with cumulative disadvantage theory is used to understand sources of cumulative inequality in later stages of life and how these manifest in issues concerning retirement, socioeconomic status and overall standard of living for the elderly in Michigan compared to the nation as a whole. Economic problems facing Michigan residents and communities today will have an impact on the resources and methods by which they address the demographic changes ahead, including the impact the changing economy and demography will have on public services and policy, largely Social Security, Medicare and Medicaid. Policymakers, academics, community organizers and activists as well as the families that will become vital networks to the aged should be attuned to the challenges aging Michiganders will encounter in the near future. [ABSTRACT FROM AUTHOR]