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Climate change is a global existential threat with far-reaching implications for natural ecosystems, biodiversity, and human societies. Adapting to and mitigating climate change require global cooperation and participation from all mindsets and belief systems, including the traditionally western weather, water, and climate enterprise (WWCE), faith-based understandings (FBUs), and Indigenous Knowledges (IKs). Epistemological differences and language barriers between knowledges and the historical marginalization and exploitation of IKs by western ideologies and some FBUs make coproduction and relationship building challenging. Acknowledging their historical tensions and distinctions, there is meaningful overlap between the WWCE, FBUs, and IKs on environmental stewardship, justice, and mental health. This article highlights three themes at the intersection of FBUs, IKs, and environmentalism: 1) increasing faith- based and Indigenous community resilience to weather extremes; 2) developing kindergarten through grade 12 (K-12) and collegiate weather, water, and climate education that weaves FBUs and IKs; and 3) increasing communication flows between weather, water, and climate science, and faith-based and Indigenous communities. These initiatives aim to foster relationships and trust between the WWCE, faith-based, and Indigenous communities; transform the WWCE into a multiknowledge enterprise; and promote a climate-resilient society. The American Meteorological Society's Committee on Spirituality, Multifaith Outreach, and Science (COSMOS) plays a pivotal role in facilitating dialogue and collaboration on these themes while acknowledging distinctions and historical tensions between FBUs, IKs, and the WWCE. Collaborative efforts between the WWCE, faith- based, and Indigenous communities hold immense potential for addressing climate challenges, fostering resilience, and building a more inclusive and sustainable future grounded in mutual respect and understanding. SIGNIFICANCE STATEMENT: This article addresses how weaving faith-based understandings (FBUs) and Indigenous Knowledges (IKs) into the weather, water, and climate enterprise (WWCE) can effectively tackle climate change, extreme weather, and other environmental challenges. Emphasizing the need for a shift in mindset and community dialogue, the path to adaptation begins with raising awareness and fostering discussions that bridge science and societal values. This includes acknowledging the historical tensions that exist between FBUs, IKs, and western science and being honest about the challenges and distinctions that arise from these tensions. Through partnerships highlighted between the American Meteorological Society (AMS), Indigenous groups, and multifaith organizations, we see practical outcomes: enhanced weather preparedness, improved mental well-being, holistic environmental solutions, and informed policymaking. These collaborations are crucial for building a resilient and sustainable future by connecting community strengths through a multiknowledge scientific and cultural approach. KEYWORDS: Climate change; Adaptation; Communications/ decision making; Education; Indigenous knowledge; Resilience, 1. Introduction Our changing climate presents an urgent, global, and existential threat with profound implications for natural ecosystems, biodiversity, and human societies worldwide (IPCC 2022). The urgent need to confront [...]

TABLE OF CONTENTS I. INTRODUCTION 154 II. ENVIRONMENTAL HUMAN RIGHTS LAW 159 A. The Legal Status of Environmental Human Rights Norms 160 B. The Content of Environmental Human Rights Law [...], For many years, the environmental justice movement in the United States and the evolution of international human rights law concerning the environment have pursued parallel but separate paths, only occasionally noting that they share common concerns. This Article seeks to build a stronger bridge between them, in three ways. First, it presents the most detailed restatement of environmental human rights law yet published. International human rights bodies have developed a robust environmental jurisprudence setting out concrete obligations on States, including procedural obligations to provide public access to environmental information, decision-making, and remedies, substantive obligations to adopt and enforce effective environmental regulations, and obligations to prevent environmental discrimination. Second, the Article provides the first systematic evaluation of the United States in light of that jurisprudence. The United States has elements of a strong environmental framework, but it also has a number of shortcomings and one gigantic gap: the failure to effectively address the disproportionate environmental burdens placed on African Americans and other racialized minorities. The US government has paid lip service to environmental justice in principle, but it has failed to reform its laws, or use the ones it has effectively, to address environmental discrimination in practice. Third, the Article explains that, even though US courts are not open to environmental human rights claims, international human rights bodies are. Advocates could more frequently ask regional human rights commissions, human rights treaty bodies, and UN special rapporteurs to examine US failures to meet international obligations, especially obligations to prevent and redress environmental discrimination and to respect the land rights of Indigenous peoples. Although the decisions and reports of these bodies are not legally binding, they can still complement and support domestic efforts to achieve environmental justice. In short, the quest for environmental justice is also a quest to bring the United States into compliance with environmental human rights law. Recognizing the connections between them can help in the struggle for both.

Purpose: This article considers how the evaluation of research teams can better account for the challenges of transdisciplinarity, including their larger team size and more diverse and permeable membership, as well as the tensions between institutional pressures on individuals to publish and team goals. Design/methodology/approach: An evaluation team was retained from 2015 to 2020 to conduct a comprehensive external evaluation of a five-year EPSCoR-funded program undertaken by a transdisciplinary research team. The formative portion of the evaluation involved monitoring the program's developmental progress, while the summative portion tracked observable program outputs and outcomes as evidence of progress toward short- and long-term goals. The evaluation team systematically reviewed internal assessments and gathered additional data for an external assessment via periodic participation in team meetings, participant interviews and an online formative team survey (starting in Year 2). Findings: Survey participants had a better understanding of the project's "Goals and Vision" compared to other aspects. "Work Roles," and particularly the timeliness of decision-making, were perceived to be a "Big Problem," specifically in regard to heavy travel by key managers/leadership. For "Communication Channels," Year 2 tensions included differing views on the extent to which management should be collaborative versus "hierarchical." These concerns about communication demonstrate that differences in language, culture or status impact the efficiency and working relationship of the team. "Authorship Credit/Intellectual Property" was raised most consistently each year as an area of concern. Originality/value: The study involves the use of a unique survey approach.

Language teaching is a profession which is international in character. Language teachers often work and study in foreign countries, and distance education has become very important in the education of language teachers. Drawing on two international surveys, this paper explores language teacher education by distance from the perspective of students (i.e. trainee or practicing language teachers) and teacher-educators in such distance programs. There are significant educational advantages for language teachers who choose to study by distance, and e-learning technologies have enhanced these benefits. This paper also includes an in-depth analysis of the qualitative survey responses from two individual students, highlighting an individualized perspective on the data that complements the "collective" analysis, and provides additional insights into how student experiences of such programs can vary widely, and how such disparities may be addressed.

Honors programs, as home to the highest test scores and highest GPAs on many campuses (for reasons that are not particularly justifiable), can become assembly lines for prestige-scholarship applications and their dangling appendages, the applicants themselves. As honors programs become cogs in universities' PR machines, they decouple from their deeper and more important missions. In this article, the author discusses some disquieting conclusions he has reached about prestige scholarships through his own experiences as a candidate, as an advisor to multiple nominees, via personal and family knowledge of nearly twenty Rhodes Scholars ranging from the Class of 1910 to the Class of 2000, and during twenty years as a faculty member at two universities.

A survey of 691 Georgia teachers suggested that their students generally were not prepared for severe weather. Teachers also were somewhat dissatisfied with the quality of the teaching resources on weather and weather safety. Only 46 (7%) of the teachers were aware of the American Red Cross Masters of Disaster (MoD) weather science and safety curriculum. We conducted a week-long weather science and safety workshop for 49 Georgia teachers in the summers of 2008-2010 to introduce the MoD curriculum so that they could teach it to their students and share it with colleagues. Qualitative analyses of the teachers' and the authors' workshop goals revealed that teachers became more knowledgeable about weather science and safety and learned how to teach the MoD curriculum. Quantitative analyses of the teachers' pre- and post-workshop responses to the project measures revealed statistically significant increases at the workshop's conclusion in science teaching self-efficacy and in self-efficacy to teach weather science and safety. Teachers also evidenced statistically significant gains in their knowledge of weather science and safety concepts. A follow-up with teachers from the 2008 workshop revealed that they had shared the MoD curriculum with 77 teachers and had taught the curriculum to 724 students. We discussed the potential of the MoD curriculum to increase students' knowledge and preparation for weather hazards. In the supplemental materials, we provided a sample MoD lesson and alignments of the MoD curriculum with the Next Generation Science Standards.

Until relatively recently, financial planning typically involved investment advisers advising relatively wealthy and financially literate individuals about where to place their abundant disposable incomes. Today, many financial planners are focused on advising individuals with modest incomes and little understanding of finance how best to manage their financial affairs in anticipation of retirements that could last for decades. The domain of financial planning discourse, despite the profession's remarkable growth, is virtually unexplored territory in terms of studies conducted using applied linguistic analytic tools. This paper sheds light on the social purpose of financial planning consultations and their realization through their generic structure. A dataset of 10 authentic recorded telephone-based financial planning consultations was established and analysed for generic moves using Halliday and Hasan's (1985) generic structure potential. Using the generic structure potential (GSP) as a basis for evaluating the achievement of intended social purpose, and identifying a problem in the move sequencing and the common omission of a key component, we suggest strategic discursive modifications that would improve outcomes for all stakeholders. Implications for professional and academic training are discussed.

In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain the complex nature of classrooms, and cannot account for how classroom change occurs (or does not occur), over time. A relational model of classrooms is proposed which focuses on the relations between different elements (physical, environmental, cognitive, social) in the classroom and on how their interaction is crucial in understanding and describing classroom action. (Contains 5 figures, 2 tables, and 1 note.)

Results from the Volcanic Concept Survey (VCS) indicated that many undergraduates do not fully understand volcanic systems and plate tectonics. During the 2006 academic year, a ten-item conceptual survey was distributed to undergraduate students enrolled in Earth science courses at five U.S. colleges and universities. A trained team of graders scored 672 completed surveys, coding responses to each item with a score, out of 3, based on accuracy and comprehensiveness. Questions requiring only basic content knowledge (e.g., terminology, volcano topology) received more high scoring responses than questions requiring higher thinking and deeper conceptual connections (association with plate tectonics, prediction of hazards and impacts on the environment). The mechanics of eruptions also appeared to be poorly understood. Special attention was paid to students' alternate conceptions about where volcanoes are likely to form. Male students, students highly interested in science, and students who lived in a volcanically active area received significantly higher total scores than other student groups. Science, technology, engineering, and mathematics (STEM) majors also performed significantly better than non-STEM majors. Understanding the nature of student comprehension and misconception may be useful for geoscience educators seeking to address student preconceptions and promote conceptual change.