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Urban growth has increasingly drawn much attention of erudite scholars due to its central role in achieving a sustainable urbanization. Despite this awareness, studies on urban growth have continued to dwell on the traditional method of presenting geographical Information, which has proved to be slow and inadequate. The purpose of this paper is to adopt a Geographical Information System (GIS) in assessing the spatial pattern and the physical planning problems associated with the expansion of Ore township between 1964 and 2002. Moreover, the study tends to serve as baseline study for subsequent studies on medium‐sized and nodal towns.

The study utilized data from secondary sources such as Landsat‐TM, February, 1986, Landsat ETM+, December, 2002; Topographical map of Ore 1964 and population census data of Ore 1991. The study employed ILWIS Academic 3.2 GISsoftware to process the imageries. Coordinates extracted from the topographical map in UTM were used to georeference the enhanced and filtered images upon which supervised classification was performed, followed by error matrix operation and ground truthing to ensure high level accuracy. This results in six domains, namely, built‐up, forest reserve, farmland, secondary forest roads and water bodies, which were analyzed on temporal basis. Predictive model was used.

The study found that Ore township occupied an area of 1.2 km² in 1964, expanded to 11.3 km² in 1986 and 13.2 km² in 2002 respectively. The prediction showed a possible expansion of 55.33 km² by 2027. The results further revealed physical planning problems generated by these expansions – housing, inadequate waste disposal system, encroachment into agricultural lands, inadequate health facilities and poor drainage system. From field survey, 62 percent of 125 residential housing units sampled disposed refuse themselves, while 20 percent have no organized refuse collection and 18 percent dispose through other means. This suggests the vulnerability of inhabitants to health risks and environment problems.

Urban growth data are useful in evaluating environmental impacts, delineating growth boundaries, developing land use zoning plans and estimating the expansion rate of a town to advise the government towards proper planning and distribution of utilities. These can be achieved through the adoption of GIS approaches to information gathering and analysis for regular monitoring and evaluation of development plans. Although it is capital intensive, it is worthwhile.

The use of GIS and remotely‐sensed data integrated with population census data and topographical map data has demonstrated the capability inherent in the new tools, GIS and remote sensing, to generate to some extent base line data for the town planners, in order to proactively channel the urban development in an appropriate direction, particularly the medium‐sized and nodal towns that are somewhat neglected.

Prior to Brown v. Board of Education 1954, Black female educators played a significant and vital role in segregated schools. Despite Black female teachers’ historic presence in the field of education, presently Black female teachers are disproportionately under-represented in the US teacher workforce. Acknowledging the shortage of Black female teachers in K-12 classrooms, the purpose of this qualitative study is to explore why Black female educators teach in under-resourced, urban schools. By examining Black female educators’ initial draw to urban schools in what we conceptualized as the urban factor, we hope to reframe the implicit biases surrounding under-resourced, urban schools as less desirable workplaces and unearth reasons why those Black female teachers who enter teaching gravitate more toward urban schools. Three themes emerged about Black female teachers’ thoughts on and preference for urban schools with an unexpected finding about Black female teachers’ perceptions of student behavior. Concluding, recommendations are offered for policy and practice.

Research funded by the Albert Shanker Institute found African-American teachers leaving teaching at higher rates than White counterparts even though the former are recruited in proportionally higher numbers. Thus, while recruitment efforts appear somewhat successful, schools and school systems fail to retain teachers of color. This “revolving door” of African-American teachers portends dire consequences for school communities, creating instability of staffing that potentially upend students’ opportunities for academic success. African-American female (AAF) teachers, considered a backbone of non-White communities, are particularly sensitive to teacher mobility and turnover. Studies, however, indicate that AAF teachers are more satisfied working in urban school contexts than other teachers, suggesting that they prefer racially congruent schools which share sociocultural attributes similar to their own, and view working conditions more favorably in such environments.

Teachers’ perceptions of the workplace can be used to gauge risk for occupational stress. Commonly referred to as the transactional model, teachers’ risk for stress can be assessed by the appraising workplace resources vis-à-vis workplace demands. Stress-vulnerable teachers are associated with lower professional commitment and increased occupational burnout. Using data from the National Center for Education Statistics 2007–2008 Schools and Staffing Survey (SASS), this chapter explored the intersections of risk for occupational stress, racial congruence, and professional commitment among AAF teachers. Findings from this chapter suggest interactions between racial congruence and AAF teachers’ perceptions of occupational stress and commitment to teaching. Implications for how these results might inform policy are discussed.

The purpose of this paper is to develop a method for better analyzing the utility and impact of new technologies on smart cities. The authors have designed a tool that will evaluate new technologies according to a three-pronged scoring system that considers the impact on physical space, environmental issues and city residents. The purpose of this tool is to be used by city planners as part of a strategic approach to the implementation of a smart city initiative in order to reduce unnecessary public spending and ensure the optimal allocation of city resources.

The information and communication technologies that manage and transform twenty-first century cities must be reviewed, analyzing their impact on new social behaviors that shape the spaces and means of communication, developing a new methodology and setting the basis for an analysis matrix to score the different and technologies that affect a smart city environment.

Traditional technological scenarios have been challenged, and smart cities have become the center of urban competitiveness. A lack of clarity has been detected in the way of describing what smart cities are, and the authors try to establish a methodology for urban policy makers to do so. As a dynamic process that affects several aspects, researchers are encouraged to test the proposed solution further.

After a review of the state-of-the-art, the authors found that there are no existing systems for assessing smart city strategies regarding new, evolving technologies. The methodology attempts to design a simple tool to bring urban developers and policy makers closer to the technology and to have an instrument with which to compare different alternatives before choosing one.

Helped by new technologies, citizens are the ones who have the power to define new urban scenarios. For this reason the methodology the authors propose must have citizens and their needs as the ultimate reference, considering all the social, physical and environmental effects on people before selecting a new technology for urban strategies.

This paper fulfills an identified need to study how new technologies could affect urban scenarios before being applied, developing an analysis system in the form of a matrix to be used by urban planners and policy makers to decide how best to use them.

The onset of the COVID-19 pandemic certainly exacerbated the teacher shortage in the United States for all racial/ethnic groups, but especially for Black teachers. Black teachers account for 7–8% of the total teacher population and this percentage is the direct result of decades of systemic and structural barriers set against Black teachers in the form of racism. Still, Black teachers who enter the profession do so with the willingness to support all students and uplift Black students who often go years without seeing a teacher that looks like them. Black teachers often face different expectations than their white counterparts and these expectations, without the proper support, lead to Black teachers burning out at higher rates. In an effort to understand Black teachers' and the experiences that contribute them remaining in the classroom, the researchers explored Black teachers' working conditions through a phenomenological approach. The findings of this study suggest that Black teachers deserve working conditions that nurture who they are culturally and professionally, that reject actions of oppression toward them – both implicitly and explicitly, and offer spaces for Black teachers to be authentically heard.

In this chapter, we present an analysis of the literature on preservice teachers of Color juxtaposed with the experiences of Ashley, Marena, Brianna, Laryn, and Felicia that gives insight into the ways in which these women of Color describe their understandings of social justice and culturally relevant teaching and the importance it holds for their work as future teachers. Using both culturally relevant pedagogy and critical race theory, we describe critical incidents from their racialized experiences in their teacher education program, inclusive of how they perceived having a Black professor for a diversity course. Lastly, we conclude the chapter with suggestions they deem as beneficial to their development and growth as social justice educators for teacher education programs to consider.

Bringing renewed attention to the anemic representation of Black women within the teaching profession, this chapter begins by chronicling the history of Black women in teacher education – from the Reconstruction Era to the 21st century – in an effort to highlight the causes of their conspicuous demographic decline. Next, it is argued that increasing the number of Black women in the teaching profession is a worthwhile endeavor although the rationales for such targeted efforts may not be obvious or appreciated by the casual observer. It is, therefore, important to illuminate the multiple justifications as to why it is essential to improve the underrepresentation of Black women in America’s classrooms. Lastly, it is asserted that serious attention is required to reverse the dramatic exodus of Black women from the teaching profession. In conveying this issue, the author shares special emphasis recruiting tactics, for the national, programmatic, and local school district levels, as promising proposals to enlist and retain more Black women in the teaching profession.

With the ongoing educational disparities and an increasingly diverse special education student population, the need for Black special education teacher faculty at Historically Black Colleges and Universities (HBCUs) has never been greater. The role of Black women in higher education is indispensable as a means of addressing the social injustices faced by students of color with disabilities, diverse communities, families, and historically underserved groups by training Black educators. In this chapter, the author introduces her authentic self and academic journey as foundational to the proposed ideas expressed. The roles of novice special education faculty are discussed, including the challenges these emerging professionals face in obtaining tenure, promotion, and grant procurement. This is followed by suggestions for how to respond to the microaggressions (e.g., classism and colorism) encountered by both Black and White peers. Based on that groundwork, a series of best practices are proposed for creating safe spaces, nurturing and mentoring our future special education teachers. The chapter ends with a reinforcing and supporting summary of lessons learned to promote persistence and retention among Black special education teacher education faculty.

There is a critical need to understand how to attract Black girls and other girls of color to the science, technology, engineering, math, and computer science (STEM+CS) field. This study aims to look at the design and implementation of a CS learning ecosystem that supports girls of color in acquiring critical CS skills starting in middle school.

This mixed-method case study included 53 girls, between the ages of 11 and 13, in four US middle schools. Study methods included the analysis of a pre-program student survey, longitudinal interviews and focus groups, weekly observations and computing artifacts.

Program participants were interested in CS, were confident in their ability to learn CS, had prior coding and CS experience and had parents and teachers who encouraged them to learn CS. But some students showed dependent learning behaviors while engaging in CS activities. These included relying on instructors and being reticent to make mistakes–behaviors that limit learning. The CS learning ecosystem supported students as they shifted from applying dependent learning approaches to applying independent learning approaches. Instructors sustained a growth mindset and supported productive struggle as students learned CS skills.

A CS learning system supported equitable learning experiences and helped students develop independent learning behaviors that led to deeper engagement in CS.

African yam bean (Sphenotylis stenocarpa), bambara groundnut (Vigna subterranean), pigeon pea (Cajanus cajan) and lima bean (Phaseolus luunatus) are some of the minor grain legumes found in Nigeria. Their utilization has been very limiting because little is known about their nutritive value. The proximate, minerals and antinutritional factors of two collections of African yam bean, lima beans and pigeon pea, and one collection of bambara groundnut seeds grown in south‐western Nigeria were studied.

Dry seeds of two collections of African yam bean, pigeon pea and lima beans, and a collection of bambara groundnut were collected from Oyo and Ondo States in south‐western Nigeria. The legumes were sorted, milled and stored in polythene bags at 4°C.

The crude protein in the legumes was in the range of 22–37 per cent, crude fat 1.47–4.96 per cent, crude fibre 1.92–7.21 per cent and ash 3.33–5.61 per cent. K, Ca and P were in the range of 0.15–0.52 per cent. Iron content of the seeds was very low. The antinutrients, tannin, phytic acid and trypsin inhibitor were very high when compared to those of cowpea, groundnut and soybean.

It therefore implies that consumption of these legumes will require processes that will reduce their antinutritional factors.