We conducted an online survey of weed scientists in the United States and Canada to (1) identify research topics perceived to be important for advancing weed science in the next 5 to 10 years and (2) gain insight into potential gaps in current expertise and funding sources needed to address those priorities. Respondents were asked to prioritize nine broad research areas, as well as 5 to 10 subcategories within each of the broad areas. We received 475 responses, with the majority affiliated with academic institutions (55%) and working in cash crop (agronomic or horticultural) study systems (69%). Results from this survey provide valuable discussion points for policy makers, funding agencies, and academic institutions when allocating resources for weed science research. Notably, our survey reveals a strong prioritization of Cultural and Preventative Weed Management (CPWM) as well as the emerging area of Precision Weed Management and Robotics (PWMR). Although Herbicides remain a high-priority research area, continuing challenges necessitating integrated, nonchemical tactics (e.g., herbicide resistance) and emerging opportunities (e.g., robotics) are reflected in our survey results. Despite previous calls for greater understanding and application of weed biology and ecology in weed research, as well as recent calls for greater integration of social science perspectives to address weed management challenges, these areas were ranked considerably lower than those focused more directly on weed management. Our survey also identified a potential mismatch between research priorities and expertise in several areas, including CPWM, PWMR, and Weed Genomics, suggesting that these topics should be prime targets for expanded training and collaboration. Finally, our survey suggests an increasing reliance on private sector funding for research, raising concerns about our discipline’s capacity to address important research priority areas that lack clear private sector incentives for investment.

Beginning in the 1960s, a steady decline in the number of inpatient psychiatric beds has occurred across the United States, primarily as a result of stricter civil commitment criteria and a societal movement toward deinstitutionalization. Concomitant with this decrease in psychiatric beds has been a steady increase in the number of mentally ill individuals who are arrested and processed through the criminal justice system as defendants. One consequence of this has been an explosion in the number of defendants referred for evaluations of their present mental state—adjudicative competence—and subsequently found incompetent and ordered to complete a period of competency restoration. This has resulted in forensic mental health systems that are overwhelmed by the demand for services and that are unable to meet the needs of these defendants in a timely manner. In many states, lawsuits have been brought by defendants who have had their liberties restricted as a result of lengthy confinements in jail awaiting forensic services. The stress on state-wide forensic systems has become so widespread that this has reached the level of a near-national crisis. Many states and national organizations are currently attempting to study these issues and develop creative strategies for relieving this overburdening of forensic mental health systems nationwide. The purpose of this article is to review the current state of the research on competence to stand trial and to highlight those issues that might be relevant to the issue of criminalization of individuals with mental illness in the United States.

Constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how we construct the nature of subject matter, learning and the implications of these for teaching practice.

This paper examines a paradox at the centre of efforts to improve livestock production in sub-Saharan Africa. For decades livestock nutrition and animal food have been identified as critical constraints, yet producers have shown little interest in improved food technologies. The main argument is that the analyses highlighting nutrition and food as critical constraints have focused primarily on biological productivity, and are thus at odds with livestock producers’ perceptions. The paper concludes by suggesting that livestock research in Africa must taker greater account of different systems, situations and producers, as well as key characteristics of technology such as reliability and management flexibility.