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Investigation of how vegetation, small mammal interactions, and land-use determine blacklegged tick abundance
Get PDFClimate change and shifting land-use patterns have caused the expansion of tick ranges across much of the northeastern United States, which has serious implications for public health. Ticks serve as vectors for numerous tick-borne diseases, which can become more prevalent as tick ranges expand and their populations increase. Western New York is currently experiencing this range expansion as ticks are migrating in from southeastern New York, followed by an increase in incidence of tick-borne disease. The spatial distribution of ticks is dependent on both small-scale and regional-scale ecological interactions. The landscape-level land use mosaic can structure what habitats ticks and their hosts are found in: within those habitats, a moist microclimate provided by ample vegetative cover is necessary to ensure tick survival. My study examined the distribution of ticks in the greater Rochester, NY area at both of these spatial scales.
In the first half of my project, I collected ticks from plots dominated by invasive pale swallowwort and compared their density to tick densities in control sites, where pale swallowwort was absent. In a subset of plots, I used data loggers to study the microclimatic conditions and sampled for white-footed mice, the primary host of juvenile blacklegged ticks. I found that swallowwort was able to alter the microclimate of a site by providing high relative humidities, low vapor pressure deficits, and small ranges for both variables. I found significantly more adult ticks in swallowwort patches as opposed to corresponding bare patches, although I did not find differences for nymphal ticks. Swallowwort patches seemed to harbor more white-footed mice, and white-footed mice captured in swallowwort plots often had more embedded ticks. Swallowwort seemed to have more of an effect on tick abundance in areas that lacked other vegetative cover in the understory.
In the second part of my study, I collected ticks on public trails in parks across the greater Rochester area to see where ticks were most prevalent and how the landscape was affecting tick density. I found that latitude and longitude were the most important predictor variables for tick density, and that ticks were most likely to be found in the southeastern portion of my study area. I also found that in general, ticks were most likely found in areas with a higher proportion of forests and agricultural areas, and less likely to be found in developed areas.
In summary, my first study provides support for the hypothesis that invasive plants can alter the surrounding microclimate in ways that support tick populations. The second half of my study documents the spatial distribution of ticks in public parks in the Rochester area, supports a northwesterly expansion of ticks across New York State, and suggests that ticks are most likely to occur in areas with high cover of forests and agriculture and less developed areas
You CAN Handle the Truth: How to Create a Caring Classroom Culture in which to Address Uncomfortable Topics
Get PDFHigh school teachers have the job of equipping students with a set of skills and knowledge that will help them be successful, functioning members of society in this complex world. Unfortunately, public schools across the country are failing to adequately prepare young adults for the adversity that each of us must inevitably face in our lives. By avoiding topics such as race, sexuality, sexism, immigration, and other topics because they are uncomfortable, teachers are lying to their students about the world which can lead to a pervasive and damaging ignorance. Creating a caring classroom in which teachers and students respect themselves, each other, and other cultures opens the door to addressing these sensitive subjects. This paper outlines methods and techniques for creating a caring classroom in order to teach about touchy topics
The Barriers to Physical Activity for Individuals with Autism Spectrum Disorders and Strategies for Overcoming these Barriers
Get PDFThe purpose of this synthesis is to examine the barriers to physical activity (PA) for individuals with Autism Spectrum Disorders (ASD) and strategies for overcoming these barriers. Individuals with ASD face more barriers to PA than their typically developing peers, and therefore, tend to lead less active lifestyles (Must et al., 2015). This can lead to limited motor coordination, health-related issues, and hypokinetic diseases for individuals with ASD (Case & Yun, 2015). The research studies synthesized through this project were analyzed in hopes of uncovering commonly cited barriers to PA for individuals with ASD and strategies for overcoming these barriers. Understanding the unique barriers this population faces and understanding the strategies to overcome these barriers can help physical educators, parents and community instructors increase PA levels in individuals with ASD
The Effects of Physical Activity on Inappropriate Behaviors of School-Aged Students with Autism Spectrum Disorders
Get PDFAbstract
The purpose of this synthesis was to examine the effects of physical activity on inappropriate behaviors of school-aged students with Autism Spectrum Disorders. Inappropriate behaviors can include: hitting, biting, screaming, kicking and swearing. In particular the following research questions were examined: What types of inappropriate behaviors are exhibited by students with Autism Spectrum Disorder during physical activity? Does physical activity help to eliminate or reduce inappropriate behaviors of students with Autism Spectrum Disorder during physical activity? Which forms of physical activity have demonstrated the most effective ways to eliminate or reduce inappropriate behaviors of students with Autism Spectrum Disorder? Results indicated that school-aged students with Autism Spectrum Disorder have less stereotypical behaviors when they are in instructional based physical activity settings that are tailored to their specific needs
Science Concepts Visualization and Classroom Engagement Through Technology and Simulations
No full textThis paper discusses different online simulations that help deepen students understanding of chemistry concepts. These simulations are suggested to coincide with NYS chemistry curriculum and will help supplement current lesson plans in the classroom
Improving Depth of Student Understanding of Physics Content Using Standards Based Grading
No full textMuch of the research in education shows that grading and reporting are foundational elements in every educational system, but the key to keeping the system healthy is making the grades meaningful. Through this process, this study established multiple qualities necessary for effective grading methods based on the most current and up-to-date research studies. Teachers, parents, and administration are constantly referring to the significance of students grades. Students are consistently encouraged to increase their grades and are told that these grades will affect how they do in life. However, even with a continual focus on grades and grading policies, many studies over the most recent years have demonstrated that these grades are virtually arbitrary. Students are often graded on their participation class, their effort outside of class, and their ability to turn in homework on time in addition to the content pertaining to the subject at hand. A student who receives a report card grade of an 82% in science has no concept of what that grade means. Did they not understand a topic? Were they late with turning in homework? Did they have a bad day when taking a quiz? Were they talking during silent work period? Did they complete bonus work? It may be different for every case. While focusing on any of the above items is not wrong, making the assumption that this student understands 82% of course material based on their grade is inaccurate. Maybe this student did poorly on each assessment but was an excellent participant in class discussions and added to class culture. The objective of standardized grading is to use grades as a tool help students, teachers, parents to understand what content the students have mastered and what standards they should continue to be working towards. Students often have no idea where their grade comes from. They see numbers go in they see a calculation and a grade appears as a result. Standardized grading proposes to take the mystery away from the grade, so that students can have power over improving the grade, if they so choose, in dissecting their understanding of various topics. Through this method, grades reflect what students actually know and help inform teaching.
This project is designed to be a compilation of seven modules based on seven units taught in a high school physics classroom following a standards based grading strategy
High School Chemistry Curricular Redesign: The Spiral Curriculum
No full textThe purpose of this project is to highlight the effectiveness of interleaved practice, commonly referred to as the Spiral Curriculum. Embedded in interleaved practice is the process of forgetting. The robust body of research that serves as the foundation for this project supports the idea that randomized presentation of material that students have had previous exposure to fosters stronger learning. Students that experience an interleaved curriculum show more success with retention of concepts than students who receive blocked or repetitive instruction. This project outlines a Spiral Curriculum in a high school chemistry classroom. It includes lesson plans, assessments, and activity rationales that serve as a guide for prospective teachers to adopt this practice
Jill Campbell, interviewed by Layla Taha
No full textJill Campbell was raised in the country near Buffalo in a large Catholic family. She attended Brockport, where she earned a Bachelor\u27s in Speech. But she arrived at Brockport with the intention of majoring in Physical Education. In the years Campbell attended Brockport, women didn’t play in teams, but Campbell was involved in many different sports, especially soccer. While she was working towards her degree in Physical Education, Campbell was injured and could not complete her degree and had to switch majors. Campbell, graduated from Brockport with her degree in Speech in December of 1970
Layla Taha, interviewed by Jessy Blackburn
No full textLayla Taha’s parents are originally from Palestine. She went to St. John Fischer College for two and a half years, but left because the tuition was so high and because she was in the physician’s assistant program, a career which she did not want to pursue. She also entered the clinical lab science program there for a period of time. While at St. John’s, she studied abroad in Italy for a semester. Taha then took a year off, went to MCC for a semester, then transferred to Brockport to study history
Changing the MSEd in Community Health Education to an MPH in Public Health Education
No full textThe Department of Public Health & Health Education proposes to submit a letter of intent to SUNY to initiate an MPH in Public Health Education. This program will replace the MSEd in Community Health Education, but will utilize the identical curriculum. The community/public health education curriculum prepares students to work in the field of public health as public health educators. The MPS is the appropriate degree to award for this training and is the degree that is recognized as the industry standard for the public health workforce. Thus, this degree will be more attractive to potential students and will make our graduates more marketable and competitive in the public health job market. This, in turn, produces more public health workers for our communities, which are in desperate need of increased public health services and, in particular public health education services, provided by trained experts