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Fighting Heat and Rain: New York City’s Climatic Problems and The Effect on The City’s Urbanism
No full textSevere weather events have come about as a result of the changing global climate, which have drastically changed local and global environments. These events have destroyed many homes, land areas, and, unfortunately, lives. Therefore, it is important for cities that are highly populated to be aware of the great damage a severe weather event can bring. New York City (NYC) has been hit with many severe weather conditions, and with over 8 million habitants, it is important that this city should be prepared for any future weather events that may occur. This paper analyzes the effects of heat waves and rainfall in NYC and the effect on its urban environment. All this followed by an analysis of how the city has been coping with these effects, those who are affected the most, and the policies that can better prepare NYC for future severe weather events. Chapter 1 provides data from the IPCC, NOAA, EPA, and NYC local government agencies regarding climate change, rainfall and heat waves, and the case study of Hurricane Sandy in order to better understand the effects of severe weather events on urban environments. Chapter 2 describes the different ways that NYC has coped with previous floods and heat waves and whether or not it has worked. Chapter 3 draws the attention of environmental injustices and those who are affected the most whenever heat waves and mass floods occur, in terms of power outages, transportation, etc. Chapter 4 looks at the policies from the local government the way they have tried to fight climate change and improve the City’s urban designs through the different policies that are currently in place, or will be put into place. The final chapter concludes this paper by putting together the important information from each chapter and creates recommendations and potential solutions to the issues presented from each chapter and overall case study
First-Generation College Students’ Reports of Academic Self-Concept During the Onset of the COVID-19 Pandemic
No full textThe COVID-19 pandemic significantly the daily routine of colleges especially those from historically underrepresented backgrounds such first-generation college students. First-generation college students (FGCS) are students with no parent or legal guardian that has completed a four-year degree. These students face significant educational disparities such as college preparedness, academic achievement, and academic persistence. The current study examined how the COVID-19 pandemic impacted the academic self-concept of FGCS and whether this impact was moderated by income and/or ethnic identity. Using data from a larger, longitudinal, mixed-methods study, we found that levels of academic self-concept generally decreased during the pandemic, with a significant decrease in math self-concept. However, we failed to find a significant effect of COVID-19 stress on academic self-concept, nor did income or ethnic identity significantly moderate these effects. Future research should look at these effects over a longer longitudinal period and should consider the use of qualitative data to gain a richer understanding of FGCS\u27 experience during this time
Racial-Ethnic Socialization: Korean American Mothers\u27 Perspectives and Messages on Racism and Discrimination
No full textThe purpose of this qualitative study was to explore Korean American mothers’ perspectives and messages on racism and discrimination, and the ways racial-ethnic socialization unfolds in families’ daily lives. Participants were 17 Korean American mothers to either monoracial or biracial Korean American children. Data were collected through semi-structured interviews. Six themes were drawn from the interviews using phenomenological methods: (1) experiences with racism and discrimination; (2) messages on racism and discrimination; (3) messages on racial- ethnic identity; (4) same racial-ethnic friendship vs. cross racial-ethnic friendship; (5) emotions that drive mothers’ decisions on racial-ethnic socialization; and (6) coping with racism and discrimination. These six themes were analyzed based on four different racial-ethnic socialization styles. The findings indicated that (1) mothers who engaged in protective socialization demonstrated a great deal of social awareness and interest in empowering their children to understand and cope with racism; (2) mothers who engaged in promotive integration socialization promoted Korean heritage and American identity, but downplayed racism; (3) mothers who engaged in promotive separation socialization emphasized Korean cultural values, while denying their U.S. born children’s American identity; (4) a mother who engaged in passive socialization denied her child’s experience with racism and newly emerging racial-ethnic identity, resulting in conflicts with her child
Impact of Teacher Practice and Student Growth Mindset on Students with Disabilities Proficiency in Mathematics
No full textThe intent of this study was to better understand the impact of teacher practice and student growth mindset on students with disabilities (SWD) proficiency in mathematics. Two research questions were examined: How can redesigning math instruction with consideration for increased class time for targeted instruction and shifts in teacher practice impact teacher support for SWDs in mathematics? How does including lessons, strategies, and activities designed to promote student growth mindset impact the progress of SWDs towards proficiency in mathematics? I employed the tools of improvement science with a mixed methods design to understand the impact shifts to teacher practice by using a new curriculum, redesigning math instruction and developing student growth mindset had on students with disabilities progress towards math proficiency. I analyzed iReady data, team minutes, pre and post unit and student growth mindset survey results. The results suggested that increasing student discussions by incorporating complex instruction, utilizing a curriculum to encourage student discourse and metacognition while employing strategies to develop student growth mindset (participation, explanation and group quiz) had a positive impact on students with disabilities making gains towards grade level as measured by iReady
Addressing Teacher Retention in a Small Independent School
No full textThe purpose of this study is to address teacher retention within a small independent school. Nationally teacher turnover is at a critical level, and few schools are exempt from this crisis. As in many small independent schools, resources are limited. Any changes need to be impactful and sustainable, and exploration of the reasons behind the consistent level of turnover is necessary to continuity of program. This 3-month mixed methods study used improvement science in two consecutive Plan-Do-Study-Act cycles to support the retention of teachers within their first 5 years of teaching at the school by addressing the instructional practice of co-teaching. The first cycle focused on the co-design of professional learning by a small group of teachers and an administrator. The second centered on the piloting of the professional learning experience. Methodology included pre- and post-intervention surveys and semi-structured interviews with teachers. Data provided insight into the impact of the teacher leadership experience, the development of co-teaching relationships, and the aim of retention. Teachers’ involvement in the professional development was identified as an opportunity for teacher influence but did not substantially change teachers’ perception of themselves as teacher leaders. The intervention itself has the potential to improve co-teaching relationships, communication, and parity when teachers are open to this change. Ultimately, teachers expressed a high level of intent to return because they felt connected to colleagues beyond their co-teaching relationship and because the administration was aware and engaging teachers on problems central to the school’s pedagogy
An Exploratory Study on the Relationship Between Mindfulness and Culturally Responsive Pedagogy
No full textCulturally responsive teaching boasts a robust scholarship and has demonstrated links to student achievement. Although previous research has identified various principles for culturally responsive teaching, few studies have explored emotional factors that may predispose a teacher to be culturally responsive. In the last decade, the study of mindfulness in schools has grown tremendously. However, little research has situated mindfulness in the context of pedagogy, specifically that of culturally responsive pedagogy. Since the dispositions for culturally responsive pedagogy and mindfulness both necessitate a degree of introspection, as well as attunement to outward behavior for their efficacy, the overarching purpose of this research study was to better understand the relationship between these two constructs. Additionally, this study also explored if the relationship between mindfulness and culturally responsive pedagogy varied according to racial-ethnic identity. The sample consisted of approximately 104 public school teachers across the United States. Results revealed a statistically significant relationship between the culturally responsive pedagogy disposition of praxis and the mindfulness dispositions of observe and describe, as well as a significant relationship between the culturally responsive pedagogy disposition of community and the mindfulness dispositions of describe, awareness, and nonreactivity to inner experience. Contrary to expectations, there was not a statistically significant effect of the mindfulness dispositions on culturally responsive curriculum preparedness. Finally, the results also indicated that there were not meaningful differences in the relationship between mindfulness and culturally responsive pedagogy according to racial-ethnic identity and self-reported racial-ethnic background. Implications for education and important limitations are described
Patriotism and the Mass Line: CCP Ideology from Mao to Xi
No full textChina’s modern ideology and political environment have shifted over time, as lessons learned from various mass movements and policies have been incorporated into its ideological construction. Analyzing these elements and their impact on modern CCP ideology is key to understanding CCP ideology and the role it plays in Chinese politics. This paper will construct a timeline of significant movements and policies throughout modern Chinese history and examine how CCP ideology was shaped by these events.. The CCP’s ideology combines Maoist ideas, such as the mass line, with ideas of patriotism and nationalism to create governmental compliance within China. It attempts to encourage participation in state-run policy and movements while discouraging non-state movements and ideology. Despite the overall success of CCP ideology, flaws have emerged in recent years due to both internal and external challenges, leading to some protest and pushback against the CCP and its policies
The Politics of Abortion in France and the United States: A Case Study on the Laws, Legislation, Activism, and Advocacy that Determined Abortion Laws Today
No full textAbortion is one of the most pertinent issues to women’s health and reproductive rights. This paper aims first to provide the historical and legal context for abortion laws in both France and the United States, examining each country separately to understand the legal progression of abortion rights since the nineteenth century. This paper will then discuss the activism and advocacy for abortion and women’s rights in each country from the nineteenth century on, demonstrating how this led to the passing of abortion rights legislation in each country. Lastly, this paper will focus on differences in politics, religion, women’s rights, and women’s health between the two countries to analyze how their perspectives differ and why abortion laws have become what they are today. Overall, this paper demonstrates that abortion is an essential right for women all over the world, and that through looking at these two countries it is clear why abortion must be free, safe, and legal rather than continuing to be restricted
Assessing Biodiversity in Madagascar with Leech-Derived iDNA: Methodological Advancements and Ecological Insights
No full textGlobal biodiversity is currently declining at unprecedented rates due to anthropogenic activities and interventions are needed to preserve remaining diversity. Baseline measures of biodiversity are needed against which to test the efficacy of such interventions in conserving species over time. Biodiversity inventories are used to establish these baselines, often relying on tools such as camera traps and Sherman traps, among others. With the advent of next generation sequencing, targeting residual species DNA from environmental sources (eDNA) has emerged as an efficient means of taking inventory of biodiversity. Of these environmental sources, blood feeding invertebrates have also been tested in their ability to preserve host DNA (invertebrate-derived DNA, iDNA). The aim of this dissertation is to test and optimize the use of terrestrial blood feeding leeches of the family Haemadipsidae in sampling vertebrate biodiversity. I have developed a methodology for collecting leeches (Chtonobdella spp.), sequencing host DNA, and assigning taxonomic identity and I have implemented it in the forests of Madagascar, sampling some of the world’s most endangered biodiversity. I have shown that increasing barcoding loci increases taxonomic identifications, and that pooling individual bloodmeal DNA isolates for next generation sequencing is more efficient than individually targeting bloodmeals with traditional Sanger sequencing and fewer loci. I show that iDNA complements conventional biodiversity surveying methods, detecting distinct vertebrate fauna. This dissertation also presents evidence for a new species of terrestrial leech (Chtonobdella mangevoensis sp. n.), and I describe its morphology with micro-computed tomography (μCT) imaging. I have helped establish terrestrial leeches as valuable tools for biodiversity monitoring and I have improved our understanding of their behavior as understudied organisms
Developing a Professional Learning Community with World Language Teachers to Enhance Student Engagement
No full textThis study aimed to enhance student engagement in language classrooms by developing a professional learning community (PLC) in the Modern Language Department in a high school. This exploratory study uses a mixed-method design collecting both quantitative and qualitative data through various instruments. Incorporating improvement science, the teachers engaged in an 8-week plan-do-study-act cycle to learn and share instructional practices focusing on student-centered strategies. This study aimed to understand: (1) How do teachers engage in a PLC? (2) How do teachers describe their learning of new instructional practices and strategies and apply what they have learned in their classes? (3) How do students and teachers identify and describe any changes in student engagement after teachers implemented what they learned from the PLC? The methodology included a pre-PLC survey, teacher interviews, exit tickets for PLC meetings, meeting notes, and pre- and post-student surveys on the song project intervention. The findings revealed that veteran teachers could learn and develop knowledge and skills by sharing and discussing with each other within the structured time and space provided by the PLC. Student engagement was enhanced as the teachers used student-centered instructional practice they learned from the PLC