California State University, Monterey Bay
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Effects of Afterschool Programs on Elementary School Students’ Behaviors, Social Interactions and Learning
No full textThis capstone research examines the effects of afterschool programs on elementary school students’ behaviors, social interactions, and learning. Motivated by four years of experience working in such programs, after-school programs influence students’ academic performance, social skills, and behavior. Through a literature review, and interviews with teachers, administrators, and parents, the research findings indicated that after-school programs enhance students’ behaviors, promote positive social interactions, and foster academic engagement. After-school programs also provide a safe, structured environment where students can explore interests, build life skills, and develop stronger peer relationships. Despite the challenges, such as scheduling conflicts and limited recent research, after-school programs are important in supporting students’ overall development
Soil Dynamics in Carbon, Nitrogen, and Enzyme Activity Under Maize–Green Manure Cropping Sequences
Get PDFThe diversification of cropping sequences has a positive impact on soil organic carbon, while improving nutrient cycling and crop yields. The objective of this research was to assess amylase, cellulase, C and N dynamics, and maize yield on a low fertility oxisol in the Brazilian Cerrado. The experiment was conducted under field conditions during three maize crop succession cycles. The treatments consisted of cultivating maize during the summer, after sorghum and lablab cropped as green manure and fallow during the winter. Higher maize yields were achieved by sorghum–maize succession compared to monocropping, due to higher N fertilizer and biomass inputs to topsoil. Sorghum–maize succession also provided a higher proportion of stable C and N compared to other successions. Maize yields declined as tropical soil fertility intrinsically decreased along three crops succession cycles. Cellulase activity decreased over time, whereas amylase activity increased as the plant residues were already in advanced stages of decomposition. The sorghum–maize crop succession stood out compared to lablab and fallow as it provided the highest maize yields, while maintaining higher C and N levels, and amylase activity. This better performance was likely due to larger amounts of incorporated biomass and better mineral N fertilizer management
Nitrogen credits after peanut (Arachis hypogaea L.)
Get PDFState-level cooperative extension services provide fertilizer recommendations for row crops in the United States. Of these, nitrogen (N) recommendations are arguably the most important because N is the most common yield-limiting nutrient in nonlegume crop production systems. Throughout the peanut (Arachis hypogaea L.) growing region of the United States, Cooperative Extension Services generally recommends 22–67 kg N/ha credit to crops following peanut, likely due to the assumption that peanut, being a legume, contributes N to the following crop. The body of peer-reviewed literature indicates that N credits from peanut to the subsequent crop are negligible. Recent literature indicates that apparent differences in yield following peanut compared to a nonlegume are a result of nonlegume crop residue favoring N immobilization rather than N mineralization from peanut residue. Taken together, recent research corroborates the few previous scientific publications addressing the issue, namely, that cooperative extension service recommendations to reduce N fertilization to crops after peanut are not supported by the peer-reviewed literature. Future field research should include summer fallows to determine if yield differences between legumes and nonlegumes are due to N credits by the legume or N immobilization by nonlegumes. Data on N loss pathways following peanut are needed to identify management strategies that can mitigate N losses after peanut harvest. In conclusion, the preponderance of peer-reviewed science does not support current Extension recommendations regarding peanut N credits to the following crop
Justice in Education: Examining the Discipline Disparities Approached by AB2598
No full textThis project addressed disparities in disciplinary actions in Monterey County\u27s educational institutions by implementing restorative justice practices through Restorative Justice Partners, Inc. The deliverable was a report to be used by RJ in the schools in implementing California Assembly Bill 2598. The project aimed to design and implement interventions that schools can adopt. These range from teacher training programs and student awareness campaigns to significant policy changes in disciplinary processes. These practices, targeting disproportionate impacts on marginalized students, included programs like Victim Offender Reconciliation and Restorative Justice in Schools, serving communities in Del Rey Oaks, Marina, Monterey, Sand City, Seaside, and the Monterey Peninsula Unified School District. By fostering accountability, empathy, and community building, the project supported the implementation of California Assembly Bill 2598. The report comprised four sections: “AB 2598 Data Collection,” ”Evaluation of Roles and Strategies,” “Assessment of Challenges and Benefits,” and “Improvements Recommendations.” Initial findings indicated reductions in disciplinary incidents and improvements in school climates, aligning with project goals. To further address disparities, expanding restorative justice training and implementation across all schools is recommended for sustained success
Diverse habitats shape the movement ecology of a top marine predator, the white shark Carcharodon carcharias
Get PDFAn animal\u27s movement is influenced by a plethora of internal and external factors, leading to individual- and habitat-specific movement characteristics. This plasticity is thought to allow individuals to exploit diverse environments efficiently. We tested whether the movement characteristics of white sharks Carcharodon carcharias differ across ontogeny and among habitats along the coast of Central California. In doing so, we elucidate how changes in internal state (physiological changes coinciding with body size) and external environments (differing seascapes and/or diel phases) shape the movement of this globally distributed predator. Twenty-one white sharks, from small juveniles to large adults, were equipped with motion-sensitive biologging tags at four contrasting seascapes: two islands, a headland, and an inshore cove. From multisensor biologging data, 20 metrics characterizing movement (i.e., depth use, vertical velocities, activity, turning rates, and bursting events) were derived and subjected to multivariate analyses. Movement characteristics were most different across seascapes, followed by ontogeny and diel phase. Juvenile sharks, which were only encountered at the cove, displayed the most distinct movement characteristics. Sharks at this seascape remained close to the shore traveling over smaller areas, shallower depth ranges, and with lower levels of tail beat frequencies, when corrected for size, than sub-adult and adult sharks tagged elsewhere. Distinct tortuous daytime versus linear nighttime horizontal movements were recorded from sharks at island seascapes but not from those at the headland or inshore cove. At the offshore islands, the linear nighttime swimming patterns coincided with repeated dives to and from deeper water. The availability of prey and access to deeper water are likely drivers of the differences in movement characteristics described, with varying demographics of pinniped prey found at the subadult and adult aggregation areas and juvenile sharks being piscivorous and their habitat neither adjacent to pinniped haul out areas nor deeper water. This study demonstrates plasticity in the movements of a top predator, which adapts its routine to suit the habitat it forages within
Addressing Youth Mental Health in Monterey County: Initiating Help-seeking Behavior
No full textThe National Alliance on Mental Illness (NAMI) of Monterey County provides advocacy, educational programs, and support for adults and their loved ones whose lives have been affected by mental health. The project aims to enhance knowledge and promote help-seeking behavior among Salinas youth through a presentation targeting middle and high school students. Implementation involved curriculum development, logistics, and pre-post surveys. Evaluation results indicated a lack of awareness about mental illness and accessing mental health services among students, demonstrating the effectiveness of NAMI’s Ending the Silence (ETS) presentation. Contributing factors such as socioeconomic disparities, stigma, and transportation barriers exacerbate the problem of inadequate access to youth mental health services in Monterey County, leading to consequences such as increased suicide risk, substance abuse, and potential homelessness.
The agency recommends expanding NAMI On Campus High School (NCHS) Clubs, training student leaders, adding mental health education to school conversations, hosting community events, advocating for resources, and supporting student mental wellness. They also stress the importance of creating safe spaces for students to talk about mental health and partnering with local organizations for more support
Sonidos de Aztlán: A Historical Analysis of Chicano Music
No full textThis paper analyzes music made primarily by Chicanos in the U.S. and social movements that the music was a part of. Case studies include the Zoot Suit Riots, the Delano Grape Strike, The Chicano Movement, Tejano/Conjunto and Tex-Mex, Narcocorridos, and the Chicanx Renaissance
Equipping Educators: Solutions for Overcoming Classroom Scarcity of Materials
No full textIn this capstone project, the researcher examined elementary school teachers\u27 perceptions of the shortage of student materials and their proposed solutions for improvement. The researcher developed an action plan to address the core issue by evaluating the collected data and relevant research literature. The plan\u27s goal was to inspire, inform, or actively engage a specific audience in alleviating the material scarcity issue in elementary schools. Because it directly affected them, the lack of materials had a big impact on both students and teachers. To gain deeper insights, the researcher prioritized teachers\u27 viewpoints. As individuals responsible for navigating challenges arising from insufficient classroom materials, teachers\u27 firsthand experiences and perspectives proved invaluable in understanding the issue\u27s extent and formulating effective strategies to create a more conducive learning environment for all. This project highlighted the importance of addressing material scarcity in elementary schools by engaging teachers\u27 perspectives and developing targeted action plans to improve the learning experiences of both students and educators
A Menace to Math: When Numbers Attack and Anxiety Strikes Back
Get PDFIn this Capstone Project, the researcher examined educators\u27 perspectives on math anxiety and investigated their personal experiences with math to identify effective approaches for reducing math anxiety. Addressing math anxiety is essential to reduce the tension and fear individuals experience in math-related situations due to environmental factors and teaching methods. The primary stakeholder perspective obtained for this study was that of educators, as they have the most significant influence on student\u27s math comprehension and emotional associations with the subject. Following interviews with participating educators and a review of relevant literature, three emergent themes were identified: making math fun, phasing out timed tests, and ensuring educators are confident in their ability to teach math. Among these themes, phasing out timed tests was found to be the most effective strategy to achieve the goal of alleviating math anxiety in students
The Vital Role of School Bus Drivers in Supporting Students with Special Needs
Get PDFThis capstone project addressed the challenges faced by new and experienced bilingual school bus drivers who transport special education students. According to the California Department of Education, transportation must be provided at no cost to those special education students ages 3-21 who are eligible as part of related services. The training for school bus drivers typically covers safe driving, vehicle operation, and basic student management. However, they often receive minimal or no specialized training to work with students with special needs. California had an estimated 38,000 school bus drivers in 2020, making it one of the states with the highest number of school bus drivers (California Department of Education). Over a million students are transported in California every day, 200,000 of whom are special needs students (California Associations of School Transportation Officials). Inadequate knowledge and training among drivers in effectively handling and interacting with children with special needs pose a significant challenge in the transportation system. The lack of expertise makes navigating bus routes more difficult, because school bus drivers have difficulties interpreting and responding appropriately to the diverse behaviors exhibited by children with special needs. Therefore, a comprehensive workshop is needed to teach school bus drivers about essential special education skills and knowledge. This workshop addressed three areas: some of the most common types of student special needs and their characteristics, strategies that bus drivers can employ to effectively interact with special needs students, and stress management techniques for bus drivers. The one-hour workshop was conducted at the Aromas-San Juan Unified School District and engaged six school bus drivers