California State University, Monterey Bay
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Soybean Seed Enrichment with Cobalt and Molybdenum as an Alternative to Conventional Seed Treatment
Get PDFBiological nitrogen fixation in soybean is enhanced when seed is treated with cobalt (Co) and molybdenum (Mo) prior to planting. In this study, our objective was to verify if Co and Mo application during the reproductive phase of the crop increases seed Co and Mo concentration without adverse effects on seed quality. Two experiments were conducted. First, we investigated foliar and soil Co and Mo application under greenhouse conditions. Next, we validated the results obtained in the first study. The treatments for both experiments consisted of Co doses combined with Mo, and a control without Co and Mo application. The foliar application was more efficient in producing enriched Co and Mo seed; meanwhile, as Co doses increased so did Co and Mo concentrations in the seed. There were no adverse effects on nutrition, development, quality, and yield of parent plants and seed when these micronutrients were applied. The seed showed higher germination, vigor, and uniformity for the development of soybean seedlings. We concluded that the application of 20 g ha−1 Co and 800 g ha−1 Mo via foliar application at the reproductive stage of soybean increased germination rate and achieved the best growth and vigor index of enriched seed
Coerced Removal of Indigenous Children: The Past and Present of Native Child Welfare in the US (Part 1 of 2) (Episode 12)
Get PDFInterview with Terry Blum (2023)
Get PDFhttps://digitalcommons.csumb.edu/ohcma_theatre/1014/thumbnail.jp
Common Bean Productivity and Micronutrients in the Soil–Plant System under Residual Applications of Composted Sewage Sludge
Get PDFComposted sewage sludge (CSS) is an organic fertilizer that can be used as a source of micronutrients in agriculture. However, there are few studies with CSS to supply micronutrients for the bean crop. We aimed to evaluate micronutrient concentrations in the soil and their effects on nutrition, extraction, export, and grain yield in response to CSS residual application. The experiment was carried out in the field at Selvíria-MS, Brazil. The common bean cv. BRS Estilo was cultivated in two agricultural years (2017/18 and 2018/19). The experiment was designed in randomized blocks with four replications. Six different treatments were compared: (i) four increasing CSS rates, i.e., CSS5.0 (5.0 t ha−1 of applied CSS, wet basis), CSS7.5, CSS10.0, CSS12.5; (ii) a conventional mineral fertilizer (CF); (iii) a control (CT) without CSS and CF application. The available levels of B, Cu, Fe, Mn, and Zn were evaluated in soil samples collected in the 0–0.2 and 0.2–0.4 m soil surface horizons. The concentration, extraction, and export of micronutrients in the leaf and productivity of common beans were evaluated. The concentration of Cu, Fe, and Mn ranged from medium to high in soil. The available levels of B and Zn in the soil increased with the residual rates of CSS, which were statistically not different from the treatments with CF. The nutritional status of the common bean remained adequate. The common bean showed a higher requirement for micronutrients in the second year. The leaf concentration of B and Zn increased in the CSS7.5 and CSS10.0 treatments. There was a greater extraction of micronutrients in the second year. Productivity was not influenced by the treatments; however, it was higher than the Brazilian national average. Micronutrients exported to grains varied between growing years but were not influenced by treatments. We conclude that CSS can be used as an alternative source of micronutrients for common beans grown in winter
High Substance Abuse Rates Within Unhouse Youth in Santa Cruz County
No full textYouth Homeless Response Team (YHRT) is a department under the Community Action Board of Santa Cruz County Inc. (CAB). This department focuses on at-risk youth between the ages of 15-24 who are experiencing housing instability. The problem this capstone project aims to address is the high substance consumption rate within this age range in the mentioned county. Youth who are unhoused are more susceptible and vulnerable to seeking comfort in illicit substances and overdosing. The project will be a workshop open to the community, and active youth will be highly encouraged to attend with incentives. The workshop will mention local resources, Narcan demonstration, and how the department is a safe space where youth can seek help. For the upcoming year, YHRT can use this as a guide to create more workshops, flyers, and teaching curricula to continue its involvement with the youth in the community
Breaking The Stigma: Prioritizing the Mental Health of Early Childhood Educators
No full textMy project dives deep into an issue that, unfortunately, often goes unrecognized: teacher burnout and poor mental health encountered by early childhood teachers. Both preschool and elementary school teachers are responsible for the most critical years of an individual’s life. According to Hansen (2020), about 90% of a child’s brain is formed by their sixth birthday. As a result, early childhood educators are responsible for teaching, observing, assessing, and supporting every child’s developmental needs while providing a safe environment, following state rules, and meeting parent and administrative expectations. Eventually, the many responsibilities of a teacher can become a heavy burden, thus resulting in either poor mental health or teacher burnout. It is, therefore, essential to acknowledge and address all conditions that negatively affect the daily lives of childhood educators, as it can increase the rate of teacher shortages. To confront such issues directly, I developed a one-day workshop for early childhood teachers at Good Shepherd Preschool in Salinas, California, to understand the causes of teacher burnout, how it impacts teaching effectiveness, and what practices and stress management tools can be used to reduce the stress and burnout being encountered. Ultimately, a teacher\u27s mental and emotional well-being can damage the quality of education their students receive
Impact of Technology on K-8 Students\u27 Learning Post-COVID-19
Get PDFThis research project aims to examine the impact of technology on K-8 students\u27 learning post-COVID-19 and how technology in the classroom helps students achieve academic success. With the difficulties that the COVID-19 pandemic had on students, this study will dive deep into the depths of technology\u27s use in today\u27s education system. Through the use of a literature review, interviews with teachers, and surveys from 7th & 8th-grade students, the findings indicated that technology plays a crucial role in students learning and teaching. We are moving away from the traditional classroom of books and paper and into a new era of technology
The Impact of COVID-19 on Elementary School Students\u27 Academic Achievement
Get PDFCOVID-19 is a virus that has caused a nationwide lockdown due to the rapid spread. Due to this, non-essential businesses and schools were closed. Many households were not getting enough food, behind on rent, unable to pay household bills. With schools closed, education was forced into online learning. This had negative effects on students’ academic achievement, their mental, emotional, and social health, and caused more behavioral issues than before the pandemic. Through literature review, interviewing two fifth grade teachers and anonymous surveys of forty-eight students, the findings revealed that online learning had a negative impact on students’ academic achievement and still has a lingering effect on students until today. It is recommended that high-dosage tutoring take place and that parents become more involved in their children to improve their academic achievement
Increasing Emotional Regulation in Young Children with Autism Spectrum Disorder
Get PDFThis capstone project focuses on the emotion regulation skills of school-age children (5 to 7 years) on the moderate to severe autism spectrum. Emotional regulation is the process by which a person engages in behaviors with the implicit or explicit goal of altering emotion frequency, intensity, duration, or type (Raugh & Strauss, 2023). Through emotional self-regulation, individuals can control their thoughts, behaviors, and emotions within everyday situations. This process involves the ability to identify one’s emotions and those of other people while developing strategies to constructively manage their reactions to emotional experiences and inhibitory control (Dumont et al., 2019). Autism is classified as a neurodevelopmental disorder, which impacts communication and social functioning. It is also associated by the presence of restricted and repetitive behaviors (Feather et al., 2023). Children diagnosed with Autism Spectrum Disorder (ASD) also have a difficult time expressing how they feel because of this communication barrier. A delay in emotional self-regulation in children with ASD may result in outbursts, aggression, self-injury, etc. It is important to teach children who have ASD how to self-regulate emotionally. For this project, I implemented a three-day lesson for ASD children on important emotional regulation skills. The first lesson focused on the recognition of three emotions (happiness, sadness, anger). The second lesson focused on the recognition of scenarios that cause these three emotions. Lastly, the third lesson focused on coping skills that help regulate emotional outbursts. This three-day lesson was presented at Ione Olson Elementary School in Marina with children, ages 5-7, in a moderate to severe special education classroom setting
Increasing Social and Emotional Development in Preschoolers
Get PDFMy project focuses on ways that Hispanic immigrant parents can stimulate their preschool children’s social and emotional development. Many children in the U.S. today are entering kindergarten not being emotionally and socially ready to spend time away from their caregivers and to have interactions with peers. When entering the school system for the first time children need to develop independence and social awareness. Communication and interactions between parent and child as well as the child with other children at a young age will both stimulate them and prepare them for interactions with others and set them a foundation for success. In the community of Watsonville, California, the general population is low-income and Hispanic immigrants. These factors directly relate to the issue of language barriers and resources which puts the children at a disadvantage causing them to play “catch up” to their peers. As a result of preschool children’s difficulties with social-emotional skills, as well as language barriers in the community, there is a need for services that will help parents identify and practice ways to stimulate social and emotional development within their children. When a child is prepared socially and emotionally the goal is to better prepare their children for the transition from home to school. To address this need I created a one-day workshop in both English and Spanish for parents of preschoolers, that was provided through a local non-profit organization called La Manzana in Watsonville, CA, in hopes of teaching parents different ways to communicate with their child in ways that are verbal, non-verbal, and physical for their child to gain social and emotional development