638 research outputs found
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The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children
No full text© Hammill Institute on Disabilities 2019. Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to use interventions with their child. The purpose of this study was to examine the Coaching Caregivers Professional Development program (CoCare PD) in which researchers train and coach EI service providers via telepractice in caregiver coaching, a set of skills useful in nurturing partnerships with families to support caregivers’ use of evidence-based practices with their young children with disabilities. A single-case research study across four EI service providers was conducted and findings support a functional relation between training and coaching EI service providers via telepractice and providers’ use of coaching practices with families on their caseload
Human dimensions of human-lion conflict: A pre- And post-assessment of a lion conservation programme in the Okavango Delta, Botswana
No full text© The Author(s), 2020. Published by Cambridge University Press on behalf of Foundation for Environmental Conservation. SummaryHumans are contributing to large carnivore declines around the globe, and conservation interventions should focus on increasing local stakeholder tolerance of carnivores and be informed by both biological and social considerations. In the Okavango Delta (Botswana), we tested new conservation strategies alongside a pre-existing government compensation programme. The new strategies included the construction of predator-proof livestock enclosures, the establishment of an early warning system linked to GPS satellite lion collars, depredation event investigations and educational programmes. We conducted pre- and post-assessments of villagers\u27 livestock management practices, attitudes towards carnivores and conservation, perceptions of human-carnivore coexistence and attitudes towards established conservation programmes. Livestock management levels were low and 50% of farmers lost livestock to carnivores, while 5-10% of owned stock was lost. Respondents had strong negative attitudes towards lions, which kill most depredated livestock. Following new management interventions, tolerance of carnivores significantly increased, although tolerance of lions near villages did not. The number of respondents who believed that coexistence with carnivores was possible significantly increased. Respondents had negative attitudes towards the government-run compensation programme, citing low and late payments, but were supportive of the new management interventions. These efforts show that targeted, intensive management can increase stakeholder tolerance of carnivores
Fallen Leaves
No full textWet leaves on the ground on the side of May Hall during the fall of 2020.https://soar.stonehill.edu/stonehillcampus_images/1120/thumbnail.jp
Leaves in Front of the Library
No full textA view from the ground of leaves in front of the MacPhaidin Library during the fall of 2020.https://soar.stonehill.edu/stonehillcampus_images/1116/thumbnail.jp
Leaves Around May Hall
No full textA low angle view of leaves on the side of May Hall from the fall of 2020.https://soar.stonehill.edu/stonehillcampus_images/1115/thumbnail.jp
Summer on the Hill
No full textA view of Donahue Hall from below during Summer of 2020. Photo edited with Brushstroke for a watercolor effect.https://soar.stonehill.edu/stonehillcampus_images/1010/thumbnail.jp
Have a Seat
No full textA couch in the main room of Donahue Hall.https://soar.stonehill.edu/stonehillcampus_images/1092/thumbnail.jp
A multispecies assessment of wildlife impacts on local community livelihoods
No full text© 2020 The Authors. Conservation Biology published by Wiley Periodicals LLC on behalf of Society for Conservation Biology Conflicts between the interests of agriculture and wildlife conservation are a major threat to biodiversity and human well-being globally. Addressing such conflicts requires a thorough understanding of the impacts associated with living alongside protected wildlife. Despite this, most studies reporting on human–wildlife impacts and the strategies used to mitigate them focus on a single species, thus oversimplifying often complex systems of human–wildlife interactions. We sought to characterize the spatiotemporal patterns of impacts by multiple co-occurring species on agricultural livelihoods in the eastern Okavango Delta Panhandle in northern Botswana through the use of a database of 3264 wildlife-incident reports recorded from 2009 to 2015 by the Department of Wildlife and National Parks. Eight species (African elephants [Loxodonta africana], hippopotamuses [Hippopotamus amphibious], lions [Panthera leo], cheetah [Acinonyx jubatus], African wild dogs [Lycaon pictus], hyenas [Crocuta crocuta], leopards [Panthera pardus], and crocodiles [Crocodylus niloticus]) appeared on incident reports, of which 56.5% were attributed to elephants. Most species were associated with only 1 type of damage (i.e., either crop damage or livestock loss). Carnivores were primarily implicated in incident reports related to livestock loss, particularly toward the end of the dry season (May–October). In contrast, herbivores were associated with crop-loss incidents during the wet season (November–April). Our results illustrate how local communities can face distinct livelihood challenges from different species at different times of the year. Such a multispecies assessment has important implications for the design of conservation interventions aimed at addressing the costs of living with wildlife and thereby mitigation of the underlying conservation conflict. Our spatiotemporal, multispecies approach is widely applicable to other regions where sustainable and long-term solutions to conservation conflicts are needed for local communities and biodiversity
Somewhere I’ve Never Been: Part 1
Get PDF“We want teaching to be something we can acquire and lock up,” but teaching is “nothing we can hold onto, nothing we can simply pull off the shelf and run.”1 I suspect that after the experience of the past semester, most of us have kissed that aspiration goodbye. For us in academia, it is hardly an exaggeration to note that everything has changed, and changed fast, and most of us are now being asked to do what seems impossible despite our institutions’ emergency attempts to equip us for what we need in order to promote (or at least maintain) student learning in an uncertain time. In a time of on-going, almost daily emergencies, epidemiological, interpersonal, and pedagogical, we can only wonder what comes next in the classroom. What comes next here is a relatively informal (for an academic journal) three-part invitation to use the current turmoil in your professional life as an opportunity to re-examine how you teach. What I propose is neither new nor radical, though it is fundamental: What would happen to our classes if we shifted the focus away from content delivery and mastery to what pedagogical specialists call “deep learning”? In a new time and a new format, can we meet our curricular outcomes in new ways
Fall Leaves Over Donahue
No full textFall leaves in front of Donahue Hall during the fall of 2020.https://soar.stonehill.edu/stonehillcampus_images/1113/thumbnail.jp