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Mathematically modeling how trapping regimes that target specific crayfish life stages impact removal efficacy
Get PDFThe red swamp crayfish, Procambarus clarkii, is an invasive species introduced into several streams within the Santa Monica Mountains (SMM) in Southern California. Crayfish predation decimates native aquatic species. Thus, the Mountains Restoration Trust (MRT) and Environmental Restoration Group have worked to remove crayfish through regular trapping in Malibu Creek.
To aid conservation efforts, former SURB students William Milligan and Dev Patel developed mathematical models of crayfish removal efficacy. Milligan created a differential equation model of how crayfish removal affects local newt populations. Patel expanded Milligan’s crayfish model by creating a discrete model of the crayfish life cycle that newly accounted for cannibalism but was not yet parameterized to stream data. We expand Patel’s model to better predict the efficacy of crayfish removal efforts in the SMM. We separate crayfish based upon life stage and total length: eggs, two monthly juvenile stages, small (4-5 cm) non-reproductive adults, medium (6-7 cm) adults, and large (8+ cm) adults.
We construct and parameterize this preliminary predictive discrete model of crayfish population levels with and without trapping. We use literature and crayfish removal data provided by MRT to fit the model to the Middle Las Virgenes (MLV) portion of Malibu Creek. We numerically simulate how the crayfish population changes over time and find that the model dynamics are highly sensitive to juvenile monthly survivorship. We determine the best crayfish life stages to trap to most efficiently decrease crayfish population size; specifically, model predictions suggest that a smaller mesh size that traps juveniles in addition to adults is necessary to reduce crayfish populations to local extinction
Rural Water Testing and Cognitive Testing of Street-Connected Children
No full textThe Pepperdine Kenya: Made In the Streets Summer Program is a unique IP experience which allows students to apply classroom information about broad public health concepts such as malnutrition, sanitation, and disease in a service-learning environment. As part of this program, students have the opportunity to engage in research projects that connect their academic work with the ongoing efforts of Made In The Streets, a Kenya based nonprofit which aims to help street-connected children transition into a more stable lifestyle with formal education and career training. This past summer, students participated in a number of research projects including water quality testing, rural water purification systems, and a number of physical and cognitive assessments. The water quality testing involved both bacterial contamination assessment and a number of individual tests for such other inorganic contaminants such as fluoride and nitrate using a YSI Photometer, results indicated a concerning amount of both bacteria and fluoride, however nitrate was well within acceptable limits. Testing a number of water filtration systems that could be made in rural settings with readily available materials and found that a simple water bottle with ground moringa seeds showed great promise as an effective filtration system. Lastly, the cognitive assessments provided insights into the potential value of assessing cognitive skills on an ongoing basis for MITS students. However, further work is needed to develop validated cognitive assessments for Kenyan students to provide reliable data for future studies
Teaching first-generation newcomers in charter high schools: teachers’ perceptions of students’ barriers, teaching practices and strategies, and teaching supports
Get PDFTeachers in the United States are experiencing challenges linked to the increasing number of immigrant students entering schools. Los Angeles County Charter schools are among the country\u27s most diverse, with many immigrant students. Although first-generation and immigrant students’ education barriers and teacher challenges are documented, little is known about teachers\u27 experiences with newcomer students, a particularly vulnerable group. This phenomenological study explored charter high school teachers’ lived experiences concerning their teaching challenges and perspectives on the barriers for first-generation/newcomer immigrant students, their descriptions of the strategies and practices used, and their perceptions of the support they receive. Twelve teachers from 3 high schools participated in one-on-one interviews with 10 questions. Virtual interviews were recorded, transcribed, and analyzed using coding and thematic analysis, emphasizing a phenomenological multiple perspectives approach. Bandura’s self-efficacy theory was used to interpret the findings for three research questions and the related literature. Three themes were developed: (a) meeting the learners where they are to understand their challenges and barriers to learning; (b) purposefully, responsibly, resiliently, and collaboratively building learning strategies and reflecting a multicultural school climate; (c) recognizing the benefits and needs to improve professional development: the champions and the discontented. Three conclusions were found: (a) teachers need more training on overcoming barriers and challenges to teaching first-generation students, (b) teachers need support in using teaching strategies and engaging first-generation students, and (c) teachers need more time for collaboration. Recommendations for teachers included (a) finding ways to build their resiliency and self-efficacy, (b) taking responsibility for their classrooms and creating a positive environment, (c) showing empathy toward newcomers, (d) embracing multicultural learning, (e) collaborating, and (f) using multiple and multimodal learning strategies. Among the several recommendations for administrators and site leaders were (a) communicating with the families, (b) creating teacher professional development, (c) dedicating time for collaboration, and (d) sharing a clear vision for a multicultural climate and educational environment. The recommendations for policy and practice were (a) to have teachers discuss concerns for first- generation immigrant students, (b) to provide dedicated time to address newcomers\u27 needs, and (c) to provide strategies and support for teaching newcomer students
The Ethical Motive as Counter to Benatar’s Anti-Natalism
Get PDFIn multiple works, David Benatar defends the view that it is immoral for parents to have children under any circumstance due to the suffering inherent in human life. This essay argues that Benatar’s anti-natalist argument is not successful because of its misidentification of the proper motive humans should have if they are to exist. Instead, I argue, the benefits of an ethical motive, if such a motive is properly instilled within a child by their parents or guardians, can surmount the suffering caused by existence. An ethical motive is characterized by the goal of alleviating suffering for others before oneself. Ultimately, the act of bringing a child into the world is morally permissible if the parents reasonably believe their child will both have an ethical motive and be able to succeed in accomplishing the duties which come with such a motive. If a child were to have this motive and be able to fulfill these duties, then a parent has nothing to regret in having a child
Criticisms of Evidentialism:A critique of Jonathan Way’s solutions to the issues of Evidentialism
Get PDFThis paper will begin with a brief introduction of Richard Feldman and Earl Conee’s definitions and examples ascribed to their original argument for Evidentialism in order to provide context for the remainder of the paper. The paper will turn to Jonathan Way’s concerns surrounding the original argument for Evidentialism, and break down his revamped definitions of Evidentialism and what Way calls “incentives”. Then, the paper will turn to Way’s solutions to the concerns he addressed, where he introduces the “argument from good reasoning” and the Link principal, a modified and refreshed version of Feldman and Conee’s “argument from reasoning”. Further to Way’s concern, the paper will then go into a section called, “Destroying the Argument from Reasoning”, where Way provides examples where the “argument from reasoning” of Feldman and Conee fails. The paper will then culminate with a philosophical evaluation of Way’s solutions, criticizing his solutions for the “argument of good reasoning” and the Link principle with counterexamples, but also anticipating responses from Way to my criticisms. The paper culminates with a restatement of the concerns I addressed and ends with an open-ended statement, emphasizing further exploration