BYU ScholarsArchive (Brigham Young University)
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Studies Evaluating Practices for Water Conservation: In-Situ Sensors for Determining Soil Field Capacity and Water Application Savings From Rebate-Driven Residential Landscape Transformations
Full text linkWater conservation is a critical issue that requires solutions to address growing water scarcity. In both agricultural and urban settings, targeting conservation efforts is essential for lasting progress as well as protection of communities and ecosystems. This research focuses on identifying practical means to reduce water use by studying separate conservation strategies in urban and agricultural contexts. Given their interdependence, addressing water use in both sectors is essential for achieving meaningful and lasting conservation outcomes. Agricultural water conservation relies on efficient irrigation practices, which depend on accurately determining soil field capacity (FC)--the amount of water soil can retain after excess drainage. Various methods exist for estimating FC, ranging from standardized values based on soil texture to in-field sensor measurements and laboratory analysis. The purpose of this research was to evaluate the practical application for precision irrigation of six methods across soil textures and cropping systems. Findings highlight the importance of site-specific measurements, demonstrating that in-situ approaches provide greater reliability for optimizing water use in agriculture. Urban water conservation efforts have expanded through initiatives encouraging homeowners to reduce outdoor water use, particularly through sponsor-funded rebate programs that promote landscape conversion. While these programs aim to decrease unnecessary irrigation, their effectiveness varies based on homeowner participation and engagement. By analyzing water bill data from program participants and non-participants in two Utah cities, this research assesses the impact of these conservation efforts. Results indicate that landscape changes lead to meaningful reductions in outdoor water use, though participant trends suggest self-selection and other outside influences may affect outcomes. Understanding these dynamics can help refine water conservation strategies and enhance long-term sustainability in urban areas
Initial Scripts and Final Code Data for E2021-260 Study 1, Undergraduates\u27 Access and Usability of the CONTENTdm Interface and IRB2022-263 Study 2, Faculty Needs Assessment of the Library DAM System
Full text linkIncluded are the initial scripts and the final qualitative thematic codes (created using the grounded method) of two IRB studies completed by the BYU Library\u27s Digital Collections Systems Management Committee. Study 1, Undergraduates\u27 Access and Usability of the CONTENTdm Interface (BYU IRB E2021-260) administered a usability test and an oral survey/interview, resulting in two datasets: codes from video observational data of undergraduate subjects using the library\u27s digital asset management system, CONTENTdm, to complete ten pre-set usability tasks, and also codes from open-ended interview questions about those undergraduate students\u27 perceived effectiveness in the system, and their preferences in a library digital platform in general.
Study 2, Faculty Needs Assessment of the Library DAM System (BYU IRB IRB2022-263) orally administered a survey/interview that resulted in one data set of qualitative codes (using the grounded method) from the video interview and observational data of fourteen faculty subjects. This study captured data regarding how collegiate instructors access and use digital libraries and digital library content, what platform functionalities they like or dislike, and what criteria they value in the platforms they use for digital library research
Teaching Information Synthesis in First-Year Writing: A Replication and Extension Study
Full text linkThis study investigates the challenges and strategies associated with teaching information synthesis to first-year college students. Synthesis, a higher-order cognitive skill described as knowledge-transforming, is critical for academic success and informed engagement in an information-saturated society. However, many students enter college with underdeveloped foundational reading and writing skills, compounded by declining literacy rates and the prevalence of fragmented digital content consumption. This study builds on prior research in composition, education, and information literacy to address three key questions: (1) How do students understand synthesis? (2) What strategies do students employ when attempting to synthesize information? (3) What instructional implications arise from these insights? The literature review highlights the complexity of synthesis as a hybrid skill requiring mastery of lower-level tasks such as comprehension, summarization, and organization. It also explores innovative pedagogical approaches, including scaffolding, process feedback interventions, and metacognitive strategies, which aim to make synthesis more accessible for novice writers. Drawing on both qualitative and quantitative methods, this study examines how first-year writing instructors can support students in developing synthesis skills through explicit instruction and structured practice. Findings from this research contribute to the growing body of knowledge on synthesis pedagogy by offering practical recommendations for teaching this essential skill in first-year writing courses. By addressing the cognitive demands of synthesis and leveraging evidence-based instructional strategies, this thesis provides actionable insights for educators seeking to prepare students for the complex literacy tasks required in academic and professional contexts
Examining Shifts in Reader Identity Through Explicit Fluency Instruction
Full text linkFluency-a reader\u27s ability to read accurately, with correct expression, speed, and prosody-is a main component of the science of reading (Rasinski, 2016). Although the science of reading has been a significant topic surrounding the issue of improving literacy in schools, there is little focus on the teaching of fluency at the secondary level (Shanahan, 2021; Steinle, 2022; Wexler, 2008) and how fluency influences reader identity. This article seeks to explore this question through the lens of the dialogical self (Hermans, 2001). In this case study, three 11th grade students participated in a series of lessons targeting components of fluency-accuracy, speed, prosody, and expression-in an ELA class. Data collected include student self-reflections, self-assessments, RSPS2 pre and post surveys, and teacher observations. Data was analyzed both quantitatively and qualitatively, and analysis of the RSPS2 surveys and self-reflections showed shifts in reader identity. Using Herman\u27s theory of the dialogical self as an interpretive framework, a thematic analysis of the self-reflection data also suggests a relationship between students\u27 reader identities and improvements in their reading fluency
Harnessing Strengths Through Peer Coaching: Supporting the Well-Being of Novice ESL Teachers
Full text linkThis study investigates the effects of strengths-based peer coaching on novice ESL teacher well-being. Language teachers often face challenges in job security, teacher and financial status, institutional demands, and burnout. Novice ESL teachers especially face concerns about balancing teaching and student roles, building knowledge of the realities of teaching, and scaffolding a support system. The Virtues in Action Inventory of Strengths (VIA-IS) was used to identify participants\u27 strengths, and teachers were assigned a peer to collaborate with who shared similar strengths. These teachers met with their assigned peer coach eight times throughout the semester to discuss ways of implementing strengths in their responsibilities. This mixed-methods study used both quantitative and qualitative analysis on further survey data. Results showed spirituality, honesty, and kindness as the most common strengths. Using inductive thematic analysis of teachers\u27 survey responses, researchers identified the main themes of advice as using specific strengths, pedagogy, student support, class management, use of resources, and work-life balance. These themes were then explored within well-being theory and it\u27s PERMA model through thematic analysis, and we concluded that strengths-based peer coaching positively contributed to teacher well-being in relation to all five elements of PERMA. By analysis of students t tests, mild growth was identified in teachers\u27 relationships with students and sense of well-being, and significant growth in teaching confidence, resilience, and coping skills, with perseverance measuring the most significant gains. These findings suggest that implementing strengths with peer collaboration are viable methods to overcome novice teacher challenges and promote professional and personal growth
The Conditioning of Reservoir Computing and NG-RC for Forecasting and the Effects of Temporal Overparameterization
Full text linkReservoir computing and Next-generation reservoir computing built on nonlinear vector autoregression are algorithms for predicting time series given past observations. Both algorithms have been successful in predicting some chaotic dynamical systems, but this success is not theoretically well understood. This paper considers the conditioning of both algorithms and the nature of the solutions found. With either algorithm, the least squares problem which is solved to give parameters as a function of the time series data is ill-conditioned, leading to parameter non-identifiability. Both algorithms fall into the class of sloppy models. Standard practice to regularize either algorithm includes a bias towards parameters of minimal Euclidean norm. We illustrate, starting from the simpler case of linear autoregression, how the solutions thus found differ from true parameters, and why this may result in improved forecasting performance
Effects of Novel Fire Regimes on Plant and Animal Communities
Full text linkHuman actions are threatening global biodiversity through changes to ecosystems to which species are not well adapted. One of the main pathways by which humans affect change is through altered disturbance regimes. This includes changes in the size, frequency, and severity of wildfires. The impact of wildfires on native plant and animal communities varies across ecosystems as species in a community have adapted relatively predictable fire patterns over time. Changing fire patterns alters successional dynamics that can favor certain species over others and thus have a negative impact on biodiversity. This dissertation evaluates responses of different plant and animal species across desert and forest ecosystems to experiencing fires. Using long-term experimental burn-plots and long-term camera trap studies, I am able to demonstrate how fire affects multiple species in different biomes. In desert ecosystems, western harvester ants generally respond positively to fire, likely through increased spatial opportunities to establish disk spaces. The effects of fire on rodent community dynamics were largely negative. While plant species diversity tended to increase in burned areas. The effects of fire on desert plant and animal? species varied over time, likely due to interactions with temperature and precipitation. In forest ecosystems fire can be an important driver of occupancy for elk as well as mule deer depending on the season. An improved understanding of biological responses to fire will allow us to be better prepared for changes that may further threaten global biodiversity
Wyatt Shot First Storytelling, Justice, and the Creation of a Hero in Stuart Lake’s Wyatt Earp: Frontier Marshal
Full text linkSuicidal Ideation of Queer Adolescents
Full text linkSuicide is the second leading cause of death in youth ages 15-29 around the world. This literature review examines some of the reasons why adolescents are likely to experience suicidal ideation and emphasizes why queer adolescence are at a much greater risk for suicidal ideation (Li Kitts, 2005; McDermott et al., 2018; Wichstrøm & Hegna, 2003). Bullying and lack of parental support were found to be the greatest contributors for queer adolescence experiencing suicidal ideation (Czyz et al., 2018; Sultana et al., 2023; Wedell, 2024). Bullying and lack of parental acceptance has been found to increase levels of emotional distress and depression (Sultana et al., 2023). These negative social and relational interactions are also more prevalent in the lives of queer adolescence which is why queer teens are four to seven times more likely to consider suicide (Li Kitts, 2005; McDermott et al., 2018; Wichstrøm & Hegna, 2003). Future research surrounding suicidal ideation of queer teens should look at potential protective factors that social support has against suicidal ideation