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Does Trust Influence Being Generous? An Empirical Study Across Five Countries
Get PDFThis study examines whether social trust, a key aspect of social capital, influences individual generosity behaviors. Previous research has explored the relationship between social capital and philanthropic actions, but comprehensive analyses remain sparse. To address this gap, we employed a dictator game together with trust-related survey questions, collecting data from participants across five countries globally. We categorized trust into four distinct areas: social trust, ingroup trust, outgroup trust, and general trust. Similarly, we divided our dependent variable, generosity, into two types: costly generous and costless generous behaviors. Our findings were mixed and varied by location. Overall, general trust positively influenced both forms of generosity across all our regions. In contrast, social trust predominantly enhanced only costless generous behaviors. Notably, females exhibited lower levels of generosity compared to males across all countries
From Pixels to Plants: Remote Sensing of California Invasive Plants
Get PDFInvasive plants cause significant impacts to ecosystems, the economy, and human health. California has experienced significant plant invasions and is well suited to future invasion because of its Mediterranean climate and human disturbance. Eradication or control of invasive plant species requires a detailed understanding of their spatial distribution, which typically involves on the ground surveys that can be expensive or inconsistent. Remote sensing offers a potential alternative or supplement to in-person invasive plant mapping. This study performed a comparative analysis of 41 remote sensing studies that mapped the distribution of California invasive plants. I found that while high spectral resolution hyperspectral imagery was most often and successfully used to map California invasive plant species, recent studies suggest that employing low cost, color or color-infrared imagery are capable of overcoming lower spectral resolution with higher spatial or temporal resolution. Imagery obtained by UAVs are becoming increasingly more accessible for the use of mapping invasive plants at the site-scale. From this study, I examine two case studies that illustrate the use of remote sensing for large scale invasive plant management. One case study examines the use of remote sensing to monitor widespread infestations of salt cedar (Tamarix spp.) across the Western U.S.. A second case study examines the use of remote sensing to monitor invasive plants in a complex and regulatorily challenging landscape: The Sacramento-San Joaquin Delta. I recommend that land managers can incorporate remote sensing to monitor invasive plants by using low cost, color or color-infrared imagery obtained by drone or UAVs, developing partnerships with other relevant agencies, and collecting in-person data using methods that facilitate remote sensing analysis
Connecting Through Screens: A Case Study on Student Engagement in Online ESOL Classes in the Post Pandemic Era
Get PDFThe sudden shift to emergency online education during the global pandemic affected various academic fields, including English language teaching. While many schools faced challenges, some successfully implemented online educational programs. Despite the large impact of the global pandemic on education, there is limited research that examines the effectiveness of online ESOL programs with a focus on the key factors that contribute to student engagement. This thesis explores the factors contributing to effective online ESOL instruction, focusing on fostering engagement and improving teaching practices in the post-pandemic era. The study for this thesis employs an instrumental case study methodology, focusing on an experienced ESOL instructor at a community college in Northern California to provide in-depth insights. Data collection included online classroom observations, interviews with the instructor, and analysis of instructional materials. The findings highlight the importance of combining established teaching methodologies, such as Communicative Language Teaching (CLT), with interactive technological tools, and emphasize three key areas: (a) having the pedagogical content knowledge on teaching strategies for supporting student motivation and engagement in online settings; (b) the need for ongoing professional development to stay current on innovative and technological developments in education; (c) the need for redesigning teacher training programs to include online pedagogy. By adopting a flexible and adaptive approach, instructors can reduce isolation, enhance interaction, and incorporate diverse teaching modalities in order to promote meaningful learning outcomes in online ESOL settings. The study concludes with evidence-based recommendations for educational practices and future research, offering a comprehensive framework for improving online ESOL education
Cuerpos en Tránsito, Creencias en Disputa: Espiritualidades Queer, Justicia Encarnada y Subversiones desde los Márgenes
No full textThis issue of Conexión Queer, titled «Bodies in Transit, Beliefs in Dispute,» offers a reflection grounded in the margins, where spirituality and dissidence intertwine. Through a critical and celebratory lens, it invites us to inhabit the tensions between the divine and the embodied, between faith and desire, dogma and festivity. It recognizes and affirms the transformative power of bodies that resist normativity, question theological certainties, and insist on living queer spiritualities as acts of embodied justice and subversion from the margins
“Am I No Longer Gifted?”: Imagining a More Capacious World for Black Girls in Alternative Education
Get PDFAdvancing the discourse on the experiences of historically marginalized students in alternative learning settings, this track delves into the intricate terrain through which Black girls in alternative education navigate their high-ability and gifted educational journeys within these distinctive learning environments. In this sphere, we advance the evolution of innovative theoretical and pedagogical paradigms in alternative education, transcending conventional boundaries and drawing from the diverse lived experiences of Black girls. In this regard, the conceptualization of the Black Girl Educology (BGE) framework embodies this ethos, fostering an environment conducive to inquiry and exploration of essential variables in alternative education. Our BGE framework prioritizes the ways of knowing and doing that empower Black girls to occupy a central role within established systems of learning. As previous scholars have uncovered how underrepresented students manifest their talents, a recurring theme emerges: their potential often remains concealed due to preconceived notions regarding perceived negative behaviors, aptitudes, and traits. BGE prompts the essentiality of scholarly explorations that have predominantly focused on traditional educational settings, neglecting the unique context of alternative education. The primary objective of this track is to elucidate the status of Black girls within alternative education and to leverage the strengths in BGE as a tool to delineate the pathways through which high-ability and gifted students navigate their journey into and through these distinctive learning environments. By shedding light on the experiences of these students, we aim to foster an environment that recognizes their talents and unlocks their full potential
BlackCrit Mothering
Get PDFThe author of the track, Dr.Kassie Alexander, moves to create a theorization called BlackCrit Mothering(BCM) as a theoretical framework. This track brings light to new terminology through the scope of Safety and violence, trauma, and Black Women’s health to frame how the lived experiences of Mothering While Black continue to unfold in various political climates. She explains that to understand the intersection of Mothering and being Black, we must take a deep look at Black Mothers in their various systems that continuously put race and gender at the forefront of how Black Mothers are treated. It is significant to pay close attention to the Black Mother experience because Black Women have been dealing with these negative systems for a long time. This track highlights Black Mothers and explores the systems that affect them in particular ways such as safety, trauma, and health
The Cypher: “We\u27ve Been Inside These Systems”
Get PDFIn this track, Black Educology Mixtape Producers Ant, Dre, and Eghosa sit around a virtual roundtable to discuss what has brought us to create a second volume of BE. Our conversation moves and meanders as we refrain and chorus each other\u27s thoughts and experiences. We talk about systems. A lot. The systems of thought, systems of oppression, the systems of education that have led us to seek others to join in an ongoing and creative discussion that centerers Black experiences in formal and informal educational settings. In editing our cypher, we have done our best to preserve our spoken language as much as possible and suggest that your read the text ourloud
Basic Needs Insecurity in U.S. Colleges: Human Rights Unfulfilled
Get PDFThere have now been fifteen years of research on the basic needs of college students in the U.S. The studies have primarily focused on assessing the prevalence of food and housing insecurity. Determining who is responsible and finding solutions have been less emphasized. The scholarship has also not framed the problems of students’ basic needs insecurity (BNI) as human rights violations. This article argues that applying a human rights lens to the issue reveals that the rights to education, food, and shelter are not being realized, but further, higher education institutions bear considerable responsibility for addressing BNI. Human rights education will also be shown to have a role in empowering students them-selves to right these wrongs
Mapping Our Dreams and Rooting our Futures: Possibility Trees as Essential Pedagogy and Praxis in Peace, Social Justice, and Human Rights Education
Get PDFIn this article, we explore a pedagogical and conceptual tool we have refined and developed for the fields of peace, social justice, and human rights education: “the possibility tree.” Initially introduced in our 2021 book, we explore this tool in more depth in this article to show how such pedagogical and conceptual processes are key components of peace and human rights education praxis with greater implications for both research and teaching. Our aim is to provide an applied praxis-oriented framework for educators, practitioners, re-searchers, and theorists that are concerned with larger issues of peace, justice, and human rights. While we do not delve into the distinct theoretical concepts and genealogies (and their intersections) of peace and human rights education in this article, we use this opportunity to expand upon the importance of pedagogical and conceptual practices and their applicability, as these integral processes have ultimately remained underexplored in scholarship. To illustrate the potential, we also discuss how the concept of the “possibility tree” has been used by scholars and practitioners since the book’s publication in 2021. We posit that tools such as the possibility tree are necessary interventions, especially as pedagogies and practices of peace and human rights education are often sidelined in broader discussions that privilege theoretical framings over implications for pedagogy and praxis
