113588 research outputs found
Sort by
Story-ing Possibility Space: Becoming With/in Refugee/(Im)migrant Education
No full textThis dissertation is a story—one among many intra-active (Barad, 2007) stories in a web of differing versions (Gómez, 2019)—that is being told about refugee/(im)migrant education. Theoretical, methodological, and practical in its goals and applications, the project described in this dissertation brought together fourteen teachers/learners/leaders across the United States to discuss, explore, and (re)imagine refugee/(im)migrant education through co-created and co-creative story-ing processes and diffractive methodologies. As a research community, we didn’t start with an end in mind but rather followed our stories where they took us, stepping into curiosity and making knowledge “otherwise—as a mode of wondering and wandering, as a matter of what happens if?” (Taylor, 2021, p. 32). The project articulated in this dissertation, including through three co-written texts that comprise chapter five, shares methodological entanglements and theoretical weavings that may allow for different ethico-onto-epistemological engagements in refugee/(im)migrant education policy, practice, and research. Through story-ing and space making—intra-activity rooted in love and of an intimacy often forgotten in education leadership and policy research—possibility space is forming, becoming with (Haraway, 2016) and in refugee/(im)migrant education
GROUNDWATER DEPLETION AND SUSTAINABILITY IN MERCED COUNTY, CALIFORNIA: ANALYZING CURRENT TRENDS SCENARIOS USING GIS TOOLS
No full textMerced County, California, located in the drought-prone Central Valley, relies heavily on groundwater to support its agricultural economy. This study estimates groundwater storage at the county level by integrating satellite-based remote sensing data with in situ well observations using geographic information systems (GIS) technology. Key datasets include the Gravity Recovery and Climate Experiment (GRACE) for terrestrial water storage anomalies, the Global Land Data Assimilation System (GLDAS) for soil moisture and snow water equivalent, and the Moderate Resolution Imaging Spectroradiometer (MODIS) for surface water detection. In situ groundwater level measurements from monitoring wells were used to validate and supplement satellite-based estimates. Coarse-resolution global datasets were downscaled using statistical interpolation and resampling methods to produce finer spatial outputs suitable for local analysis. Groundwater storage anomalies were derived by subtracting surface and subsurface components from total water storage. A multi-step processing workflow addressed spatial misalignment, temporal gaps, and scale mismatches across datasets. Results demonstrate that combining remote sensing with in situ data improves the spatial and temporal resolution of groundwater storage estimates. This integrative approach supports local water resource planning by offering scalable methods for tracking groundwater trends in data-limited regions.This item is part of the MS-GIST Master's Reports collection. For more information about items in this collection, please contact the UA Campus Repository at [email protected]
ASSESSING GREEN STORMWATER INFRASTRUCTURE RESEARCH AND GAPS IN ARID CLIMATES: A SYSTEMATIC REVIEW
No full textThe Green stormwater infrastructure approach to stormwater capture is a recommended alternative to traditional stormwater management approaches. Green stormwater infrastructure often includes capture methods such as bioretention ponds, rainwater harvesting systems, green roofs, and permeable pavements, which aim to limit runoff and enhance infiltration. In contrast, traditional stormwater capture methods like detention ponds and channelization focus on moving stormwater quickly. Most green stormwater infrastructure research has focused on temperate regions, but comparatively few researchers have studied semi-arid and arid climates. This study aims to evaluate the effectiveness and research coverage of green stormwater infrastructure in semi-arid and arid regions through a systematic literature review. Papers were selected based on defined criteria: studies from arid (less than 250 mm annual precipitation) and semi-arid regions (between 250 mm and 500 mm annual precipitation) classified as highly relevant (categories 1 or 2) based on findings related to peak flow, recharge, storage capacity, or runoff. Visualization diagrams were employed to identify geographic and methodological research gaps. The findings highlight a need for expanded empirical studies to validate green stormwater infrastructure model performance in arid climates.This item is part of the MS-GIST Master's Reports collection. For more information about items in this collection, please contact the UA Campus Repository at [email protected]
Development of the 2025 Spring Melon (Cantaloupe) Crop
No full textThis article, published in the VegIPM Newsletter (Vol. 16, No. 8), applies the melon phenology model to spring 2025, showing how planting dates and heat unit data align with field observations across melon varieties in Yuma County.Documents in the Arizona Pest Management Center collection are made available by the Arizona Pest Management Center (APMC) and the University Libraries at the University of Arizona. For more information about items in this collection, please contact https://acis.cals.arizona.edu/about-us/arizona-pest-management-center
Barriers to Education among Mexican-Origin Adolescents: The Roles of Familism and Educational Values
No full textLate adolescence involves changes in identity, cognition, and transitioning to young adulthood (Spencer, 1997; Crockett & Beal, 2012). Key transitions include high school graduation and decisions about workforce entry or further education. Educational attainment, aspirations, and expectations are vital for postsecondary educational plans and future economic well-being (U.S. Bureau of Labor Statistics, 2024; Brumley et al., 2019). While Mexican-origin adolescents have high aspirations and expectations (Lawson, 2020), experiences of structural barriers to education can explain educational disparities (Gurrola et al., 2016; de Brey et al., 2019). Given the disproportionate rates at which these barriers impact Mexican-origin adolescents (Gurrola et al., 2016; Lawson, 2020), it is critical to understand the factors that can buffer these effects and promote academic success to foster well-being. The Phenomenological Variant of Ecological Systems Theory (PVEST; Spencer, 1997) posits that stress engagement strategies can provide adaptive coping mechanisms to students in response to experiencing risk factors. Familism and educational values are two strategies that can promote psychological well-being and academic outcomes, respectively, and protect against risks (Vargas et al., 2013; Zhen et al., 2018). However, their protective role in promoting educational outcomes for Mexican-origin adolescents transitioning from late adolescence to young adulthood is less known. Informed by PVEST, this study used longitudinal interview data from Mexican-origin adolescents to examine how barriers to education in late adolescence (N = 174) relate to educational attainment, aspirations, and expectations in young adulthood (N = 160), and whether familism and educational values in late adolescence moderated these links. Path analyses indicated that barriers to education at T3 was significantly negatively related to educational attainment at T4, but not educational aspirations and expectations at T4. Familism and educational values at T3 were not significant moderators. This study aligns with PVEST by highlighting the importance of Mexican-origin adolescents’ awareness of barriers to education. This study contributed to further understanding the temporal ordering of the relationship between barriers to education and educational outcomes among Mexican-origin adolescents. Future research is needed to understand how Mexican-origin adolescents make meaning of psychological risk contributors and other socio-cultural strengths. Findings from this study have important implications for interventions and policy addressing systemic inequities in education.Release after 06/24/202
Glyoxalase Domain Containing Protein 5 Is Cytosolic, Expressed in Intestinal Epithelium and Renal Tubule Cells
No full textGlyoxalase-domain-containing-protein 5 (GLOD5) is the most recent evolutionary divergent of the glyoxalase protein family which is an integral family in the biological response to toxic dicarbonyl molecules, such as methylglyoxal. The characteristic glyoxalase domain of this family does not determine enzymatic function but rather relates glyoxalase proteins throughout evolution. While other glyoxalase proteins have been extensively characterized or linked to various clinical pathologies, GLOD5 remains largely uncharacterized. Only predictions about the enzymatic, molecular, and transcriptional nature of GLOD5 exist, all yet to be substantiated by experimental data. Work presented here reveals previously undefined core properties and characteristics of GLOD5. We show that GLOD5 is exclusively expressed within the intestine and kidney and define it as a predominantly cytosolic protein. We demonstrate that GLOD5 expression is localized to epithelial cells within gastrointestinal mucosa and renal tubules. We highlight sex differences in expression of GLOD5 within the digestive tract. We exclude functional similarity to other glyoxalase cycle proteins, glyoxalase 1 and glyoxalase 2. This work sets the stage for future investigations into GLOD5 and its role in digestive and renal health
Cosmic Reionization With JWST: The Growth of Ionized Bubbles and the Nature of Early Galaxies
No full textOver the past two decades, substantial progress has been made in understanding both the epoch of reionization and the nature of galaxies within the first billion years of cosmic history.Observations with various independent probes have suggested a consistent picture that the reionization of intergalactic hydrogen was well underway at and largely completed by . Large samples of early galaxies have been routinely detected and spectroscopically confirmed now out to redshifts beyond 10. However, important questions remain regarding how reionization proceeded spatially and the physical nature of the early galaxies. In this dissertation, I first take steps to investigate the timeline of reionization and the emergence of ionized structures in the early universe, leveraging Ly observations from JWST/NIRSpec. By directly measuring the Ly escape fraction as a function of redshift, which has been challenging to estimate in the ground-based era, I find a decline of the typical escape fraction at , as expected if the IGM becomes significantly neutral towards higher redshifts. By characterizing the large scale environments of strong Ly detections at , I find that they are almost uniformly located within galaxy overdensities, consistent with these overdense regions tracing large (1~pMpc) ionized bubbles. I show that this is in contrast to what is seen at z\sim5\mbox{--}6, likely reflecting the increasing importance of overdensities in carving out ionized bubbles to facilitate Ly transmission at earlier stages of reionization. Second, using deep high-resolution NIRCam imaging, I spatially resolve the internal structures of the most luminous reionization era galaxies, finding they frequently comprise multiple bright star-forming clumps. These clumps dominate the total light, yet with clear variations of the stellar population ages, likely representing an active phase of early galaxy assembly. I extend this spatially resolved analysis to a sample of local metal-poor dwarf galaxies with spectroscopic properties comparable to those seen in the reionization era. My results reveal a sequence in ionized gas morphology as a function of the typical age of the underlying star clusters, offering new insights into interpreting observations of early galaxies. I conclude this thesis by outlining future opportunities for systematically characterizing the growth of ionized bubbles during reionization and the assembly of early galaxies
Data, Scale, and Change: A Study of Hydrologic Dynamics in the Colorado River Basin
No full textHydrology is increasingly reliant on large-scale and long-term data to understand past, present, and future water system change. As climate change intensifies pressure on water resources globally, challenges remain in detecting, quantifying, and interpreting surface water dynamics across time and space. For example, the Colorado River Basin (CRB) is facing unprecedented drought conditions. While many studies document patterns of change such as declining streamflow, earlier snowmelt, and reservoir depletion, less attention has focused on how spatial and temporal depth shape the hydrologic insights we derive. This dissertation explores three complementary perspectives on hydrologic change in the CRB, examining how different datasets and scales influence our understanding of water availability and variability. The first study investigates temporal predictability using tree-ring reconstructed streamflow across multiple Upper Basin gauges, extending beyond the commonly analyzed, Lees Ferry gauge. By applying wavelet filtering and nonlinear methods, results reveal that streamflow predictability varies across decadal and multidecadal time scales. Moreover, predictability windows can be misaligned even in gauges with highly correlated flow. Notably, increasing variance in recent decades suggests a possible transition into a lower predictability regime, potentially linked to warming induced hydrologic shifts. The second study quantifies long-term surface water change using nearly four decades of Landsat derived inundation maps (1984 – 2021). Moving beyond point observations, it analyzes spatial patterns of permanent and seasonal water across the Basin. Results show a net loss of 10% in total inundated area, with two-thirds of losses occurring outside major reservoirs (Lake Powell and Lake Mead). Declines in permanent water in the lower basin while expanding seasonal water in headwater regions. This highlights the basin wide drying trends that extend far beyond monitored locations. The third study evaluates the influence of spatial resolution on surface water detection by comparing 10-meter Sentinel-derived and 30-meter Landsat-derived surface water mapping products. Results show that Sentinel identifies more than twice as many low-order stream segments as Landsat, with up to five times more segments particularly in headwater regions. These differences are more noticeable in ephemeral, narrow streams, or small water bodies. This improved detection capacity highlights the importance of high resolution data for capturing fine scale hydrologic features that are often missed in coarser imagery, especially in arid and semi-arid environments like the CRB. Together these findings demonstrate that our understanding of hydrological change is fundamentally shaped by the data, tools, scales, and temporal periods we choose. This work highlights seasonal water changes as major drivers of water availability shifts in the CRB, shows the values of extended temporal records for understanding predictability transitions, and emphasizes the importance of multi-resolution approaches for comprehensive surface water monitoring. These contributions provide new insights for hydrologic monitoring in water stressed regions and emphasize the critical need for multi-scale perspectives in understanding and managing water resources in an era of accelerating change
ÓLTA’ SILÁAGI DINÉ BI’ÓHOO’AAHÍGÍÍ BEE NÍJÍTŁ’Ó – REWEAVING SCHOOLING USING DINÉ BI’ÓHOO’AAH: DINÉ LANGUAGE AND CULTURE REVITALIZATION-FOCUSED SCHOOLS
No full textFor much of the history of schooling of Indigenous peoples in North America, the enterprise of education has largely been aimed at divesting us of our ways of knowing and being (Grande, 2004, 2008). Today, though, some schools strive to make Indigenous language and knowledge integral to the experience of schooling. In efforts to (re)Indigenize education, some educators are revisiting and redefining what education means for Indigenous communities (Garcia et al., 2021; Lee & McCarty, 2017; Shirley, 2017, 2021). While some communities are implementing schooling with significant levels of Indigenous languages and knowledges (Goodyear-Ka‘opua, 2013; Hermes & Kawai‘ae‘a, 2014; Kawai‘ae‘a, 2012; White, 2009), these situations are far from the norm, especially in Diné communities. Currently, more research is needed to shine light on important aspects and impacts of these programs. Knowing more about schools with significant focus on Diné language, knowledge, and lifeways, can help us understand the potential for such types of education and how they can impact the lives of Diné people. This study centers on schools that have a significant focus on Diné language, culture and/or lifeways, identifying elements that relate to the schools’ abilities to contribute to maintenance and revitalization of Diné language, knowledge and lifeways, and the considerations for, challenges to, and factors critical to success in, their implementation, while also highlighting why students and families choose them, and the roles that they play in people’s lives. In partnering with, two Diné schools the study answers the following questions: 1. Why do some families and students choose these kinds of schooling? 2. For schools that provide education significantly grounded in Diné language, knowledge, and/or lifeways, what are the complex range of elements that relate to the schools' abilities to contribute to maintenance and revitalization of Diné language, knowledge and lifeways? What challenges do schools face in implementing these forms of education (and how do they navigate these challenges)? What factors contribute to schools successfully implementing these forms of education? 3. What roles can/do these schools play in the lives of students, families and communities? 4. What are key factors that Diné and Indigenous people should address as they consider the potential of such schools to contribute to Indigenous language and culture maintenance and revitalization? Using a Diné-grounded Indigenous research paradigm and critical Indigenous theories in a case study, this dissertation drew on interviews, collaborative talking circles, and observations with students, families, educators and community members, as well as analysis of documents, pictures, and self-reflexive journaling, to incorporate many perspectives around these schools. It showed that myriad elements, including both those commonly associated with instruction and learning, and others dealing with oversight, evaluation, resources, relationships, and values, affect the abilities of schools to contribute to maintenance and revitalization of Diné language, knowledge and lifeways. It underscored the powerful effects that both systems in which the schools operate, and the people who drive the schools, have on their potential contributions, showing that hegemonic schooling systems continue to constrain the levels to which schooling can be grounded in in Diné Bi’Óhoo’aah, while also showing that Diné educators and families adapt to, resist and refuse systems’ mechanisms of control to provide the most Diné-grounded learning experiences that they can, making the schools powerful vehicles for maintenance and revitalization of Diné language, knowledge, and lifeways
Does Hearing Impairment Have an Impact on Cognition: A Literature Review
No full textThere is emerging research that suggests that there is a relationship between hearing loss and cognitive decline, particularly regarding how hearing loss can hasten the rate of cognitive decline. The purpose of this project was to examine the literature on this topic and to accomplish two objectives. The first objective is to investigate if there is a relationship between hearing loss and cognitive decline. If there is a relationship between the two, to what degree of severity does the relationship exist? The second objective is to examine the literature to determine if a relationship between hearing aid use and the maintenance of cognitive abilities has been identified