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The Viability of Community Composting at the Melbourne Food Hub
Get PDFMy research assessed the viability of a community compost site at the Melbourne Food Hub modeled after other successful compost hubs and based on local demand. I surveyed 72 people at the Alphington Farmer’s Market, located at the Food Hub site, and 31 people answered the survey online for a total of 103 responses. In addition, I interviewed ten people working with existing community compost hubs around Melbourne to find out what compost systems they use, how community members engage with the site, what their biggest problems have been, and their motivations for composting.
My survey found that the majority of the Hub’s potential users—67%—already recycle their food scraps in some way. Despite this, there is still significant interest in a swap and go system for food scrap drop-offs at the Hub, with 67% of respondents indicating they are interested or very interested in such a system. Only 3% of respondents do not compost at home and are not interested in the system. Moreover, 66% of respondents indicated they would or would maybe be interested in attending compost workshops held at the Hub. Overall, this data suggests that learning about and practicing composting is important to survey respondents, and there is high demand for a compost hub.
Interviewees working with existing compost hubs, including community gardens and community compost organizations, use a variety of methods to compost such as bay systems, worm farms, and compost bins. Compost is important to these organizations because it is a natural alternative to chemical fertilizers, it improves soil health, and diverts food waste from landfill. These compost hubs vary in their accessibility to the local community, and have attempted to educate the community through distribution of written information, personal interaction, physical signage, stickers on collection bins, and compost workshops.
Based on my survey and interview results, I recommend that the Melbourne Food Hub implements data collection and evaluation for the site early on, uses a bay system in combination with worm farming, funds someone for 4-5 hours per week to help manage the site, and creates a strong, diverse community around the Food Hub to maintain volunteers
Robotic Reflection: An Exploration of Humanity Through the Bodies of Sex Robots
Get PDFSexuality and technology have long been recognized as markers of the human experience. The burgeoning industry of sex robots exists at the junction of these features, making sex robot technology both a highly intriguing and highly relevant subject of research. This study explores sex robots from a technical and a theoretical perspective, analyzing the potential impact of the technology on sexual relationships in the future. Data analysis proved an emphasis on embodiment in intimate relationships, which, combined with theories of sexuality, self formation, fear, and desire, proves the potential of sex robots to function not only as the future of sex but as reflections of what makes us human, too
Examining the factors shaping the population structure of Thalassoma bifasciatum in the Lemon keys, Guna Yala, Panama
Get PDFResearch question
What is the population structure of Thalassoma bifasciatum in the Lemon Keys, Guna Yala, Panama?
Research objective
To examine size class structure of Thalassoma bifasciatum and how its abundance and density vary in relation to factors such as substrate, species diversity and depth
Training in the Digital Age: A Practitioner\u27s Reflections on Incorporating Traditional Classroom Strategies into Remote Training
Get PDFAs internet usage increasingly dominates workplace culture, remote training has become more commonplace, particularly for wide-spread organizations looking to reduce training costs. Webinars are frequently being utilized to eliminate travel and materials costs associated with in person training. This Course-Linked Capstone in Training seeks to explore the application of training and leadership theory in remote training sessions. The central research question was: How can a trainer co-create an effective learning environment and incorporate engaged pedagogy and adult learning theory into a remote training setting? This paper analyzes the relationship between trainer and participant through an exploration of philosophies of leadership and the role of trust in workplace relationships. In accordance with the role of Learning and Development Manager at the nonprofit organization Better Tomorrows, remote training participants were surveyed and interviewed in an attempt to understand the impact of trainer decisions on participant experience. Major lessons include the power of relationships in shaping the learning environment and organizational culture, as well as identifying specific actions that develop feelings of trust in long-distance workplace relationships. This Capstone serves as an opportunity to explore and identify best practices for training in a virtual classroom.
Keywords: remote training, engaged pedagogy, adult learning theory, leadership, trus
La implementación de la Ley de Educación Sexual Integral (ley 26.150): una comparación entre escuelas secundarias públicas y escuelas secundarias privadas católicas en CABA / The Implementacion of The Law of Comprehensive Sexual Education (Law 26.150): A Comparison Between Public and Private Catholic High Schools in CABA
No full textLa promulgación de la ley 26.150, también conocida como la Ley de Educación Sexual Integral (ESI) en 2006, dio a todos los docentes de Argentina no sólo la oportunidad, sino también la responsabilidad de enseñar educación sexual sexual de una manera integral en sus aulas. Aunque han transcurrido más de doce años desde su aprobación, la ley no se ha implementado adecuadamente en las distintas regiones del país, incluyendo a la Ciudad de Buenos Aires, la Ciudad de Buenos Aires. Recopilando las opiniones y experiencias de tres docentes de escuelas secundarias públicas y privadas católicas en Buenos Aires, este estudio busca arrojar luz sobre diferencias entre las formas en que los docentes implementan la Ley de ESI en escuelas de ambos tipos de gestión. A través de esta investigación, las dificultades para llevar a cabo la implementación de la ley se hacen evidentes, no sólo debido a influencias religiosas, sino también por muchas otras razones que se abordaron en este trabajo.
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The enactment of Law 26.150, also known as the Law of Comprehensive Sexual Education (CSE) in 2006, gave all teachers in Argentina not only the opportunity but the responsibility to teach sexual education in a comprehensive way in their classrooms. Although it has been more than twelve years since it’s approval, the law has not been properly or adequately implemented even in the nation’s capital, the City of Buenos Aires. Gathering the opinions and experiences of three teachers from both public and private catholic high schools in Buenos Aires, this study seeks to shed light on the differences in ways in which teachers implement the law in each type of school. Through this investigation, the difficulties of carrying out the law become evident, not only due to religious influences, but also for many other reasons that are addressed in this work
La escuela chilena en disputa: Las perspectivas de educadores chilenos sobre el aporte de la educación popular en un contexto de una educación bancaria / The Chilean school in dispute: The perspectives of Chilean educators on the contribution of popular education in a context of a banking education
Get PDFEl enfoque pedagógico dominante del sistema educativo chileno es una educación de tipo “bancaria” como diría Paulo Freire en su libro Pedagogía del Oprimido. Bajo este sistema, los estudiantes son depositarios de información, que está apartado de su realidad, que solo están orientados a la preparación de pruebas estandarizadas. Esto lleva a que los estudiantes salen del sistema educativo sin pensamiento crítico. A pesar del predominio de esta visión, hay proyectos educativos y profesores que apoyan e implementan una pedagogía alternativa, la educación popular (EP). La EP es una pedagogía latinoamericana y problematizadora que enfatiza el pensamiento crítico, la concientización y la transformación social. Esta investigación explora las maneras en que se puede implementar la EP en escuelas chilenas. Este trabajo discute los desafíos de su implementación y su aporte en escuelas. Para el desarrollo de los contenidos y las conclusiones de este trabajo, se abordó revisión bibliográfica, un día de observación participativa en una escuela pública ubicada en Santiago y entrevistas formales con cuatro profesores de escuelas ubicadas en Santiago y un miembro del Colegio de Profesores de Chile en Santiago.
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The dominant pedagogical approach of the Chilean educational system is a banking education, as Paulo Freire would say in his book Pedagogy of the Oppressed. Under this system, students are depositories of information, which is separate from their reality, which are only oriented to the preparation of standardized tests. This leads to students leaving the educational system without critical thinking. Despite the predominance of this vision, there are educational projects and teachers that support and implement an alternative pedagogy, popular education (PE). PE is a Latin American and problematizing pedagogy that emphasizes critical thinking, awareness and social transformation. This research explores the ways in which PE can be implemented in Chilean schools. This work discusses the challenges of its implementation and its contribution in schools. For the development of the contents and conclusions of this work, a literature review was addressed, a day of participatory observation in a public school located in Santiago and formal interviews with four teachers from schools located in Santiago and a member of the Chilean Teachers\u27 Association. in Santiago
Kisumu County Hospital Patient Demographic Analysis: Looking Toward Universal Health Coverage
Get PDFUniversal health coverage is priority sought after by developed and developing nations alike, and Kenya sits on the list of countries seeking to achieve this goal in the coming years. The definition of “coverage” can vary by country, but three criteria are commonly found in the discussion of UHC globally: access, affordability, and quality. Affordability is determined by the state’s healthcare financing system; quality refers to the services provided by health facilities; and access, at least in part, concerns the geographic placement of health services providers in relation to the population they intend to serve. This geographic element is the focus of this study. Using out-patient records from Kisumu County Hospital from July 2017 to June 2018, this study maps the geographic distribution of KCH patients and calculates the distances traveled to the health facility; the patient burden by gender, age, month, and diagnosis are also calculated. The results suggest that malaria consistently accounts for about 30 percent of KCH’s diagnosis burden; Nyalenda Estate sends the largest number of patients among any singular location, at nearly 20 percent, and the majority of patients, 54 percent, live within two to five kilometers of KCH
The value of chemical defense: the effects of toxin milking on the physical, physiological, and behavioral performance of cane toads (Rhinella marina)
Get PDFAmphibians have cutaneous glands on their skin which produce a number of toxic compounds that serve as protection against predators and microorganisms. Cane toads (Rhinella marina) have large parotoid glands located on their shoulders to store toxins, many of which are derived from lipids and are thus energetically expensive to produce. I used a combination of field and laboratory studies to investigate behavioral and physiological consequences of toxin loss and replenishment in cane toads. In a cross-sectional study, free-ranging toads were euthanized and dissected to identify correlations between toxin content and morphology /physiology. Experimental manipulations (manually expressing toxin from glands) were performed to mimic a predator encounter that resulted in toads expelling their toxin in defense. A control group for this manipulation consisted of individuals whose glands were squeezed in a manner that did not express the toxin. Manipulations were carried out in both captivity and in the field. In both settings, growth rate, behavior, activity and energy allocation (relative organs masses) were compared between de-toxined and control toads. A significant negative correlation between toxin content and liver mass was evident among wild toads. The experimental manipulation of removing toxin affected change in body mass in both captive and radio-tracked wild toads. However, the effect on mass changed differed between captive and wild settings. De-toxined toads that were fasted exhibited poorer locomotor performance than their control counterparts. However, toxin milking had no significant effect on personality traits, such as boldness, or foraging skills. Radio-tracking demonstrated that de-toxined toads also disperse more slowly than the control toads, preferring to stay closer to the water source at which they were originally captured. I found evidence of physiological and behavioral costs associated with toxin removal, Blennerhassett 3 even over a relatively short period (5-20 days). Therefore, toxin may represent a precious commodity to its host and may only be deployed as a last line of defense.
Key words: Bufo marinus, parotoid glands, radio-telemetry, toxin production, toxin replenishment
An Overview of Psychological Barriers to Climate Change Response and Their Implications for Improved Climate Change Communication
Get PDFAs climate change becomes an increasingly devastating issue it seems as if concern dwindles just as severely. Climate change lends itself so readily to apathy, but why? The overarching goal of this paper is to figure out the answer to a seemingly simple question: why do people have such a difficult time understanding and acting on climate change? The process of answering this question is a bit more complicated, and for the scope of this paper, the process is twofold. First, I aim to uncover the psychological barriers that prevent climate change response. Discussion of these psychological barriers includes insights from multiple schools of psychology, as well as a summation of these barriers into “The Five D’s,” which are Distance, Doom, Denial, Dissonance, and iDentity. Second, I explore how these barriers inform climate change communication. By strategically bypassing these barriers with different communication strategies – Social, Supportive, Simple, Story-based, and Signals – better climate change communication can be achieved. Additionally, this paper features a small-scale survey assessing potential trends in psychological barriers to response. Results from both literature review and the survey overwhelmingly indicate the need to move away from communicating climate change as an abstract, looming, global issue, and to communicate it at a personal level and in a way that encourages action