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- All Subjects: Creative Project
- All Subjects: Sustainability
- Creators: Department of Psychology
As climate change continues to escalate natural hazards around the globe, certain communities feel the impacts of these disasters more so than others. After Hurricane Maria devastated communities in 2017, Puerto Rico struggled to respond to the needs of its citizens, particularly those in rural areas. Many of the regions affected did not have resilient community structures in place to be able to withstand the systemic ripple effects of the hurricane. However, various community endeavors have developed post-Hurricane Maria to foster community collaboration and resiliency, including the development of agricultural tourism, otherwise known as agritourism. <br/>Although agritourism has begun to develop in rural regions of Puerto Rico, including the municipalities of Utuado, Ciales, Florida, and Jayuya, a systems-understanding is lacking of the current agritourism situation in the region and its related capacities, limitations, and opportunities of agritourism. To address this gap, a spatially explicit understanding and map of the underlying tourism infrastructure is needed to support the development of sustainable agritourism in Utuado, Jayuya, Ciales, and Florida municipalities in Puerto Rico. <br/>This report spatially represents the current state of tourism opportunities in the region as a result of asking “What are the spatial networks of gastronomy, accommodations, farms, and attractions that support the development of agritourism in Utuado, Jayuya, Ciales and Florida municipalities in Puerto Rico?” Three steps lead to the spatial representation starting with developing a comprehensive inventory. Second, we visualize the spatial map through Google Maps. Lastly, we explore the larger context of the report through an ArcGIS Storymap. The inventory will help with better understanding the number and variety of tourism resources available. The spatial visualization will help with understanding the distribution of resources and explore potential connections between resources and what relationships could be fostered in the future. Lastly, the ArcGIS Storymap will serve as a framework for outlining the future development of the SARE project. Overall, this report outlines the spatial maps of tourism resources and provides a tool to be used by community partners, tourists, and project partners.
My project is designed to provide art education to incarcerated youth in Arizona. This project will address two current issues in Arizona; the underfunding of art programs and high rates of incarceration. As of 2021, there are no state-funded art programs in Arizona. Arizona is tied with Texas for the eighth highest rate of incarceration in the country. In Arizona, 750 out of every 100,000 people are incarcerated. This project is an art course for incarcerated youth. The project includes a packet detailing the course content and assignment details, a class syllabus, a course flyer, and a certificate of completion. The course is intended to be taught at the Adobe Mountain School facility. The course is designed so that it can be implemented in other facilities in the future. The class will be taught by volunteers with a background in studio art, design, or art education. Each student will receive a course packet that they can use to keep track of information and assignments. Instructors will use the course packet to teach the class. The course focuses on drawing with charcoal and oil pastel, which will build a foundation in drawing skills. The course covers a twelve-week semester. The course content packet includes a week-by-week breakdown of the teaching material and project descriptions. The course consists of two main projects and preparatory work. The preparatory work includes vocabulary terms, art concepts, drawing guides, brainstorming activities, and drawing activities. The two main prompts are designed for students to explore the materials and to encourage self-reflection. The class is curated so that students can create art in a low-risk, non-judgemental environment. The course will also focus on establishing problem-solving and critical thinking skills through engaging activities.
The COVID-19 Pandemic has provided a challenge for educators to create virtual learning materials that are engaging and impactful during times of high stress and isolation. In this creative project, I explore the variety of virtual tools and web applications from Esri by creating a Story Map on the Verde River Watershed. This Story Map is intended for an audience of students in late middle school and early high school but can be a resource to teachers for a wider age range. The integration of interactive technology and virtual tools in educational practices is likely to continue past the immediate circumstances of the COVID-19 pandemic. The purpose of this Story Map is to showcase one of the many uses for geospatial web applications beyond the immediate realm of GIS.