Matching Items (2)
Filtering by
- All Subjects: Behavior
- Creators: Aguilar Lawlor, LeeAnn
Description
Urbanization rapidly alters the environment, leading to a decrease in biodiversity in urban areas. A challenge associated with urbanized areas is the increased heat caused by the urban heat island effect. Heat may have an important impact on arthropods particularly due to their status as ectotherms. Animal behavior reveals how individuals interact with their environment. A behavioral syndrome describes consistent individual differences in behaviors that are correlated across different behavioral contexts or situations. Understanding the Western Black Widow's behavioral responses to the urban heat island effect has important implications for the control of a pest species. In this study, the relationship between rising urban temperatures and voracity, web-building, and cannibalism behaviors of juvenile Western Black Widows was examined. Spiders raised in the urban temperature treatment were predicted to have more aggressive behavioral syndromes, characterized by shorter latencies to forage, greater web-building activity, and shorter latencies to cannibalize as compared to spiders raised in rural or intermediate temperature treatments. A correlation between the latency to attack the first fly and second fly was found, however there were no other correlations evidencing a behavioral syndrome. Temperature was found to affect foraging, web-building, and cannibalism behaviors where spiders in urban areas demonstrated increased activity in all behavioral contexts. The possession of behavioral plasticity rather than a behavioral syndrome is likely what allows Black Widows to be successful urban pests.
ContributorsGarver, Emily Elizabeth (Author) / Johnson, James Chadwick (Thesis director) / Foltz-Sweat, Jennifer (Committee member) / Kitchen, Kathryn (Committee member) / School of Mathematical and Natural Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
ABSTRACT
School discipline practices have traditionally been reactive and punitive in nature. Students violating a school district’s code of conduct were often met with exclusionary discipline policies such as out-of-school suspensions, long-term suspensions, and expulsions. Districts attempted to resolve these practices by creating alternative education schools to house students with high numbers of office discipline referrals, rather than have them withdrawn from school. This practice has created in some instances, a school-to-prison pipeline. In this study, for 2015-2016, there were 22 students previously enrolled in the district’s alternative education school, Spirit Academy ranging in third through eighth grades. The students were then transferred back to their home schools with supports via student behavior specialists, student behavior interventionists, and a research-based data tracking tool, Check In/Check Out, to determine the level of the model’s effectiveness. The six students out of the 22 were selected for this case study analysis because of the fidelity of the data collection at their school sites. Another factor was to include a broad cross-section of students rather than focus solely on a selected grade-level. The study showed three students who successfully passed Check In/Check Out due to higher scores in all three of their skills, while two students showed the exact opposite. Office discipline referrals (ODRs) also indicated mixed results as three students increased their number of ODRs and three showed decreases. Report cards were also mixed as only two of the students showed higher percentages in reading. For math, one student showed an increase. Finally, the school climate survey data was mixed as to meeting the district benchmark at two of the schools studied; one of the schools had lower-than-desired scores. The implications of this study showed that punitive measures were not necessarily the best for students. If suspensions, long-term suspensions, expulsions, or alternative education schools worked, then we would see less students being referred to these extreme measures of discipline. In fact, more students are being referred for punishment.
School discipline practices have traditionally been reactive and punitive in nature. Students violating a school district’s code of conduct were often met with exclusionary discipline policies such as out-of-school suspensions, long-term suspensions, and expulsions. Districts attempted to resolve these practices by creating alternative education schools to house students with high numbers of office discipline referrals, rather than have them withdrawn from school. This practice has created in some instances, a school-to-prison pipeline. In this study, for 2015-2016, there were 22 students previously enrolled in the district’s alternative education school, Spirit Academy ranging in third through eighth grades. The students were then transferred back to their home schools with supports via student behavior specialists, student behavior interventionists, and a research-based data tracking tool, Check In/Check Out, to determine the level of the model’s effectiveness. The six students out of the 22 were selected for this case study analysis because of the fidelity of the data collection at their school sites. Another factor was to include a broad cross-section of students rather than focus solely on a selected grade-level. The study showed three students who successfully passed Check In/Check Out due to higher scores in all three of their skills, while two students showed the exact opposite. Office discipline referrals (ODRs) also indicated mixed results as three students increased their number of ODRs and three showed decreases. Report cards were also mixed as only two of the students showed higher percentages in reading. For math, one student showed an increase. Finally, the school climate survey data was mixed as to meeting the district benchmark at two of the schools studied; one of the schools had lower-than-desired scores. The implications of this study showed that punitive measures were not necessarily the best for students. If suspensions, long-term suspensions, expulsions, or alternative education schools worked, then we would see less students being referred to these extreme measures of discipline. In fact, more students are being referred for punishment.
ContributorsEscobar Santa Cruz, Margaret (Author) / Spencer, Dee A. (Thesis advisor) / Appleton, Nicholas (Committee member) / Aguilar Lawlor, LeeAnn (Committee member) / Arizona State University (Publisher)
Created2017