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- All Subjects: Arizona
- Creators: Nunez-Eddy, Claudia
- Creators: Division of Teacher Preparation
Cultural Perceptions of Leisure and Well-being in Rock Climbing Communities of Peru and Arizona, USA
Results of this study showed that while body mass and body condition consistently diminished as the active season progressed, they were both greater in protected habitats compared to non-protected habitats, regardless of season. Dhubs surface activity and total body water decreased while evaporative water loss and body temperature increased as the active season progressed and ambient temperature got hotter. Total body water was also significantly affected by habitat protection.
Overall, this study revealed that, while habitat protection provided more vegetation, it had little effect on seasonal changes in surface activity. While resource availability in protected areas might allow for larger dhub populations, unprotected areas showed similar body morphometrics, activity, and body temperatures. By developing an understanding of how different coping strategies are linked to particular ecological, morphological, and phylogenetic traits, we will be able to make more accurate predictions regarding the vulnerability of species. By combining previous studies pertaining to conservation of protected species with the results of my study, a number of steps in ecosystem management are recommended to help in the preservation of dhubs in the Kuwaiti desert.
Families of students with disabilities and those who are culturally and linguistically diverse (CLD), are looking for better educational opportunities. Charter schools offer promise as they were designed to promote student learning with limited control from the state. Charter schools though, have been criticized for relying on exclusionary discipline policies that affect CLD students and students with disabilities disproportionately. This study was designed to understand how Arizona charter schools use exclusionary discipline practices, with a focus on students with disabilities and CLD students. Two participants, a fourth grade and fifth grade teacher from a Phoenix metropolis charter school completed surveys and interviews where they answered questions about their classroom and their school’s discipline policies. Teachers were asked how they have adapted and administered classroom discipline policies and to what extent have positive behavioral strategies been implemented in an online setting due to the COVID-19 pandemic when schools transitioned to virtual learning. The results showed that in a virtual setting, teachers retained the practice of removing students from the “classroom”, expectations had to be modified to meet the needs of the new environment, and the school counselor served in conflicting roles. The findings suggested that charter schools and teachers may be transferring and adapting their reliance on exclusionary discipline practices even for an online setting with classrooms that have students with disabilities and those who are CLD.