Managing Forest Disturbances: Effects on Mule Deer and Plant Communities in Montana\u27s Northern Forests

Mule deer (Odocoileus hemionus) are frequently the focus of population and habitat management in the western United States. Land and wildlife managers use disturbance to reset forests to earlier successional stages and improve the quality and quantity of forage available to mule deer. However, the effects of management practices on nutrition and selection vary widely, so the implementation of management practices raises ecological as well as management-related concerns. This work investigated how disturbance from wildfire, prescribed fire, and timber harvest influences the spatial and temporal distribution of nutritional resources in mule deer summer range, and therefore, how the nutritional landscape influences mule deer selection of disturbance. We studied changes in vegetation and habitat selection by mule deer in three areas with differing disturbance regimes during 2017–2019. We found differences in forage nutrition response to disturbance that was specific to study areas, suggesting that targeted forest management within disturbance regimes would provide nutritional benefits to mule deer populations in the northern Rocky Mountains. Other vegetative responses revealed trade-offs specific to forest and disturbance types. Despite substantial variation in selection among individuals and among study areas, we found some common effects of forage nutrition and disturbance type on selection at population scales. As we predicted, deer selection within home ranges was not explained well within these constraints, suggesting that deer selection may be influenced more by other factors, such as security or cover within home ranges. The age and type of disturbance also influence selection at a population scale, but do not predict selection within home ranges, where the availability of disturbances is irregular. In all study areas, we documented similar selection for more recent disturbance and avoidance of open woodland at the population scale, suggesting that these responses can be generalized to deer in other populations in the Rocky Mountains because we observed them in multiple sites under widely differing conditions. Managers accounting for local and regional frequency and availability of disturbance can identify management actions that are accessible and beneficial for mule deer. Furthermore, consideration of the likely outcomes of forest-specific vegetative responses can help managers balance potential tradeoffs of management alternatives

The potential for misleading visual communication on food packaging

Consumers today are becoming more health conscious in light of America\u27s growing obesity epidemic. Because of this, food companies often selectively highlight the healthfulness of their products, while carefully de-emphasizing the unhealthy components. These messages are frequently communicated by the food packaging itself, because packaging is a major influence on a shopper\u27s perception of the food inside. The design of the food package, comprising both the two-dimensional surfaces and overall three-dimensional form, conveys these messages through variables related to color, imagery, typography, language, and shape. This thesis examined both organic and natural food packaging to uncover how healthfulness is communicated in each product category. Graphic design variables promoting healthfulness were analyzed in conjunction with actual nutritional information to discover their congruency. In addition, other nutritional message claims were researched to find out whether they were regulated or unregulated by the government. These findings led to design applications that were intended to educate the public about these various claims and encourage consumers to make informed buying decisions. The applications were placed in a grocery store context and used unexpected formats and placements to attract consumer attention

Interdisciplinary palliative care teams : insights and experiences of chaplain interns and social work interns.

In 2030, the population of those 65 years and older is projected to be 72 million, which will represent 20% of adults in the United States. This large group will have affected many aspects of our society, including families and healthcare providers. Decisions about medical care, caregiving, financial concerns, and new circumstances in living arrangements will be made. Perhaps no aspect of life will be as important as how one spends the end-of-life. Importantly, the care that individuals receive is likely an important aspect of this end-of-life experience. Interdisciplinary palliative care teams provide effective and comprehensive end-of-life care for patients and their families; however, barriers exist that often impede their effectiveness. The current qualitative study explored some of the often-reported barriers evidenced in the literature base; more specifically, the study explored written reflections of chaplain and social work interns after they completed clinical placement with an interdisciplinary palliative care team. Findings from the data revealed five themes (i.e., Learning Lessons, Disappointment, Being There, Dealing with Family Matters, and Making Hard Decisions), which aligned with both groups of interns. Two themes were identified that describe unique chaplain or social work discipline-specific roles and interventions (i.e., Intern as Existential Comforter and Intern as Psychosocial Resourcer). The meaning and importance of the findings in the context of the literature base are discussed. Directions for future research for palliative care and interdisciplinary teams are offered. Suggestions for diverse providers, counselors, and counselor training programs are provided

The Interrelating of Library and Basic Education Services for Disadvantaged Adults: A Demonstration of Four Alternative Working Models

A proposal for research submitted to the United States Commissioner of Education for support through authorization of the National Center for Educational Research and Development to support public libraries and basic adult education services for undereducated adults in Appalachia

The Association between Civic Engagement via Participatory Art and Adolescents’ Self-Esteem and Self-Efficacy

Civic engagement refers to actions taken by individuals to address issues of public concern, which can come in many forms including engagement in art. Participation in these activities can have positive impacts on the individual, including improved mental and physical health, as well as on the community through increased appreciation for differences and acquisition of values such as tolerance. The Bioecological Model suggests that an individual\u27s participation in civic activities is influenced by the various levels of their environment. These experiences may be particularly impactful for adolescents. Indeed, adolescents who participated in civic engagement activities have been found to have better academic and social-emotional outcomes, such as self-esteem and self-efficacy, in emerging adulthood. The present study examines the relationship between civic engagement through participatory art and adolescents\u27 self-esteem and self-efficacy using a convergent mixed methods design. The data examined were collected from a two-week community-based art mural project in a small town in the Midwestern United States in 2022. The study will involve both quantitative data collected in July 2022 from youth artists before and after the mural project and qualitative follow-up data collected between September and November of 2022. Results from a paired samples t-test with pre- and post-survey data indicated there was no statistically significant difference in adolescent self-esteem and self-efficacy from the beginning to the end of the project. Then follow-up interviews were phenomenologically analyzed to find common themes that were discussed by participants. Three major themes were identified: connection and collaboration, growth and development, and emotions. The quantitative and qualitative data had discrepant findings. The quantitative data did not show any significant difference in self-esteem and self-efficacy after participating in a mural project, but follow-up interviews suggested that participation in the project may have supported these outcomes. Participants reported feeling a sense of accomplishment, pride, and learning new skills such as painting and teamwork. Working towards a common goal can foster a sense of belonging and connection within the community, which can contribute to boosting self-esteem and self-efficacy. Despite the survey findings not supporting the hypothesis, the follow-up interviews showed possible ways that getting involved with art-based civic activities can increase outcomes likely correlated with self-esteem and self-efficacy

\u27It all depends … \u27 A Real Life Learning model informing childminding pedagogy in Ireland

This doctoral research addressed the dearth of research focussed on childminding in Ireland, despite its significant role in national childcare provision. One overarching aim was to explore childminders’ pedagogy. The research was conducted within the theoretical framework of Ecocultural Theory (ECT) against the backdrop of Irish Early Childhood Education and Care (ECEC) policy on the eve of mandatory regulation of childminding. A mixed method approach was adopted, using the Ecocultural Family Interview for Childminders (EFICh) , including participants’ photographs, a case study survey, researcher field notes and holistic ratings. (Tonyan, Holli A. 2017. “Opportunities to Practice What Is Locally Valued: An Ecocultural Perspective on Quality in Family Child Care.” Early Education and Development 28: 727–744. doi:10.1080/10409289.2017.1303304). The research documents a previously unidentified cultural model of pedagogy among childminders, Real Life Learning, in which the primary goal is to explore learning opportunities presented by real life experiences as they arise. The childminder prioritises flexible, child-led, relationship-driven nurture and learning emerging from everyday experiences in enriched home and outdoor environments as well as within the local community. To engage Irish childminders into the future sustainably, any proposed system of regulation and supports should be aligned with this Real Life Learning model

Childminding in Ireland: attitudes towards professionalisation

ABSTRACT In light of rapid changes in the early years sector in Ireland since 2000, questions arise about the professionalism of childminders (family day carers), the vast majority of whom are exempt from regulation. Fewer than 0.1% (\u3c120) of childminders are registered with Tusla, the national regulator, despite the National Childminding Initiative, (NCMI) which has promoted professional, high quality childminding. To investigate current attitudes to NCMI’s process of professionalisation (Brannen and Moss [2003]), among childminders and parents, a cross-sectional study was designed using a mixedmethod approach. Specifically an anonymous online survey was conducted with 325 participants, followed by a qualitative World Café forum for 40 members of Childminding Ireland, the national childminding body. Findings from both phases of research revealed many of these childminders were well-qualified and engaged, with a sense of professional identity, seeking a distinctive approach to support childminding. Moreover, both childminder and parent participants value the distinctive characteristics of childminding – close relationships, a nurturing pedagogy, a rich, home environment – to a greater extent than markers of professionalism. These findings call for an innovative approach to childminding in Ireland, one that facilitates an organic development of agentic, professional childminding as part of a competent ECEC system

It all depends … ’ A Real Life Learning model informing childminding pedagogy in Ireland

This doctoral research addressed the dearth of research focussed on childminding in Ireland, despite its significant role in national childcare provision. One overarching aim was to explore childminders’ pedagogy. The research was conducted within the theoretical framework of Ecocultural Theory (ECT) against the backdrop of Irish Early Childhood Education and Care (ECEC) policy on the eve of mandatory regulation of childminding. A mixed method approach was adopted, using the Ecocultural Family Interview for Childminders (EFICh) , including participants’ photographs, a case study survey, researcher field notes and holistic ratings. The research documents a previously unidentified cultural model of pedagogy among childminders, Real Life Learning, in which the primary goal is to explore learning opportunities presented by real life experiences as they arise. The childminder prioritises flexible, child-led, relationship-driven nurture and learning emerging from everyday experiences in enriched home and outdoor environments as well as within the local community. To engage Irish childminders into the future sustainably, any proposed system of regulation and supports should be aligned with this Real Life Learning model