Social and Behavioral Sciences Commons^™

Lesson Plan - The Place Of Cities In Ecosystems, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

This lesson serves as an introduction to the history and development of cities and how they developed within the context of ecosystems. In this lesson, students will explore the ways that human systems interact with environmental systems.

Student Handout - Why Do We Live Where We Do?, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Maps, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Lesson Plan - Why And How Do I Conduct A Study Site Evaluation?, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

In the first activity, students will talk about the different approaches that can be taken to researching in science, with a specific focus on those approaches that are most useful for urban ecology. They will then complete an initial physical and biological assessment of their field site using a data collection form. Students will use the field study site in this and other modules so they need to understand why it is important to conduct an initial survey of their site. Students will also generate some initial questions that they have about their study site.

Student Handout - What Is Our Field Like?, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Representation Of Scientific Inquiry, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Lesson Plan - Complex Urban Ecosystems, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

Students will focus on the interactions among biophysical and social forces by completing a four corners activity in which they brainstorm different factors (biological, chemical, physical and social) that interact with each other and impact cities. Then students will develop their understanding of good research questions and expand on the idea that scientific inquiry is an iterative and social process. Students will also go out to their field site and use their observational and questioning skills to come up with a variety of research questions by looking at their field site through a variety of lenses. Finally, the class discusses …

Powerpoint - Ecological Systems, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Complex Urban Ecosystems, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Assessment Bank Answers, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Student Handout - What Are The Different Lenses We Can Use To View Ecosystems?, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Lenses Handout, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Ecosystem Structure And Function Handout, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Lesson Plan - Microhabitats And Community Relationships, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

In this activity, students will collect biological and physical data from various parts of a local habitat. Students will develop their understanding of ecosystems by hands on exploration. The important concepts are that: Organisms living in an ecosystem are linked together by their need for similar conditions and organisms in ecosystems interact in a variety of ways: symbiosis, competition, predator/prey, etc.

Powerpoint - What Do We Think Of Our Cities?, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Lab Instructions - Microhabitat Investigation, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Student Handout - Microhabitat Investigation, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Example - Class Data Sheets, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Student Handout - In The Field Site, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Sample Answers - Analysis Questions, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Lesson Plan - City Living And The Environment, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

In this activity, students will return to the initial list of words they brainstormed about cities during the first lesson. After discussing the negative descriptors that were presented with regards to cities, students will view a PowerPoint presentation which highlights the essential role that cities play in creating a healthier and more sustainable environment. Students will then compare cities to organizational, social structures used by other organisms

Powerpoint - What Do We Think Of Our Cities?, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Student Handout - How Unique Are Human Cities?, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

No abstract provided.

Lesson Plan - Action In Urban Ecology, Center For Urban Resilience

Module 01: Introduction to Urban Ecology

Students will be provided with a framework for thinking about and planning for directed action based on the science of urban ecology. They will examine and discuss a case study that follows this framework, and will also have the opportunity to apply the framework in an example project, that of making the case for paper recycling in a fictional high school. This framework is a consistent feature of the curriculum, and is a part of every module. Each subsequent module will explore one aspect of the action planning framework in greater detail in conjunction with the understanding goals of the …

Ego-Identity Status And Life Satisfaction In Emerging Adult Third Culture Kids And Individuals With Multicultural Identities, Melody Young, Steven V. Rouse

Seaver College Research And Scholarly Achievement Symposium

We investigated life satisfaction and identity development in emerging adult (age 18-30) monocultural European American individuals, multicultural individuals, and Third Culture Kids (TCKs). TCKs are defined as individuals who lived for a significant amount of their developmental years in a country that their parents did not grow up in and that has a culture different from that of their parents’ native country. We hypothesized that in emerging adulthood TCKs and multicultural individuals experience (1) less life satisfaction and (2) different levels of identity exploration and commitment compared to monocultural European American individuals. Amazon Mechanical Turk workers were screened to qualify …

Domestic Politics Of International Organizations, Clara Keuss

Seaver College Research And Scholarly Achievement Symposium

How does domestic politics affect U.S. participation in international organizations? Most of the scholarly attention on participating, influencing, and funding of IOs has focused on overall decisions at the state level. But the 2016 election and subsequent timeframe have highlighted that U.S. voters and their representatives have preferences about IOs that are obscured by this high-level focus. Anecdotal evidence shows that U.S. legislators push decisions at IOs like the World Bank and UN to satisfy the domestic political preferences of their constituents rather than the US’ national interest. (Yet beyond one-off cases, we know very little about how legislators’ votes …

Victims Of Terrorism At The Intersection Of Race And Gender, Charlotte Lang, Candice Ortbals

Seaver College Research And Scholarly Achievement Symposium

El-Nawawy and El-Masry (2017) argue that media “devalue black lives” and “race, then, cannot be ignored as a factor” when considering the media and political treatment of terrorism’s victims (2017, 1810). Furthermore, media give less coverage to victims of terrorism in attacks occurring in countries outside the Global North (Nevalsky 2015). In this paper, we theorize race and terrorism along with gender. We discuss the ways that scholarship, media, and political actors give (or do not give) attention to victims of terrorism. We show through a historical analysis of Rapoport’s waves of terrorism and an analysis of recent cases of …

The Effects Of News Media Bias On Affective Polarization, Timothy Song

Seaver College Research And Scholarly Achievement Symposium

In an age of divided media, levels of affective polarization, or personal dislike and preference against members of a different political affiliation, appear to have grown. Using a survey experiment, I examine the extent to which biased news media can inflame levels of affective polarization, and to what extent balanced news media can reduce affective polarization in audience members. I also examine the political and academic implications of my findings that affective polarization is present in even the youngest of American voters, and that balanced news coverage is able to somewhat mitigate rates of affective polarization.

The Effects Of Diverse Body-Positive Instagram Posts On Body Image Across The Spectrum Of Adulthood, Sophie Nelson, Cindy Miller-Perrin, Jennifer Harriger

Seaver College Research And Scholarly Achievement Symposium

Recent studies have examined the effects of diverse body-positive social media content on levels of body acceptance and appreciation. However, these studies have not addressed how different types of Instagram content affect women across the spectrum of adulthood in an ecologically valid manner. The current study addressed this gap in the literature by examining the effects of diverse body-positive Instagram content on body image in women across the spectrum of adulthood. We randomly assigned 205 women (18-76 years old) to view either diverse body-positive, thin-ideal, or neutral Instagram content. Participants completed a variety of measures in an online survey that …

Sleep, Pray, And Status: Religiosity As A Moderator In The Association Between Subjective Social Status And Sleep In African American Young Adults, Elissa Kim, Elizabeth A. Brown, Alison Kwan, Amara Craig, Nataria T. Joseph, Laurel M. Peterson

Seaver College Research And Scholarly Achievement Symposium

Abstract 2101

SLEEP, PRAY, AND STATUS: RELIGIOSITY AS A MODERATOR IN THE ASSOCIATION BETWEEN SUBJECTIVE SOCIAL STATUS AND SLEEP IN AFRICAN AMERICAN YOUNG ADULTS

Elissa Kim, HS, Elizabeth A. Brown, HS, Alison Kwan, HS, Amara Craig, HS, Nataria T. Joseph, PhD, Psychology, Pepperdine University, Malibu, CA, Laurel M. Peterson, PhD, Psychology, Bryn Mawr, Bryn Mawr, PA

Background: With growing importance being placed on biopsychosocial health, researchers have raised awareness about the role that subjective social status (SSS) plays in sleep. This is particularly important when examining African Americans given that they are at higher risk for experiencing poor sleep quality. …