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Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Schools inspections investigation has shown that most pedagogues are experiencing significant challenges to stimulate students and to invite students to participate and to influence the teaching structure and content. This study is based in the school inspections school questionnaire from 2013 which shows that Vallentuna high school results in two categories stimulation as well as participation and influence gets a low index value compared to all participating school units. Previous research has shown that the field studies creates greater amount of stimulation, increases students’ participation and provide experience of a bigger influence. Careful preparations are also important and the right form of field studies. This study will be using a quantitative student questionnaire and qualitative interviews with teachers to examine how students value the field studies as stimulating methodology of teaching and if the participation and influence increases with the help of field studies outside of school. The study will also examine whether there are differences between students in different year. Vallentuna high school students experience field studies, more fun, more interesting and stimulating than usual schoolwork. At the same time raises field studies student participation and thereby creates favorable conditions for influence. Students’ perception of influence during field studies decreases the longer students study in high school. This study confirms the findings of the two categories are unchanged, but with the help of field studies can Vallentuna gymnasium raise students’ stimulation and participation. The field studies must be well planned for the increased participation also will increase students' ability to influence.

Exotic plant species can be a serious threat to native ecosystems and the human economy. They have often been found to grow in greater abundance along roadsides, and seem to use them as corridors of invasion into the surrounding habitats. This study sought to determine whether there were any relationships between the distribution of exotic plant species and adjacency to roads in southern Illinois. To test this question, I conducted two research projects. For the first project, I ran transects from active and abandoned roadsides into adjacent forest interiors to collect data on the presence and abundance of exotic species. Along most roads, exotic species richness declined with increasing distance from the road. In most cases, abandoned roads were more likely than active roads to have a high abundance of Lonicera japonica and Rosa multiflora. For the second project, I collected geographical data for exotic species from field studies, herbaria records, and literature records, and compared them based on distance from the nearest road, family composition, and life form composition by both number of species and number of records. On average, herbaria records were farther from the road than field studies. Composition of families and variety of life forms were not significantly different when comparing by number of species, but were significantly different when comparing by number of records.

Denna studie undersöker hur lärare i ämnet geografi använder sig av fysiska och virtuella fältstudier i sin undervisning. Forskning har påvisat att fältstudier sker i en minskande grad i skolan. I studien genomfördes semistrukturerade intervjuer på tre verksamma lärare i årskurserna 4–6. Intervjuerna transkriberades och analyserades sedan för att ställa mot vad forskningen påvisat. Studien visar att lärarna inte genomför många fältstudier som kräver en längre resa, dock visar studien att lärarna använder sig av fältstudier i närområdet frekvent. Däremot visar studien att lärarnas användning av virtuella fältstudier varierar mycket på grund av varierande kunskap inom området. / This study investigates how geography teachers use physical and virtual field studies in their teaching. Research has shown that field studies are decreasing in school. In the study, semi-structured interviews were conducted with three practicing teachers in grades 4–6. The interviews were transcribed and analyzed to compare with the existing research. The study shows that teachers do not conduct many field studies that require longer trips; however, the study reveals that teachers´ use of virtual field studies varies greatly due to varying knowledge in the field. / <p>2023-06-11</p>

Post-dam removal geomorphologic adjustment of a stream channel has been documented in the scientific literature at watershed, hillslope, and laboratory scales. Hillslope-scale studies in channel cross sections are most common and add significant value in the dam-removal literature. This study examines geomorphic stream channel adjustment following dam removal at the hillslope scale under natural climatic conditions. A sedimentfilled silt fence dam (1 m tall, 12.65 m wide) was removed in three stages, and the width and depth of the upstream developing channel was monitored at six transects for 15 months. Headcut retreat and changes in channel sinuosity were also recorded. After the silt fence dam was removed, channel development was initiated by headcut formation, which migrated upstream at a rate of 4 cm/d for about 10 months and then gradually reached attenuation. The channel progressed through four distinct stages: Stage 1 (Initial conditions); Stage 2 (Downcutting)-wide, shallow, meandering channel incised to a maximum depth of 0.52 m, and sinuosity decreased; Stage 3 (Floodplain development)-upon reaching base level, surface runoff began to meander within the channel, widening it through bank slumps and erosion; and Stage 4 (Quasi-equilibrium)-channel development reached dynamic (quasi-) equilibrium with only minor widening at downstream transects (maximum width of the incised channel reached 0.46 m), accompanied by sediment aggradation. The stages of upstream channel development and headcut retreat pattern in this study are consistent with the findings of other studies at the laboratory and watershed scales, indicating that channel development after dam removal is scale independent.

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The purpose of this study were to provide fundamental ethnographic information about the Ticuna Indians and to determine to what extent the programs of bilingual education, administered among them by the Ministerio de Educación Pública del Perú and the Summer Institute of Linguistics (SIL), had accelerated their integration into mainstream Peruvian Life.

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No description available.