- NSF-PAR ID:
- 10251386
- Date Published:
- Journal Name:
- Journal of Urban Affairs
- ISSN:
- 0735-2166
- Page Range / eLocation ID:
- 1 to 18
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Introduction Integrated social and ecological processes shape urban plant communities, but the temporal dynamics and potential for change in these managed communities have rarely been explored. In residential yards, which cover about 40% of urban land area, individuals make decisions that control vegetation outcomes. These decisions may lead to relatively static plant composition and structure, as residents seek to expend little effort to maintain stable landscapes. Alternatively, residents may actively modify plant communities to meet their preferences or address perceived problems, or they may passively allow them to change. In this research, we ask, how and to what extent does residential yard vegetation change over time? Methods We conducted co-located ecological surveys of yards (in 2008, 2018, and 2019) and social surveys of residents (in 2018) in four diverse neighborhoods of Phoenix, Arizona. Results 94% of residents had made some changes to their front or back yards since moving in. On average, about 60% of woody vegetation per yard changed between 2008 and 2018, though the number of species present did not differ significantly. In comparison, about 30% of woody vegetation changed in native Sonoran Desert reference areas over 10 years. In yards, about 15% of woody vegetation changed on average in a single year, with up to 90% change in some yards. Greater turnover was observed for homes that were sold, indicating a “pulse” of management. Additionally, we observed greater vegetation turnover in the two older, lawn-dominated neighborhoods surveyed despite differences in neighborhood socioeconomic factors. Discussion These results indicate that residential plant communities are dynamic over time. Neighborhood age and other characteristics may be important drivers of change, while socioeconomic status neither promotes nor inhibits change at the neighborhood scale. Our findings highlight an opportunity for management interventions, wherein residents may be open to making conservation-friendly changes if they are already altering the composition of their yards.more » « less
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Abstract Natural language helps express mathematical thinking and contexts. Conventional mathematical notation (CMN) best suits expressions and equations. Each is essential; each also has limitations, especially for learners. Our research studies how programming can be a advantageous third language that can also help restore mathematical connections that are hidden by topic‐centred curricula. Restoring opportunities for surprise and delight reclaims mathematics' creative nature. Studies of children's use of language in mathematics and their programming behaviours guide our iterative design/redesign of mathematical microworlds in which students, ages 7–11, use programming in their regular school lessons
as a language for learning mathematics . Though driven by mathematics, not coding, the microworlds develop the programming over time so that it continues to support children's developing mathematical ideas. This paper briefly describes microworlds EDC has tested with well over 400 7‐to‐8‐year‐olds in school, and others tested (or about to be tested) with over 200 8‐to‐11‐year‐olds. Our challenge was to satisfy schools' topical orientation and fit easily within regular classroom study but use and foreshadow other mathematical learning to remove the siloes. The design/redesign research and evaluation is exploratory, without formal methodology. We are also more formally studying effects on children's learning. That ongoing study is not reported here.Practitioner notes What is already known
Active learning—
doing —supports learning.Collaborative learning—doing
together —supports learning.Classroom discourse—focused, relevant
discussion , not just listening—supports learning.Clear articulation of one's thinking, even just to oneself, helps develop that thinking.
What this paper adds
The common languages we use for classroom mathematics—natural language for conveying the meaning and context of mathematical situations and for explaining our reasoning; and the formal (written) language of conventional mathematical notation, the symbols we use in mathematical expressions and equations—are both essential but each presents hurdles that necessitate the other. Yet, even together, they are insufficient especially for young learners.
Programming, appropriately designed and used, can be the third language that both reduces barriers and provides the missing expressive and creative capabilities children need.
Appropriate design for use in regular mathematics classrooms requires making key mathematical content obvious, strong and the ‘driver’ of the activities, and requires reducing tech ‘overhead’ to near zero.
Continued usefulness across the grades requires developing children's sophistication and knowledge with the language; the powerful ways that children rapidly acquire facility with (natural) language provides guidance for ways they can learn a formal language as well.
Implications for policy and/or practice
Mathematics teaching can take advantage of the ways children learn through experimentation and attention to the results, and of the ways children use their language brain even for mathematics.
In particular, programming—in microworlds driven by the mathematical content, designed to minimise distraction and overhead, open to exploration and discovery
en route to focused aims, and in which childrenself ‐evaluate—can allow clear articulation of thought, experimentation with immediate feedback.As it aids the mathematics, it also builds computational thinking and satisfies schools' increasing concerns to broaden access to ideas of computer science.
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null (Ed.)We examine the uneven social and spatial distributions of COVID-19 and their relationships with indicators of social vulnerability in the U.S. epicenter, New York City (NYC). As of July 17th, 2020, NYC, despite having only 2.5% of the U.S. population, has [Formula: see text]6% of all confirmed cases, and [Formula: see text]16% of all deaths, making it a key learning ground for the social dynamics of the disease. Our analysis focuses on the multiple potential social, economic, and demographic drivers of disproportionate impacts in COVID-19 cases and deaths, as well as population rates of testing. Findings show that immediate impacts of COVID-19 largely fall along lines of race and class. Indicators of poverty, race, disability, language isolation, rent burden, unemployment, lack of health insurance, and housing crowding all significantly drive spatial patterns in prevalence of COVID-19 testing, confirmed cases, death rates, and severity. Income in particular has a consistent negative relationship with rates of death and disease severity. The largest differences in social vulnerability indicators are also driven by populations of people of color, poverty, housing crowding, and rates of disability. Results highlight the need for targeted responses to address injustice of COVID-19 cases and deaths, importance of recovery strategies that account for differential vulnerability, and provide an analytical approach for advancing research to examine potential similar injustice of COVID-19 in other U.S. cities. Significance Statement Communities around the world have variable success in mitigating the social impacts of COVID-19, with many urban areas being hit particularly hard. Analysis of social vulnerability to COVID-19 in the NYC, the U.S. national epicenter, shows strongly disproportionate impacts of the pandemic on low income populations and communities of color. Results highlight the class and racial inequities of the coronavirus pandemic in NYC, and the need to unpack the drivers of social vulnerability. To that aim, we provide a replicable framework for examining patterns of uneven social vulnerability to COVID-19- using publicly available data which can be readily applied in other study regions, especially within the U.S.A. This study is important to inform public and policy debate over strategies for short- and long-term responses that address the injustice of disproportionate impacts of COVID-19. Although similar studies examining social vulnerability and equity dimensions of the COVID-19 outbreak in cities across the U.S. have been conducted (Cordes and Castro 2020, Kim and Bostwick 2002, Gaynor and Wilson 2020; Wang et al. 2020; Choi and Unwin 2020), this study provides a more comprehensive analysis in NYC that extends previous contributions to use the highest resolution spatial units for data aggregation (ZCTAs). We also include mortality and severity rates as key indicators and provide a replicable framework that draws from the Centers for Disease Control and Prevention’s Social Vulnerability indicators for communities in NYC.more » « less
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Abstract Pilot projects have emerged in cities globally as a way to experiment with the utilization of a suite of smart mobility and emerging transportation technologies. Automated vehicles (AVs) have become central tools for such projects as city governments and industry explore the use and impact of this emerging technology. This paper presents a large-scale assessment of AV pilot projects in U.S. cities to understand how pilot projects are being used to examine the risks and benefits of AVs, how cities integrate these potentially transformative technologies into conventional policy and planning, and how and what they are learning about this technology and its future opportunities and risks. Through interviews with planning practitioners and document analysis, we demonstrate that the approaches cities take for AVs differ significantly, and often lack coherent policy goals. Key findings from this research include: (1) a disconnect between the goals of the pilot projects and a city’s transportation goals; (2) cities generally lack a long-term vision for how AVs fit into future mobility systems and how they might help address transportation goals; (3) an overemphasis of non-transportation benefits of AV pilots projects; (4) AV pilot projects exhibit a lack of policy learning and iteration; and (5) cities are not leveraging pilot projects for public benefits. Overall, urban and transportation planners and decision makers show a clear interest to discover how AVs can be used to address transportation challenges in their communities, but our research shows that while AV pilot projects purport to do this, while having numerous outcomes, they have limited value for informing transportation policy and planning questions around AVs. We also find that AV pilot projects, as presently structured, may constrain planners’ ability to re-think transportation systems within the context of rapid technological change.more » « less
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