The Zuni Indian Reservation, also known as Pueblo of Zuni, is the homeland of the Zuni tribe of Native Americans. In Zuni language, the Zuni Pueblo people are referred to as A:shiwi, and the Zuni homeland is referred to as Halona Idiwan’a meaning Middle Place.
Background. Understanding the perspectives of Indigenous older adults about aging and dementia in different Indigenous communities can inform the provision of culturally grounded services and advance equity. However, the experiences and perspectives of Southwestern Pueblo communities are under-researched. Methods. Approved by the Zuni Tribal Government and IRB, this community-engaged, qualitative research explored Zuni older adults’ perceptions, experiences, and support needs. Two co-authors who are community members co-led four focus groups and transcribed them. Results. Twenty participants in four focus groups shared holistic perceptions of dementia. Whereas they often described dementia as a part of aging, they also expressed a strong desire for specialized dementia care and information. They expressed a strong commitment to caregiving as a cultural value, along with challenges and the need for resources to support caregiving as part of specialized dementia healthcare. The challenges experienced by community members were exacerbated by the devastating impact of the COVID-19 pandemic, including the loss of loved ones, long-term COVID-19, disruption of gatherings, loneliness and social isolation. Conclusions. The need for culturally grounded services is inseparable from Zuni participants’ requests for specialized dementia services (including prevention, screening, and caregiving). As the first study to report on the impact of the COVID-19 pandemic on Zuni aging, it highlights the importance of re-building social services and gatherings in planning of service provision.
To address the insufficient quantitative understanding of vegetation driving mechanisms across spatio-temporal scales, this study integrated multi-source data and machine learning methods to simulate and analyze Normalized Difference Vegetation Index (NDVI) changes in the Beijing–Tianjin–Hebei (BTH) region over the past two decades. Using the SHapley Additive exPlanations (SHAP) method, we identified the most important predictors of climate and human activities in the XGBoost model and quantified their spatial contributions. We further analyzed the spatio-temporal variation of the main predictors across different land use types The main findings were as follows: (1) The XGBoost model achieved excellent performance (R2 > 0.96, MEA < 0.02, RMSE < 0.027) on the datasets from 2000 to 2020, outperforming random forest (RF), support vector machines (SVM), and K-nearest neighbors (KNN) in prediction accuracy. (2) Vegetation showed an overall improving trend, with areas exhibiting significant improvement accounting for 47.96% of the total region. Precipitation, temperature, and human activities were identified as the most significant predictors of NDVI. Their relative importance varied over time, and NDVI responses to these factors exhibited clear spatial heterogeneity. (3) Primary predictors differed by land use type: NDVI in cropland and grassland was mainly driven by precipitation, forest NDVI by temperature, and urban/built-up areas by human activities. This study developed an analytical framework integrating nonlinearity and spatial heterogeneity, achieving a quantitative “overall-categorical” analysis of the important predictors behind NDVI changes. The approach provided a novel methodological reference for attributing vegetation dynamics. The findings contributed to the implementation of classified regulation in the BTH region, promoting the transition of human activities toward ecological restoration.
The study explored the establishment and maintenance of school community expectations towards high leverage instructional practices. The respondents were parents, alumni and members of organizations. The researcher utilized a qualitative design. The results revealed that all parents-participants are under the age range of 32 years old and above, predominantly females, and attain graduate schooling. Most of the alumni participants are under the age bracket of 20-25 years old, predominantly males and reach high school level. Many of the organization participants are under the age bracket of 32 years old and above, predominantly females and also reach graduate schooling level. Based on the assessment of the establishment and maintenance of parents' expectations, the following themes were generated: Effective Lecture Pedagogy. The central theme revolves around improving the effectiveness of lectures in the classroom; Visual Learning. The central theme revolves around the importance of visual aids in enhancing student learning and catering to diverse learning styles; Experiential Learning. The central theme revolves around the importance of hands-on learning experiences and the use of three-dimensional tools to facilitate deeper understanding and engagement; Active Learning and Knowledge Retention. The central theme revolves around the importance of active learning strategies, such as recitation, drills, and question-and-answer sessions, in reinforcing learning, improving knowledge retention, and developing essential skills; Student-Centered Learning. The central theme revolves around shifting the focus from teacher-centered instruction to student-centered learning, where students actively engage in the learning process through discussions, demonstrations, and presentations; Differentiated Instruction and Support. The central theme revolves around the importance of providing differentiated instruction and support to meet the diverse learning needs of all students; Balancing Teaching and Administrative Demands. The central theme revolves around the challenges of balancing instructional time with the demands of administrative tasks for teachers; Differentiated Instruction and Support. The central theme revolves around the importance of differentiated instruction and providing targeted support to meet the diverse learning needs of all students; Assessment and Evaluation. The central theme revolves around the use of tests and quizzes to assess student learning and inform instruction. Developing Higher-Order Thinking Skills; The central theme revolves around fostering critical thinking, problem-solving, and communication skills through student-centered activities like discussions, explanations of thinking, and open-ended questions; Technology Integration in Education. The central theme revolves around the effective and meaningful integration of technology across all subject areas to enhance student learning; and Collaborative Learning. The central theme revolves around the importance of cooperative learning strategies in fostering student engagement, collaboration, and social-emotional development.
This study explores the lived experiences of teachers in supporting Special Needs Education (SNED) and presents a comprehensive demographic profile of professionals in the field. The findings indicate that 73% of SNED educators are aged 36 and above, highlighting an experienced workforce. Additionally, 66% hold a master’s degree, while 27% possess a doctorate, reflecting a highly educated group. Notably, 60% of the participants have served for 12 years or more, further emphasizing their extensive expertise in special education. These statistics suggest a well-established group of professionals occupying leadership and teaching roles. A key theme emerging from the study is the importance of collaboration between General Education (GenEd) and SNED teachers. Educating students with special needs is a complex endeavor that necessitates teamwork. Respondents emphasize that sharing instructional strategies, resources, and expertise enhances the quality of education and fosters an inclusive learning environment. Effective collaboration ensures that students with special needs receive the necessary academic and social support. Supporting SNED teachers is another critical aspect highlighted in the findings. These educators face unique challenges requiring academic, emotional, and professional backing. Participants stress the importance of providing training, tools, and recognition to enhance teacher effectiveness and job satisfaction. Empathy is a recurring theme, as many educators acknowledge the emotional and intellectual demands of special education, emphasizing the necessity of a supportive work environment. Advocacy and inclusivity are also identified as fundamental components in special education. SNED teachers play an active role in ensuring that students receive the necessary resources, accommodations, and equitable treatment. Their involvement in Individualized Education Program (IEP) meetings, policy discussions, and interdisciplinary collaborations is crucial for fostering inclusivity. Additionally, structured classroom management, individualized learning plans, and continuous professional development are essential in maintaining effective special education practices. The study underscores the need for structured collaboration, professional development, and equitable resource distribution in special education. By prioritizing these efforts, educators can create an inclusive and supportive learning environment that promotes the academic and social success of students with special needs.
