Oil and Gas Environmental Documentation Guidance Based on Existing Environmental Assessment Documentation

The hard push for domestic oil and gas production suggests a developing divergence from environmentally sound practices. As states feel the pressure to match energy growth to national need, adequate consideration for the surrounding environment should continue to be a high priority. Through an analyses of twelve environmental assessment documents, recommendations for an oil and gas specific environmental assessment documentation guidance has been created. Guidance recommendations for the affected environment, mitigation options, alternatives, public comment process and the overall approach to an environmental assessment document is outlined within this capstone.

Applying Positive Psychology in Early Childhood.

The purpose of this paper is to introduce a framework for applying positive psychology in elementary classrooms. The target age group is children in grades K-3 (ages 5 to 8) because this age group can benefit the most from an early introduction to strategies that promote positive development (Cowne & Hightower, 1989; White, 1996). The following sections will: (a) introduce constructs of positive psychology; (b) present developmental data on how these constructs can be applied to children ages 5 to 8 years; (c) present ideas for incorporating positive psychology practice into K-3 classrooms; (d) present strategies for incorporating positive psychology with multicultural considerations; and (e) present ideas on how to implement strategies based on positive psychology that are compatible with grade level standards and sociopolitical teaching expectations.

Examining the Complex Relationships of Early Intervention on Language and Psychosocial Development in Families Facing Multiple Risks with a Focus on Children of Hispanic Immigrants

Abundant research has shown that poverty has negative influences on young child academic and psychosocial development, and unfortunately, disparities in school readiness between low and high income children can be seen as early the first year of life. The largest federal early care and education intervention for these vulnerable children is Early Head Start (EHS). To diminish these disparate child outcomes, EHS seeks to provide community based flexible programming for infants and toddlers and their families. Given how relatively recent these programs have been offered, little is known about the nuances of how EHS impacts infant and toddler language and psychosocial development. Using a framework of Community Based Participatory Research (CBPR) this paper had 5 goals: 1) to characterize the associations between domain specific and cumulative risk and child outcomes 2) to validate and explore these risk-outcome associations separately for Children of Hispanic immigrants (COHIs), 3) to explore relationships among family characteristics, multiple environmental factors, and dosage patterns in different EHS program types, 4) to examine the relationship between EHS dosage and child outcomes, and 5) to examine how EHS compliance impacts child internalizing and externalizing behaviors and emerging language abilities. Results of the current study showed that risks were differentially related to child outcomes. Poor maternal mental health was related to child internalizing and externalizing behaviors, but not related to emerging child language skills. Although child language skills were not related to maternal mental health, they were related to economic hardship. Additionally, parent level Spanish use and heritage orientation were associated with positive child outcomes. Results also showed that these relationships differed when COHIs and children with native-born parents were examined separately. Further, unique patterns emerged for EHS program use, for example families who participated in home-based care were less likely to comply with EHS attendance requirements. These findings provide tangible suggestions for EHS stakeholders: namely, the need to develop effective programming that targets engagement for diverse families enrolled in EHS programs.

Developing a Citizen Volunteer Lake Monitoring Program for the Flathead Basin in Northwestern Montana for the early Detection and Prevention of the Introduction of Zebra Mussels and other Aquatic Invasive Species (AIS)

Preventing the introduction of aquatic invasive species (AIS) like zebra and quagga mussels in the U.S. is a high priority. This Capstone demonstrates zebra and quagga mussels are of concern as aquatic invasive species and a volunteer monitoring and intervention program is an effective means for early detection of AIS. This Capstone developed an AIS citizen volunteer lake monitoring program consistent with other programs concerned about AIS prevention and early detection. This Capstone concludes implementing such a voluntary program will help reduce the spread of zebra and quagga mussels and will provide early detection information to appropriate agencies empowered with response actions if species are found.