Life skills preparation for adulthood is a crucial, yet often overlooked concept in education. In schools across the United States, young adults graduate from high school with limited knowledge regarding how to navigate through the expectations of the real world. Although many educators feel teaching life skills in the classroom is necessary, the frustration of needing to adhere to state standards and lack of time often interferes with their implementation. This is unfortunate, as research indicates, “life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society, and helps in dealing with issues in a practical manner” (Prajapati, B. Sharma, & D. Sharma, 2017, p. 1). This action research study investigates ways two teachers implemented realistic life skill lessons, while adhering to district standards. Strategies investigated include: interest surveys, goal setting and social skills instruction.
Several recent studies base assessment of conservation priorities primarily on the current protection status of vertebrate species and vegetation communities. Our objective was to compare prioritization using current protection status alone with prioritization using more traditional methods. We mapped land cover of Washington State at a 100 ha minimum mapping unit using 1991 Landsat satellite thematic mapper imagery, and modeled the distributions of all breeding terrestrial vertebrates in the State using the land cover map. We determined the level of protection for each vertebrate species based on its current modeled distribution and for vegetation communities based on their current mapped distribution. We also compiled subjective lists of vertebrate species most at risk from human activities and vertebrate species most well-adapted to human activities, and we used information about potential vegetation and historic conditions to determine past anthropogenic conversion of vegetation communities. We concluded that, while knowledge of current protection status is critical for assessing conservation priorities, use of such information without ecological context (potential vegetation and historic conditions for vegetation and habitat requirements, population trends, and historic distribution for vertebrates) can give results that would direct scarce conservation resources to species and communities unlikely to need protection in the foreseeable future.
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