A transition model (MOSAIC) is used to describe forest dynamics at the landscape scale. The model uses a semi-Markov framework by considering transition probabilities and Erlang distributed holding times in each transition. Parameters for the transition model are derived from a gap model (ZELIG). This procedure ensures conceptual consistency of the landscape model with the fine scale ecological detail represented by the forest gap model. Spatial heterogeneity in the transition model is driven by maps of terrain with characteristics contained in a Geographic Information System (GIS) database. The results of the transition model simulations, percent cover forest type maps, are exported to grid-maps in the GIS. These cover type maps can be classified and used to describe forest dynamics using landscape statistics metrics. The linkage model-GIS enhances the transition model spatial analytical capabilities. A parameterization algorithm was developed that takes as input gap model tracer files which contain the percent occupation of each cover type through time. As output, the algorithm produces a file that contains the parameter values needed for MOSAIC for each one of the possible transitions. Parameters for the holding time distribution were found by calculating an empirical estimate of the cumulative probability function and using a …

Latinos are the largest minority group in the U.S.; however despite the continuous growth of the Hispanic population, Latinos are severely underrepresented in STEM fields. One of the reasons that might explain why Latinos do not major in STEM is the way they encounter science curriculum in primary school. Students' limited proficiency in English may constrain their science achievement when instruction is delivered exclusively in English. A quantitative analysis with graduation rates in STEM from 2009 to 2014 at the University of North Texas was conducted, finding that there is a significant difference (p<0.05) in the number of bachelor's degrees in STEM between Hispanic, White, African American and other student populations. Interviews with teachers, librarians and publishing companies were performed to describe the limited science literature in Spanish at the Dallas ISD schools. Improving science literacy by teaching according to ELLs' linguistic skills and culture may lead to a better understanding of science curriculum throughout their education, which may translate into higher college graduation rates by Hispanic recipients in STEM.