Community Identity, Culinary Traditions and Foodways in the Western Great Lakes

This dissertation project examines for evidence of substantial differences in community and community identity, as expressed through culinary traditions and foodways, of Early and Middle Woodland populations in the western Great Lakes region from circa 100 BC to AD 400. The research compares culinary traditions and foodways of Early and Middle Woodland populations in southeastern Wisconsin using multiple lines of fined grained material data derived from the Finch site (47JE0902). As an open air Early to Middle Woodland (ca 100 BC to AD 400) domestic habitation, the Finch site serves as a case study for elucidating culinary traditions and foodways at the community level. Implementing a multi-faceted approach, this study integrates traditional plant macrobotanical studies, faunal analyses, ceramic morphological and use wear analyses, and absorbed chemical residue analyses to provide a comprehensive overview of the intersection between food and community in this region of North America. The results of the study indicate overall similarities in culinary traditions and foodways of Early and Middle Woodland populations. The archaeological data reveal little evidence suggesting that what is archaeologically recognized as Early and Middle Woodland correlate with distinct communities. Based on the Finch site culinary traditions and foodways, groups in the southeastern Wisconsin region of the western Great Lakes did not become fully embedded within a broader Havana Hopewellian relational or symbolic community. The social processes at play in southeastern Wisconsin during the Early and Middle Woodland are distinct from those processes occurring elsewhere in the Havana Hopewellian world, undoubtedly a factor in community identity formation and transformation within this region of the western Great Lakes. The study underscores the importance and utility of incorporating multiple lines of material evidence to address archaeological research questions and challenges the current taxonomic classification schema for southeastern Wisconsin

Effects of reduced dissolved oxygen concentrations on physiology and fluorescence of hermatypic corals and benthic algae.

While shifts from coral to seaweed dominance have become increasingly common on coral reefs and factors triggering these shifts successively identified, the primary mechanisms involved in coral-algae interactions remain unclear. Amongst various potential mechanisms, algal exudates can mediate increases in microbial activity, leading to localized hypoxic conditions which may cause coral mortality in the direct vicinity. Most of the processes likely causing such algal exudate induced coral mortality have been quantified (e.g., labile organic matter release, increased microbial metabolism, decreased dissolved oxygen availability), yet little is known about how reduced dissolved oxygen concentrations affect competitive dynamics between seaweeds and corals. The goals of this study were to investigate the effects of different levels of oxygen including hypoxic conditions on a common hermatypic coral Acropora yongei and the common green alga Bryopsis pennata. Specifically, we examined how photosynthetic oxygen production, dark and daylight adapted quantum yield, intensity and anatomical distribution of the coral innate fluorescence, and visual estimates of health varied with differing background oxygen conditions. Our results showed that the algae were significantly more tolerant to extremely low oxygen concentrations (2-4 mg L(-1)) than corals. Furthermore corals could tolerate reduced oxygen concentrations, but only until a given threshold determined by a combination of exposure time and concentration. Exceeding this threshold led to rapid loss of coral tissue and mortality. This study concludes that hypoxia may indeed play a significant role, or in some cases may even be the main cause, for coral tissue loss during coral-algae interaction processes

Research Practices of Civil and Environmental Engineering Scholars at the University of Waterloo

This report is an investigation of research practices of Civil and Environmental Engineering (CEE) scholars at the University of Waterloo. The study was conducted by the Library, and was part of a larger suite of parallel studies of Civil and Environmental Engineering scholars at institutions of higher education in the U.S. and Canada. The Ithaka capstone report provides a cumulative view of the evolving needs of Civil and Environmental Engineering scholars and includes recommendations that libraries, universities and engineering societies can use to support the changing research practices of engineering scholars

Visualization of oxygen distribution patterns caused by coral and algae.

Planar optodes were used to visualize oxygen distribution patterns associated with a coral reef associated green algae (Chaetomorpha sp.) and a hermatypic coral (Favia sp.) separately, as standalone organisms, and placed in close proximity mimicking coral-algal interactions. Oxygen patterns were assessed in light and dark conditions and under varying flow regimes. The images show discrete high oxygen concentration regions above the organisms during lighted periods and low oxygen in the dark. Size and orientation of these areas were dependent on flow regime. For corals and algae in close proximity the 2D optodes show areas of extremely low oxygen concentration at the interaction interfaces under both dark (18.4 ± 7.7 µmol O2 L(- 1)) and daylight (97.9 ± 27.5 µmol O2 L(- 1)) conditions. These images present the first two-dimensional visualization of oxygen gradients generated by benthic reef algae and corals under varying flow conditions and provide a 2D depiction of previously observed hypoxic zones at coral algae interfaces. This approach allows for visualization of locally confined, distinctive alterations of oxygen concentrations facilitated by benthic organisms and provides compelling evidence for hypoxic conditions at coral-algae interaction zones

SAIL Panama Canal Zone Project 2008 : Biological Survey of Panama (1910-1912)

During the 18th Annual 2008 SAIL meeting at the Smithsonian Tropical Research Institute in Panama, a suggestion was made for the need to digitize and make available through the Aquatic Commons some of the early documents related to the U.S. biological survey of Panama from 1910 to 1912. With SAIL’s endeavor, a new digital project was born and this presentation describes its process, beginning to final product. The main source consulted for determining copyright clear publications was: Heckadon-Moreno. 2004. Naturalists on the Isthmus of Panama: A hundred years of natural history on the biological bridge of the Americas. 1st English ed. Smithsonian Tropical Research Institute, Panama City, Republic of Panama. (Document contains 26 slides

Interfacing Cultural Rhetorics: A History and a Call

This essay responds to recent exigencies that ask scholars to honor histories of cultural rhetorics, engage in responsible and responsive cultural rhetorics conversations, and generate productive openings for future inquiry and practice. First, the authors open by paying homage to scholarship and programs that have made cultural rhetorics a disciplinary home. Next, they consider the varied ways in which “culture” and “rhetoric” interface in cultural rhetorics scholarship. The authors provide case studies of how cultural rhetorics inquiry shapes their scholarship across areas of rhetoric, composition, and technical communication. Finally, they close by discussing the ethics of doing cultural rhetorics work

Research on Instructional Strategies to Improve Geoscience Learning in Different Settings and with Different Technologies

Geoscience instruction today is carried out in a range of settings and with variously situated and richly contextualized teaching modalities. However, the pace and the excitement of technological and methodological advances in education tend to outstrip the more deliberate progress of relevant educational research and assessment. Further, geoscience education receives less attention and support on a national scale than do biology, chemistry, and physics education. As a result, many recent influential studies which demonstrated the effectiveness of active learning in undergraduate STEM, include little or no data from geoscience education. In order to close these gaps and render future instructional strategies as effective as possible, (a) there must be better coordination among researchers and educators in our own professional community and with those in other STEM disciplines; (b) higher standards of evidence must be applied to research in many cases; and (c) certain barriers at the instructional level to full and effective implementation of best practices must still be overcome. In this theme chapter, five grand challenges related to these issues are identified and described to spur more effective, accessible, inclusive, relevant, and practical geoscience teaching and learning