Fertility of frost boils and the effect of diapirism on plant nitrogen uptake in a polar desert ecosystem of the Canadian High Arctic

Polar desert environments are limiting in plant available nutrients, mainly nitrogen (N) and phosphorus (P) that severely limit plant growth and establishment. Cryogenic activity regularly patterns the ground into a patchwork of frost boils – sorted circles that are associated with an increase in moisture, fertility and plant cover. Within some frost boils, the accumulation of ice-rich soil at the permafrost table can cause an upward flow of soil organic carbon (SOC) enriched permafrost material into the active layer. These diapiric intrusions are predicted to fuel microbial activity and enrich the horizon in N and P; however, the enrichment of the diapir horizon and accessibility by plants has yet to be studied. The aim of this research was to characterize the N distribution within diapir horizons located in frost boils and the effect of these intrusions on vascular plant N uptake in a polar desert ecosystem of the Canadian High Arctic. Natural abundance and enriched isotope 15N techniques were used to trace the flow of N through the soil-plant system. Surface and diapir horizons contained the highest total C and total N content within frost boils. Natural abundance δ15N analysis indicated that uptake by Salix arctica plants located on frost boils in the absence of a diapir horizon were sourcing N from the surface. However, when diapir nutrients became available, S. arctica plants began sourcing N from the diapir horizon and underlying low SOC sources in the soil, while reducing uptake from the surface. The altered foraging strategy of S. arctica in response to diapir horizon formation was further indicated by significant uptake of atom%15N nutrients that were injected directly into diapir horizons. These findings suggest diapir horizons are enriched in N and accessible by plants roots as an important nutrient source that is instrumental in their survival within frost boils of a polar desert ecosystem in the high arctic

Oceanographic observations at the Amundsen sea shelf break

Introduction: The continental shelf environment of the Amundsen and Bellingshausen seas differs markedly from that of the other circumpolar seas, where water temperatures are close to the surface freezing point throughout. In the Amundsen/Bellingshausen sector near-freezing temperatures are encountered only in the upper few hundred metres of the water column. Below this surface layer a broad thermocline trends towards upper Circumpolar Deep Water (uCDW), which is found in a form that is almost unmodified from its off-shelf manifestation (Giulivi and Jacobs, 1996). This means that the ice shelves of the Amundsen and Bellingshausen seas experience ocean temperatures some three degrees warmer than those experienced by the other Antarctic ice shelves, and the rates of basal melting are correspondingly high (Jacobs et al., 1996)

Information Literacy in the Writing Classroom: A Collaborative Approach

“Writing and information literacy (IL) are paired as learning outcomes in many composition classrooms. But even in those classrooms, IL is often seen as an add-on, a set of mechanical skills, in much the same way writing is often viewed in courses in the disciplines. In this presentation, a librarian and a FYW instructor will share new approaches to collaboration and curricular innovation involving videos, exercises, and reflection designed to teach writing and research as two parts of the same proces

Adolescent mental health: Challenges with maternal noncompliance

The leading cause of suicide ideation, attempts, and completion in adolescents is persistent and unresolved parental conflict. National statistics show extremely high rates of childhood neglect and abuse are perpetrated most often by single mothers. Psychiatric disorders arising from maternal–child dysfunction are well-documented. However, resources to prevent offspring victimization are lacking. Here, we report maternal neglect of a 15-year-old male brought to the psychiatric emergency room for suicidal ideation. An inpatient treatment plan including pharmacotherapy, family therapy and psychological testing was initiated. The patient’s mother failed to attend clinic appointments or family therapy sessions. Clinician attempts to engage the mother in the treatment plan was met with verbal assaults, aggression, and threatening behavior. The patient decompensated in relation to the mother’s actions. Child Protective Services were contacted and a follow-up assessment with the patient and mother is pending. Psychiatric treatment of the mother may be a necessary intervention and prevention regimen for both the adolescent and the mother. Without consistent Child Protective Services oversight, medical and psychosocial follow-up, the prognosis and quality of life for this adolescent is considered very poor. Stringent mental health law and institutional policies are needed to adequately intercede and protect adolescents with mental illness

The Role of Leadership in Social-emotional Learning Implementation: Making Sense of Social-emotional Learning Initiatives

Thesis advisor: Vincent ChoThe Role of Leadership in Social-Emotional Learning Implementation: Making Sense of Social-Emotional Learning Initiatives by Sarah J. Hardy Dr. Vincent Cho, Chair, Dr. Elida Laski, Reader, Dr. Ingrid Allardi, Reader Social-emotional learning (SEL) is an essential component of every student’s education. District leaders play an important role in the development and implementation of SEL programs in schools. This qualitative case study explored the strategies used by district leaders in supporting sensemaking of SEL initiatives as they were implemented. Data were collected through semi-structured interviews with district and school leaders, focus group interviews with teachers, and a document review. Findings revealed district leaders employed strategies in the broad areas of setting direction, developing people, and redesigning the organization (Leithwood et al., 2004). However, there was no district-wide, unified vision for SEL programming, and the majority of SEL reform was advanced by principals. SEL interactions mostly occurred between principals and teachers, and between members of the teaching staff. SEL interactions were focused on essential principles of SEL initiatives, procedural information about SEL implementation, and crisis-driven support for individual students. Some interactions supported sensemaking. One recommendation of this study is to set a district-wide vision for SEL learning to align practices and provide a framework for principal autonomy. This study also recommends establishing structures that support collaboration in order to promote sensemaking through SEL interactions.Thesis (EdD) — Boston College, 2018.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Leadership and Higher Education