Is there a Santa Claus?

Santa Claus. These two magic words make children wide-eyed with excitement. Will their world shatter when an older child scoffs at the mention of Santa Claus or when Mother gently tries to tell them there is no such person

Biological control against white mold

Narrow-row soybeans can suppress weeds, but they also can contribute to the development of white mold caused by the fungal pathogen Sclerotinia sclerotiorum. This fungus has become a problem because it can thrive under the closed canopy of narrow-row and drilled soybeans. Severe infestations can reduce soybean yields by 50 to 70 percent, and the pathogen can survive for years in the soil as large, hard masses of fungal tissue called sclerotia

CHARACTERIZATION OF URBAN WETLAND VEGETATION AND MANAGEMENT PRACTICES

Urban wetlands are important ecosystems that moderate flooding risks and improve water quality. Vegetation is a key component of urban wetlands; plants promote sedimentation, play critical roles in biogeochemical cycling, and provide food and habitats for other organisms. My research focuses on the standing vegetation and seed banks of urban wetland plant communities. Urban wetlands in south-central New York had a higher percent cover of invasive species in the standing vegetation and significantly lower species richness; however, native species were also common in urban flora. These sites had a high percentage of obligate wetland species, and most closely resembled emergent wetlands in their vegetation composition. Like the standing vegetation, urban wetland seed banks were dominated by obligate wetland species. Although these seed banks may be viable and can contribute to the revegetation of disturbed sites, a high percentage of invasive species may limit the establishment of native populations. We evaluated the effects of a complete regrade and expansion of an urban retention wetland on its seed bank and standing vegetation. The density and species composition of seedlings that emerged from the seed bank were determined under drawdown and flooded conditions from sediment cores collected before (2011) and after (2014) the regrade. The standing vegetation composition was recorded just prior to the regrading, and twice in each growing season (2012-2014) after the regrade. Seedling densities were reduced nearly 66% after the regrade, and seedling density significantly decreased in the drawdown treatment. Species richness in the standing vegetation decreased immediately after the regrade and rebounded over three years. This indicates that a regrading project can substantially reduce seedling density of an urban wetland seed bank, but standing vegetation can show signs of recovery within a short time span, perhaps due to the presence of a prolific bud bank. My work shows that urban wetlands are different from natural wetlands in south-central upstate New York. Although invasive species are common in urban wetlands, some native species can establish and survive under urban conditions, and these species should strongly be considered in planting schemes of wetland creation or rehabilitation projects in urban landscapes

Establishment of an Acropora cervicornis (Staghorn Coral) Nursery: an Evaluation of Survivorship and Growth

This thesis is the first study to provide a detailed characterization of Acropora cervicornis transplants and donor colony survival on southeast Florida coral reefs. Since May 2006 this species has been listed as a threatened species under the Endangered Species Act. As populations continue to decline restoration efforts need to be evaluated to determine if there is an effort that could facilitate a population rebound. The overall goal of this project was to examine potential Acropora cervicornis restoration techniques along the entire Florida reef tract including Broward County, Miami Dade County, and Monroe County. For my thesis I used a portion of the data collected from the Broward County region nursery. I analyzed data on the donor colonies and the nursery fragments. The goals were to determine if fragments generated from clippings removed from donor colonies can 1) be transplanted to a nursery site, 2) have acceptable survivorship and 3) increase in complexity (branching). Beyond survival and growth, I also examined genotypic differences in fragment survival and growth rates. Twelve A. cervicornis donor colonies separated by as much as 26 km were identified, and monitored quarterly for 19 months. From each donor colony three 10 cm clippings were removed for transplantation to the nursery habitat and one 1 cm clipping was taken for genetic analysis. Prior to transplantation, each 10 cm clipping was cut into 3 cm fragments. Transplantation occurred in September, October, and December 2007, transplanting 1/3 of the fragments horizontal and 2/3 vertical in orientation. Fragments in the nursery were monitored monthly through November 2008. During each monthly monitoring, images were taken, fragments were measured, branches were counted, and condition (partial mortality, disease, predation, etc.) was assessed. Each donor colony sampled with in Broward County for this project was determined to be a unique genotype using microsatellites. Significant differences in survival, growth, and number of branches were determined among fragment genotypes. Vertically orientated fragments had higher survivorship, but horizontal fragments had higher mean growth rates and number of branches per fragment. This coral restoration project has the real possibility of providing important information on the effectiveness of utilizing the asexual, fragmentation, capacity of A. cervicornis to facilitate A. cervicornis population conservation. My effort could contribute to a quantitative comparison of Acropora genotypic variation in survivorship and growth, which will provide information on intra- and inter-regional potential for large-scale restoration within the Florida reef tract

Cheese for a Change

Ost fo Krismos. All Danes know this Danish phrase means cheese for Christmas, and look what you can do to add tang to holiday menus with cheese that can be taken home right from college

Extra Shelves- Build What You Need

Penny wise and fun wise, making or refinishing your own book shelves can be profitable

Human Papillomavirus among Gay and Bisexual Men: The Need for Education and Vaccination 2012

In the United States, rates of anal cancer among MSM are higher than rates of cervical cancer among women. This presentation has a Ms Power point and PDF

Multilevel governance challenges in transitioning towards a national approach for REDD+:Evidence from 23 subnational REDD+ initiatives

Although REDD+ was conceived as a national approach to reducing emissions from deforestation and forest degradation, many of the early advances have been at the subnational level. It is critical to link these subnational efforts to emerging national REDD+ frameworks, including with respect to finance and benefit distribution, setting reference levels, measurement, reporting and verification (MRV), land policy and safeguards. We use evidence from interviews with proponents from 23 subnational REDD+ initiatives in six countries to characterize the multilevel governance challenges for REDD+. We analyse the differences in perceived challenges between subnational jurisdictional programs and project-based initiatives, and then analyse proponents’ perceptions of the relationship between government policies at multiple levels and these REDD+ initiatives. We find important multilevel governance challenges related to vertical coordination and information sharing and horizontal and inter-sectoral tensions, as well as concerns over accountability, equity and justice. Though the shift to a nested, jurisdictional or national REDD+ is sometimes approached as a technical design issue, this must be accompanied by an understanding of the interests and power relations among actors at different levels. We outline challenges and suggest priority areas for future research and policy, as countries move towards a national REDD+ system

Explaining Change and Rethinking Dirty Words: FCC v. Fox Television Stations, Inc.

This report presents the results from a comparative study of the qualification of adult educators in the Nordic-Baltic region. The study involved Denmark, Estonia and Sweden. The rationale behind the study is a growing interest in adult education resulting from a focus on lifelong learning in the public and political agendas, internationally and nationally. According to the authors of the report, an increased interest in adult education generates an increased interest in the professionalisation of the adult education sector, and thereby in the qualification of those teaching adults: adult educators. Based on this belief, the study and hence the report looks into the role that the qualification of adult educators plays in policy, learning opportunities for those interested in qualifying as adult educators as well as adult educators’ status as professionals. Besides the formation of personal teaching, which is grounded in learning theory, theoretical principles and experiences from practice, the development of a professional identity plays a role in adult educators becoming professionals. Similarly, so does the recognition of adult educators as professionals by society at large. Methodologically, the study is based on document analysis. The documents selected for analysis have been: national and international research reports and articles; official descriptions of national education systems; and policy papers, laws and other legal documents dealing with adult education and/or the qualification of adult educators. The study shows that in all three countries, there has been an increase in the political interest in adult education and training. In 1993, an act on adult education and training was accepted in Estonia and updated in 2001 (Estonian Ministry of Education and Research, 1993). Four years later, in 1997, a huge reform of the adult education and training system was carried out in Sweden, and in 2000, a reform of adult and continuing education was launched in Denmark. The main drivers for the increased focus on adult education and training in all three countries seem to be the needs of the labour market, in light of globalisation and international competition as well as the Lisbon strategy. The study also shows that in spite of the increased focus on adult education and training and its importance, through out policy papers, there seems to be a lack of interest in the quality of the provision, in terms of education and learning processes, including the qualification of adult educators in Denmark and Sweden. In Estonia, a professional qualification standard for adult educators was accepted in 2004. Except for Estonia, thus, the question of qualification of adult educators is practically absent in ongoing national, political debates with respect to adult education and training. In relation to the options for those interested in qualifying as adult educators, it is difficult to find courses or education programmes offering initial education and training. Instead, most courses and education programmes either offer in-service or a combination of initial and in-service education and training. Thus, there are few opportunities for adult educators to acquire the professional knowledge and identity as adult educators, before entering the field. In addition, adult educators, to a high degree, develop their competencies as adult educators through their work. Further, qualification requirements for teaching within adult education and training vary a lot, and are linked to the specific field of adult education. Within general adult education, in all three countries, the requirements are similar to those for teachers in primary and secondary schools with no demands on specific competences in teaching adults. Within vocationally oriented adult education and training, the situation is very similar to that within general adult education, as demands for pedagogical qualifications do not include specific competences in teaching adults. Liberal adult education in all three countries stands out as the least regulated sector in relation to required pedagogical qualifications for educators. Requirements within this sector are set by each employer. Being that an individual’s professional development is tantamount to a society’s recognition of his/her occupation as a professional one, it can be discussed whether adult educators today are considered as being part of a real profession in the three countries. Based on the study, it can be concluded, that: Adult educators are absent within the policy discourse of adult education and training. Adult educators stand on the edge of a profession. Adult educators are self-taught professionals. These issues are worth further attention within both policy and research circles