Fine Root Productivity and Dynamics on a Forested Floodplain in South Carolina

The highly dynamic, fine-root component of forested wetland ecosystems has received inadequate attention in the literature. Characterizing fine root dynamics is a challenging endeavor in any system, but the difficulties are particularly evident in forested floodplains where frequent hydrologic fluctuations directly influence fine root dynamics. Fine root (\u3c 3mm) biomass, production, and turnover were estimated for three soils exhibiting different drainage patterns within a mixed-oak community on the Coosawhatchie River floodplain, Jasper County, SC. Within a 45-cm deep vertical profile, 74% of total fine root biomass was restricted to the upper 15 cm of the soil surface. Fine root biomass decreased as the soil became less well-drained (e.g., fine root biomass in well-drained soil \u3e intermediately drained soil \u3e poorly drained soil). Fine root productivity was measured for one year using minirhizotrons and in-situ screens. Both methods suggested higher fine root production in better drained soils but showed frequent fluctuations in fine root growth and mortality, suggesting the need for frequent sampling at short intervals (e.g., monthly) to accurately assess fine root growth and turnover. Fine root production, estimated with in-situ screens, was 1.5, 1.8, and 0.9 Mg ha-1 yr-1 in the well-drained, intermediately drained, and poorly drained soils, respectively. Results from minirhizotrons indicated that fine roots in well-drained soils grew to greater depths while fine roots in poorly drained soils were restricted to surface soils. Minirhizotrons also revealed that the distribution of fine roots among morphological classes changed between well-drained and poorly drained soils

Young children's cognitive achievement: home learning environment, language and ethnic background

For decades, research has shown differences in cognitive assessment scores between White and minority ethnic group(s) learners as well as differences across different minority ethnic groups. More recent data have indicated that the home learning environment and languages spoken can impact cognitive assessment and other corollary outcomes. This study uses the Millennium Cohort Study to jointly assess how minority ethnic group, home learning environment and home languages predict child cognitive assessment scores. Regression analyses were conducted using two assessment measures. The following is hypothesised: (1) cognitive achievement scores vary by minority ethnic group, (2) more home learning environment in early childhood leads to higher cognitive development scores and (3) English only in the home yields the highest cognitive scores while no English in the home yields the lowest. Findings reveal that there are differences in cognitive scores along ethnic group categories although there are also some unexpected findings. Home learning environment does not play as large a role as was predicted in raising the assessment scores overall for learners while speaking English in the home does, irrespective of ethnic background