Interannual Variability in Dry Mixed-Grass Prairie Yield: A Comparison of MODIS, SPOT, and Field Measurements

Remote sensing is often used to assess rangeland condition and biophysical parameters across large areas. In particular, the relationship between the Normalized Difference Vegetation Index (NDVI) and above-ground biomass can be used to assess rangeland primary productivity (seasonal carbon gain or above-ground biomass “yield”). We evaluated the NDVI–yield relationship for a southern Alberta prairie rangeland, using seasonal trends in NDVI and biomass during the 2009 and 2010 growing seasons, two years with contrasting rainfall regimes. The study compared harvested biomass and NDVI from field spectrometry to NDVI from three satellite platforms: the Aqua and Terra Moderate Resolution Imaging Spectroradiometer (MODIS) and Système Pour l’Observation de la Terre (SPOT 4 and 5). Correlations between ground spectrometry and harvested biomass were also examined for each growing season. The contrasting precipitation patterns were easily captured with satellite NDVI, field NDVI and green biomass measurements. NDVI provided a proxy measure for green plant biomass, and was linearly related to the log of standing green biomass. NDVI phenology clearly detected the green biomass increase at the beginning of each growing season and the subsequent decrease in green biomass at the end of each growing season due to senescence. NDVI–biomass regressions evolved over each growing season due to end-of-season senescence and carryover of dead biomass to the following year. Consequently, mid-summer measurements yielded the strongest correlation (R2 = 0.97) between NDVI and green biomass, particularly when the data were spatially aggregated to better match the satellite sampling scale. Of the three satellite platforms (MODIS Aqua, MODIS Terra, and SPOT), Terra yielded the best agreement with ground-measured NDVI, and SPOT yielded the weakest relationship. When used properly, NDVI from satellite remote sensing can accurately estimate peak-season productivity and detect interannual variation in standing green biomass, and field spectrometry can provide useful validation for satellite data in a biomass monitoring program in this prairie ecosystem. Together, these methods can be used to identify the effects of year-to-year precipitation variability on above-ground biomass in a dry mixed-grass prairie. These findings have clear applications in monitoring yield and productivity, and could be used to support a rangeland carbon monitoring program

Stabilization and Incipient Carbonization of Electrospun Polyacrylonitrile Nanofibers Fixated on Aluminum Substrates

Storck JL, Grothe T, Tuvshinbayar K, et al. Stabilization and Incipient Carbonization of Electrospun Polyacrylonitrile Nanofibers Fixated on Aluminum Substrates. Fibers. 2020;8(9): 55.Polyacrylonitrile (PAN) nanofibers, prepared by electrospinning, are often used as a precursor for carbon nanofibers. The thermal carbonization process necessitates a preceding oxidative stabilization, which is usually performed thermally, i.e., by carefully heating the electrospun nanofibers in an oven. One of the typical problems occurring during this process is a strong deformation of the fiber morphologies—the fibers become thicker and shorter, and show partly undesired conglutinations. This problem can be solved by stretching the nanofiber mat during thermal treatment, which, on the other hand, can lead to breakage of the nanofiber mat. In a previous study, we have shown that the electrospinning of PAN on aluminum foils and the subsequent stabilization of this substrate is a simple method for retaining the fiber morphology without breaking the nanofiber mat. Here, we report on the impact of different aluminum foils on the physical and chemical properties of stabilized PAN nanofibers mats, and on the following incipient carbonization process at a temperature of max. 600 °C, i.e., below the melting temperature of aluminum

Water Management Decision Making in the Face of Multiple Forms of Uncertainty and Risk

In the Wasatch Range Metropolitan Area of Northern Utah, water management decision makers confront multiple forms of uncertainty and risk. Adapting to these uncertainties and risks is critical for maintaining the long‐term sustainability of the region\u27s water supply. This study draws on interview data to assess the major challenges climatic and social changes pose to Utah\u27s water future, as well as potential solutions. The study identifies the water management adaptation decision‐making space shaped by the interacting institutional, social, economic, political, and biophysical processes that enable and constrain sustainable water management. The study finds water managers and other water actors see challenges related to reallocating water, including equitable water transfers and stakeholder cooperation, addressing population growth, and locating additional water supplies, as more problematic than the challenges posed by climate change. Furthermore, there is significant disagreement between water actors over how to best adapt to both climatic and social changes. This study concludes with a discussion of the path dependencies that present challenges to adaptive water management decision making, as well as opportunities for the pursuit of a new water management paradigm based on soft‐path solutions. Such knowledge is useful for understanding the institutional and social adaptations needed for water management to successfully address future uncertainties and risks

High attaining students, marketisation and the absence of care: everyday experiences in an urban academy

This article draws on the work of Nel Noddings to suggest that the current neoliberal, marketised system of education is eroding caring relationships in schools. Data are drawn from a small-scale qualitative study of an ethnically diverse group of high attaining sixth form students from a successful urban academy. Based on this data, we argue that two fundamental aspects of care, students’ relationships with their teachers and an attention to their personal and social concerns, were neglected because of the overriding focus on examination success to maintain the school’s position in the education marketplace. The article offers detailed evidence from the students’ perspective to support the claim that the marketisation of the education system leads to students being valued only in as far as they bring value to the school. It also suggests that care is one of the main casualties in such a system

Examining the psychological wellbeing of refugee children and the role of friendship and bullying

BACKGROUND: Refugee children might have experienced violent and traumatic events before settling into a new country. In the United Kingdom, the number of refugee children is increasing; however, little is known about their psycho-social and physical well-being. AIM: This study aims to investigate the psychological well-being and behaviour of refugee children compared to British-born children on a number of psychological, social, behavioural, and health-related issues and to investigate the role of friendship as a protective factor. SAMPLES: This study utilized a sample of 149 refugee children recruited from two charities, 79 of which are children aged 6-10 years and 70 older refugee children aged 11-16 years. The study also included 120 non-refugee children recruited from primary schools aged 6-10 years. METHODS: This is a cross-sectional study that investigates the psycho-social well-being of refugee children compared to non-refugee British-born children. The study explored symptoms of posttraumatic stress disorder, emotional and behavioural problems (Strengths and Difficulties Questionnaire), self-esteem, friendships and popularity, bullying and victimization, physical health, and psychosomatic problems. RESULTS: Young refugee children reported more peer problems, functional impairment, physical health, and psychosomatic problems compared to the control children and older refugee children groups. On the other hand, older refugee children had lower self-esteem (academic and social self-peers) compared to the younger refugee children group. The differences between the groups were explained by friendship quality, number of friends, peer bullying/victimization, or sibling bullying/victimization except for physical health and psychosomatic problems. CONCLUSIONS: While refugee children were found to be at risk on various levels, the findings also point to the fact that social relationships including friendship quality and number of friends played an essential protective role. Conversely, bullying was a risk factor that explained many of the refugees' problems. These findings pave the way for future research to further probe into the well-being of refugee children in the United Kingdom while also targeting relevant intervention schemes specifically tailored to address their needs

Why Tenth Graders Fail to Finish High School: A Dropout Typology Latent Class Analysis

A large percentage of the students who drop out of K-12 schools in the United States do so at the end of high school, at some point after grade 10. Yet we know little about the differences between different types of students who drop out of the end of high school. The purpose of this study is to examine a typology of high school dropouts from a large nationally representative dataset (ELS:2002) using latent class analysis (LCA). We found three significantly different types of dropouts; Quiet, Jaded, and Involved. Based on this typology of three subgroups, we discuss implications for future dropout intervention research, policy, and practice

Creating an Instrument to Measure Student Response to Instructional Practices

BackgroundCalls for the reform of education in science, technology, engineering, and mathematics (STEM) have inspired many instructional innovations, some research based. Yet adoption of such instruction has been slow. Research has suggested that students’ response may significantly affect an instructor’s willingness to adopt different types of instruction.PurposeWe created the Student Response to Instructional Practices (StRIP) instrument to measure the effects of several variables on student response to instructional practices. We discuss the step‐by‐step process for creating this instrument.Design/MethodThe development process had six steps: item generation and construct development, validity testing, implementation, exploratory factor analysis, confirmatory factor analysis, and instrument modification and replication. We discuss pilot testing of the initial instrument, construct development, and validation using exploratory and confirmatory factor analyses.ResultsThis process produced 47 items measuring three parts of our framework. Types of instruction separated into four factors (interactive, constructive, active, and passive); strategies for using in‐class activities into two factors (explanation and facilitation); and student responses to instruction into five factors (value, positivity, participation, distraction, and evaluation).ConclusionsWe describe the design process and final results for our instrument, a useful tool for understanding the relationship between type of instruction and students’ response.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136692/1/jee20162_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136692/2/jee20162.pd

The personal and contextual contributors to school belongingness among primary school students

School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds) of the variability in 12-year old students' perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4%) of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%), and school-based factors (13.9% out of 66.4%) such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms