Effects of shade on black currant physiology and productivity

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Minimum fuel attitude control of a nonlinear satellite system with bounded control by a method based on linear programming

Optimal control method based on linear programming for satellite fuel consumptio

Nonbreeding Season Survival and Habitat Selection of Northern Bobwhite in Northeastern Colorado

Northern bobwhites (Colinus virginianus) have experienced range-wide population declines. Recent harvest data from northeastern Colorado suggests bobwhite populations have declined and populations can be sensitive to adult nonbreeding season survival. We monitored 157 bobwhites in northeastern Colorado, on the northern periphery of the species’ range, for the 2019-2020 and 2020-2021 nonbreeding seasons to estimate nonbreeding season survival and habitat selection. We used known-fate survival models to assess any variation in survival between the winter stages of early-winter, mid-winter, and late-winter, as well as sex, age class, and mass at the time of capture. Survival varied among winter stages, with the period having the lowest survival corresponding with the harshest weather conditions. We also monitored bobwhite habitat selection by performing weekly covey habitat surveys to collect vegetation cover percentages, micro-climate variables, vegetation structure variables, and plant species richness estimates at used and random sites. We used stepwise backward selection modeling to determine if any variables were being selected disproportionate to their availability. Bobwhites chose locations with higher levels of visual obstruction, percent bare ground and percent litter cover Winter survival was low in our study and dependent on weather conditions and predation. Habitat management has the potential to reduce the risk of nonbreeding season mortality for bobwhites, which is critical to sustain local populations at the northwestern edge of the species’ range. Our research aims to provide demographic and habitat selection data to managers to assist them in management action decision making. Advisors: Larkin Powell and Adam Behne

EFFECTS OF MULTIPLE SPECIES ON MOTILITY IN DIATOM ASSEMBLAGES

Diatoms are unicellular algae that, like other phototrophs, depend on light in order to survive. Many diatoms are known to have regulated motile responses to light, giving them a competitive advantage in their complex community, often containing many other species of algae. In order for similar diatom species to coexist in the same assemblage it is thought that each species will resource partition; a behavioral response that allows closely related species to be successful and cohabitate by using slightly different resources. Many experiments have demonstrated that other organisms exhibit this behavior, although the effect of co-existing diatom species on motility responses to irradiation have not been studied. Multiple species-specific motility experiments have been previously investigated (Cohn & Weitzell 1996, Cohn 2001) with three freshwater, pennate diatom species, Craticula cuspidata (Kützing) D.G. Mann, Pinnularia viridis (Nitzsch) Ehrenberg, and Stauroneis phoenicenteron (Nitzsch) Ehrenberg. This research, extending the work of previous experiments, explores the effects of the presence of multiple diatom species on motility for these three diatom species in order to determine whether they have behavioral differences that could potentially result in resource partitioning. Experiments were performed using an epi-illumination microscope to irradiate gliding diatoms in the leading or trailing end with blue (470 nm) or red (650 nm) light at high irradiation (ca. 105 µmol m-2s-1). When placed in the presence of other species, only one species, S. phoenicenteron, had statistically significant differences in the average direction change response times to blue irradiation at the leading end in the presence of other species. The presence of C. cuspidata alone resulted in a 2 fold increase in response times for S. phoenicenteron, while the addition of P. viridis alone caused no significant change in response times. However, such changes were particularly significant for S. phoenicenteron in the presence of both C. cuspidata and P. viridis, which resulted in a 3 fold increase in response times. To determine if the altered response of S. phoenicenteron was dose-dependent, new motility experiments were preformed using samples with different percentages of C. cuspidata and S. phoenicenteron and, similar to the earlier motility experiments, diatoms were irradiated at the leading end with high intensity blue light. These experiments resulted in motility differences for S. phoenicenteron in the presence of C. cuspidata, where the average direction change response times increased as a function of increasing percentage of C. cuspidata cells in the sample. Specifically, the response times for single-species samples of S. phoenicenteron were significantly longer from response times of all samples containing percentages of C. cuspidata greater than 10%, and samples that contained 90% of C. cuspidata cells showed a 4 fold increase in response times for S. phoenicenteron. These results suggest that the behavior of some diatom species is altered in the presence of other species, and demonstrates how similar diatom species might differentially respond to resources. The observed effects of multiple species on motility suggest how some species might compete for slightly different resources in an algal community, such as directing cells into different areas of light wavelength or intensity. This research suggests potential areas for future studies, such as analysis of diatom stratification in different natural algal assemblages that could further determine the role of multi-species interactions in resource partitioning. Understanding such interspecies behavior and algal resource partitioning could lead to better management of healthy, stable aquatic ecosystems

Critical Questions for Community Informatics in Practice

Randy Stoecker noted in 2005 that CI remains underdeveloped as a field of practice as long as it does not have its own set of ethical guidelines. While Averweg & O’Donnell published a researcher-focused set of guidelines in 2007, a full-scale work for CI practice has not yet been completed. Workshops employing a range of collaborative techniques have been held at the last three Community Informatics Research Network conferences, identifying perspectives and ideas from attendees regarding ethical CI practice and guiding critical questions. This paper is published as a means to widen the audience reviewing and commenting on these

The growth and productivity of ribes nigrum under various levels of shade and the implications for multifunctional woody polycultures

Black currants (Ribes nigrum) are an important horticultural crop across Europe and parts of Asia. In the United States, however, they have been relegated to a niche market, with little practical use to date. Much of this is due to the illegality of production throughout much of the 20th century, as it was an alternate host to the white pine blister rust (Cronartium ribicola J.C Fisch In Rabh.), which caused extensive damage to the white pine (Pinus strobus) lumber industry. Upon legalization in the latter half of the 20th century, black currants have been making a slow comeback. The major interest in black currants stems from the unique taste and the perceived health benefits. Black currant berries contain a vast array of mineral nutrients that are much higher than many of the major fruits and berries currently in production, with a vitamin C content over three times as high as that found in oranges on a per weight basis. Additionally, they contain high levels of antioxidants due to a large content of phenolic compounds, particularly flavonols and anthocyanins. The stability in frozen storage, as well as the ease of production and machine harvest, mean black currants have a significant potential to provide a new crop to farmers in the Midwest United States. With newly proposed systems for agricultural production focusing on polycultures of perennial crops, a major gap in research is found in the understory layers of these systems. The understory is a unique habitat with intense plant competition for nutrients and water, and most importantly, light. While much is known about plant response mechanisms in these environments, little is known about how crops may perform in these environments. Black currants have been proposed as potential understory crops, but little research has been performed to determine actual agronomic productivity in these environments. An experiment was conducted in Urbana, IL to determine black currant viability in understory environments by exposing black currants to a range of artificial shading. The results of the study indicate black currants can maintain good yields in light to medium levels of shade, with no yield difference found between full sun and up to 65% shading. Additionally, the berries maintained good quality up to the 65% shade level, with sugar levels, acidity, and overall size similar to the control plants. The leaf morphology and height changes under shading were congruent to previous research on plant plasticity responses to shade stress in plants. The major issues found in the study was an increase in plant injury as shading increased, pointing to a need for plant breeding for increased resilience to understory environments to further push for productive plant species in perennial polyculture systems

Multicultural/Multilingual Issues in CSD Research Methods Coursework: A Neglected Topic?

Insufficient research training contributes to the current shortage of researchers in the field of speech-language pathology, but also to the dearth of multicultural and multilingual (MCML) research. There is limited information regarding how MCML issues are addressed in Research Methods courses in Communication Sciences and Disorders (CSD). One of the ways in which this problem can be addressed is to include MCML issues into CSD research methods courses. A survey, “Integration of MCML Issues in Research Coursework” was developed based on an in-depth literature review. The aim of the survey was to gain information from instructors by examining the extent to which MCML issues are included in their CSD research methods courses. A total of 56 instructors responded to the survey. In the survey, 41.03% respondents indicated that it was very important to include MCML issues but only 28.21% included this topic in their course objectives. Time constraints, curricula overload, and specific courses on MCML were most cited as reasons for not including MCML. 44.44% used Research Ethics and 27.78% used EBP as strategies to infuse MCML into courses. 61.11% had further interest in the topic. By addressing MCML issues and culturally responsive research in CSD research methods classes, it is hypothesized that future speech-language pathologists will be better equipped not only to provide evidence-based services to the diverse populations they serve, but also be better prepared to conduct research on these diverse populations

Community Informatics Studio: A Conceptual Framework

This paper extends the theoretical framework underlying the Community Informatics (CI) Studio. The CI Studio has been described as the use of studio-based learning (SBL) techniques to support enculturation into the field of CI. The SBL approach, closely related to John Dewey’s inquiry-based learning, is rooted in the apprenticeship model of learning in which students study with master designers or artists to develop their craft. In this paper, we introduce our critical interpretive sociotechnical (CIS) framework as the conceptual framework underlying the CI Studio course and pedagogy. In doing so, we explain how the CI Studio can be understood a pathway for advancing community-defined social justice goals through critical pedagogy and participatory design techniques. We describe our embrace of both critical and interpretive perspectives as the foundation upon which the CI Studio supports the following ideas: Instructors, students, and community partners can collaborate as co-learners and co-creators of knowledge exploring current topics in community informatics; theory and praxis can be brought together in dialog to ground transformative, liberative action and reflection in community spaces; and multiple perspectives can be embraced to promote a culture of epistemological pluralism. We conclude by providing a set of principles that summarize our CIS approach, particularly for those who wish to use and further develop the CI Studio pedagogy in their own research, teaching, and practice.YesRefereed Conference Proceedin

Encouraging Climate-Friendly Behaviors through a Community Energy Challenge: The Effects of Information, Feedback, and Shared Stories.

Research suggests that changes in household behavior can play a significant role in mitigating climate change. While surveys indicate that many Americans care about climate change and believe something should be done to reduce it, a number of real and perceived barriers prevent them from acting on that concern. This research investigated two strategies to promote engagement in climate-friendly behaviors: (1) providing feedback about the positive impact of participants’ energy-saving efforts on their carbon footprint; and (2) sharing stories about other participants’ conservation successes. A random sample of residents in a Midwest college town were invited to participate in a month-long community Energy Challenge that asked households to try to reduce their carbon footprint by 2 percent. Participants were randomly assigned to one of three treatment groups: monthly feedback, weekly feedback, and weekly feedback + stories. All participants received a booklet that gave procedural guidance and estimated carbon savings for 34 behaviors related to personal transportation, household energy use, and dietary choices. In addition, all participants were asked to track their efforts in an online log. For participants in the weekly feedback conditions, these logs estimated their total carbon savings for each week of the challenge. Weekly e-mails were sent to all groups to encourage completion of the logs. For participants in the weekly feedback + stories condition, these reminders included anecdotes about other participants’ conservation experiences. Overall, the results suggest that the basic format of the Energy Challenge provided a supportive setting for developing new climate-friendly behaviors and increasing existing ones. The majority of participants (78 percent), regardless of treatment condition, achieved the Energy Challenge goal, with a median carbon savings of 6 percent. For some participants, weekly feedback helped reduce perceived barriers related to driving less and the perception that conserving requires sacrifice. Participants who had less prior conservation experience as well as those who received weekly feedback were more likely to engage in a broader set of climate-friendly behaviors. Finally, results from a follow-up survey suggest that most participants maintained the behaviors they adopted one month after the Energy Challenge ended.Ph.D.Natural Resources and EnvironmentUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/89625/1/kswols_1.pd

Demystifying Technology for ALL Learners

Some researchers have begun to call into question the dominant rhetoric and policies regarding the digital divide as an oversimplification missing deeper social and institutionalized inequalities that form the root of what might be termed a “people divide” (Luyt, 2004; Eubanks, 2011). The distributive paradigm in relation to the digital divide has its roots in a value system of technocentrism – a belief in technology’s ability to control and protect the environment (Papert, 1987). Instead, new frameworks such as digital inclusion (IMLS, 2012) and cognitive justice and critical citizenship (Eubanks, 2011) inform this work. Core to these complementary frameworks is the emphasis on community-wide participation in planning, creation, and implementation. To advance such broad participation, new educational pedagogies for digital literacy and computational thinking are needed for all participants to become more critical technological citizens. Our approach, which we call Demystifying Technology, is grounded in progressive education that bring teachers and students into a space of mutual learning around problems of relevance to participants’ everyday lives (Dewey, 1938). The purpose of the current project is to expand the pilot of these Demystifying Technology workshops and to initiate a more formal evaluation of the approach, resulting in a template for others to incorporate components of Demystifying Technology workshops into their digital literacy programs.Illinois Sustainable Technology Center, Prairie Research Institute, University of Illinois at Urbana-Champaign; Grant No. HWR14232Ope