Prescribed Fire-Induced Changes in Soil Properties of the Southeastern Forests of the United States: Sorption Behavior of Polar and Nonpolar Compounds

Due to an increase in wildfires across the US and world, prescribed fires are implemented to reduce fuel loads. Obvious changes occur in the total organic matter by visual observations made after a fire, however, events lead to a production of hydrophobic substances due to the incomplete combustion of organic matter that have the potential to alter soil sorption capabilities. The objective of this research is to determine the sorption capabilities of field collected soil profiles subjected to various levels of prescribed burning using polar and nonpolar compounds. Laboratory controlled soil heating was also conducted to compare the sorption capabilities of the burned soil to that of the collected bulk soil. Soil from Frances Marion National Forest in Cordesville, South Carolina was collected from three locations. WS80 serves as a control, which has never been exposed to prescribed burning, WS77 has been managed with prescribed burns for over 15 years, and WSAA was collected following a low-intensity prescribed burn the day prior to sampling. Field samples were collected at 2.5 cm incremental depths up to a total depth of 25 cm. Using nonpolar 1,3,5 trichlorobenzene and polar 1,3,5 trinitrobenzene, batch sorption experiments were conducted to compare the sorption capabilities of the soil at the surface and lower depths. This study demonstrated a long term prescribed burning has an impact on soil physical and chemical properties. Additionally, a gradient in sorption properties as a function of depth of burned soil. Key findings of this study include increased sorption capability of top layer soil from prescribed burned watershed WS77 increased for polar and nonpolar compounds compared to control site, WS80 (increase of 34% for TCB and 64% for TNB)

The Intelligibility and Comprehensibility of Learner Speech in Russian: A Study in the Salience of Pronunciation, Lexicon, Grammar and Syntax

This study of L-2 Russian interlanguage production examined the salience of phonetic, lexical and syntactical features for L-1 listener intelligibility, based on L-2recitation of written scripts (Part I) and also unrehearsed speech (Part II). Part III of the study investigated strategies used by native-speaking teachers of Russian as a Second Language and experienced Russian host families to facilitate comprehensibility of L-2Russian speech. The respondent group consisted of 51 native-Russian speakers plus a 20-member ethnic Russian control group, whose speech samples were also rated by the informant group. The 51 respondents comprised four sub-groups based on residency (Russia/US), profession (teacher/non-teacher of Russian as a Second Language), experience with Americans and knowledge of English. Part I participants listened to eight L-2 American speakers of Russian of beginning, intermediate, advanced and superior proficiency levels read a text in Russian and noted which aspect(s) of L-2 speech affected intelligibility. In Part II, participants listened to the same L-2 speakers spontaneously speak in Russian about their families, and then recorded which non-nativelike productions in grammar, pronunciation, lexicon and syntax were salient. In Part III, 18 L-2 Russian Teachers and 8 Russian home-stay family hosts were surveyed regarding both effective and ineffective strategies used to facilitate comprehensibility with American speakers of Russian. The results of Part I revealed the salience of L-2 pronunciation (especially of paired consonants) by speakers of all proficiency levels for L-1 listener intelligibility. However, data revealed that native Russian listeners rated “lack of emotional expression”[intonational contours] as having most interfered with the intelligibility of speakers in the control group. Part II findings confirmed that, although ratings across different respondent groups varied regarding L-2 proficiency levels and degree of incomprehensibility, non-nativelike pronunciation by L-2 speakers of all levels resulted in the greatest incomprehensibility for L-1 listeners. Six of the eight respondent groups determined that incorrect word choice by Level 1, 2 and 4 L-2 speakers resulted in incomprehension. Four of the eight respondent groups identified non-normative productions in L-2 syntax by Level 1 and 2 speakers as salient. Hesitation devices and fillers used by L-2 speakers also resulted in L-1 listener incomprehension. The results of Part III showed that inter-active strategies used to clarify or improve poor L-2 pronunciation or grammar knowledge are most effective when students are highly motivated, have low inhibition, and make a concerted effort to communicate with their teachers, as well as with home-stay hosts

The Intelligibility and Comprehensibility of Learner Speech in Russian: A Study in the Salience of Pronunciation, Lexicon, Grammar and Syntax

This study of L-2 Russian interlanguage production examined the salience of phonetic, lexical and syntactical features for L-1 listener intelligibility, based on L-2recitation of written scripts (Part I) and also unrehearsed speech (Part II). Part III of the study investigated strategies used by native-speaking teachers of Russian as a Second Language and experienced Russian host families to facilitate comprehensibility of L-2Russian speech. The respondent group consisted of 51 native-Russian speakers plus a 20-member ethnic Russian control group, whose speech samples were also rated by the informant group. The 51 respondents comprised four sub-groups based on residency (Russia/US), profession (teacher/non-teacher of Russian as a Second Language), experience with Americans and knowledge of English. Part I participants listened to eight L-2 American speakers of Russian of beginning, intermediate, advanced and superior proficiency levels read a text in Russian and noted which aspect(s) of L-2 speech affected intelligibility. In Part II, participants listened to the same L-2 speakers spontaneously speak in Russian about their families, and then recorded which non-nativelike productions in grammar, pronunciation, lexicon and syntax were salient. In Part III, 18 L-2 Russian Teachers and 8 Russian home-stay family hosts were surveyed regarding both effective and ineffective strategies used to facilitate comprehensibility with American speakers of Russian. The results of Part I revealed the salience of L-2 pronunciation (especially of paired consonants) by speakers of all proficiency levels for L-1 listener intelligibility. However, data revealed that native Russian listeners rated “lack of emotional expression”[intonational contours] as having most interfered with the intelligibility of speakers in the control group. Part II findings confirmed that, although ratings across different respondent groups varied regarding L-2 proficiency levels and degree of incomprehensibility, non-nativelike pronunciation by L-2 speakers of all levels resulted in the greatest incomprehensibility for L-1 listeners. Six of the eight respondent groups determined that incorrect word choice by Level 1, 2 and 4 L-2 speakers resulted in incomprehension. Four of the eight respondent groups identified non-normative productions in L-2 syntax by Level 1 and 2 speakers as salient. Hesitation devices and fillers used by L-2 speakers also resulted in L-1 listener incomprehension. The results of Part III showed that inter-active strategies used to clarify or improve poor L-2 pronunciation or grammar knowledge are most effective when students are highly motivated, have low inhibition, and make a concerted effort to communicate with their teachers, as well as with home-stay hosts

Report of the workshop "Re-use potential of research data" of the German Network for Educational Research Data (VerbundFDB). Version 1.1

On June 19th, 2018, a workshop on the topic "Re-use potential of research data" was held at the Institute for Educational Quality Improvement, which was organized within the German Network for Educational Research Data (Verbund Forschungsdaten Bildung, VerbundFDB). Participants were ten researchers from different disciplines of empirical educational research. Representatives from the educational sciences, psychology, economics and sociology were present. The aim of the workshop was to develop and discuss quality criteria for research data from the perspective of secondary users of research data. (DIPF/Orig.

Comparison of functional integration methods from aviation and automotive industries

International audienceBoth automotive industry and aviation have to put in a variety of efforts to integrate new functions into their systems that will resolve problems still unresolved. In both areas unresolved problems can especially be found where cross-linked systems are the prerequisite for solution. Current technical and functional architectures are suited for this application only in a limited way. Therefore this article will give an outlook to the future of both military and civil architectures, as they are the basis for functional integration

Dark Awakening: Transmedia and Narrative Transportation

Media convergence has led content creators to produce narratives that stretch across platforms, known as Transmedia. A Transmedia narrative titled Dark Awakening was created using three different platforms: A short film, an interactive short story, and a text based role playing game. All of these share overlapping themes, characters, and settings. Each narrative platform was designed to be taken and understood on its own, or viewed in conjunction with the others. A study of audience response to the Transmedia experience of Dark Awakening has been planned. The conditions for the study include the order in which the media are consumed, and previous exposure to the media types will serve as a moderator. The participants will be randomly assigned either one, two, or all three of the narrative media types and then asked about their reactions to the created narrative world. We expect that exposure to a narrative unfolding across multiple platforms will result in greater narrative transportation, which in turn will lead to increased understanding, cognitive engagement, emotional reaction, and enjoyment within the viewer. We anticipate that a greater degree of attention will be required than traditionally has been found, and that identification/empathy with characters will moderate impacts.https://engagedscholarship.csuohio.edu/u_poster_2014/1032/thumbnail.jp