The Role of Small Reservoirs in Reducing Reactive N Export Via Denitrification

Reactive nitrogen (N), which harms ecosystem health, has been increasing in the biosphere, leading to higher N export to coastal ecosystems. Although man-made reservoirs can be significant sources of greenhouse gases, they can also retain N, thus reducing N export. Because many dams are relics from industrial hydropower, their removal is becoming increasingly common. It is therefore crucial to understand the ecological tradeoffs of man-made reservoirs. While previous studies have examined nutrient budgets and denitrification at inputs and outputs of large reservoirs, small reservoir dynamics remain understudied. In this study, we measured inputs and outputs of NO3 and N2 at two small coastal reservoirs and assessed reasons for changes by sampling internally within the reservoirs. We hypothesized that denitrification is high in small reservoirs due to lower dissolved oxygen. While we found evidence of denitrification in one reservoir the second reservoir showed evidence of N fixation. Fixation was evident within the reservoir where low NO3 concentrations and high algal growth occurred, suggesting that NO3 was being assimilated, limiting algal growth, and allowing the occurrence of N fixing algae. As a result, reservoirs may not always remove N, but may at times be a source of additional N. As dam removal decisions continue, the role of reservoirs in N export should be carefully considered

Soil Micromorphologic Features of Holocene Surface Weathering and a Possible Late Quaternary Buried Soil, Northwest Arkansas

Micromorphologic features of an alfisol developed in White River alluvium near Fayetteville, Arkansas are typical for this soil order. The A horizon has a relatively high organic matter content and an abundance of quartz sand grains with a silt and clay matrix. Voids are relatively common and some have been partly infilled. In contrast to the A horizon, the E horizon has less organic matter, larger voids, and some weak orientation of the clay matrix. The parent material for these horizons was deposited in the past 4,700 years and these pedologic horizons have formed since that time. In the underlying B horizon clay has accumulated in the form of grain coatings and caps and as void linings. Translocation of clay into this horizon has relatively decreased the abundance of matrix silt and clay, and the amount of void space. The clay matrix that remains has extensively become oriented and some of the void space that remains is planar in shape. Both these features are partly responsible for the subangular blocky structure of this horizon. Deposition of this parent material began more than 8,000 to 10,000 years ago and was complete by 4,700 years ago. Many of the soil features have formed since 4,700 BP as the soil surface accreted upward. The lower portion of the B horizon (2B) is developed in an older alluvial parent material, more than 10,000 years old. Some micromorphologic features suggest that the upper portion of this 2B horizon originally was an A/E horizon that has been modified after burial by subsequent weathering of the present ground soil. Some relict surface horizon features, such as relatively abundant voids, infilled vughs, and matrix, have persisted after burial. Other features characteristic of A horizons, such as organic matter, have been destroyed by oxidation. Many of the micromorphologic features in this 2B horizon have developed since burial, more than 10,000 years ago. Translocated clay features are abundant and partially mask the relict A/E horizon features. The lower part of the 2B horizon was a B horizon that continued to develop as a B horizon after burial. Translocated clay features are more abundant in this horizon than in the overlying relict A/E horizon

Resources and Tools:A Step-by-Step Methodological Guide for Costing HIV/AIDS Activities

Many developing countries have recognized the need for comprehensive national reforms and comprehensive prevention, treatment, and care and support initiatives to reduce future transmission of and to meet the growing demand for HIV/AIDS services. As a part of these national health reform initiatives, governments are exploring ways to allocate resources in the most efficient and effective way to mitigate the HIV/AIDS epidemic. However, many countries lack information on the level and nature of the costs of HIV/AIDS programs. This document provides an introduction to the procedure for calculating and analyzing the costs of HIV/AIDS programs and describes how to measure directly the actual costs of a program that is up and running. The step-by-step guide is intended to provide project managers in the field with a framework for how to do measure costs for a single, recent year in the life of an HIV/AIDS program. An illustrative activities list in the report annex will assist the user to develop an activities-based framework. The information gleaned from the costing framework will enable policymakers and program managers to make informed resource allocation decisions

Strengthening responsive and reciprocal relationships in a whānau tangata centre: A summary

Although the kindergarten teaching team members were excited at being a part of the parent support and development initiative, they were also aware that they would face challenges that would affect their practice. Their commitment to ensuring effective teaching and learning at Taitoko Kindergarten led them to seek evidence-based teaching practices, inside the vision of the parent support and development initiative. Their involvement with this TLRI research project has helped to provide this. Through action research, the research team has addressed the teachers’ questions associated with (a) the strengthening of relationships (how this has been done so far, and how might it be furthered); (b) changes in practice (what is possible, what appears to be effective); (c) diversity (how a range of “funds of knowledge” (González, Moll, & Amanti, 2005) can be shared and included in curriculum); and (d) documentation (how this can engage families and learners)

Strengthening responsive and reciprocal relationships in a whānau tangata centre: An action research project

This project came about after discussions with the general manager of the Wellington Region Free Kindergarten Association and Jeanette Clarkin-Phillips (University of Waikato) about setting up a research partnership to support the teachers at Taitoko Kindergarten in Levin. The teachers were establishing an integrated community centre (the whānau tangata centre) as part of a parent support and development initiative funded by the Ministry of Education in conjunction with the Ministry of Social Development. This initiative in Levin includes a drop-in centre for parents, parent workshops on topics of the parents’ choice, a well-resourced whānau room, facilities for infants and toddlers, school liaison visits and liaison with local health centres. The initiative at Taitoko Kindergarten is one of six pilot parent support and development projects. These pilot projects do not include any research components to evaluate the processes and outcomes for teaching and learning, or the level of engagement of the community. This Teaching and Learning Research Initiative (TLRI) project, in one centre, researched these aspects of the initiative in an ongoing action research project. The parent support and development contracts are a relatively new initiative for New Zealand, and this research project was designed to provide information to guide this teaching and learning policy for future initiatives of this nature. The aim of the TLRI research project was to investigate the development of the whānau tangata centre at Taitoko Kindergarten with teaching and learning in mind

MGMT 110: Standards Module Slide Deck

Slide deck for standards module lesson in MGMT 110: Introduction to Management and Information Studies. Presented Fall 2021

Scopus - Compare Sources

This presentation was delivered on June 6, 2019 as part of a Scopus webinar titled How Scopus can help address researchers\u27 most pressing questions. The webinar, co-presented with Eleonora Presani from Elsevier, addressed these topics: Where do I publish? How can I make sure my research is novel? How can I easily maintain my researcher profile and showcase my impact? A recording of the webinar is freely available at this link: https://tinyurl.com/scopuscomparesource

2019 ACRL-STS Liaison Program Report

This is the ACRL-STS Liaison Program Report for the 2019 American Society for Engineering Education (ASEE) Annual Conference, Engineering Libraries Division (ELD) held from June 16-19, 2019, in Tampa, Florida

Exploring an Information Literacy Approach to Standards Education

Prof. Margaret Phillips delivered this invited presentation as part of this Society for Standards Professionals (SES) webinar on May 20, 2020: Exploring Innovations in College and University Standards Education, Presented by Lisa Greenwood, Ph.D., ISSP-SA, Bryan Hoskins, Ph.D., Oklahoma State University, Lisa Greenwood, Ph.D., Rochester Institute of Technology (RIT), and Margaret Phillips, Purdue University Libraries & School of Information Studies. More details available: https://www.ses-standards.org/events/EventDetails.aspx?id=135917