Comparison of Botanical Composition, Soil Carbon Content, and Root Distribution of Subirrigated Meadows in The Nebraska Sandhills

Characterizing vegetation composition, carbon/nitrogen (C/N) content of soils, and root-mass distribution is critical to understanding carbon sequestration potential of subirrigated meadows in the Nebraska Sandhills. Five subirrigated meadows dominated by cool-season (C3) graminoids and five meadows dominated by warm-season (C4) grasses were selected throughout the Nebraska Sandhills. Vegetation, soil carbon and nitrogen, and root-mass density distribution were sampled in each meadow. Meadows dominated by C3 vegetation had 12% greater (P < 0.1) yields than meadows dominated by C4 vegetation. Total root-mass density was 30% greater (P < 0.1) in C4-dominated meadows than C3-dominated meadows. Total carbon and nitrogen content was 65% and 53% greater (P < 0.1), respectively, in the A horizon of C3-dominated meadows, but was 43% and 52% greater (P < 0.1), respectively, in the C horizon of C4-dominated meadows. Although meadows dominated by C3 vegetation had more carbon in the soil profile, much of the carbon in C3-dominated meadows appeared to be recalcitrant C4 carbon from historic vegetation.

Strategies and Precise Vocabulary Knowledge: Exploring the Relationships Among Mathematics Vocabulary, Problem Solving, and Confidence

In this action research study I focused on my eighth grade pre-algebra students’ abilities to attack problems with enthusiasm and self confidence whether they completely understand the concepts or not. I wanted to teach them specific strategies and introduce and use precise vocabulary as a part of the problem solving process in hopes that I would see students’ confidence improve as they worked with mathematics. I used non-routine problems and concept-related open-ended problems to teach and model problem solving strategies. I introduced and practiced communication with specific and precise vocabulary with the goal of increasing student confidence and lowering student anxiety when they were faced with mathematics problem solving. I discovered that although students were working more willingly on problem solving and more inclined to attempt word problems using the strategies introduced in class, they were still reluctant to use specific vocabulary as they communicated to solve problems. As a result of this research, my style of teaching problem solving will evolve so that I focus more specifically on strategies and use precise vocabulary. I will spend more time introducing strategies and necessary vocabulary at the beginning of the year and continue to focus on strategies and process in order to lower my students’ anxiety and thus increase their self confidence when it comes to doing mathematics, especially problem solving.