PHYTOPLANKTON AND NUTRIENT DYNAMICS WITH A FOCUS ON NITROGEN FORM IN THE ANACOSTIA RIVER, IN WASHINGTON, D.C. AND WEST LAKE, IN HANGZHOU, CHINA

Nutrient loading has been linked with severe water quality impairment, ranging from hypoxia to increased frequency of harmful algal blooms (HABs), loss of fisheries, and changes in biodiversity. Waters around the globe are experiencing deleterious effects of eutrophication; however, the relative amount of nitrogen (N) and phosphorus (P) reaching these waters is not changing proportionately, with high N loads increasingly enriched in chemically-reduced N forms. Research involving two urban freshwater and nutrient enriched systems, the Anacostia River, USA, a tributary of the Potomac River feeding into the Chesapeake Bay, and West Lake, Hangzhou, Zhejiang Province, China, was conducted to assess the response of phytoplankton communities to changing N-form and N/P-ratios. Field observations involving the characterization of ambient phytoplankton communities and N-forms, as well as experimental (nutrient enrichment) manipulations were used to understand shifts in phytoplankton community composition with increasing NH4+ loads. In both locations, a >2-fold increase in ambient NH4+:NO3- ratios was followed by a shift in the phytoplankton community, with diatoms giving way to chlorophytes and cyanobacteria. Enrichment experiments mirrored this, in that samples enriched with NH4+ lead to increased abundance of chlorophytes and cyanobacteria. This work shows that in both of these systems experiencing nutrient enrichment that NH4+ supports communities dominated by more chlorophytes and cyanobacteria than other phytoplankton groups.

Someone Else's Textbooks: German Education 1945-2014

In the 20th century, German education repeatedly transformed as the occupying Americans, Soviets, and western-dominated reunification governments used their control of the German secondary education system to create new definitions of what it meant to be German. In each case, the dominant political force established the paradigm for a new generation of Germans. The victors altered the German education system to ensure that their versions of history would be the prevailing narrative. In the American Occupation Zones from 1945-1949, this meant democratic initiatives; for the Soviet Zone in those same years, Marxist-Leninist pedagogy; and for the Bundesrepublik after reunification, integrated East and West German narratives. In practice, this meant succeeding generations of German students learned very different versions of history depending on the temporal and geographic space they inhabited, as each new prevailing regime supplanted the previous version of “Germanness” with its own.