Small-scale timber stand management techniques : a case study of woodlots in Isangati, Tanzania

Small-scale village woodlots of less than 0.5ha are the preferred use of land for local farmers with extra land in the village of Isangati, a small community located in the southern highlands of Tanzania. Farmers view woodlots as lucrative investments that do not involve intensive labor or time. The climate is ideal for the types of trees grown and the risks are minimal with no serious threats from insects, fires, thieves, or grazing livestock. It was hypothesized that small-scale village woodlot owners were not maximizing timber outputs with their current timber stand management and harvesting techniques. Personal interviews were conducted over a five month period and field data was collected at each farmer’s woodlots over a seven month period. Woodlot field data included woodlot size, number of trees, tree species, tree height, dbh, age, and spacing. The results indicated that the lack of proper woodlot management techniques results in failure to fully capitalize on the investment of woodlots. While farmers should continue with their current harvesting rotations, some of the reasons for not maximizing tree growth include close spacing (2m x 2m), no tree thinning, extreme pruning (60% of tree), and little to no weeding. Through education and hands-on woodlot management workshops, the farmers could increase their timber output and value of woodlots.

Determining the role of environmental factors and disturbance in the distribution of reed canary grass within wetlands

Reed canary grass (Phalaris arundinacea L.) is an invasive species originally from Europe that has now expanded to a large range within the United States. Reed canary grass possesses a number of traits that allow it to thrive in a wide range of environmental factors, including high rates of sedimentation, bouts of flooding, and high levels of nutrient inputs. Therefore, the goals of our study were to determine if 1) certain types of wetland were more susceptible to Reed canary grass invasion, and 2) disturbances facilitated Reed canary grass invasion. This study was conducted within the Keweenaw Bay Indian Community reservation in the Upper Peninsula of Michigan, in Baraga County. We selected 28 wetlands for analysis. At each wetland, we identified and sampled distinct vegetative communities and their corresponding environmental attributes, which included water table depth, pH, conductivity, calcium and magnesium concentrations, and percent organic matter. Disturbances at each site were catalogued and their severity estimated with the aid of aerial photos. A GIS dataset containing information about the location of Reed canary grass within the study wetlands, the surrounding roads and the level of roadside Reed canary grass invasion was also developed. In all, 287 plant species were identified and classified into 16 communities, which were then further grouped into three broad groupings of wetlands: nonforested graminoid, Sphagnum peatlands, and forested wetlands. The two most common disturbances identified were roads and off-road recreation trails, both occurring at 23 of the 28 sites. Logging activity surrounding the wetlands was the next most common disturbance and was found at 18 of the sites. Occurrence of Reed canary grass was most common in the non-forested graminoid communities. Reed canary grass was very infrequent in forested wetlands, and almost never occurred in the Sphagnum peatlands. Disturbance intensity was the most significant environmental factor in explaining Reed canary grass occurrence within wetlands. Statistically significant relationships were identified at distances of 1000 m, 500 m, and 250 m from studied wetlands, between the level of road development and the severity of Reed canary grass invasion along roadsides. Further analysis revealed a significant relationship between roadside Reed canary grass populations and the level of road development (e.g. paved, graded, and ungraded).

International teachers in the American classroom : deposing the myth of monolingualism

An international graduate teaching assistant‘s way of speaking may pose a challenge for college students enrolled in STEM courses at American universities. Students commonly complain that unfamiliar accents interfere with their ability to comprehend the IGTA or that they have difficulty making sense of the IGTA‘s use of words or phrasing. These frustrations are echoed by parents who pay tuition bills. The issue has provoked state and national legislative debates over universities‘ use of IGTAs. However, potentially productive debates and interventions have been stalemated due to the failure to confront deeply embedded myths and cultural models that devalue otherness and privilege dominant peoples, processes, and knowledge. My research implements a method of inquiry designed to identify and challenge these cultural frameworks in order to create an ideological/cultural context that will facilitate rather than impede the valuable efforts that are already in place. Discourse theorist Paul Gee‘s concepts of master myth, cultural models, and meta-knowledge offer analytical tools that I have adapted in a unique research approach emphasizing triangulation of both analytic methods and data sites. I examine debates over IGTA‘s use of language in the classroom among policy-makers, parents of college students, and scholars and teachers. First, the article "Teach Impediment" provides a particularly lucid account of the public debate over IGTAs. My analysis evidences the cultural hold of the master myth of monolingualism in public policy-making. Second, Michigan Technological University‘s email listserve Parentnet is analyzed to identify cultural models supporting monolingualism implicit in everyday conversation. Third, a Chronicle of Higher Education colloquy forum is analyzed to explore whether scholars and teachers who draw on communication and linguistic research overcome the ideological biases identified in earlier chapters. My analysis indicates that a persistent ideological bias plays out in these data sites, despite explicit claims by invested speakers to the contrary. This bias is a key reason why monolingualism remains so tenaciously a part of educational practice. Because irrational expectations and derogatory assumptions have gone unchallenged, little progress has been made despite decades of earnest work and good intentions. Therefore, my recommendations focus on what we say not what we intend.