Pigment dynamics and autumn leaf senescence in a New England deciduous forest, eastern USA

The leaves of woody plants at Harvard Forest in Central Massachusetts, USA, changed color during senescence; 70% (62/89) of the woody species examined anatomically contained anthocyanins during senescence. Anthocyanins were not present in summer green leaves, and appeared primarily in the vacuoles of palisade parenchyma cells. Yellow coloration was a result of the unmasking of xanthophyll pigments in senescing chloroplasts. In nine red-senescing species, anthocyanins were not detectable in mature leaves, and were synthesized de novo in senescence, with less than 20 m g cm - 2 of chlorophyll remaining. Xanthophyll concentrations declined in relation to chlorophyll to the same extent in both yellow- and red-leaved taxa. Declines in the maximum photosystem II quantum yield of leaves collected prior to dawn were only slightly less in the red-senescing species, indicating no long-term protective activity. Red-leaved species had significantly greater mass/area and lower chlorophyll a / b ratios during senescence. Nitrogen tissue concentrations in mature and senescent leaves negatively correlated to anthocyanin concentrations in senescent leaves, weak evidence for more efficient nitrogen resorption in anthocyanic species. Shading retarded both chlorophyll loss and anthocyanin production in Cornus alternifolia , Acer rubrum , Acer saccharum , Quercus rubra and Viburnum alnifolium . It promoted chlorophyll loss in yellow-senescing Fagus grandifolia . A reduced red : far-red ratio did not affect this process. Anthocyanins did not increase leaf temperatures in Q. rubra and Vaccinium corymbosum on cold and sunny days. The timing of leaf-fall was remarkably constant from year to year, and the order of senescence of individual species was consistent.

Academic and nonacademic experiences that affect first-generation college student attrition

The purpose of this qualitative study was to explore the academic and nonacademic experiences of self-identified first-generation college students who left college before their second year. The study sought to find how the experiences might have affected the students' decision to depart. The case study method was used to investigate these college students who attended Florida International University. Semi-structured interviews were conducted with six ex-students who identified themselves as first-generation college students. The narrative data from the interviews were transcribed, coded, and analyzed. Analysis was informed by Pascarella, Pierson, Wolniak, and Terenzini's (2004) theoretical framework of important college academic and nonacademic experiences. An audit trail was kept and the data was triangulated by using multiple sources to establish certain findings. The most critical tool for enhancing trustworthiness was the use of member checking. I also received ongoing feedback from my major professor and committee throughout the dissertation process. The participants reported the following academic experiences: (a) patterns of coursework; (b) course-related interactions with peers; (c) relationships with faculty; (d) class size; (e) academic advisement; (f) orientation and peer advisors; and (e) financial aid. The participants reported the following nonacademic experiences; (f) on- or off- campus employment; (g) on- or off-campus residence; (h) participation in extracurricular activities; (i) noncourse-related peer relationships; (j) commuting and parking; and (k) FIU as an HSI. Isolationism and poor fit with the university were the most prevalent reasons for departure. The reported experiences of these first-generation college students shed light on those experiences that contributed to their departure. University administrators should give additional attention to these stories in an effort to improve retention strategies for this population. All but two of the participants went on to enroll in other institutions and reported good experiences with their new institutions. Recommendations are provided for continued research concerning how to best meet the needs of college students like the participants; students who have not learned from their parents about higher education financial aid, academic advisement, and orientation.

Education policy and national income distribution: New evidence from recent cross -country data

In the mid 19th century, Horace Mann insisted that a broad provision of public schooling should take precedence over the liberal education of an elite group. In that regard, his generation constructed a state sponsored common schooling enterprise to educate the masses. More than 100 years later, the institution of public schooling fails to maintain an image fully representative of the ideals of equity and inclusion. Critical theory in educational thought associates the dominant practice of functional schooling with maintenance of the status quo, an unequal distribution of financial, political, and social resources. This study examined the empirical basis for the association of public schooling with the status quo using the most recent and comparable cross-country income inequality data. Multiple regression analysis evaluated the possible relationship between national income inequality change over the period 1985-2005 and variables representative of national measures of education supply in the prior decade. The estimated model of income inequality development attempted to quantify the relationship between education supply factors and subsequent income inequality developments by controlling for economic, demographic, and exogenous factors. The sample included all nations with comparable income inequality data over the measurement period, N = 56. Does public school supply affect national income distribution? The estimated model suggested that an increase in the average years of schooling among the population age 15 years or older, measured over the period 1975-1985, provided a mechanism that resulted in a more equal distribution of income over the period 1985-2005 among low and lower-middle income nations. The model also suggested that income inequality increased less or decreased more in smaller economies and when the percentage of the population age < 15 years grew more slowly over the period 1985-2000. In contrast, this study identified no significant relationship between school supply changes measured over prior periods and income inequality development over the period 1985-2005 among upper-middle and high income nations.

Defining Īśvara: A New Perspective in the Hermeneutics of Classical Yoga

The mere presence of the term īśvara in Patañjali’s Yogasūtra has come to affect the meaning of both the path and the goal of Classical Yoga as well as the meaning of the term Yoga itself. The frequent translation of the term īśvara as God leads to the system of Classical Yoga to be labeled as theistic, particularly obscuring the interpretation of īśvarapraṇidhāna, a functional component of the system, as well as perpetuating a syncretic trend that has led to the popular understanding of Yoga as ‘union with the divine’. From identifying problematic hermeneutical trends and their underlying causes, as well as understanding the term within the constraints of the original text in its original Sanskrit, the term īśvara emerges as the archetype of an ultimate reality functioning as a practical and experiential tool providing the yogi with a direct glimpse of its true nature.