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Excessive land application of poultry litter (PL) may lead to surface runoff of nitrogen (N) and phosphorus (P), which cause eutrophication, fish death, and water pollution that ultimately have negative effects on humans and animals. Increases in poultry production in the Delmarva Peninsula underscore the need for more efficient, cost-effective, and sustainable disposal technologies for processing PL instead of direct land application. The pyrolysis conversion process can potentially produce nutrient-rich poultry litter biochar (PLB), while the pyrolysis process can change the N and P to a more stable component, thus reducing its runoff. Pyrolysis also kills off any microorganisms that would otherwise trigger negative environmental health effects. This study is to apply an integrated method and investigate the effect of pyrolysis temperature (300 °C, 500 °C), poultry litter source (different feedstock composition), and bedding material mixture (10% pine shavings) on PLB qualities and quantities. Proximate and ultimate analysis showed PL sources and bedding material addition influenced the physicochemical properties of feedstock. The SEM and BET surface results indicate that pyrolysis temperature had a significant effect on changing the PLB morphology and structure, as well as the pH value (7.78 at 300 °C vs. 8.78 at 500 °C), extractable phosphorus (P) (18.73 ppm at 300 °C vs. 11.72 ppm at 500 °C), sulfur (S) (363 ppm at 300 °C vs. 344 ppm at 500 °C), and production yield of PLBs (47.65% at 300 °C vs. 60.62% at 500 °C). The results further suggest that adding a bedding material mixture (10% pine shavings) to PLs improved qualities by reducing the content of extractable P and S, as well as pH values of PLBs. This study also found the increment in both the pore volume and the area of Bethel Farm was higher than that of Sun Farm. Characterization and investigation of qualities and quantities of PLB using the integrated framework suggest that PL from Bethel Farm could produce better-quality PLB at a higher pyrolysis temperature and bedding material mixture to control N and P runoff problems. 

Abstract Marsh accretion models predict the resiliency of coastal wetlands and their ability to store carbon in the face of accelerating sea level rise. Most existing marsh accretion models are derived from two parent models: the Marsh Equilibrium Model, which formalizes the biophysical relationships between sea level rise, dominant macrophyte growth, and elevation change; and the Cohort Theory Model, which formalizes how carbon mass pools belowground contribute to soil volume expansion over time. While there are several existing marsh accretion models, the application of these models by a broader base of researchers and practitioners is hindered because of (a) limited descriptions of how empirically derived ecological mechanism informed the development of these models, (b) limitations in the ability to apply models to geographies with variable tidal regimes, and (c) a lack of open‐source code to apply models. Here, we provide for the first time an explicit description of a mathematical version of the Cohort Theory Model and a numerical version of a combined model: the Cohort Marsh Equilibrium Model (CMEM) with an accompanying open‐sourceRpackage,rCMEM. We show that, through this “depth‐aware” model, we can capture how tidal variation impacts broad patterns of marsh accretion and carbon sequestration across the United States. The application of this model will likely be imperative in predicting the fate and state of coastal wetlands and the ecosystem services they provide in an era of rapid environmental change. 

Across Texas, Washington, and Pennsylvania, three university teams worked with teachers at three high schools to integrate geographic information systems (GIS) and other geospatial tools into chemistry lessons as part of a larger, multi-disciplinary teacher professional development initiative. Each university followed a specific design model of socio-environmental science investigations (SESI) in their professional development and curriculum development processes. Each teacher’s work is presented as a case with distinct school contexts, professional development experiences, classroom implementation outcomes, and reflections after implementation. Cross-case findings include variability in teachers’ adoption processes, the importance of cross-site collaboration, and the ability of geospatial tools to bring chemistry topics “off the bench” and into students’ thinking about their world. These cases present an advance in the curricular reach of GIS, which to date has not been broadly used in high school chemistry instruction. Further, the cases illustrate examples of the teachers’ geospatial science pedagogical content knowledge. 

A critical outcome in social studies education is identity development, and an important component of this process is students establishing a sense of place in their communities, nation, and world. Using data from a southwestern city in the United States, researchers investigated the intersection of local history, identity development, and cultural heritage resources using GIS technology. The instructional unit in which students participated utilized a variety of geospatial technologies which facilitated the visualization of geographic concepts, field-based data collection of geocoded places, and creation of a digitally-mediated cultural heritage map, which allowed students to create a narrative around their cultural identity. The study followed an interpretive case study design. Based on the findings from this study, important implications emerged, which are valuable for both future research in this area, as well as for teachers who wish to replicate this pedagogical approach in their own teaching practice. The implications include the flexibility of geospatial technologies for addressing content-area concepts at all levels of the instructional unit, the potential of geospatial technologies for supporting student cultural identity development, and the value of school-university partnerships in promoting innovative teaching strategies in a high school classroom. 

The COVID-19 pandemic brought unexpected changes across the globe to nearly all aspects of life. Activities such as shopping, traveling, and school, all considered routine aspects of life, suddenly took on a new level of risk. Approximately 1.6 billion students across the world had their schooling experiences interrupted during this global event.1 Matthew Stroup, a high school AP Psychology teacher, was dealing with these unexpected changes, but he also decided to use this disruption as a teaching moment. Mr. Stoup understood that sheltering in place and the resulting social isolation increased stress and anxiety among many families.2 During the 2020-21 school year, approximately 71% of all students were receiving either all or some of their schooling virtually.3 Mr. Stroup observed the effect of this unpredictable learning environment on his students’ learning and the toll it was taking on their relationships with peers, teachers, and family. According to the American Psychological Association, 81% of teens experienced a degradation in their mental health between Spring of 2020 and into the end of the year.4 The idea for the activity described in this article sprang from a class discussion on the effect of social isolation and travel hesitancy on mental health. 

ABSTRACT Climate change jeopardizes human health, global biodiversity, and sustainability of the biosphere. To make reliable predictions about climate change, scientists use Earth system models (ESMs) that integrate physical, chemical, and biological processes occurring on land, the oceans, and the atmosphere. Although critical for catalyzing coupled biogeochemical processes, microorganisms have traditionally been left out of ESMs. Here, we generate a “top 10” list of priorities, opportunities, and challenges for the explicit integration of microorganisms into ESMs. We discuss the need for coarse-graining microbial information into functionally relevant categories, as well as the capacity for microorganisms to rapidly evolve in response to climate-change drivers. Microbiologists are uniquely positioned to collect novel and valuable information necessary for next-generation ESMs, but this requires data harmonization and transdisciplinary collaboration to effectively guide adaptation strategies and mitigation policy. 

Accounting for the rapid evolution of belowground plant traits alters forecasts of coastal wetland structure and function. 

The boundaries of the Chart of Nuclides contain exotic isotopes that possess extreme proton-toneutron asymmetries. Here we report on two of the most exotic proton-rich isotopes where at least one half of their constitute nucleons are unbound. While the ground state of 8C is a resonance, its first excited state lies in the diffuse borderland between nuclear states and fleeting scattering features. Evidence for 9N, with seven protons and two neutrons, is also presented. This extremely proton-rich system represents the first-known example of a ground-state five-proton emitter. The energies of these states are consistent with theoretical predictions of an open-quantum-system approach.