Comparison of nitrate export patterns in forested catchments in Japan and the Northeastern United States: A meta‐analysis

2019 ◽  
Vol 33 (25) ◽  
pp. 3184-3194 ◽  
Author(s):  
Nobuhito Ohte ◽  
Masanori Katsuyama
Keyword(s):  
United States ◽  
Meta Analysis ◽  
Northeastern United States ◽  
Forested Catchments ◽  
Nitrate Export

scholarly journals Spatial patterns of soil nitrification and nitrate export from forested headwaters in the northeastern United States

2012 ◽  
Vol 117 (G1) ◽  
Author(s):  
Donald S. Ross ◽  
James B. Shanley ◽  
John L. Campbell ◽  
Gregory B. Lawrence ◽  
Scott W. Bailey ◽  
...  
Keyword(s):  
United States ◽  
Spatial Patterns ◽  
Northeastern United States ◽  
Soil Nitrification ◽  
Nitrate Export

Monitoring air quality in class I wilderness areas of the northeastern United States using lichens and bryophytes

2016 ◽  
Author(s):  
Alison C. Dibble ◽  
James W. Hinds ◽  
Ralph Perron ◽  
Natalie Cleavitt ◽  
Richard L. Poirot ◽  
...  
Keyword(s):  
United States ◽  
Air Quality ◽  
Class I ◽  
Northeastern United States ◽  
Wilderness Areas

Asserting the Capacity to be Free

2018 ◽  
Vol 11 (2) ◽  
pp. 53-69
Author(s):  
Catherine Kramarczuk Voulgarides
Keyword(s):  
United States ◽  
Connective Tissue ◽  
Qualitative Data ◽  
Local Community ◽  
Zero Tolerance ◽  
Young Men ◽  
Community Context ◽  
Northeastern United States ◽  
Suburban School District ◽  
The Social

In this article, I explore how the social contract of schooling and the three functions of schooling (Noguera 2003)—to sort, to socialize, and to control— impact and constrain the freedom and agency of a group of young Black and Latinx men in one suburban school district that was experiencing sociodemographic shifts in the Northeastern United States. I use qualitative data to frame how the young men experience schooling, and I show how the local community context facilitates the institutionalization of discriminatory sorting processes and racially prejudiced norms. I also show how the young men are excessively controlled and monitored via zero tolerance disciplinary practices, which effectively constrains their humanity and capacity to freely exist in their school and which inadvertently strengthens the connective tissue between schools and prisons.

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