The influence of mountain laurel on regeneration in pitch pine canopy gaps of the Coweeta Basin, North Carolina, U.S.A.

1995 ◽  
Vol 25 (11) ◽  
pp. 1756-1762 ◽  
Author(s):  
Jayson R. Waterman ◽  
Andrew R. Gillespie ◽  
James M. Vose ◽  
Wayne T. Swank
Keyword(s):  
North Carolina ◽  
Seedling Recruitment ◽  
Southern Appalachians ◽  
Red Maple ◽  
Importance Value ◽  
Pitch Pine ◽  
Elevational Distribution ◽  
Adaptive Ability ◽  
The Impact ◽  
Mountain Laurel

Because of its dense nature, mountain laurel (Kalmialatifolia L.) understories may be retarding the regeneration of xeric pitch pine (Pinusrigida Mill.) sites in the southern Appalachians and thereby influencing successional dynamics. This study examined the impact of the laurel understory on hardwood successional ecology in living pitch pine stands and pine gaps at their upper and lower elevational distribution. The laurel understory was physically removed from half the plots; the remaining plots served as a control. The plots were inventoried and all seedlings were tagged and measured to determine importance values, recruitment, survivorship, and biomass for 2 years following treatment. The results indicate that the presence or absence of the laurel understory does not affect initial seedling recruitment, survivorship, or their relative competitiveness. However, mountain laurel does suppress growth of smaller seedlings. Given the higher importance value, recruitment, and survivorship of red maple (Acerrubrum L.), the regeneration layer in these pitch pine sites is currently dominated by red maple, with scarlet oak (Quercuscoccinea Muenchh.) and other xeric-site hardwoods as associates. With the adaptive ability of red maple to take advantage of openings, red maple will continue to dominate and ultimately regenerate these communities with other hardwoods as minor associates.

An Investigation into the Impact of Environmental Education Certification on Perceptions of Personal Teaching Efficacy

2017 ◽  
Vol 22 (2) ◽  
pp. 5-17
Author(s):  
Mandy Harrison ◽  
Lisa Gross ◽  
Jennifer McGee
Keyword(s):  
North Carolina ◽  
Environmental Education ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
School Teachers ◽  
The North ◽  
Significant Difference ◽  
Personal Teaching Efficacy ◽  
Environmental Educators ◽  
The Impact

The purpose of this study is to examine how participation in the North Carolina Environmental Educator (NCEE) program influences the individual's perceived self-efficacy. Specifically, this study examines the impact of NCEE certification on participants’ perceived personal teaching self-efficacy. This study compared personal teaching efficacy scores of certified environmental educators, non-certified environmental educators, and licensed schoolteachers. The study found significant differences in teaching efficacy between certified and non-certified environmental educators, as well as certified environmental educators and licensed school teachers. In addition, the study found no significant difference in efficacy scores between NCEE certified licensed school teachers and NCEE certified environmental educators. Results of this study indicate a link between environmental education certification and higher personal teaching efficacy.

scholarly journals The Impact of Forcing Datasets on the High-Resolution Simulation of Tropical Storm Ivan (2004) in the Southern Appalachians

2012 ◽  
Vol 140 (10) ◽  
pp. 3300-3326 ◽  
Author(s):  
Xiaoming Sun ◽  
Ana P. Barros
Keyword(s):  
High Resolution ◽  
Global Analysis ◽  
Surface Wind ◽  
Tropical Storm ◽  
Southern Appalachians ◽  
Low Level ◽  
Simulated Precipitation ◽  
Forced Simulation ◽  
The Impact ◽  
Resolution Simulation

Abstract The influence of large-scale forcing on the high-resolution simulation of Tropical Storm Ivan (2004) in the southern Appalachians was investigated using the Weather Research and Forecasting model (WRF). Two forcing datasets were employed: the North American Regional Reanalysis (NARR; 32 km × 32 km) and the NCEP Final Operational Global Analysis (NCEP FNL; 1° × 1°). Simulated fields were evaluated against rain gauge, radar, and satellite data; sounding observations; and the best track from the National Hurricane Center (NHC). Overall, the NCEP FNL forced simulation (WRF_FNL) captures storm structure and evolution more accurately than the NARR forced simulation (WRF_NARR), benefiting from the hurricane initialization scheme in the NCEP FNL. Further, the performance of WRF_NARR is also negatively affected by a previously documented low-level warm bias in NARR. These factors lead to excessive precipitation in the Piedmont region, delayed rainfall in Alabama, as well as spatially displaced and unrealistically extreme rainbands during its passage over the southern Appalachians. Spatial filtering of the simulated precipitation fields confirms that the storm characteristics inherited from the forcing are critical to capture the storm’s impact at local places. Compared with the NHC observations, the storm is weaker in both NARR and NCEP FNL (up to Δp ~ 5 hPa), yet it is persistently deeper in all WRF simulations forced by either dataset. The surface wind fields are largely overestimated. This is attributed to the underestimation of surface roughness length over land, leading to underestimation of surface drag, reducing low-level convergence, and weakening the dissipation of the simulated cyclone.

The storm after the storm: the long-term lingering impacts of hurricanes on schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cassandra R. Davis ◽  
Sarah R. Cannon ◽  
Sarah C. Fuller
Keyword(s):  
North Carolina ◽  
Data Collection ◽  
Instructional Time ◽  
Emotional Needs ◽  
Social Emotional ◽  
Content Type ◽  
The North ◽  
State Education ◽  
The Impact

PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

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