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Non-invasive detection of nitrogen deficiency in Cannabis sativa using Raman spectroscopy
Antoszewski, Graham (2023)
Proper crop management requires rapid detection methods of abiotic and biotic stresses to ensure plant health and final product yield. Hemp (Cannabis sativa L.) is an emerging economically and environmentally sustainable crop, capable of yielding extensive biomass with low input. Nitrogen deficiency in hemp significantly reduces plant growth, affecting photosynthetic capacity and leading to a precipitous drop in overall biomass. A real-time, non- destructive detection method, such as Raman spectroscopy, is therefore critical to identify nitrogen deficiency in living hemp plant tissue for fast crop remediation. A two-part hydroponic experiment was conducted to investigate portable Raman spectroscopy as a viable hemp nitrogen deficiency detection method, and to compare the technique’s predictive ability against a hand- held SPAD chlorophyll meter. Raman scans show characteristic spectral markers indicating nitrogen deficiency corresponding to vibrational modes of carotenoids, an essential pigment for photosynthesis. Raman spectra and SPAD were used to train separate nitrogen deficiency discrimination models. Findings show a Raman-based model can consistently predict nitrogen within 4 days of deficiency treatment onset across trials, while SPAD could only differentiate nitrogen deficiency in the second trial when deficiency was more visible. Raman spectroscopy is capable of identifying nitrogen deficiency prior to visible symptoms in hemp. Implications of the research go beyond nitrogen deficiency – it bolsters the repertoire of plant stresses in which Raman spectroscopy provides non-invasive chemical information to hemp cultivators.
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Analysis of the post-wildfire effects on the occupancy of Townsend's solitaire during the breeding season by conducting a single-season single species occupancy modeling
Darveshi, Shubham (2023)
California wildfires have nuanced effects on the landscape of the forests and habitat of wildlife. Some species respond positively to ecological changes while some respond negatively to it. Our purpose was to investigate the effects of 2020 North Complex Fire of Sierra Nevada California on the Occupancy of the Townsend’s Solitaire (Myadestes townsendi). Our hypothesis was that this bird species has benefitted from the patches around the recorder sites burned at high severity. So, we conducted a survey in this region and detected the calls of Townsends solitaire over its breeding season from May to July. We found that there is possibly a positive correlation between high severity fire and occupancy of Townsends Solitaire, negative correlation between elevation, burnt state and the occupancy but we did not find sufficient evidence to conclude that this bird benefitted from this particular wildfire as the models having occupancy covariates were having ΔAIC ≤ 2.
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An Agricultural Training Manual for the GROWING Project: A Collaborative Approach for Development of Adult Learning Resources
Hanson, Gretchen (2023)
Climate change poses challenges to local food systems worldwide, leading to greater food insecurity, disrupting rural livelihoods, and exacerbating existing gender inequities. Smallholder farmers are disproportionately affected by these challenges. Integrating nutritious, climate resilient crops into smallholder farming and food systems has potential for addressing food insecurity (especially among children and women of child-bearing age), vulnerability to the negative impacts of climate change, and rural household livelihood concerns. However, this approach requires new knowledge and extensive training related to nutrition, agronomic practices associated with new crops, and food marketing. This paper describes the processes, actors, key decisions, and outputs associated surrounding a new training manual for the Generating Revenues & Opportunities for Women to Improve Nutrition in Ghana (GROWING) project. It intended to serve as an instructive case study of the benefits and challenges associated with collaborative design and development of training programs and related learning resources. The paper explores the role of participatory and facilitative approaches in adult education and extension programs and emphasizes the importance of community-based extension agents (CBEAs) in facilitating learning, generating and disseminating knowledge, promoting self-reliance, and empowering fellow smallholder farmers. It examines the process for developing learning resources using a team- oriented and collaborative approach, addressing diverse needs of smallholder farmers and gender inequities.
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Interdisplinary and Engaged Learning For Preparation of Sustainable Development Professionals
Faki, Martin (2023)
In the 21st century, the pursuit of sustainable development has become an urgent global mandate given the pressing issues of climate change, decreasing resources, social disparities, poverty, and environmental degradation. Meeting these complex challenges necessitates a new variety of professionals prepared with the knowledge, competencies, and mindset to drive sustainable transformation (Acosta Castellanos et al., 2021). This paper introduces the concept of interdisciplinary and engaged learning as a transformative strategy for preparing sustainable development practitioners. Interdisciplinary education transcends conventional boundaries, fostering a comprehensive grasp of complicated issues. Sustainable development inherently demands the amalgamation of diverse domains like environmental science, economics, sociology, policy analysis, and ethics. Interdisciplinary learning environments enable students to bridge the gaps between disciplines, enabling a holistic perspective on sustainability. Engaged learning goes beyond theory and encourages active participation in addressing real-world difficulties (Liu et al.,2002). Sustainable development professionals must excel at translating knowledge into action, collaborating with diverse stakeholders, and enacting change on the ground. Engaged learning practices, including internships, fieldwork, community partnerships, and problem-based projects, equip students with practical skills and a sense of agency to contribute meaningfully to sustainability objectives. This paper explores the symbiotic relationship between interdisciplinary and engaged learning as preparation for development practice. Interdisciplinary approaches furnish the intellectual framework for comprehending development challenges, while engaged learning opportunities provide platforms for applying this knowledge in real-world contexts. This interaction promotes critical thinking, creativity, adaptability, and empathy—vital activities and traits for professionals navigating the complex, ever-evolving scene of sustainable development. This paper uses document review and interviews to gain insights into history, mission and program design rationale of the Cornell University Masters of Professional Studies (MPS) in Global Development program. This paper underscores the positive outcomes of interdisciplinary and engaged learning in preparing sustainable development professionals. It emphasizes the significance of promoting a culture of curiosity, continuous learning, and open discourse among students, faculty, and practitioners. In conclusion, the paper underscores the pivotal role of interdisciplinary and engaged learning in shaping the future generation of sustainable development experts. By embracing these approaches, higher education institutions can empower students to become catalysts for change, equipped to tackle the multifaceted challenges of sustainability with competence, creativity, and compassion, thereby becoming fervent advocates for positive transformation.
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Water for Small & Very Small Communities in Puerto Rico: Background and Framework for Thoughtful Implementation of Resilient Treatment Technology
Everhart Gearing, Alexandra (2023)
Small towns and communities in under-resourced areas often struggle to build, maintain, fund, and operate resilient drinking water treatment infrastructure that meets their needs. Development practitioners often supply technology and infrastructure without addressing the need for community engagement and education, workforce training, secure funding sources, and long-term operation and maintenance plans. Often the infrastructure does not provide the level of service a community needs by not adequately treating the source water and having a short time between component failures. The AguaClara Cornell project team comprised of Cornell University’s (CU) School of Civil and Environmental Engineering (CEE) and AguaClara Reach (ACR), a non-profit organization focused on bringing safe drinking water “on tap” to developing areas, are looking to implement their water treatment technology in Puerto Rico (PR) while keeping this holistic mindset for what true implementation of new technology looks like. This report provides context for working in Puerto Rico, a summary of Puerto Rico relevant work conducted thus far by the Cornell AguaClara Program, and a prospective roadmap of next steps for implementation of ACR technology in Puerto Rico. The summary includes the author’s work on the application for a National Science Foundation (NSF) Convergence Accelerator grant that supports the development of a convergence framework to expedite the deployment of equitable water systems, especially for those most impacted by climate change. The grant application proposes a three-pronged approach for developing this framework that includes Governance & Finance, Resilient Treatment Technology, and Community Education & Workforce Training. ACR and its partners plan to follow this approach when implementing water treatment technology alongside a community.