Colorado State University

About: Colorado State University is a education organization based out in Fort Collins, Colorado, United States. It is known for research contribution in the topics: Population & Radar. The organization has 31430 authors who have published 69040 publications receiving 2724463 citations. The organization is also known as: CSU & Colorado Agricultural College.

Open‐top designs for manipulating field temperature in high‐latitude ecosystems

Abstract: Passive open-top devices have been proposed as a method to experimentally increase temperature in high-latitude ecosystems. There is, however, little documentation on the efficacy of these devices. This paper examines the performance of four open-top chambers for altering temperature at six sites in the Arctic and Antarctica. Most of the heating effect was due to daytime warming above ambient; occasional night-time cooling below ambient, especially of air temperatures, depressed mean daily temperature. The mean daily temperatures at four arctic sites were generally increased by 1.2–1.8 °C; but occasionally, temperature depressions also occurred. Under optimal conditions at the antarctic site (dry soils, no vegetation, high radiation) mean daily soil temperatures were increased by +2.2 °C (–10 cm) to +5.2 °C (0 cm). Protection from wind may play a more important role than temperature per se in providing a favourable environment for plant growth within open-top devices. Wind speed had a generally negative impact on mean daily temperature. Daily global radiation was both positively and negatively related to chamber temperature response. The effect of chambers on snow accumulation was variable with the Alexandra Fjord site showing an increased accumulation in chambers but no difference in the date of snowmelt, while at Latnjajaure in a deep snowfall site, snowmelt occurred 1–2 weeks earlier in chambers, potentially increasing the growing season. Selection of a passive temperature-enhancing system requires balancing the temperature enhancement desired against potential unwanted ecological effects such as chamber overheating and altered light, moisture, and wind. In general, the more closed the temperature-enhancing system, the higher is the temperature enhancement, but the larger are the unwanted ecological effects. Open-top chambers alter temperature significantly and minimize most unwanted ecological effects; as a consequence, these chambers are a useful tool for studying the response of high-latitude ecosystems to warming.

Shifts in Lake N:P Stoichiometry and Nutrient Limitation Driven by Atmospheric Nitrogen Deposition

Abstract: Human activities have more than doubled the amount of nitrogen (N) circulating in the biosphere. One major pathway of this anthropogenic N input into ecosystems has been increased regional deposition from the atmosphere. Here we show that atmospheric N deposition increased the stoichiometric ratio of N and phosphorus (P) in lakes in Norway, Sweden, and Colorado, United States, and, as a result, patterns of ecological nutrient limitation were shifted. Under low N deposition, phytoplankton growth is generally N-limited; however, in high-N deposition lakes, phytoplankton growth is consistently P-limited. Continued anthropogenic amplification of the global N cycle will further alter ecological processes, such as biogeochemical cycling, trophic dynamics, and biological diversity, in the world's lakes, even in lakes far from direct human disturbance.

The Science of Training and Development in Organizations What Matters in Practice

Abstract: Organizations in the United States alone spend billions on training each year. These training and development activities allow organizations to adapt, compete, excel, innovate, produce, be safe, improve service, and reach goals. Training has successfully been used to reduce errors in such high-risk settings as emergency rooms, aviation, and the military. However, training is also important in more conventional organizations. These organizations understand that training helps them to remain competitive by continually educating their workforce. They understand that investing in their employees yields greater results. However, training is not as intuitive as it may seem. There is a science of training that shows that there is a right way and a wrong way to design, deliver, and implement a training program. The research on training clearly shows two things: (a) training works, and (b) the way training is designed, delivered, and implemented matters. This article aims to explain why training is important and how to use training appropriately. Using the training literature as a guide, we explain what training is, why it is important, and provide recommendations for implementing a training program in an organization. In particular, we argue that training is a systematic process, and we explain what matters before, during, and after training. Steps to take at each of these three time periods are listed and described and are summarized in a checklist for ease of use. We conclude with a discussion of implications for both leaders and policymakers and an exploration of issues that may come up when deciding to implement a training program. Furthermore, we include key questions that executives and policymakers should ask about the design, delivery, or implementation of a training program. Finally, we consider future research that is important in this area, including some still unanswered questions and room for development in this evolving field. Language: en

The comparative effectiveness of web-based and classroom instruction: a meta-analysis

Abstract: Meta-analytic techniques were used to examine the effectiveness of Web-based instruction (WBI) relative to classroom instruction (CI) and to examine moderators of the comparative effectiveness of the 2 delivery media. The overall results indicated WBI was 6% more effective than CI for teaching declarative knowledge, the 2 delivery media were equally effective for teaching procedural knowledge, and trainees were equally satisfied with WBI and CI. However, WBI and CI were equally effective for teaching declarative knowledge when the same instructional methods were used to deliver both WBI and CI, suggesting media effects are spurious and supporting Clark's (1983, 1994) theory. Finally, WBI was 19% more effective than CI for teaching declarative knowledge when Web-based trainees were provided with control, in long courses, and when trainees practiced the training material and received feedback during training. Study limitations and directions for future research are discussed.

Anabolism: Low mechanical signals strengthen long bones

Abstract: Although the skeleton's adaptability to load-bearing has been recognized for over a century, the specific mechanical components responsible for strengthening it have not been identified. Here we show that after mechanically stimulating the hindlimbs of adult sheep on a daily basis for a year with 20-minute bursts of very-low-magnitude, high-frequency vibration, the density of the spongy (trabecular) bone in the proximal femur is significantly increased (by 34.2%) compared to controls. As the strain levels generated by this treatment are three orders of magnitude below those that damage bone tissue, this anabolic, non-invasive stimulus may have potential for treating skeletal conditions such as osteoporosis.