High ambient ozone (O 3 ) concentrations are a widespread and persistent problem globally. Although studies have documented the role of forests in removing O 3 and one of its precursors, nitrogen dioxide (NO 2 ), the cost effectiveness of using peri-urban reforestation for O 3 abatement purposes has not been examined. We develop a methodology that uses available air quality and meteorological data and simplified forest structure growth-mortality and dry deposition models to assess the performance of reforestation for O 3 precursor abatement. We apply this methodology to identify the cost-effective design for a hypothetical 405-ha, peri-urban reforestation project in the Houston-GalvestonBrazoria O 3 nonattainment area in Texas. The project would remove an estimated 310 tons of (t) O 3 and 58 t NO 2 total over 30 y. Given its location in a nitrogen oxide (NO x )-limited area, and using the range of Houston area O 3 production efficiencies to convert forest O 3 removal to its NO x equivalent, this is equivalent to 127-209 t of the regulated NO x . The cost of reforestation per ton of NO x abated compares favorably to that of additional conventional controls if no land costs are incurred, especially if carbon offsets are generated. Purchasing agricultural lands for reforestation removes this cost advantage, but this problem could be overcome through cost-share opportunities that exist due to the public and conservation benefits of reforestation. Our findings suggest that peri-urban reforestation should be considered in O 3 control efforts in Houston, other US nonattainment areas, and areas with O 3 pollution problems in other countries, wherever O 3 formation is predominantly NO x limited.air pollution | ecosystem services | natural infrastructure | state implementation plan

In this paper I examine the music learning and teaching in the Banjo Hangout online music community ( www.banjohangout.org/ ) using cyber ethnographic methods of interview and participant observation conducted entirely through computer-mediated communication, which includes Skype and written narrative texts – forum posts, email, chat room conversations – along with hyperlinks to YouTube and other Internet music-learning resources. The Hangout is an example of an online community based on the pre-existing offline interests of its founding members and it is thus connected to and overlaps with the offline Old Time and Bluegrass music banjo communities. Although I focus on the Banjo Hangout online community, this study also provides peripheral glimpses – embedded in the participants’ narratives – into the offline Old Time and Bluegrass banjo communities of practice. As a cyber ethnographic field study, this research also highlights the epistemological differences between on- and offline community as reflected in music education online narrative qualitative research and research practice.

Over the past ten years, online communities of practice have evolved in cyberspace formed around different folk music genres, including Bluegrass, Irish Traditional, and Old Time (OT) music. Using Wenger's (1998) social learning theory as a framework, and informed by Hine's research in cyber ethnography (2000), the purpose of this article is to explore the informal music teaching and learning practices that characterize the OT music online community as a community of practice (CoP). What defines the OT online community as a CoP? What technologiesincluding software programs -do learners use and how do learners modify these to fit their needs? What practices characterize learning in this online community? Information gleaned from this article will serve a twofold purpose. First, the exploration of music learning in this online CoP will have implications for lifelong music learning and formal school music education. Second, this study will demonstrate the appropriateness of employing cyber ethnography as a method for conducting online narrative research in music education.

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