Climate extremes pose a global threat to crop security. Conservation agriculture is expected to offer substantial climate adaptation benefits. However, synergistic effects of conservation practices on yield during normal versus extreme climates and underlying regulatory mechanisms remain elusive. Here, we analyze 29-years of climate data, cotton (Gossypium hirsutum L.) yield, and soil data under 32 management practices in Tennessee, USA. We find that long-term no-tillage enhanced agroecosystem resilience and yield stability under climate extremes and maximized yield under favorable climate. We demonstrate that no-tillage benefits are tied with enhanced soil structural stability and organic carbon. No-tillage enhanced the effectiveness of legume cover crop in stabilizing cotton yield during relatively dry or wet, and dry years, while nitrogen fertilizer rate and precipitation timing, controlled yield stability in wetter years. Our findings provide evidence-based insights into how management strategies can enhance agroecosystem resilience and production stability in climate extremes.
University curriculum, both on a campus level and on a per-major level, are affected in a complex way by many decisions of many administrators and faculty over time. As universities across the United States share an urgency to significantly improve student success and success retention, there is a pressing need to better understand how the student population is progressing through the curriculum, and how to provide better supporting infrastructure and refine the curriculum for the purpose of improving student outcomes. This work has developed a visual knowledge discovery system called eCamp that pulls together a variety of populationscale data products, including student grades, major descriptions, and graduation records. These datasets were previously disconnected and only available to and maintained by independent campus offices. The framework models and analyzes the multi-level relationships hidden within these data products, and visualizes the student flow patterns through individual majors as well as through a hierarchy of majors. These results support analytical tasks involving student outcomes, student retention, and curriculum design. It is shown how eCamp has revealed student progression information that was previously unavailable.
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