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• 81. [Article] Broad-scale patterns of invertebrate richness and community composition in temporary rivers: effects of flow intermittence

  To the best of our knowledge, one or more authors of this paper were federal employees when contributing to this work. This is the publisher’s final pdf. The published article is copyrighted by John Wiley ...

  Citation × Citation Citation Abstract Copy Title: Broad-scale patterns of invertebrate richness and community composition in temporary rivers: effects of flow intermittence Author: Larned, S. T., Bogan, M. T., Wood, P. J., Santos, A. N., Meyer, E. I., Datry, T., Fritz, K. M. To the best of our knowledge, one or more authors of this paper were federal employees when contributing to this work. This is the publisher’s final pdf. The published article is copyrighted by John Wiley & Sons, Ltd. and can be found at: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1600-0587. Title: Broad-scale patterns of invertebrate richness and community composition in temporary rivers: effects of flow intermittence Author: Larned, S. T., Bogan, M. T., Wood, P. J., Santos, A. N., Meyer, E. I., Datry, T., Fritz, K. M. To the best of our knowledge, one or more authors of this paper were federal employees when contributing to this work. This is the publisher’s final pdf. The published article is copyrighted by John Wiley & Sons, Ltd. and can be found at: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1600-0587. Close

• 82. [Article] Factors and issues surrounding development of one community college baccalaureate degree program

  The purpose of this study is to describe the factors and issues surrounding development of one community college baccalaureate degree program, the three-year Bachelor of Manufacturing Technology at Westark ...

  Citation × Citation Citation Abstract Copy Title: Factors and issues surrounding development of one community college baccalaureate degree program Author: McKee, Jonathon V. The purpose of this study is to describe the factors and issues surrounding development of one community college baccalaureate degree program, the three-year Bachelor of Manufacturing Technology at Westark College in Arkansas. This study probes three primary movements at play in the Westark baccalaureate program, which was developed to respond to industry demands. First, and most obvious, this new program proposes that the community college expand its mission to include baccalaureate programs. Second, the Westark program is based on the demonstration of student mastered competencies. Finally, the Westark baccalaureate attempts to integrate the general education requirement into the competency-based curriculum. Individually, these threads are relatively untested. Combining these components into one degree program is a relatively new concept. The intent of this inquiry was not an evaluation of the Westark Bachelor of Manufacturing Technology degree program. What the researcher hoped to accomplish was to uncover the salient factors and issues related to the development of this new program. What was gained through this process is an understanding of how one community college baccalaureate was established, including identifying important themes. Several issues have been described from the interviews and ongoing document search that should be useful for future studies of the community college baccalaureate. Furthermore, the study clearly implies that curricula supporting student master competencies is an entirely different direction of inquiry that is perhaps even more essential than the study of the community college baccalaureate. Whether or not the Westark baccalaureate will be unique to Fort Smith, Arkansas remains to be seen. Other community colleges may attempt to adopt the Westark College model. Lining up the social, economic, political, and pedagogical forces to expand the community college degree offerings to include a baccalaureate that includes integrated student master competencies could be difficult. However, Westark College has provided a model for other community colleges that may currently, or in the future, be considering a bachelor degree program. Title: Factors and issues surrounding development of one community college baccalaureate degree program Author: McKee, Jonathon V. The purpose of this study is to describe the factors and issues surrounding development of one community college baccalaureate degree program, the three-year Bachelor of Manufacturing Technology at Westark College in Arkansas. This study probes three primary movements at play in the Westark baccalaureate program, which was developed to respond to industry demands. First, and most obvious, this new program proposes that the community college expand its mission to include baccalaureate programs. Second, the Westark program is based on the demonstration of student mastered competencies. Finally, the Westark baccalaureate attempts to integrate the general education requirement into the competency-based curriculum. Individually, these threads are relatively untested. Combining these components into one degree program is a relatively new concept. The intent of this inquiry was not an evaluation of the Westark Bachelor of Manufacturing Technology degree program. What the researcher hoped to accomplish was to uncover the salient factors and issues related to the development of this new program. What was gained through this process is an understanding of how one community college baccalaureate was established, including identifying important themes. Several issues have been described from the interviews and ongoing document search that should be useful for future studies of the community college baccalaureate. Furthermore, the study clearly implies that curricula supporting student master competencies is an entirely different direction of inquiry that is perhaps even more essential than the study of the community college baccalaureate. Whether or not the Westark baccalaureate will be unique to Fort Smith, Arkansas remains to be seen. Other community colleges may attempt to adopt the Westark College model. Lining up the social, economic, political, and pedagogical forces to expand the community college degree offerings to include a baccalaureate that includes integrated student master competencies could be difficult. However, Westark College has provided a model for other community colleges that may currently, or in the future, be considering a bachelor degree program. Close

• 83. [Article] Microbial responses to changes in flow status in temporary headwater streams: a cross-system comparison

  This is the publisher’s final pdf. The published article is copyrighted by Frontiers Research Foundation and can be found at: http://journal.frontiersin.org/journal/microbiology

  Citation × Citation Citation Abstract Copy Title: Microbial responses to changes in flow status in temporary headwater streams: a cross-system comparison Author: Crump, Byron C., Hosen, Jacob D., Febria, Catherine M., et al. This is the publisher’s final pdf. The published article is copyrighted by Frontiers Research Foundation and can be found at: http://journal.frontiersin.org/journal/microbiology Title: Microbial responses to changes in flow status in temporary headwater streams: a cross-system comparison Author: Crump, Byron C., Hosen, Jacob D., Febria, Catherine M., et al. This is the publisher’s final pdf. The published article is copyrighted by Frontiers Research Foundation and can be found at: http://journal.frontiersin.org/journal/microbiology Close

• 84. [Article] Building social capital through community-agency collaboration : a survey of residents in northeast Washington

  Over the past half century, the USDA Forest Service has increasingly faced diverse and often competing demands for forest resources, ranging from recreation, to ecosystem services, and timber supply. Building ...

  Citation × Citation Citation Abstract Copy Title: Building social capital through community-agency collaboration : a survey of residents in northeast Washington Author: Maier, Carolin Over the past half century, the USDA Forest Service has increasingly faced diverse and often competing demands for forest resources, ranging from recreation, to ecosystem services, and timber supply. Building positive community-agency relationships has become increasingly important. Such relationships can improve community support for forest planning and management activities, ultimately making the agency more efficient and effective, while also providing economic and social benefit to local communities. The development of social capital may play an important role in promoting positive agency-community relationships. Broadly defined, the term refers to the social networks between individuals and groups that create a willingness and ability to act collectively toward a common goal. This study focuses on the impact that a partnership between the Colville National Forest and Northeast Washington Forestry Coalition has had on rural Northeast Washington communities. Overall, our study suggests the partnership has positively impacted networks among community members and networks between the community and the Forest Service. However, there is room for improvement. Many study participants were not familiar with important details about the Coalition's membership and objectives, or how its work may impact them or their community. Targeted outreach efforts will likely lead to greater support for the partnership. Such efforts could also strengthen networks among community members and community-agency networks as individuals learn how the partnership can benefit them and issues they care about. Title: Building social capital through community-agency collaboration : a survey of residents in northeast Washington Author: Maier, Carolin Over the past half century, the USDA Forest Service has increasingly faced diverse and often competing demands for forest resources, ranging from recreation, to ecosystem services, and timber supply. Building positive community-agency relationships has become increasingly important. Such relationships can improve community support for forest planning and management activities, ultimately making the agency more efficient and effective, while also providing economic and social benefit to local communities. The development of social capital may play an important role in promoting positive agency-community relationships. Broadly defined, the term refers to the social networks between individuals and groups that create a willingness and ability to act collectively toward a common goal. This study focuses on the impact that a partnership between the Colville National Forest and Northeast Washington Forestry Coalition has had on rural Northeast Washington communities. Overall, our study suggests the partnership has positively impacted networks among community members and networks between the community and the Forest Service. However, there is room for improvement. Many study participants were not familiar with important details about the Coalition's membership and objectives, or how its work may impact them or their community. Targeted outreach efforts will likely lead to greater support for the partnership. Such efforts could also strengthen networks among community members and community-agency networks as individuals learn how the partnership can benefit them and issues they care about. Close

• 85. [Article] Integrating indigenous knowledge into the community development process : the Zimbabwean experience

  This study is a critical ethnography of my professional career as an educator born and raised in the Shona culture in Zimbabwe. In this metaphysical study I reconstruct a worldview that I consider to be ...

  Citation × Citation Citation Abstract Copy Title: Integrating indigenous knowledge into the community development process : the Zimbabwean experience Author: Munyaka, Golden This study is a critical ethnography of my professional career as an educator born and raised in the Shona culture in Zimbabwe. In this metaphysical study I reconstruct a worldview that I consider to be representative of Shona customs and beliefs. Doing this project has challenged my own ethnic identity as I struggled to position myself on the emic-etic continuum. As a young educator, I believed my professional practice was rooted in the high professional ethics of "modern science." Today as I come to the end of this particular journey, I have raised more questions than answers. To what extend does "modern science" represent the worldviews of indigenous people like me? More still, to what extent does the development of knowledge and technology engage rural indigenous communities? Is it possible for rural indigenous communities to achieve sustainable development as outsiders to the "scientific" community? The questions I have raised in this study have led me to understand that the current state of "development" as a concept and discourse needs to be redefined from the perspective of ordinary rural people. Universal notions of development have failed to inform policy makers and researchers on how to solve social problems of poverty and access to basic services like clean water, food, shelter, and affordable health care and education. Globalization as the new manifestation of "modernity" is leading to increased exclusion of disadvantaged communities, mostly women and indigenous rural people, from enjoying the benefits of new knowledge and advanced technology. In this dissertation, I review the main paradigms of community development from 1884 when Africa was officially "christianized" at the Berlin Conference. The epistemology of community development gave me a unique opportunity to propose a grassroots model to community development that I refer to as the "G Community Development" theory (or simply the GCD theory). The GCD theory is grounded in the Zimbabwean context and my woridview. This theory is my tentative approach to make sense of the state of the development of indigenous communities in rural Zimbabwe. Under no circumstances do I seek to generalize the application of this theoretical artifact. Title: Integrating indigenous knowledge into the community development process : the Zimbabwean experience Author: Munyaka, Golden This study is a critical ethnography of my professional career as an educator born and raised in the Shona culture in Zimbabwe. In this metaphysical study I reconstruct a worldview that I consider to be representative of Shona customs and beliefs. Doing this project has challenged my own ethnic identity as I struggled to position myself on the emic-etic continuum. As a young educator, I believed my professional practice was rooted in the high professional ethics of "modern science." Today as I come to the end of this particular journey, I have raised more questions than answers. To what extend does "modern science" represent the worldviews of indigenous people like me? More still, to what extent does the development of knowledge and technology engage rural indigenous communities? Is it possible for rural indigenous communities to achieve sustainable development as outsiders to the "scientific" community? The questions I have raised in this study have led me to understand that the current state of "development" as a concept and discourse needs to be redefined from the perspective of ordinary rural people. Universal notions of development have failed to inform policy makers and researchers on how to solve social problems of poverty and access to basic services like clean water, food, shelter, and affordable health care and education. Globalization as the new manifestation of "modernity" is leading to increased exclusion of disadvantaged communities, mostly women and indigenous rural people, from enjoying the benefits of new knowledge and advanced technology. In this dissertation, I review the main paradigms of community development from 1884 when Africa was officially "christianized" at the Berlin Conference. The epistemology of community development gave me a unique opportunity to propose a grassroots model to community development that I refer to as the "G Community Development" theory (or simply the GCD theory). The GCD theory is grounded in the Zimbabwean context and my woridview. This theory is my tentative approach to make sense of the state of the development of indigenous communities in rural Zimbabwe. Under no circumstances do I seek to generalize the application of this theoretical artifact. Close

• 86. [Article] Gendered Leadership? Female Community College Presidents and their Leadership Behaviors

  Considerable research has been done on women and leadership styles, and while most have found very little to no difference in leadership style between men and women, there has been conflict with individual ...

  Citation × Citation Citation Abstract Copy Title: Gendered Leadership? Female Community College Presidents and their Leadership Behaviors Author: Rafia, Lida Considerable research has been done on women and leadership styles, and while most have found very little to no difference in leadership style between men and women, there has been conflict with individual gender roles and organizational roles (Eagly & Johnson, 1990; Eddy & Cox, 2008; Kanter, 1997). These studies on gendered organizations led to more questions regarding women's leadership behaviors once in presidency roles. Are women a product of their gendered organization, meaning that their leadership behavior represents a stereotypic male? The purpose of this study is to examine the ways in which gender has had an impact on women community college presidents. With the impending retirement of community college leaders, the need to evaluate current female presidents' respective leadership behaviors can add to understanding of the individual women in these roles, but also to their institutions' cultures of gender and leadership behaviors. Utilizing critical feminist theory, this qualitative narrative analysis examined how gender has impacted the leadership behaviors of current female community college presidents in the Pacific Northwest. The methods used included 90-minute, face-to-face interviews with eight current female community college presidents in the Pacific Northwest. The findings from the study suggest that gender, among other aspects of identity, has affected the leadership behaviors of female community college presidents. The study found that five themes emerged as a result of the data analysis: 1) intersectionality, 2) image, 3) preserving integrity, 4) credibility, 5) authenticity. This study also attempted to understand through research the institutional and society barriers women community college presidents face in order to create positive change for more women to succeed. Title: Gendered Leadership? Female Community College Presidents and their Leadership Behaviors Author: Rafia, Lida Considerable research has been done on women and leadership styles, and while most have found very little to no difference in leadership style between men and women, there has been conflict with individual gender roles and organizational roles (Eagly & Johnson, 1990; Eddy & Cox, 2008; Kanter, 1997). These studies on gendered organizations led to more questions regarding women's leadership behaviors once in presidency roles. Are women a product of their gendered organization, meaning that their leadership behavior represents a stereotypic male? The purpose of this study is to examine the ways in which gender has had an impact on women community college presidents. With the impending retirement of community college leaders, the need to evaluate current female presidents' respective leadership behaviors can add to understanding of the individual women in these roles, but also to their institutions' cultures of gender and leadership behaviors. Utilizing critical feminist theory, this qualitative narrative analysis examined how gender has impacted the leadership behaviors of current female community college presidents in the Pacific Northwest. The methods used included 90-minute, face-to-face interviews with eight current female community college presidents in the Pacific Northwest. The findings from the study suggest that gender, among other aspects of identity, has affected the leadership behaviors of female community college presidents. The study found that five themes emerged as a result of the data analysis: 1) intersectionality, 2) image, 3) preserving integrity, 4) credibility, 5) authenticity. This study also attempted to understand through research the institutional and society barriers women community college presidents face in order to create positive change for more women to succeed. Close

• 87. [Article] Inside a school-university partnership : participation in a community of practice as professional growth

  Research suggests that long-term participation in professional development is critical in helping teachers meet the increasing demands of reform efforts and changing practice (Gallucci, 2003; Darling-Hammond, ...

  Citation × Citation Citation Abstract Copy Title: Inside a school-university partnership : participation in a community of practice as professional growth Author: Bottoms, SueAnn I. Research suggests that long-term participation in professional development is critical in helping teachers meet the increasing demands of reform efforts and changing practice (Gallucci, 2003; Darling-Hammond, 1995; Little, 1993). Understanding the influence that participation in a community of teachers as a community of practice may have on teachers’ professional growth requires a deeper understanding of those aspects of teacher community that encourage or discourage participation. This research examines teachers’ perceptions as to why they participate in a community of practice. It also addresses what these perceptions suggest about the potential resources that participation in a community of practice provide in support of professional growth. This study utilizes community of practice as theoretical framework because it encourages thought about learning as participation rather than simply the acquisition of knowledge or skills (Wenger, 1999). This mid-level analysis focuses on the actions, artifacts, tools, stories, events, and discourse of the participants in a given context. It is a critical case study using a phenomenological perspective (Patton, 2005) to understand the essence of the experience of participation from the perspective of the participants themselves. Analysis of participants’ responses indicates that from their perspective, participation in a community of teachers as community of practice through a school-university partnership constitutes a resource for professional growth. Teachers in this study describe their participation in terms of leadership, disengagement, student-centeredness, pedagogy and pedagogical content knowledge, financial and material resources, professional development, collegial interactions and relationships, and shared personal practice. Analysis of participation is characterized by reason(s) for initial participation, for continuing or discontinuing participation, in terms of collegial interactions and relationships, and by changes in participation or experience over time. Title: Inside a school-university partnership : participation in a community of practice as professional growth Author: Bottoms, SueAnn I. Research suggests that long-term participation in professional development is critical in helping teachers meet the increasing demands of reform efforts and changing practice (Gallucci, 2003; Darling-Hammond, 1995; Little, 1993). Understanding the influence that participation in a community of teachers as a community of practice may have on teachers’ professional growth requires a deeper understanding of those aspects of teacher community that encourage or discourage participation. This research examines teachers’ perceptions as to why they participate in a community of practice. It also addresses what these perceptions suggest about the potential resources that participation in a community of practice provide in support of professional growth. This study utilizes community of practice as theoretical framework because it encourages thought about learning as participation rather than simply the acquisition of knowledge or skills (Wenger, 1999). This mid-level analysis focuses on the actions, artifacts, tools, stories, events, and discourse of the participants in a given context. It is a critical case study using a phenomenological perspective (Patton, 2005) to understand the essence of the experience of participation from the perspective of the participants themselves. Analysis of participants’ responses indicates that from their perspective, participation in a community of teachers as community of practice through a school-university partnership constitutes a resource for professional growth. Teachers in this study describe their participation in terms of leadership, disengagement, student-centeredness, pedagogy and pedagogical content knowledge, financial and material resources, professional development, collegial interactions and relationships, and shared personal practice. Analysis of participation is characterized by reason(s) for initial participation, for continuing or discontinuing participation, in terms of collegial interactions and relationships, and by changes in participation or experience over time. Close

• 88. [Article] Models of a four-species annual weed community : growth, competition, and community dynamics

  Models of weed communities aid in the development of weed management strategies and elucidate the processes and mechanisms that regulate plant populations and communities. A conceptual weed community model ...

  Citation × Citation Citation Abstract Copy Title: Models of a four-species annual weed community : growth, competition, and community dynamics Author: Roush, Mary Lynn Models of weed communities aid in the development of weed management strategies and elucidate the processes and mechanisms that regulate plant populations and communities. A conceptual weed community model was developed to organize key regulatory life-history processes. Specific investigations focused on the processes of plant growth and competition, and relationships between growth ability and competitive ability. Plant competition was investigated from two perspectives: the intensity of competition and the importance of competition. Intensity is the response of a plant to competition; importance is the role of competition in regulating populations and communities. Recent applications of fundamental yield-density relationships have enhanced interpretations that can be made about the mechanisms and implications of competition. Plant growth and competition experiments were conducted for a community of four annual weed species to 1) quantify competition intensity using yield-density relationships, 2) link processes of plant growth and competition, and 3) characterize the importance of competition in the community. The weed species were Amaranthus retroflexus L., Chenmodium album L., Echinochloa crus-galli L., and Lolium multiflorum Lam.. Experiments were conducted for two years in the field, using isolated, container-grown individuals for growth analysis, and an addition series design for competition. Results indicated strong relationships between plant growth traits and competitive abilities; however, these relationships were sensitive to variation in the environment. Yield-density models and population models suggested that the role of competition in population dynamics varied for the four species, and indicated that other key life-history processes may significantly influence the weed community. In particular, seed bank dynamics and interactions between the environment (temperature and light) and growth, competition and seed bank processes were emphasized for further development and implementation of the weed community model. Title: Models of a four-species annual weed community : growth, competition, and community dynamics Author: Roush, Mary Lynn Models of weed communities aid in the development of weed management strategies and elucidate the processes and mechanisms that regulate plant populations and communities. A conceptual weed community model was developed to organize key regulatory life-history processes. Specific investigations focused on the processes of plant growth and competition, and relationships between growth ability and competitive ability. Plant competition was investigated from two perspectives: the intensity of competition and the importance of competition. Intensity is the response of a plant to competition; importance is the role of competition in regulating populations and communities. Recent applications of fundamental yield-density relationships have enhanced interpretations that can be made about the mechanisms and implications of competition. Plant growth and competition experiments were conducted for a community of four annual weed species to 1) quantify competition intensity using yield-density relationships, 2) link processes of plant growth and competition, and 3) characterize the importance of competition in the community. The weed species were Amaranthus retroflexus L., Chenmodium album L., Echinochloa crus-galli L., and Lolium multiflorum Lam.. Experiments were conducted for two years in the field, using isolated, container-grown individuals for growth analysis, and an addition series design for competition. Results indicated strong relationships between plant growth traits and competitive abilities; however, these relationships were sensitive to variation in the environment. Yield-density models and population models suggested that the role of competition in population dynamics varied for the four species, and indicated that other key life-history processes may significantly influence the weed community. In particular, seed bank dynamics and interactions between the environment (temperature and light) and growth, competition and seed bank processes were emphasized for further development and implementation of the weed community model. Close

• 89. [Article] The effects of increased enrollment of international students on student services at six Washington State community colleges

  Institutions of higher education face a global mandate, understanding and addressing the concept of internationalization in the 21st century. As the world becomes "smaller", there is a need for college ...

  Citation × Citation Citation Abstract Copy Title: The effects of increased enrollment of international students on student services at six Washington State community colleges Author: Acob-Nash, Maria Angelica Institutions of higher education face a global mandate, understanding and addressing the concept of internationalization in the 21st century. As the world becomes "smaller", there is a need for college students to expand their awareness and understanding of multinational cultures and issues. Recently, many four-year colleges and universities have taken a strategic approach to internationalization activities on their campuses, including attracting more international students. Two year community colleges, as a whole, have been slower to embrace efforts to increase the number of in-bound international students. Published reports reveal that in the past ten years few community colleges increased the number of inbound international students on their campuses. However, six community colleges in Washington State have significantly increased the number of inbound international students. These community colleges are the six cases selected for this research study. This is a multicase study focused on the responses of student services personnel at six Washington state community colleges to determine what, if any, were the effects on student services, of a significant increase in the number of inbound international students. The study also examined the participants’ opinions as to what other community colleges could do to prepare for an increased number of-inbound international students. The findings, based on interviews with a select number of student services personnel at each of the six colleges, included four themes: (a) personnel considerations, (b) communication issues, (c) physical/space requirements/concerns, and (d) financial and budgetary concerns. From these themes the researcher developed an Inclusivity Transparency Model (ITM). This model seeks to provide a roadmap suggesting how community colleges might prepare for challenges presented by a significant increase in the number of in-bound international students. Title: The effects of increased enrollment of international students on student services at six Washington State community colleges Author: Acob-Nash, Maria Angelica Institutions of higher education face a global mandate, understanding and addressing the concept of internationalization in the 21st century. As the world becomes "smaller", there is a need for college students to expand their awareness and understanding of multinational cultures and issues. Recently, many four-year colleges and universities have taken a strategic approach to internationalization activities on their campuses, including attracting more international students. Two year community colleges, as a whole, have been slower to embrace efforts to increase the number of in-bound international students. Published reports reveal that in the past ten years few community colleges increased the number of inbound international students on their campuses. However, six community colleges in Washington State have significantly increased the number of inbound international students. These community colleges are the six cases selected for this research study. This is a multicase study focused on the responses of student services personnel at six Washington state community colleges to determine what, if any, were the effects on student services, of a significant increase in the number of inbound international students. The study also examined the participants’ opinions as to what other community colleges could do to prepare for an increased number of-inbound international students. The findings, based on interviews with a select number of student services personnel at each of the six colleges, included four themes: (a) personnel considerations, (b) communication issues, (c) physical/space requirements/concerns, and (d) financial and budgetary concerns. From these themes the researcher developed an Inclusivity Transparency Model (ITM). This model seeks to provide a roadmap suggesting how community colleges might prepare for challenges presented by a significant increase in the number of in-bound international students. Close

• 90. [Article] Composition, distribution and succession of subalpine meadows in Mount Rainier National Park

  In 1970 a phytosociological reconnaissance consisting of 135 plots in the Subalpine Meadow Zone was made. These samples were sorted using an association table and several Alpine Zone and very early seral ...

  Citation × Citation Citation Abstract Copy Title: Composition, distribution and succession of subalpine meadows in Mount Rainier National Park Author: Henderson, Jan A. In 1970 a phytosociological reconnaissance consisting of 135 plots in the Subalpine Meadow Zone was made. These samples were sorted using an association table and several Alpine Zone and very early seral communities were set aside, An additional hundred plots taken by M. J. Hamann were incorporated with these and compiled in another association table and combined in a two-dimensional ordination. This analysis yielded 18 major and 16 minor described community types which were clustered into five vegetation types. A key to the vegetation and community types is also presented. Soil moisture and temperature data were taken during 1971 and 1972 and are used to help characterize selected important communities. Soil moistures did not drop much during either season, although differences between communities are apparent. The difference in temperatures (of the top 2 cm of soil) of the same selected communities were more striking. The Festuca dominated communities experienced soil temperatures over 35° C, while maximum temperatures in other communities rarely ranged over 20° C. Low night-time temperatures were relatively similar from community to community, ranging from near freezing to about + 5° C. Several successional patterns were uncovered. In general the communities in the Low-Herbaceous Vegetation Type are early seral and are replaced by members of the Wet-Sedge, Lush-Herbaceous and the Dry-Grass Vegetation Types. Trees appear to be invading all vegetation types variation in pattern and frequency. This variation is attributed to differences in soil moisture and temperature and depth and duration of winter snowpack. Analysis of the ages of invading trees indicates that there was an intensive invasion in the early 1930's and several other minor invasion periods Several factors are discussed which must be favorable for the successful invasion of meadows by trees. The Subalpine Meadow Zone, using vegetation types as map units, is mapped at a scale of about 1:50,000 The total area of the meadow vegetation in the zone is 14,650 acres (6,000 hectares). The entire zone including open subalpine woods covers 24,650 acres (10,000 hectares). Title: Composition, distribution and succession of subalpine meadows in Mount Rainier National Park Author: Henderson, Jan A. In 1970 a phytosociological reconnaissance consisting of 135 plots in the Subalpine Meadow Zone was made. These samples were sorted using an association table and several Alpine Zone and very early seral communities were set aside, An additional hundred plots taken by M. J. Hamann were incorporated with these and compiled in another association table and combined in a two-dimensional ordination. This analysis yielded 18 major and 16 minor described community types which were clustered into five vegetation types. A key to the vegetation and community types is also presented. Soil moisture and temperature data were taken during 1971 and 1972 and are used to help characterize selected important communities. Soil moistures did not drop much during either season, although differences between communities are apparent. The difference in temperatures (of the top 2 cm of soil) of the same selected communities were more striking. The Festuca dominated communities experienced soil temperatures over 35° C, while maximum temperatures in other communities rarely ranged over 20° C. Low night-time temperatures were relatively similar from community to community, ranging from near freezing to about + 5° C. Several successional patterns were uncovered. In general the communities in the Low-Herbaceous Vegetation Type are early seral and are replaced by members of the Wet-Sedge, Lush-Herbaceous and the Dry-Grass Vegetation Types. Trees appear to be invading all vegetation types variation in pattern and frequency. This variation is attributed to differences in soil moisture and temperature and depth and duration of winter snowpack. Analysis of the ages of invading trees indicates that there was an intensive invasion in the early 1930's and several other minor invasion periods Several factors are discussed which must be favorable for the successful invasion of meadows by trees. The Subalpine Meadow Zone, using vegetation types as map units, is mapped at a scale of about 1:50,000 The total area of the meadow vegetation in the zone is 14,650 acres (6,000 hectares). The entire zone including open subalpine woods covers 24,650 acres (10,000 hectares). Close