Despite this more conserved estimate of genera, the floral resources used in New Hampshire are still rich compared to those utilized in Georgia. We also found that foraging females in Missouri foraged from more plants to form a single pollen provision mass than those in Georgia . This suggests that suitable floral resources at the time of brood provisioning may not be as diverse in Georgia as more northern areas of Ceratina’s range, or that they were simply not locally abundant in the area around the collected nests. Across its geographic range, C. calcarata encounters a broad variety of possible forage. Diets in Georgia, Missouri and New Hampshire were dominated by pollen from different plant genera . Out of the 96 floral genera found in provisions in this study, only Rubus was found in more than 1% of reads across all three states . All other genera, even if abundant in one or two states, procona buckets were rare in provisions from the third. For example, sumac was a key floral resource in New Hampshire but made up less than 10% of the reads in Georgia and was hardly utilized at all in Missouri .
It is important to note that while read counts have been correlated with microscopy pollen counts in many studies, factors such as pollen morphology can skew the abundance estimate obtained from DNA sequences. Our study uses the marker rbcl, which has shown strong correlation with pollen counts, outperforming trnL and ITS2. With this in mind, comparison of relative abundance between sites shows state-wise differences in diet. Many of these plant genera are common to all three states, so perhaps these dietary variations are due to differences in bee and floral phenologies, as well as possible microhabitat distinctions in floral assemblages in proximity to the bee nest. While we do not have data on floral distributions within each collecting site, our records of nest substrate allow us to determine that foraging was not skewed towards the host plants. Rubus was a common pollen source but even nests formed within Rubus plants did not show a bias in pollen collection. Different pollens vary in nutritional qualities, which may influence foraging decisions. Pollen can also have toxic constituents, and some generalist foragers appear to actively utilize a broad range of floral resources to alleviate the effects these may have on brood development. How these factors influence C. calcarata foraging is unknown but our results suggest that spatial orientation of floral resources alone does not determine foraging preferences.
The presence of a consistent core microbial community despite the variation in pollen sources suggests that many of the most common bacterial genera do not have specific floral associations. We identified a number of tentative bacteria–plant correlations, but these were not consistent among states . In the overall analysis, the tuplip tree genus Liriodendron was correlated with Lactobacillus, while the same plant genus was correlated with Sphingomonas in Georgia. In Missouri, Wolbachia was correlated with four plant genera: Brunia, Camptotheca, Rhus and Smilax but this bacterium was not correlated with plants in the other states or the overall analysis. The correlations found in Georgia and Missouri also differ to those previously identified in New Hampshire, following the same methodology. These correlations broadly suggest that plants and bacteria are co-occurring but the variance in results between the overall dataset and the state-level analyses indicates these relationships are facultative or transient. Using read data to identify co-occurrence correlations is statistically challenging and further experiments sampling pollen bacterial communities with and without pollinator visitation, such as the study by McFrederick et al., are needed to directly test for plant–bacteria associations. Whether plants harbor certain microbes over others or not, there are many factors altering microbial floral communities.
Long-term artificial warming of grassland plots was found to alter the microbial communities of plant leaves, including microbial groups common to bees. Aydogan et al. found Acinetobacter and Wolbachia increased in frequency, while Sphingomonas frequency decreased, these three bacterial genera being common to C. calcarata pollen provision and adult gut microbiomes. These temperature based microbial changes could translate into changes in insect microbiomes, and indeed climate has been correlated with changes in microbiome composition in some species such as the red palm weevil, the chestnut weevil and a spider mite. Flower visitation by bees can transfer microbes to flowers, but herbivorous insects, other pollinators including thrips and wind are thought to contribute to microbe dispersal as well. Similarly, the presence of potentially predatory or competitive species such as ants can reduce floral visitation and this in turn alters the microbes present on flowers. Any and all of these could be important factors influencing the observed microbiome variation in C. calcarata and are important considerations when concerned with wild bee health generally. Our study shows that the diet of C. calcarata varies widely with geography, with only Rubus found in more than 1% of reads at all three sites, indicating that this generalist bee species is able to utilize different resources as floral communities change. However, it seems that floral preference may not be simply determined by the proximity of the floral resource to the nest. The same six bacterial genera consistently dominated provisions in all sites but the relative abundance of these fluctuated widely. There are still many unknowns regarding how microbes are acquired, both in the pollen provisions and subsequently the bees themselves. Flowers appear to be general points of bacterial transmission,but so far specific associations have not been identified. The current lack of knowledge on microbial associates is a major hindrance in our ability to maintain diverse wild bee populations.When I took on the role of Preschool Program Director at Daybreak Star Preschool, an entity of United Indians of All Tribes Foundation , located in Daybreak Star Indian Cultural Center, I also took on the community that built and sustained a palpable culture of resiliency, passion, honesty, strength, and love. UIATF serves urban Natives and Alaskan Indians in the greater Seattle area, once a relocation city for American Indians. As an organization, we provide holistic human wraparound services beginning with a doula and prenatal care program all the way up to our Elders program. The preschool is right in the middle, not just programmatically, but at the heart of the organization. I entered at a time just after the onset of the COVID-19 pandemic in September 2020. The new school year had just begun, and I was coming from fourteen years as an early childhood educator, twelve of those years as a toddler and family educator, at the same school, made up of mostly affluent white families. The state of the world was unknown and uncomfortably new, so I thought, why not take on an entirely different kind of job with much more responsibility? Being in this new role as a director wasn’t the only newness of this journey; this would be the first time in a while that I would be surrounded by people who looked more like me than not. UIATF is made up of a racially diverse group of people who are also diverse in their upbringings, cultures, languages, and socioeconomic status; many of these people are also of Native American descent. The shroud of uncertainty and social trauma maintained its presence for some time, procona florida container as the various programs needed to figure out how they were going to maintain the delivery of service.
Questions about funding sources lingered as funders also had to figure out their own systemic approach to sustain the programs they supported. The tight-knit community of UIATF, specifically those working at Daybreak Star Indian Cultural Center, was and is the force that prevented everything from imploding on itself. At the onset of the lockdown, with about one to two weeks’ time, the remaining preschool staff made a quick pivot to open up care for essential workers, eventually opening up to other families with many of the heavy regulations we all experienced in one way or another. Likewise, other programs of UIATF found themselves with a unique opportunity to distribute funding to community members who needed rental assistance, gas vouchers, grocery vouchers, etc. The preschool program, like many other programs within UIATF, was greatly impacted by the pandemic and it became apparent that a great deal of healing and rebuilding would need to be done. How would this healing process begin? Who would facilitate this process? From whom do we have to learn lessons? The answer lies with our plant relatives. As with most answers to big daunting questions, the answer to our communal healing surrounded us, for plants carry wisdom if we’re ready to take it in. All around Daybreak Star Indian Cultural Center are probably thousands of plant varieties—some indigenous and some not, some invasive. The preschool has several growing boxes and a small plot where tobacco and strawberries grow alongside one another. And of course, blueberry season is highly anticipated among children. Beyond our little garden are communities of alder trees, groves of cedar towering above the trails that meander around Daybreak Star, and many conifers that share their cones and branches for various lessons and activities. In this article, I aim to illustrate the community inquiry we dove into while outlining lessons learned as they relate to the wisdom of our plant relatives. The focus and intention on the teaching from our plant relatives comes from Plant Teachings for Growing Social-Emotional Skills, a toolkit of a book and a set of cards aimed at guiding individuals in their journey to deepening their capacities of self-reflection to lead healthier and resilient lives. This toolkit came to fruition through a collaborative effort between GRuB , Northwest Indian Treatment Center, and the Seattle Indian Health Board to aid individuals going through recovery from addiction but is applicable to early childhood learning centers. Throughout this article, I will introduce a plant relative and their lessons as they relate to my journey in our Community-Based Inquiry.In the early spring of 2021, my curiosity about finding ways to push the school forward was poked by the leaders of the Indigenous Early Learning Collaborative , Tarajean and Ethan Yazzie-Mintz, Joelfre Grant, and others with the provocation to embark on a journey of inquiry within our community setting. As I was ingratiating myself into the UIATF community as a newbie, I searched for questions within our preschool community I would want to explore alongside those who have been with UIATF. This search process was primarily observational, seeing and listening for issues and concerns within our early learning community of families, educators, elders, and children. A silver lining of the COVID-19 pandemic was that there was a significant level of understanding that spending time outdoors was an effective way to prevent the spread of infection. The already established preschool classrooms had dedicated much of their time to being outside, transplanting learning experiences and outcomes to the temperate climate of Seattle, Washington. Yet there was an increasing need for families and their children to have access to early care and education, and at the same time, the adults in children’s lives wanted to make sure their children were safe from potentially contracting COVID-19. These needs paired with the potential of elevating Daybreak Star Preschool into a new phase of evolution sparked my curiosity to home in on a community inquiry. Daybreak Star Indian Cultural Center, where the preschool is housed, is set in an urban forest which affords many opportunities for land-based learning. My natural state of curiosity beckoned me to wonder: What would an outdoor preschool class look like within an urban Native context? And why hasn’t this happened yet? In the Pacific Northwest, where we are located, outdoor preschool settings are on the rise. The North American Association for Environmental Education reports that there has been a twenty-fivefold increase in nature-based preschools just in this past decade. Currently, there are 585 nature-based preschools in the United States alone1. Our state, Washington, has become the first and only state to license outdoor nature based early learning centers. The growing trend in nature-based learning environments indicates a progressive movement to create early learning experiences that not only offer a counternarrative to how preschool is taught and experienced but also expand the opportunity to foster a sense of love and respect for the natural world in young children.