Stratigraphic and Earth System Approaches to Defining The
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Earth System Science and Policy (ESSP) - 1
Earth System Science and Policy (ESSP) - 1 ESSP 420. Sustainable Energy. 3 Credits. Earth System Science This course is an interdisciplinary exploration of Sustainable Energy. The interdisciplinary exploration includes the analysis of renewable energy systems as well as the socio-economical, political, and environmental aspects and Policy (ESSP) of renewable energy. The course will specifically analyze the origin and dimensions of global energy issues and identify how renewable energy issues and policies are critical to the sustainable future of global environmental quality, Courses economic growth, social justice, and democracy. S, even years. ESSP 160. Sustainability & Society. 3 Credits. ESSP 450. Environmental and Natural Resource Economics. 3 Credits. Human interactions with the natural environment are often perceived as This course will cover the general topics in the field of environmental and conflicts between environmental protection and socio-economics. Sustainability natural resource economics: market failure, pollution regulation, the valuation attempts to redefine that world view by seeking balance between the 'three of environmental amenities, renewable and non-renewable resources Es' -environment, economy, equity. This course examines the concept of management, and the economics of biodiversity conservation, climate change sustainability, the theory behind it, and what it means for society. F. and sustainability. The course has a strong focus on the interaction between human society and natural environmental systems and the connection between ESSP 200. Sustainability Science. 3 Credits. market equilibrium and social sustainability. F, odd years. This course will provide an integrated, system-oriented introduction on the concepts, theories and issues surrounding a sustainable future for humans ESSP 460. Global Environmental Policy. -
Division 300 Bases Section 304 Aggregate Base Course Description
304.07 DIVISION 300 BASES SECTION 304 AGGREGATE BASE COURSE DESCRIPTION 304.01 This work consists of furnishing and placing one or more courses of aggregate and additives, if required, on a prepared subgrade. MATERIALS 304.02 Aggregate. The aggregates shall meet the requirements of subsection 703.03. Acceptance will be based on random samples taken from each lift. 304.03 Commercial Mineral Fillers. Portland cement shall conform to subsection 701.01. Hydrated lime shall conform to subsection 712.03. CONSTRUCTION REQUIREMENTS 304.04 Placing. If the required compacted depth of the aggregate base course exceeds 6 inches, it shall be constructed in two or more layers of approximately equal thickness. The maximum compacted thickness of any one layer shall not exceed 6 inches. When vibratory or other approved types of special compacting equipment are used, the compacted depth of a single layer may be increased to 8 inches upon request, provided that specified density is achieved and written approval is given. 304.05 Mixing. The Contractor shall mix the aggregate by methods that insure a thorough and homogenous mixture. 304.06 Shaping and Compaction. Compaction of each layer shall continue until a density of at least 95 percent of the maximum density has been achieved as determined in accordance with AASHTO T 180 as modified by CP 23. The moisture content shall be at ± 2 percent of optimum moisture content. The surface of each layer shall be maintained during the compaction operations so that a uniform texture is produced and the aggregates are firmly keyed. Moisture conditioning shall be performed uniformly during compaction. -
Accessing Earth System Science Data and Applications Through High-Bandwidth Networks
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Computer Science and Engineering, Department CSE Journal Articles of 6-1995 Accessing Earth System Science Data and Applications Through High-Bandwidth Networks R. Vetter IEE M. Ali University of North Dakota M. Daily IEE J. Gabrynowic University of North Dakota, Grand Forks, N Sunil G. Narumalani University of Nebraska-Lincoln, [email protected] See next page for additional authors Follow this and additional works at: https://digitalcommons.unl.edu/csearticles Part of the Computer Sciences Commons Vetter, R.; Ali, M.; Daily, M.; Gabrynowic, J.; Narumalani, Sunil G.; Nygard, K.; Perrizo, W.; Ram, P.; Reichenbach, S.; Seielstad, G. A.; and White, W., "Accessing Earth System Science Data and Applications Through High-Bandwidth Networks" (1995). CSE Journal Articles. 7. https://digitalcommons.unl.edu/csearticles/7 This Article is brought to you for free and open access by the Computer Science and Engineering, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in CSE Journal Articles by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Authors R. Vetter, M. Ali, M. Daily, J. Gabrynowic, Sunil G. Narumalani, K. Nygard, W. Perrizo, P. Ram, S. Reichenbach, G. A. Seielstad, and W. White This article is available at DigitalCommons@University of Nebraska - Lincoln: https://digitalcommons.unl.edu/ csearticles/7 IEEE JOURNAL ON SELECTED AREAS IN COMMUNICATIONS. VOL. 13. NO. 5, JUNE 199.5 Accessing Earth System Science Data and Applications Through High-Bandwidth Networks R. Vetter, Member, IEEE, M. Ali, M. Daily, Member, IEEE, J. Gabrynowicz, S. Narumalani, K. Nygard, Member, IEEE, W. -
Mineral Land Classification of the Powerhouse Aggregate Project Site
SPECIAL REPORT 218 MINERAL LAND CLASSIFICATION OF THE POWER HOUSE AGGREGATE PROJECT SITE, BUTTE COUNTY, CALIFORNIA – FOR CONSTRUCTION AGGREGATE 2010 CALIFORNIA GEOLOGICAL SURVEY DEPARTMENT OF CONSERVATION STATE OF CALIFORNIA ARNOLD SCHWARZENEGGER GOVERNOR THE RESOURCES AGENCY DEPARTMENT OF CONSERVATION LESTER A. SNOW DEREK CHERNOW SECRETARY FOR RESOURCES ACTING DIRECTOR CALIFORNIA GEOLOGICAL SURVEY JOHN G. PARRISH, Ph.D., STATE GEOLOGIST Copyright © 2010 by the California Department of Conservation, California Geological Survey. All rights reserved. No part of this publication may be reproduced without written consent of the California Geological Survey. “The Department of Conservation makes no warranties as to the suitability of this product for any particular purpose.” SPECIAL REPORT 218 MINERAL LAND CLASSIFICATION OF THE POWER HOUSE AGGREGATE PROJECT SITE, BUTTE COUNTY, CALIFORNIA - FOR CONSTRUCTION AGGREGATE By Joshua D. Smith & John P. Clinkenbeard (PG #4731) 2010 CALIFORNIA GEOLOGICAL SURVEY’S PUBLIC INFORMATION OFFICES: Southern California Regional Office Library and Headquarters Office Bay Area Regional Office 888 Figueroa Street, Suite 475 801 K Street, MS 14-31 345 Middlefield Road, MS 520 Los Angeles, CA 90017 Sacramento, CA 95814-3531 Menlo Park, CA 94025 (213) 239-0878 (916) 445-5716 (650) 688-6327 ii Table of Contents Executive Summary ................................................................................................ v INTRODUCTION ................................................................................................. -
Earth System Science Envst-Ua.340.1 Prof
EARTH SYSTEM SCIENCE ENVST-UA.340.1 PROF. RAMPINO Spring 2020 Class meets Tuesday/Thursday, 3:30 to 4:45 PM in Room B07, 45 W. 4th St. Lectures: Prof. Michael R. Rampino (Departments of Biology and Environmental Studies). Office: 1157 Brown Bldg.; Office phone: 212-998-3743; Cell: 718-578-1442; e-mail: [email protected] Office Hours: 1 to 3 PM Tuesdays and Thursdays or contact me for an appointment. Earth System Science examines our current view of planet Earth as a complex system involving interactions among the atmosphere, oceans, solid earth, and life. Emphasis is placed on the dynamics and evolution of these systems over time, and predictions for the future. The subject matter includes observations from space; planetary habitability, the Goldilocks Problem; the Gaia Hypothesis; geophysics and plate tectonics; the rock cycle; the circulation of the oceans and atmosphere; cycles of elements essential for life; the co-evolution of climate and life on Earth. The course will include lectures, discussion and videos. _____________________________________________________________________ REQUIRED READING: 1 1) Skinner, B.J and Murck, B. W. The Blue Planet, 3rd edition. (Wiley, 2011). This book is expensive, and not in the bookstore. There are used copies available on Amazon. If you want to purchase the e-version, that is also OK. 2) Zalasiewicz, J. and Williams, M. The Goldilocks Planet (Oxford, 2012, paper). Order from Amazon. COURSE REQUIREMENTS: The grading in the course will be based on performance in three exams (2 quizzes and final quiz) and homework assignments (There will be homework assignments every week). A great deal of factual information and a number of new concepts will be introduced in this course; it is essential to keep up in the readings and to attend the lectures/discussions. -
Golden Spikes, Transitions, Boundary Objects, and Anthropogenic Seascapes
sustainability Article A Meaningful Anthropocene?: Golden Spikes, Transitions, Boundary Objects, and Anthropogenic Seascapes Todd J. Braje * and Matthew Lauer Department of Anthropology, San Diego State University, San Diego, CA 92182, USA; [email protected] * Correspondence: [email protected] Received: 27 June 2020; Accepted: 7 August 2020; Published: 11 August 2020 Abstract: As the number of academic manuscripts explicitly referencing the Anthropocene increases, a theme that seems to tie them all together is the general lack of continuity on how we should define the Anthropocene. In an attempt to formalize the concept, the Anthropocene Working Group (AWG) is working to identify, in the stratigraphic record, a Global Stratigraphic Section and Point (GSSP) or golden spike for a mid-twentieth century Anthropocene starting point. Rather than clarifying our understanding of the Anthropocene, we argue that the AWG’s effort to provide an authoritative definition undermines the original intent of the concept, as a call-to-arms for future sustainable management of local, regional, and global environments, and weakens the concept’s capacity to fundamentally reconfigure the established boundaries between the social and natural sciences. To sustain the creative and productive power of the Anthropocene concept, we argue that it is best understood as a “boundary object,” where it can be adaptable enough to incorporate multiple viewpoints, but robust enough to be meaningful within different disciplines. Here, we provide two examples from our work on the deep history of anthropogenic seascapes, which demonstrate the power of the Anthropocene to stimulate new thinking about the entanglement of humans and non-humans, and for building interdisciplinary solutions to modern environmental issues. -
Introduction to Earth System Science Fall 2016 T and Th at 9:30 – 11:00 (And 1 Lab Section/Week) Davis Hall 534 Professor: Dr
Geography 40: Introduction to Earth System Science Fall 2016 T and Th at 9:30 – 11:00 (and 1 lab section/week) Davis Hall 534 Professor: Dr. Laurel Larsen ([email protected]) 595 McCone Hall Office hrs: Tue 11:00 a.m-1:00 p.m. Graduate Student Instructors: Saalem Adera ([email protected]). 565 McCone Office Hrs: Tue 4:00 p.m.-6:00 p.m. Yi Jiao ([email protected]). 598 McCone Office Hrs: Friday 10:45 a.m.-12:45 p.m. Labs: lab attendance is mandatory. Meet in computer lab at 535 McCone Hall (1) Mon 3-5 p.m. GSI: Saalem Adera (2) Tue 2-4 p.m. GSI: Saalem Adera (3) Wed 2-4 p.m. GSI: Yi Jiao (4) Fri 8:30-10:30 a.m. GSI: Yi Jiao Labs start on the week of August 29. Course website – on b-courses, https://bcourses.berkeley.edu . Lecture slides will be posted on this site the night before the lecture (may be as late as midnight). Required Text: Environmental Geology: An earth systems science approach, 2nd Ed. by D. Merritts, K. Menking, and A. DeWet. Copies will be placed on 2-hr reserve in the Earth Science and Map Library (basement of McCone Hall) Grading (tentative, subject to change): Labs 36% 12 labs Midterm 20% Tuesday, October 18, 2016 in-class Final Exam 30% Exam Group 7: Tuesday, December 13, 3-6 pm Journal article synopsis 4% Due Thursday, November 17, 2016 in class In-class participation 10% PLEASE NOTE: • Taking both the midterm and final is required in order to pass the course. -
Holism in Deep Ecology and Gaia-Theory: a Contribution to Eco-Geological
M. Katičić Holism in Deep Ecology and Gaia-Theory: A Contribution to Eco-Geological... ISSN 1848-0071 UDC 171+179.3=111 Recieved: 2013-02-25 Accepted: 2013-03-25 Original scientific paper HOLISM IN DEEP ECOLOGY AND GAIA-THEORY: A CONTRIBUTION TO ECO-GEOLOGICAL SCIENCE, A PHILOSOPHY OF LIFE OR A NEW AGE STREAM? MARINA KATINIĆ Faculty of Humanities and Social Sciences, University of Zagreb, Croatia e-mail: [email protected] In the second half of 20th century three approaches to phenomenon of life and environmental crisis relying to a holistic method arose: ecosophy that gave impetus to the deep ecology movement, Gaia-hypothesis that evolved into an acceptable scientific theory and gaianism as one of the New Age spiritual streams. All of this approaches have had different methodologies, but came to analogous conclusions on relation man-ecosystem. The goal of the paper is to introduce the three approaches' theoretical and practical outcomes, compare them and evaluate their potency to stranghten responsibility of man towards Earth ecosystem which is a self-regulating whole which humanity is part of. Key words: holism, ecosophy, deep ecology movement, gaia-theory, new age, responsibility. Holizam u dubinskoj ekologiji i teoriji Geje: doprinos ekogeološkoj znanosti, filozofija života ili struja New agea? U drugoj polovici 20. stoljeća pojavila su se tri pristupa fenomenu života i ekološkoj krizi s osloncem u holističkoj metodi: ekozofija koja je dala poticaj razvoju pokreta dubinske ekologije, hipoteza Geje koja se razvila u prihvatljivu znanstvenu teoriju i gajanizam kao jedna od New Age duhovnih struja. Ova su se tri pristupa služila različitim metodama, no došla su do analognih zaključaka o odnosu čovjek-ekosustav. -
Earth Science Education As a Key Component of Education for Sustainability
sustainability Review Earth Science Education as a Key Component of Education for Sustainability Clara Vasconcelos 1,* and Nir Orion 2,* 1 Interdisciplinary Centre of Marine and Environmental Research (CIIMAR), Science Teaching Unit (UEC) & Department of Geosciences, Environment and Spatial Planning (DGAOT), Faculty of Sciences (FCUP), University of Porto, 4169-007 Porto, Portugal 2 Science Teaching Department, Weizmann Institute of Science, Rehovot 7610001, Israel * Correspondence: [email protected] (C.V.); [email protected] (N.O.); Tel.: +97-289-344-043 (C.V.); +220-402-462 (N.O.) Abstract: Environmental insight has emerged as a new scientific concept which incorporates the understanding that the Earth is made up of interworking subsystems and the acceptance that humans must act in harmony with the Earth’s dynamic balanced cycle. This Earth system competency represents the highest level of knowing and understanding in the geosciences community. Humans have an important role as participative beings in the Earth’s subsystems, and they must therefore acknowledge that life on Earth depends on a geoethically responsible management of the Earth system. Yet, the world is far from achieving sustainable development, making the role of the Earth science education in promoting education for sustainability even more relevant. The Earth system approach to education is designed to be an effective learning tool for the development of the innovative concept of environmental insight. Through a holistic view of planet Earth, students realize that humans have the ability to enjoy a sustainable life on our planet while minimising detrimental environmental impacts. There is growing evidence that citizens value science and need to be informed about Earth system problems such as climate change, resource efficiency, pandemics, sustainable use of water resources, and how to protect bio-geodiversity. -
Earth System Science (EARTHSS) 1
Earth System Science (EARTHSS) 1 Earth System Science (EARTHSS) Courses EARTHSS 1. Introduction to Earth System Science. 4 Units. Covers the origin and evolution of the Earth, its atmosphere, and oceans, from the perspective of biogeochemical cycles, energy use, and human impacts on the Earth system. (II and VA ). EARTHSS 3. Oceanography. 4 Units. Examines circulation of the world oceans and ocean chemistry as it relates to river, hydrothermal vent, and atmospheric inputs. Geological features, the wide variety of biological organisms, and global climate changes, such as greenhouse warming, are also studied. (II, Va) EARTHSS 5. The Atmosphere. 4 Units. The composition and circulation of the atmosphere with a focus on explaining the fundamentals of weather and climate. Topics include solar and terrestrial radiation, clouds, and weather patterns. (II and VA ). EARTHSS 7. Physical Geology. 4 Units. Introduction to Earth materials and processes. Topics include rocks and minerals, plate tectonics, volcanoes, earthquakes, Earth surface processes, Earth resources, geologic time, and Earth history. Laboratory work involves hands-on study of geologic materials, maps, and exercises pertaining to geologic processes. Materials fee. (II and VA ). EARTHSS 15. Introduction to Global Climate Change. 4 Units. Introduction of scientific, technological, environmental, economic, and social aspects underlying the threat and understanding of global climate change. Human and natural drivers of climate. Impacts of climate on natural, managed, and human systems, including their vulnerability and ability to adapt. (II and (VA or VIII) ). EARTHSS 17. Hurricanes, Tsunamis, and Other Catastrophes. 4 Units. Introduction to the basic science and state of predictability of various natural catastrophic events including earthquakes, volcanic eruptions, tsunamis, landslides, floods, hurricanes, fires, and asteroid impacts and their interactions and implications with human society in the U.S. -
Aggregate and the Environment Was Prepared Under the Sponsorship of the AGI Environmental Geoscience Advisory Committee with Support from the U.S
ooperative planning by developers, government, and citizens is the key to successful protection and utilization of aggregate resources. AGI gratefully acknowledges the AGI Foundation and the U.S. Geological Survey for their support of this book and of the Environmental Awareness Series. For more information about this Series please see the inside back cover. AGI ENVIRONMENTAL AWARENESS SERIES,8 William H. Langer Lawrence J. Drew Janet S. Sachs With a Foreword by Travis L. Hudson and Philip E. LaMoreaux American Geological Institute in cooperation with U.S. Geological Survey About the Authors William H. Langer has been a research geologist with the U.S. Geological Survey (USGS) since 1971, and has been the USGS Resource Geologist for Aggregate since 1976. He is a member of the Society for Mining, Metallurgy, and Exploration (SME), the American Society for Testing and Materials committees for Concrete Aggregate and Road and Paving Materials, and the International Association of Engineering Geologists Commission No. 17 on Aggregates. He has conducted geologic mapping and field studies of aggregate resources throughout much of the United States. He has published over 100 reports, maps, and articles relating to crushed stone and gravel resources including monthly columns about geology and aggregate resources Foreword 4 It Helps To Know 7 in Aggregates Manager and Quarry. Preface 5 Why Aggregate Is Important 9 Lawrence J. Drew has nearly 40 years of experience working on mineral and petroleum What the Environmental assessment and environmental problems in private Concerns Are 12 industry and with the federal government. Since joining the U.S. Geological Survey in 1972, he has How Science Can Help 12 worked on the development of assessment techniques for undiscovered mineral and petroleum resources. -
Basic Aggregate Properties Section 1
Basic Aggregate Properties Section 1: Introduction 1 Aggregate Types Aggregates are divided into 3 categories based on particle size: • Coarse Aggregate Gravel or crushed stone Particle sizes larger than No. 4 sieve (4.75mm) • Fine Aggregate Sand or washed screenings Particle sizes between No. 4 and No. 200 sieve (4.75mm-75µm) •Fines Silt or clay Particle sizes smaller than No. 200 sieve (75µm) Coarse Aggregate Coarse Aggregate can come from several sources. Each of these sources can produce satisfactory aggregates depending on the intended use. Each parent material has advantages and disadvantages associated with it. 2 Coarse Aggregate Natural gravel Crushed stone Lightweight aggregate Recycled and waste products •slag • rubble •mine waste • asphalt and concrete pavement Important Properties of Aggregate All of these properties can have an affect on how the aggregate performs the tasks that are expected of it. •Shape • Surface texture •Gradation • Specific gravity • Absorption •Hardness • Soundness •Strength • Deleterious materials 3 The ideal aggregate is… Strong and hard to resist loads applied Chemically inert so it is not broken down by reactions with substances it comes in contact with Has a stable volume so that it does not shrink or swell Bonds tightly with asphalt and portland cement paste The ideal aggregate… Contains no impurities or weak particles Would be the perfect size and gradation for the application intended Would be locally available and economical 4 Aggregate in Practice There is a wide range in strength and hardness even among aggregates produced from the same type of parent material. Particles have pores that affect their absorption properties and how well they bond with asphalt and Portland cement.