Speech Given to Idaho Academy of Science (Idaho Yesterdays, Vol
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Contents Part III. the LAST FIFTY THOUSAND YEARS
STATE OF MICHIGAN Insects ................................................................... 60 DEPARTMENT OF CONSERVATION Worms And Others ................................................ 61 P. J. Hoffmaster, Director The Pleasant Peninsulas .............................................62 Man and his Towns ......................................................69 THEY NEED NOT VANISH A DISCUSSION OF THE NATURAL RESOURCES In Conclusion .................................................................71 OF MICHIGAN Part III. THE LAST FIFTY THOUSAND YEARS "THE GOOD EARTH" Edited by HELEN M. MARTIN ir, sunlight, water, and soil are essential for the Acontinuance of life—plant, animal, and human life, from contributions by on the earth. Of these four basic requirements, the soil Shirley W. Allen, Geo. C. S. Benson, University of is most directly subject to the care and management of Michigan man. However, the soil has frequently been the object of man's most careless use and abuse. It is, therefore, Stannard B. Bergquist, L. R. Schoenmann, H. C. most fitting that the eminent soil scientist, A. F. Beeskaw, J. H. Kraemer, W. F. Morofsky, J. A. Porter, E. Gustafson, should begin his book on soils and soil C. Sackrider, Michigan State College management with: G. S. Mclntire, H. M. Martin, O. F. Poindexter, C. F. "During his existence upon the earth, man has depended upon Welch, Department of Conservation the soil, either directly or indirectly, for the production of the materials used by him for food and clothing and, in part, for the M. G. Adams, Stream Control Commission production of those used for fuel and shelter as well. Grains, Frank DuMond, Public Museum, Grand Rapids fruits, and vegetables that serve him as food grow directly on the soil. Cotton and flax yield materials that are made into Lynn Heatley, High School, Midland. -
RI Equisetopsida and Lycopodiopsida.Indd
IIntroductionntroduction byby FFrancisrancis UnderwoodUnderwood Rhode Island Equisetopsida, Lycopodiopsida and Isoetopsida Special Th anks to the following for giving permission for the use their images. Robbin Moran New York Botanical Garden George Yatskievych and Ann Larson Missouri Botanical Garden Jan De Laet, plantsystematics.org Th is pdf is a companion publication to Rhode Island Equisetopsida, Lycopodiopsida & Isoetopsida at among-ri-wildfl owers.org Th e Elfi n Press 2016 Introduction Formerly known as fern allies, Horsetails, Club-mosses, Fir-mosses, Spike-mosses and Quillworts are plants that have an alternate generation life-cycle similar to ferns, having both sporophyte and gametophyte stages. Equisetopsida Horsetails date from the Devonian period (416 to 359 million years ago) in earth’s history where they were trees up to 110 feet in height and helped to form the coal deposits of the Carboniferous period. Only one genus has survived to modern times (Equisetum). Horsetails Horsetails (Equisetum) have jointed stems with whorls of thin narrow leaves. In the sporophyte stage, they have a sterile and fertile form. Th ey produce only one type of spore. While the gametophytes produced from the spores appear to be plentiful, the successful reproduction of the sporophyte form is low with most Horsetails reproducing vegetatively. Lycopodiopsida Lycopodiopsida includes the clubmosses (Dendrolycopodium, Diphasiastrum, Lycopodiella, Lycopodium , Spinulum) and Fir-mosses (Huperzia) Clubmosses Clubmosses are evergreen plants that produce only microspores that develop into a gametophyte capable of producing both sperm and egg cells. Club-mosses can produce the spores either in leaf axils or at the top of their stems. Th e spore capsules form in a cone-like structures (strobili) at the top of the plants. -
Building a Generic Date-Time Framework - an Experience Report Using C++ Templates
Building a Generic Date-Time Framework - An Experience Report using C++ Templates Jeff Garland President & CTO CrystalClear Software, Inc [email protected] Copyright © CrystalClear Software, Inc 2001 Revised September 7, 2001 Abstract This paper describes the experiences of the author using C++ templates to build the Generic Date Time Library (GDTL). While there are many date-time representations available for C++, the libraries are often unsuitable for domains that need high precision, long epochs, infinity, specialized calendars, or custom clock sources. The GDTL is an attempt to use generic and template programming techniques to provide a single library that meets all these demands, as well as more typical date-time programming. To build a single library, templates are used in several roles: allow user replacement of underlying date and time representations, to factor out calendar interfaces, building range and composite types, and providing interface constraint enforcement. GDTL Background I became interested in this several years ago while helping to implement date-time classes to support a satellite control system. The software performed extensive time calculations and had to manage details such as leap second tables. Some calculations, needed precision down to microseconds. Other parts of the system needed to store millions of date-times in a database (each day) with only second-level precision. So forcing microsecond resolution for all times unnecessarily bloated the size of the database. In the end, the project had more than one time library. Some good components, but a host of project realities kept us from getting everything into a single library. In addition, traditional object-oriented design techniques did not directly support the required variations. -
Chians in Nova Scotia,. by J. \V. DAWSON, LL.D., F.R.S
440 Dawson-New Oarboniferous Batmchians of Nova Scotia. ART. XLVIII.-On a Recent Di~covery of Oarbo?Jifero1.l.s Batra chians in Nova Scotia,. by J. \V. DAWSON, LL.D., F.R.S. 1. General Remarks. THE erect Sigillarire enclosed in the f!andstone overlying coal-group 15 of Section XV, Division 4 of the SOIl.th Joggins section, are perhaps the most remarkable repositories ever dis covered of the remains of Paleozoic land animals. As I have shown in discussing their character in my memoirs on the South Joggins Coal FOl'mation,* and my "Acadian Geology," some of these trees became em bedded in sandy deposits, and being rendered hollow by decay of their inner bark and the crumbling of their woody axes, remained for a long time as open holes or pits, gradually filling with vegetable debris and the wash of rains and land floods. They thus became places of habitation for land snails and millepedes, and pit-falls into which the smaller batrachians, prowling for prey among the undergrowth of the coal forest, fell and were unable to extri cate themselves. In this way the successive layers of deposit became stored with skeletons of batrachians which they have retained in an admirable st.ate of preservation. Onlrone sandstone at the Joggins is known to contain these reptiliferous trees, though erect Sigillarire are known at. more than sixty different levels, and many of these erect stumps have been broken up in the hope of making such discoveries. In the past summer, however, shells of Pupa vetustu were found bv Mr. -
SP 007 347 TITLE Elementary Science Curriculum and Resource Guide 1969
DOCUMENT RESUME ED 068 465 SP 007 347 TITLE Elementary Science Curriculum and Resource Guide 1969. INSTITUTION Mounds View Public Schools, St. Paul. Minn. PUB DATE 69 NOTE 389p. EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS *Curriculum Guides;*Elementary School Curriculum; *Elementary SchoolScience; *Science Curriculum; *Science Education IDENTIFIERS Elementary ScienceStudy; E.S.S. ABSTRACT GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science. ORGANIZATION AND PHYSICAL APPEARANCE: This guide has been organized according to grade level. Introductory materials indicate the basic approach and the major objectives for science education. Each unit is divided into two columns: skills and concepts and activities and resources. Materials for each grade are organized under three broad topics: universe and earth, living things, and matter andenergy. Elementary Science Study (E.S.S.) units have been incorporated into this guide at appropriate grade levels. The guide is lithographed and spiral-bound with a hard cover. OBJECTIVES AND ACTIVITIES: The objectives for each unit are listed under skills and concepts. Detailed activities are suggested. INSTRUCTIONAL MATERIALS: Filmsand books are: listed under activities and resources. STUDENT ASSESSMENT: No provisions are made for evaluation. (MJM) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEHREPRO. OUCEO EXACTLY AS RECEIVEO FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OROPIN IONS STATEO 00 NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEOU CMTION POSITION OR POLICY. 1- ELEMENTARY Sc I ENCE CURRICULUMANDRESOURCEGUIDE 1969 INDEPENDENT SCHOOLDISTRICT 62i Mounds View Public Schools District Service Center 2959 North Hemline Avenue St. Paul, Minnesota55113 FILMED FROM BEST AVAILABLECOPY Superintendent Sanford C. -
Utah's Geologic Timeline Utah Seed Standard 7.2.6: Make an Argument from Evidence for How the Geologic Time Scale Shows the Ag
Utah’s Geologic Timeline Utah SEEd Standard 7.2.6: Make an argument from evidence for how the geologic time scale shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism, and recognizing unconformities. (ESS1.C) Activity Details: The students begin with a blank calendar and a list of events in the Earth’s, and additionally Utah’s, history. These events span billions of years, but such numbers are too large to visualize and compare. In order to help the mind understand such enormous lengths of time, the year of the event is scaled to what it would Be proportionate to a calendar year (numBers are from The Utah Geological Survey and Kentucky Geological Survey). The students go through the list and fill out their calendar to visualize the geologic timeline of the Earth and Utah, and then answer some analysis questions to help solidify their understanding. Students will need four differently-colored colored pencils or crayons to complete the activity. Background: The following information is taken from The Utah Geological Survey, written by Mark Milligan. It may Be helpful to define some of the terms with the students so they understand where and how ages come from. Geologists generally know the age of a rock By determining the age of the group of rocks, or formation, that it is found in. The age of formations is marked on a geologic calendar known as the geologic time scale. Development of the geologic time scale and dating of formations and rocks relies upon two fundamentally different ways of telling time: relative and absolute. -
Geology and General Science Program Review Portland Community College 2016
Geology and General Science Program Review Portland Community College 2016 Prepared by: Andy Hilt - SAC Chair Melinda Hutson Eriks Puris 2016 Geology and General Science Program Review 1. The Program/Discipline Overview……………………………………………………………………………………. 1 A. Introduction and Educational Goals ………………………………………………………………………. 1 B. SAC Changes……………………………………………………………………………………………………………… 3 2. Outcomes and Assessment……………………………………………………………………………………………… 7 A. Course Level Outcomes……………………………………………………………………………………………… 7 i. Review Process for Assessability……………………………………………………………………………… 7 ii. Instructional Changes…………………………………………………………………………………………….. 8 B. PCC Core Outcomes…………………………………………………………………………………………………… 9 i. Mapping Matrix……………………………………………………………………………………………………… 9 C. Core Outcome Assessment………………………………………………………………………………………… 10 i. Last Five Years………………………………………………………………………………………………………… 10 ii. Evidence of Effectiveness………………………………………………………………………………………. 11 iii. Assessment Cycle Process…………………………………………………………………………………….. 12 iv. Challenges……………………………………………………………………………………………………………. 13 3. Other Curricular Issues……………………………………………………………………………………………………. 14 A. Distance Learning……………………………………………………………………………………………………… 14 B. Curricular Changes to Address College Initiatives………………………………………………………. 16 C. Dual Credit………………………………………………………………………………………………………………… 18 D. Course Evaluations……………………………………………………………………………………………………. 19 E. Curricular Changes……………………………………………………………………………………………………. 19 4. Student & Community Needs………………………………………………………………………………………….. 20 A. Effect -
The Liberal Art of Science: Science and History in an Honors Program. INSTITUTION Oakton Community Coll., Des Plaines, IL
DOCUMENT RESUME ED 351 048 JC 920 513 AUTHOR West, Rinda; And Others TITLE The Liberal Art of Science: Science and History in an Honors Program. INSTITUTION Oakton Community Coll., Des Plaines, IL. PUB DATE Nov 91 NOTE 39p. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Classroom Techniques; Community Colleges; *Core Curriculum; Course Content; Curriculum Development; Fused Curriculum; History; *Honors Curriculum; *Humanities; *Interdisciplinary Approach; Laboratory Experiments; Participant Satisfaction; Program Development; *Science and Society; *Science Education; Science Experiments; Team Teaching; Two Year Colleges IDENTIFIERS Oakton Community College IL ABSTRACT In 1989, Oakton Community College (OCC) in Des Plaines, Illinois, began developing an honors core seminar in the sciences. The course was to be an interdisciplinary, laboratory-based science and humanities seminar, designed to explore the nature, process, and methods of science and the place of science in society. Rather than mastering a body of information, students would learn a process of inquiry. The course integrated two existing syllabi that had already been approved for credit transfer to four-year institutions, "Introduction to Physical Science," and "Culture and Science in the Western Tradition." An interdisciplinary team of nine faculty, working with two external consultants, spent 5 months developing the philosophy, objectives, and structure of the course. During the first 4 weeks of the course, a physicist taught students about concepts of motion. For the second 4-week unit, a chemist taught about the nature of matter. During the third 4-week unit, a geologist introduced students to plate tectonics. During each of the 4-week units, a historian related scientific concepts in their historical, economic, and cultural context. -
Tauzaman: a System for Supporting Multiple
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Prize Dance Fctirmng
/ 11' V TUESDAY, NOVEMBER 11,1941 The Weather j?a q b t w e l v e Average Dally Circulation Hanr^rBln: Ettruittg B^raUt Forecast of U. 8. Weather Bnresa For the Month of October, 1941 tails of preservation of life during Fair nnd colder tonight; Thurs hf took primary flight training. Emergency Doctors hostilities which might encompass Weir Finishes 6,96.3 day fair with slowly rising tern- Warden Seliool this vital ar*a. Klemhcr pt the Audit fctirm n g |»rraturps. About Town Physicians of the Manches The school will be open to all HALE'S SELF ;SERYE ter Medical Association who persons over 18 years of age who First Training Bureau of ClrcuUtlons will reapond to emergency calla To Be Opened 1 The Original In Ne^ SnKlandl Manchpnter— A City of Villnge Charm Unne Lodge No. 72, KnIghU of wish to attend. tomorrow afternoon . are Doc Persons completing the course P ^ la s , will hold a regular meet sleek 4.50 horsepower B1 j tors Howard Boyd and Edmond will receive proper certificates as (TWENTY PAGES) PRICE T H R E E C E N ’TS ing at Orange Hall tomorrow eve Zaglio. Loral .Aviation .Sliulent trainers. Ahead of him lie g: (C'lasslfled Advertising On Page 18) MANCHESTER, ( ONN., WEDNESDAY, NOVEMBER 12, 1911 Courses on .\ir Raifis to air raid wardens course graduates, school training, aeruhatics, cross AND H EA LJH MARKET ,’OL. I.XL, NO. 37 ning at eight o clock. and wdl become part of the civil Transferred to Good- country practice, and form Be ^Slartefl Here on ian defen.se organization. -
Geological Sciences Alumni Newsletter November 2016 1
GEOLOGICAL SCIENCES ALUMNI NEWSLETTER NOVEMBER 2016 1 ALUMNI NEWSLETTER 2016 Roster From Our Department Chair 2 Assistant Professors Noel Bartlow (Stanford University 2013) Faculty Geophysics and tectonics News 4 John W. Huntley (Virginia Tech, 2007) Research Grants 5 Paleontology and Paleoecology James D. Schiffbauer (Virginia Tech, 2009) Visiting scientists/staff recognition 13 Paleontology and geochemistry Visiting Speakers 14 Associate Professors Martin S. Appold (Johns Hopkins University, 1998) Conference 15 Hydrogeology Francisco G. Gomez (Cornell University, 1999) Field Camp 16 Paleoseismology and neotectonics Research Professors Selly 18 Cheryl A. Kelley (University of North Carolina, 1993) Undergraduate Program 19 Aquatic geochemistry Mian Liu (University of Arizona, 1989) Study Abroad Program 20 Geophysics Kenneth G. MacLeod (University of Washington, 1992) Photo Gallery Paleontology and biogeochemistry Field Trips 23 Field Camp 24 Peter I. Nabelek (SUNY, Stony Brook, 1983) Outreach 25 Trace-element geochemistry Alumni Reunion 26 Eric A. Sandvol (New Mexico State University, 1995) Undergraduate Presentations 27 Seismotectonics Kevin L. Shelton (Yale University, 1982) Students Economic geology La Reunion 28 Alan G. Whittington (Open University, 1997) Soldati Award 29 Crustal petrology and volcanology Geology Club 30 Student Chapter of AEG-AAPG 31 Director of Field Studies MU Geology Graduate Society 32 Miriam Barquero-Molina (University of Texas, 2009) Undergraduate 33 Awards 34 Field methods Graduate 35 Publications 37 Professors Emeriti Presentation 38 Robert L. Bauer (University of Minnesota, 1982) Precambrian geology Development Activities Raymond L. Ethington (University of Iowa, 1958) Activities 40 Conodont biostratigraphy Contributions 41 Thomas J. Freeman (University of Texas, 1962) Endowmenta 43 Carbonate petrology Faculty Awards 45 Glen R. Himmelberg (University of Minnesota, 1965) Board Members 46 From Our Board Chair 47 Chemical petrology Michael B. -
2006-2007 Bergen Community College
Bergen COMMUNITY COLLEGE red Dreams. Sha s. ie it n t u r o p p O e r a R 2006 - 2007 Catalog Directions to the College FROM THE NORTH FROM THE EAST (Via Garden State Parkway) Take Route 4 (via George Passaic Street. Continue over Route Take Exit 165, turn right (west) on Washington Bridge from New York 4 onto Paramus Road (Passaic Street Ridgewood Road, then right onto City) to Paramus Road, Paramus. becomes Paramus Road north of Ridgewood Avenue (crossing over (From the east, Paramus Road is Route 4 overpass). Continue north Route 17) and continue to Paramus approximately 3/4 miles past Route about two miles on Paramus Road to Road. Turn left onto Paramus Road 17 intersection). Turn right onto college entrance on right. and continue approximately two Paramus Road and proceed north for miles to college, proceed around jug approximately two miles to college (Via Route 17) Take Century Road, handle to main entrance. entrance on right side of Paramus second exit to the right, proceed Road. around clover leaf over Route 17 (Via Route 17) Turn right off Route onto Century Road (west). Continue 17 onto Ridgewood Avenue (west) to FROM THE SOUTH to Paramus Road and turn right onto Paramus Road. Turn left onto (Via Garden State Parkway) Take Paramus Road to college entrance on Paramus Road and continue Exit 160 (Passaic Street). right. as above. Turn left onto FROM THE WEST Take Route 4 to Paramus Road, Paramus (exit under overpass). Turn right onto Paramus Road and pro- ceed north for approximately two miles to college entrance on right side of Paramus Road.