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Characterization of Miller Run and Conceptual Plan for Watershed Restoration
Characterization of Miller Run and Conceptual Plan for Watershed Restoration Final Report for a Class Research Project UNIV 298/GEOL 298/BIOL 298/ENST 298 Stream Restoration -- Spring 2009 (sponsored by the Henry Luce Foundation Grant to the Bucknell University Environmental Center) Project Managers: Melissa Burke and Carmen Lamancusa Hydrology: Jameson Clarke, and Owen Gjerdingen Storm Runoff: Zachariah Elmanakhly and Josh Gornto Channel Design: Kathryn Jurenovich, Eva Lipiec, and Benjamin Ramseyer Water Quality: Brian Cooper, Katie Koch, and John Tomtishen Professors: R. Craig Kochel and Matthew McTammany 1 Table of Contents: Introduction……………………………………………………………………………………………………………………..3 Geomorphic and Ecological Characteristics of Miller Run: A Degraded Watershed…………………………………………………………………………………………………….6 The Hydrology of Miller Run………………………………………………………………………………….6 Storm Runoff……………………………….…………………………………………………………..12 Channel Characterization ……………………………………………………………………………………15 Water Quality………………………………………………………………………………………………………21 Campus Aesthetic ………………………………………………………………………………………………52 Conceptual Plan for Miller Run: Watershed Restoration………………………………………………………………………………………………….58 Off-Channel Recommendations……………………………………………………………………………60 In-Channel Recommendations..……………………………………………………………………………65 The Economics of Restoration..……………………………………………………………………………74 Summary………………………………………………………………………………………………………………………..80 2 3 Chapter 1. Introduction Miller Run is located at a latitude of 40o 57’ 36’’ North and longitude of 76o 53’ West in Lewisburg, Pennsylvania -
Appendix A: Name Index
1997 Directory of Pollution Prevention in Higher Education APPENDIX A: NAME INDEX Appendix A: Name Index • 141 NAME INSTITUTION DEPARTMENT # A Ahlert, Robert C. RAMS Environmental Inc. 183 Allen, David University of Texas at Austin Chemical Engineering 184 Allison, Richard University of Houston—Clear Lake Business and Public Administration 48 Anderson, Paul Illinois Institute of Technology Chemical and Environ Engineering 227 Andrews, Clinton J. Princeton University Public and International Affairs 367 Andrews, Richard U of North Carolina at Chapel Hill Environ Sciences & Engineering 366 Annis, Phillip (Jack) UW—Milwaukee Co–op Extension Solid and Haz Waste Education Center 169 Arnold, Matthew Mgmt Institute for Environ and Bus 61 Ashford, Nicholas Mass Institute of Technology Ctr for Tech, Policy & Indust Devt 368 Atchison, Michael University of Virginia School of Commerce 45 Atkinson, John University of Missouri—Columbia Engineering Extension 145 Atreya, Arvind University of Michigan Industrial Assessment Center 114 Austrian, Ziona Cleveland State College Great Lakes Environ Finance Ctr 62 Ausubel, Jesse Rockefeller University Program for the Human Environ 278 B Babatunde, Ade Minnesota Office of Env Assistance 170 Baillod, C. Robert Michigan Technological University Civil and Environmental Engineering 228 Baker, Craig M. Consumnes River College Environmental Technology Program 131 Baker, Kenneth R. Dartmouth College Business Administration 27 Ball, Terence University of Minnesota Social Sciences 313 Barker, John R. University of Michigan Atmospheric, Oceanic, & Space Sciences 386 Barnett, Stanley M. University of Rhode Island Chemical Engineering 115 Bawn, Kathleen University of California—Los Angeles Political Science 369 Becker, Monica M. University of Massachusetts—Lowell Mass Toxics Use Reduction Institute 116 Beckman, Eric J. -
National Center for Education Statistics Data from Academic Libraries Survey Fiscal Year: 2006 the File Contains (19) Records Based on Your Search
National Center for Education Statistics Data from Academic Libraries Survey Fiscal Year: 2006 The file contains (19) records based on your search. NCES is not responsible for the manner in which this data is presented. This data is provided as an extra service to the user. To download full Public Libraries datasets, please go to the Academic Libraries home page.http://nces.ed.gov/surveys/libraries/Academic.asp Librarians Books, Serial Theses and Other Back Files, in Professiona Total Library Other Paper Electro l Staff Per Total Staff Expenditures: Expenditures Current Materials Per nic Total FTE 1,000 Per 1,000 Books, Serial Expenditures: Expenditures: Per Person Serial Person Hours Open Format 12 month Librarian Enrolled Total Enrolled Back Files, Current Serial Electronic Total Library Enrolled Subscriptio Enrolled in a Typical Library Name (Y/N)? Enrollment s (FTE) Staff (FTE) Other Materials Subscriptions Serials Expenditures (FTE) ns (FTE) Week Comparison Group Average N/A 9,864 20 3.81 70 9.33 $570,655 $2,162,792 $1,235,561 $6,055,862 $785.07 20,450 118.51 97 State Average (NJ) N/A 5,316 11 3.45 37 7.9 $316,095 $515,243 $220,766 $2,696,047 $552.15 7,425 104.31 74 National Average N/A 3,619 6 7.36 23 14.88 $171,823 $370,486 $167,820 $1,504,919 $690.39 4,048 86.23 63 Comparison Group Median N/A 6,720 12 3.07 40 6.4 $315,919 $1,507,345 $795,365 $3,386,453 $529.37 9,657 83.47 98 State Median (NJ) N/A 4,688 7 1.81 21 5.46 $101,379 $124,676 $52,825 $966,207 $311.82 424 32.97 77 National Median N/A 1,581 2 1.79 8 4.97 $35,000 $32,381 -
Alphabetical INDEX of Participating Undergraduate
AlphAbeticAl index of pArticipAting UndergrAdUAte degree progrAms 7 University of California, Los Angeles Arizona State University 7 Yr Medical/Biomedical Engineering (B.A.) University of Cincinnati Case Western Reserve University The College of New Jersey Embry Riddle Aeronautical University, Daytona Beach University of Michigan 7 Yr Medical/Biomedical Engineering (B.S) Embry Riddle Aeronautical University, Prescott Aerospace Engineering (S.B.) The College of New Jersey University of Florida Massachusetts Institute of Technology 7 Yr Medical/Engineering Science (B.S.) Florida Institute of Technology Aerospace Engineering B.S. The College of New Jersey Georgia Institute of Technology University of California, San Diego Illinois Institute of Technology Aerospace Engineering Option (B.S.E.) A University of Illinois at Urbana-Champaign The University of Alabama in Huntsville 437 Acoustical Engineering and Music (B.S.E.) Iowa State University Aerospace Engineering Sciences (B.S.) University of Hartford University of Kansas University of Colorado at Boulder For more information, visit the ASEE web site at www.asee.org/colleges Aeronautical Engineering (B.S.) University of Maryland, College Park Aerospace Engineering with Information Technology (S.B.) Clarkson University University of Miami Massachusetts Institute of Technology Rensselaer Polytechnic Institute Mississippi State University Aerospace Science Engineering (B.S.) U.S. Air Force Academy Missouri University of Science and Technology Tuskegee University Aeronautical Engineering (B.S.E.) -
Biological and Water Quality Study of the Sunfish Creek November 2010 Watershed and Selected Ohio River Tributaries
Biological and Water Quality Study of the Sunfish Creek November 2010 Watershed and Selected Ohio River Tributaries Ted Strickland, Governor Lee Fisher, Lt. Governor Chris Korleski, Director DSW/EAS 2010-4-3 Sunfish Creek Watershed 2009 November 30, 2010 Biological and Water Quality Study of the Sunfish Creek Watershed and Selected Ohio River Tributaries 2009 Monroe and Washington Counties, Ohio November 30, 2010 OEPA Report DSW/EAS 2010-4-3 prepared by State of Ohio Environmental Protection Agency Division of Surface Water Lazarus Government Center 50 West Town Street, Suite 700 P.O. Box 1049 Columbus, Ohio 43216-1049 Southeast District Office 2195 Front Street Logan, Ohio 43138 Ecological Assessment Section 4675 Homer Ohio Lane Groveport, Ohio 43125 Ted Strickland, Governor Chris Korleski, Director State of Ohio Environmental Protection Agency 1 DSW/EAS 2010-4-3 Sunfish Creek Watershed 2009 November 30, 2010 TABLE OF CONTENTS SUMMARY .............................................................................................................................................................. 5 RECOMMENDATIONS ......................................................................................................................................... 10 INTRODUCTION ................................................................................................................................................... 12 RESULTS ............................................................................................................................................................. -
A+ Options for B Students Below Is a List of Great Colleges and Universities That Have High Acceptance Rates (60% Or Higher) from 2017
A+ Options for B Students Below is a list of great colleges and universities that have high acceptance rates (60% or higher) from 2017. From US News and World Report 2017 Edition Adelphi University (NY) Temple University (PA) Agnes Scott (GA) Texas A&M University – College Station (TX) Auburn University (AL) Texas Tech University (TX) Arizona State (AZ) The New School (NY) California Lutheran University (CA) University of Alabama – Huntsville (AL) Central Michigan University (MI) University of Arizona (AZ) Clarkson University (NY) University of Cincinnati (OH) Colorado State University (CO) University of Colorado – Boulder (CO) DePaul University (IL) University of Dallas (TX) DePauw University (IN) University of Hawaii – Manoa (HI) Drexel University (PA) University of Houston (TX) Duquesne University (PA) University of Illinois – Chicago (IL) Embry-Riddle Aeronautical University (FL) University of Illinois – Urbana Champaign (IL) Florida Institute of Technology (FL) University of Iowa (IA) George Mason University (VA) University of Kansas (KS) Gonzaga University (WA) University of Massachusetts – Amherst (MA) Hofstra University (NY) University of Missouri (MO) Indiana University – Bloomington (IN) University of New Hampshire (NH) Iowa State University (IA) University of Nevada – Las Vegas (NV) Ithaca College University of North Carolina – Charlotte (NC) James Madison (VA) University of Oregon (OR) Kettering University (MI) University of Oklahoma (OK) Loyola University of Chicago (IL) University of Portland (OR) Marquette University (WI) -
Stormwater Management Plan Phase 1
Westmoreland County Department of Planning and Development Greensburg, Pennsylvania Act 167 Scope of Study for Westmoreland County Stormwater Management Plan June 2010 © PHASE 1 – SCOPE OF STUDY TABLE OF CONTENTS I. INTRODUCTION ....................................................................................................... 3 Purpose6 ................................................................................................................... 3 Stormwater7 Runoff Problems and Solutions ........................................................ 3 Pennsylvania8 Storm Water Management Act (Act 167) ................................... 4 9 Act 167 Planning for Westmoreland County ...................................................... 5 Plan1 Benefits ........................................................................................................... 6 Stormwater1 Management Planning Approach ................................................. 7 Previous1 County Stormwater Management Planning and Related Planning Efforts ................................................................................................................................. 8 II. GENERAL COUNTY DESCRIPTION ........................................................................... 9 Political1 Jurisdictions .............................................................................................. 9 NPDES1 Phase 2 Involvement ................................................................................. 9 General1 Development Patterns ........................................................................ -
The College Hopes & Worries Survey 2020
The College Hopes & Worries Survey 2020 Findings ________________________________________________________________________ About the Survey The Princeton Review®, one of the nation's best-known education services companies, has conducted the College Hopes & Worries Survey annually since 2003. Approximately 177,000 people have participated in the survey since its inception. (See end* of this report for numbers of respondents year-over-year.) About 80% have been students applying to colleges; 20% have been parents of applicants. Survey participants have primarily been users of the company's website and readers of its annual Best Colleges book in which the survey questionnaire is published every year. The survey has 15–20 questions, the majority of which have been asked annually or for several years. The questions have multiple-choice answers with the exception of one question, "What is your 'dream' college?" that invites a fill-in-the-blank answer. The 2020 survey findings are based on responses from 12,845 people: 80% (10,276) were students applying to colleges, and 20% (2,569) were parents of applicants. Respondents completed the survey between August 2019 and early March 2020. They hailed from all 50 states and DC. The majority of respondents completed the survey online via outreaches The Princeton Review conducted. Some respondents submitted a paper version of the survey that was published in The Princeton Review book, The Best 385 Colleges / 2020 Edition (Penguin Random House, August 2019). The company awards a $2,000 college scholarship to one survey participant and a Princeton Review book to 25 other participants (all chosen at random). Participants chosen to receive a Princeton Review book were offered their choice of either The Best Value Colleges, Colleges That Create Futures, or Paying for College. -
Aurora Winslade Convener
Council on the Uncertain Future Winter/Spring 2021 Participants MIT Participants Deb Blum Director, Knight Science Journalism MIT Deborah Blum is a Pulitzer-prizewinning American science journalist, columnist, and author of six books, including The Poison Squad (2018), and The Poisoner’s Handbook (2010). She is a former president of the National Association of Science Writers, was a member of the governing board of the World Federation of Science Writers, and currently serves on the board of advisors of the Council for the Advancement of Science Writing. Blum is co- editor of the book A Field Guide for Science Writers, and in 2015, she was selected as the fourth director of the Knight Science Journalism Program at MIT. Martha Broad Executive Director, MIT Energy Initiative Martha Broad is MITEI’s executive director. As part of the leadership team, she works to link science, innovation and policy to transform the world’s energy systems. She has a track record of successfully partnering with business, government and nonprofit stakeholders to support the clean energy transition. At MITEI, she works closely with member companies who collaborate with MIT researchers on a spectrum of topics, including the Low-Carbon Energy Centers. In addition, she spearheads MITEI’s collaboration with the U.S. Department of Energy to design, manage, and host the annual Clean Energy Education and Empowerment (C3E) Women in Clean Energy Symposium and serves as a C3E Ambassador. Previously, as part of the senior management team of the Massachusetts Clean Energy Center (MassCEC), Broad led programs and studies that focused on the commercialization of clean energy technologies. -
2014 ANNUAL REPORT the Susquehanna River, and Its Collaboration, and the Issues Faced in Watershed, Define the Quality of Life for Their Research
Presented by the SusRqueHhanCna ERivS er Heartland Coalition for Environmental Studies Pulse of the Heartland 2014 ANNUAL REPORT The Susquehanna River, and its collaboration, and the issues faced in watershed, define the quality of life for their research. These meetings provide a all who live, work and play within its forum to not only share information, but boundaries. Arguably this region’s most to also discuss partnerships. important asset it provides half of the fresh SRHCES has been meeting for a water that reaches the Chesapeake Bay. Its number of years now. The summer work influence extends beyond Pennsylvania to with interns from the various member the lives of many within the Chesapeake colleges and universities has allowed the Bay area. man-power necessary for the SRHCES In recognition of this tremendous asset, members to take on a variety of research six regional colleges and universities joined projects, as well as provided those other partners, including Geisinger Health SRHCES students with invaluable field experience. System, Northcentral Pennsylvania Conservancy, One thing we did this year was contact some of the the Forum for Pennsylvania’s Heartland and interns from the past to find out what they’re SEDA-COG, to work with state agencies doing now, and how their internship and Chesapeake Bay affiliates to form For more with a SRHCES member helped the Susquehanna River Heartland information about prepare them for their career. Some Coalition for Environmental SRHCES, of these former students are working Studies (SRHCES ). Through the please visit for consulting firms, others have Coalition, the faculty, students and www.SRHCES.org. -
College Admissions Process Can Often Be a Top Source of Stress and Anxiety for Students
October 2018 A “FIT” OVER RANKINGS Why College Engagement Matters More Than Selectivity EXECUTIVE SUMMARY Based on the Challenge Success survey data of more than 100,000 high school students across the country, we know that the college admissions process can often be a top source of stress and anxiety for students. While many schools, counselors, and parents encourage students to focus on finding the “right fit” college, this advice can be difficult to follow without a better understanding of what “fit” means and what matters most — both for learning and engagement in college — and for life outcomes beyond college. This paper reviews and synthesizes key research in order to address many of the important questions and concerns we hear from students, parents, and schools about the college admissions process: What do college rankings really measure? Are students who attend more selective colleges better off later in life? What is “fit” and why does it matter? What the research shows: RANKINGS ARE PROBLEMATIC. Many students and families rely on college rankings published by well-known organizations to define quality. The higher the ranking, the logic goes, the better the college must be and vice versa. We find that many of the metrics used in these rankings are weighted arbitrarily and are not accurate indicators of a college’s quality or positive outcomes for students. COLLEGE SELECTIVITY IS NOT A RELIABLE PREDICTOR OF STUDENT LEARNING, JOB SATISFACTION, OR WELL-BEING. We explore the research on whether attending a selective college predicts important life outcomes and find no significant relationship between a school’s selectivity and student learning, future job satisfaction, or well-being. -
Top 75 U.S. Green Colleges
2QQ8 USSP GCOLLEGE REPORT Fifty schools that will help your kids help the planet. By Elizabeth Barker cross the country, hundreds of colleges and universities are making the shift to sustainability. While ten years ago students may not have taken the planet- friendliness of a campus into consideration when choosing a school, today it has become a major deciding point. From green buildings and local food to alterna- tive energy plans and environmental degree programs, more and more institu- tions of higher education are turning their campus into eco-education centers. Since KIWI compiled its first Green College Report last in history,” he says. “Yes, we’re concerned about what will hap- year, which featured 50 schools helping to save the planet, pen, but we’re also optimistic that higher education can lead Aeven more institutions have jumped on the sustainability-in- our society to a better, more prosperous future.” schools bandwagon. The number of signatories to the Ameri- Here at KIWI, we are thrilled to see so many schools can College and University Presidents Climate Commitment launching green initiatives across the country. That’s why (the ACUPCC, a pledge to reduce and ultimately neutralize we’re helping you narrow your child’s school search by spot- all campus greenhouse-gas emissions) has shot up from 206 lighting 75 institutions of higher learning that are protecting schools to 560, and programs such as sustainability-themed the planet. Although each of these colleges and universities campus housing and student-developed alternative-energy has undertaken an array of environmental actions, we’ve ze- plans are cropping up at colleges across the country.