William Morris Davis 1850-1934
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Proceedings Op the Twenty-Third Annual Meeting Op the Geological Society Op America, Held at Pittsburgh, Pennsylvania, December 21, 28, and 29, 1910
BULLETIN OF THE GEOLOGICAL SOCIETY OF AMERICA VOL. 22, PP. 1-84, PLS. 1-6 M/SRCH 31, 1911 PROCEEDINGS OP THE TWENTY-THIRD ANNUAL MEETING OP THE GEOLOGICAL SOCIETY OP AMERICA, HELD AT PITTSBURGH, PENNSYLVANIA, DECEMBER 21, 28, AND 29, 1910. Edmund Otis Hovey, Secretary CONTENTS Page Session of Tuesday, December 27............................................................................. 2 Election of Auditing Committee....................................................................... 2 Election of officers................................................................................................ 2 Election of Fellows................................................................................................ 3 Election of Correspondents................................................................................. 3 Memoir of J. C. Ii. Laflamme (with bibliography) ; by John M. Clarke. 4 Memoir of William Harmon Niles; by George H. Barton....................... 8 Memoir of David Pearce Penhallow (with bibliography) ; by Alfred E. Barlow..................................................................................................................... 15 Memoir of William George Tight (with bibliography) ; by J. A. Bownocker.............................................................................................................. 19 Memoir of Robert Parr Whitfield (with bibliography by L. Hussa- kof) ; by John M. Clarke............................................................................... 22 Memoir of Thomas -
William Morris Davis Brief Life of a Pioneering Geomorphologist: 1850-1934 by Philip S
VITA William Morris Davis Brief life of a pioneering geomorphologist: 1850-1934 by PhiliP S. Koch Naught looks the same for long… Waters rush on, make valleys where once stood plains; hills wash away to the sea. Marshland dries to sand, while dry land becomes stagnant, marshy pool. From Nature, springs erupt or are sealed; from earthquakes, streams burst forth or vanish. n Metamorphoses, the Roman poet Ovid, echoing Pythagoras, al- ludes to geomorphology: the study of the forms taken by the Iearth’s surface, and what causes them. Almost 19 centuries later, William Morris Davis, S.B. 1869, devised a clear, concise, descrip- tive, and idealized model of landscape evolution that revolutionized and in many ways created this field of study. Born into a prominent Philadelphia Quaker family, Davis studied geology and geography at Harvard’s Lawrence Scientific School and then joined a Harvard-sponsored geographic-exploration party to the Colorado Territory, led by the inaugural Sturgis-Hooper profes- sor of geology, Josiah Dwight Whitney. Wild stories had circulated since soon after the Louisiana Purchase about Rocky Mountain peaks 18,000 feet or higher. The Harvard expedition set out to investigate, and found none, but they did find “’14ers” (14,000-plus feet). Among these, the expedition members surveyed, named, and made two first- river valleys locally decrease the growing recorded summitings in the “Collegiate Peaks,” designating the tall- elevation differences between “uplands” est in the group Mount Harvard (honoring their sponsor), and the and “base-level” caused by uplift. In “Ma- second tallest Mount Yale (honoring Whitney’s alma mater). -
A Sense of Place: Human Geography in the Early Childhood Classroom
Social Studies: From a Sense of Self to a Sense of the World Pamela Brillante and Sue Mankiw Preschool Through Primary Grades A Sense of Place: Human Geography in the Early Childhood Classroom Walking downtown is four-year-old Abby’s favorite thing to do with her dad. Today is the first day that Abby hasn’t had to wear a coat on their walk. They walk under shady trees and stop to notice all the white flowers blooming outside the library where Abbey and her grandma go for story hour with Abby’s friends. The smell of lilies of the valley permeates the air. As they get closer to downtown, Dad picks Abby up while they cross the broken sidewalk near the post office so she does not get hurt on the rough terrain. It can be difficult for her to navigate uneven ground with her walker. Approaching the town’s music stage, Abby tugs on her dad’s sleeve; she wants to hear the musicians playing their shiny instruments. Abby points out the sign that says STOP on the busy street corner by Poppy’s Bakery. The nice women who work there always talk to Abby and let her pick out a cookie while her dad buys warm, delicious-smelling bread for Sunday dinner. Abby loves going to “her downtown,” where she knows she is part of the community of friends, neighbors, and merchants she meets along the way. 1, 2, 3 ® © iStock.com/ktaylorg 2 Young Children July 2015 lthough they may not realize it, Abby physical world around them and in the social and cultural and her dad are studying geography on their world they share with others. -
Meteorology and Climatology in Normal
METEOROLOGY AND CLIMATOLOGY IN NORMAL SCHOOLS AND COLLEGE An examination of catalogues from 76 Normal Schools and Teach- ers' Colleges in the United States throws some interesting light on the meteorology and climatology offered in these schools. Under such titles as "Climates of the World," "Meteorology," "The Changing Weather," "Climate and Man," "Weather and Climate or Climatology," 35 courses are listed. As catalogues from 36 states were included, this would seem to be a very small average, but considerably more climatology is taught than appears on the surface, for in 150 courses given on continents or countries, climate is a factor usually considered. Moreover in about 50 courses listed by some such title as "Principles of Geography," "Mathematical Geography," "Human Geography," "Agricultural Ge- ography," or "Elements of Geography," etc., climatology and meteor- ology are taught although the catalogues are not very lucid as to the extent. There is little or no indication of climatological material being included in courses listed under methods, but it is probable that it is not entirely omitted, particularly in the few Normal Schools where no purely contest work is given.—J. M. Shipman. A HANDY BOOKLET ABOUT WEATHER The "Weather" manual in the Merit Badge Series issued by the Boy Scouts of America (200 Fifth Avenue, New York City), has recently appeared. It is a pamphlet of 73 pages, with plenty of instructive pic- tures. There are views of all the cloud types of the International Cloud Classification, optical phenomena, lightning, St. Elmo's fire, aurora, meteorological instruments, etc. The first half of the text is devoted to an explanation, in simple language, of a number of weather phenomena. -
Lesson One United States of America: an Exploration Factsheet for Teachers
Lesson one United States of America: An Exploration Factsheet for teachers Purpose of this lesson In order to develop an in-depth knowledge of the USA pupils need to understand the key geographical features of the country. In this lesson pupils will work with an atlas (and/or online maps) in order to create their own map of the USA. Vocabulary Geology the study of the origin, history, and structure of the earth. Lake a body of water surrounded by land. Latitude the distance of a place north or south of the earth's equator. Longitude the distance of a place east or west of the Greenwich meridian. Mountain a large landform that stretches above the surrounding land in a limited area, usually in the form of a peak. Mountain Range a series or chain of mountains that are close together. Prairie a large grassland. River a large stream of flowing fresh water. Topography the study of the shape of the surface features of an area. Key Features of the United States of America Political and Administrative Boundaries The USA shares borders with Canada, Mexico and maritime borders with Russia, Cuba and the Bahamas (as well as Canada and Mexico). The United States of America is a federal republic made up of 50 states. Map of USA © Wikimedia 1 The population distribution across the USA will be explored in more detail later in this module. However the exercises in this lesson introduce pupils to some of the key settlements in the USA. Map of USA © Wikimedia The National Geographic website entry for ‘Human Geography’ provides a good introduction to the different features of the country. -
Process-Form Models
11 Process-form Models The interaction of process and landform is central to geomorphic investigations and a series of concepts have been associated with the models of landscape development suggested over the last century. Process investigations were enhanced by considering the way in which specific landscape features are related to processes, as illustrated by grade, characteristic angles, drainage density and river channel capacity. Technique developments, especially of cos- mogenic dating, have revitalised some earlier models. The complex response concept affords the reconciliation of alternative landscape histories, and a panoply of models is now becoming available offering opportunities to realize the objectives of the original qualitative approaches. Exogenic processes Microclimate and Local climate Regional climate Climatic zones meteorological events Short-term climatic change Medium-term climatic Long-term climatic Animal and plant activities Local vegetation change change (e.g. glacial– change (e.g. icehouse interglacial cycles) and hothouse states) Regional vegtation change Biological evolution Microscale landforms Mesoscale landforms Macroscale landforms Megascale landforms Area: <0.25 km2 Area: 0.25–100 km2 Area: 100–1,000,000 km2 Area: >1,000,000 km2 Lifespan: 10 years Lifespan: 1,000 years Lifespan: 10 million years Lifespan: >10 million years Exogenic examples: Fluvial Pools and riffles Meanders Large river floodplains Major drainage basins Glacial Small cirques Valley glaciers Ice caps Ice sheets and inland Aeolian Ripples -
(NSF) Directorate of Geosciences
NSF Proposal accepted for funding March 22, 2007 Target Program: National Science Foundation (NSF) Directorate of Geosciences (GEO): Division of Earth Sciences (EAR): Sedimentary Geology and Paleobiology (SGP) Program – proposal submitted July 16, 2006 – proposal accepted for funding March 22, 2007 Title: Consolidation and Calibration of the New England Varve Chronology (NEVC): An Annual Continental Record of Ice Dynamics and Terrestrial Change, 18-11.5 kyr BP John C. Ridge 617-627-3494 or 617-627-2890 Dept. of Geology [email protected] Tufts University Medford, MA 02155 1 1. Project Summary Intellectual merit. Rapid climate change events during deglaciation are closely linked to ice sheet, ocean, and atmosphere interactions. Understanding these interactions requires high resolution comparisons of climate and continental ice dynamics. Although general patterns of Laurentide Ice Sheet (LIS) variation have been discerned, they are not continuously resolved at a sub-century scale. This lack of continuous, high-resolution terrestrial glacial chronologies with accurate radiometric controls continues to be a limiting factor in understanding deglacial climate. Such records, especially from the southeastern sector of the LIS, can provide critical comparisons to N. Atlantic climate records (marine and ice core) and a rigorous test of hypotheses linking glacial activity to climate change. Consolidation of the New England Varve Chronology (NEVC), and development of its records of glacier dynamics and terrestrial change, is a rare opportunity to formulate a complete, annual-scale terrestrial chronology from 18-11.5 kyr BP. Glacial varve deposition, which is linked to glacial meltwater discharge, can be used to monitor ice sheet ablation and has a direct tie to glacier mass balance and climate. -
National Register of Historic Places Inventory -- Nomination Form
THEME: Americans at Work Form No. 10-300 (Rev. 10-74) SUBTHEME: " ence and Invention" UNITED STATES DEPART . .cNT OF THE INTERIOR NATIONAL PARK SERVICE NATIONAL REGISTER OF HISTORIC PLACES INVENTORY -- NOMINATION FORM SEE INSTRUCTIONS IN HOW TO COMPLETE NATIONAL REGISTER FORMS TYPE ALL ENTRIES -- COMPLETE APPLICABLE SECTIONS I NAME HISTORIC William Morris Davis House AND/OR COMMON 17 Francis Street LOCATION STREET & NUMBER 17 Francis Street _NOT FOR PUBLICATION CITY. TOWN CONGRESSIONAL DISTRICT Cambridge VICINITY OF 8th STATE CODE COUNTY CODE Massachusetts 75 Middlesex 017 CLASSIFICATION CATEGORY OWNERSHIP STATUS PRESENT USE —DISTRICT __PUBLIC ^.OCCUPIED —AGRICULTURE —MUSEUM X_BUILDING(S) ^—PRIVATE —UNOCCUPIED —COMMERCIAL —PARK —STRUCTURE —BOTH —WORK IN PROGRESS —EDUCATIONAL .^PRIVATE RESIDENCE —SITE PUBLIC ACQUISITION ACCESSIBLE —ENTERTAINMENT —RELIGIOUS —OBJECT _IN PROCESS —YES. RESTRICTED —GOVERNMENT —SCIENTIFIC _BEING CONSIDERED — YES: UNRESTRICTED —INDUSTRIAL —TRANSPORTATION X.NO —MILITARY —OTHER (OWNER OF PROPERTY NAME Francis M. shea STREET & NUMBER 17 Francis Street CITY, TOWN STATE Cambridge _ VICINITY OF Massachusetts (LOCATION OF LEGAL DESCRIPTION COURTHOUSE. Middlesex Registry of Deeds Southern District REGISTRY OF DEEDS, ETC STREET & NUMBER 3rd and Ottis Streets CITY. TOWN STATE Cambridge Massachusetts REPRESENTATION IN EXISTING SURVEYS TITLE None DATE — FEDERAL —STATE —COUNTY __LOCAL DEPOSITORY FOR SURVEY RECORDS CITY. TOWN STATE DESCRIPTION CONDITION CHECK ONE CHECK ONE x .^EXCELLENT _DETERIORATED _UNALTERED ^.ORIGINAL SITE _GOOD _RUINS _ALTERED _MOVED DATE- _FAIR (unrestored) _UNEXPOSED DESCRIBE THE PRESENT AND ORIGINAL (IF KNOWN) PHYSICAL APPEARANCE The William Morris Davis House in Cambridge, Massachusetts, is a frame, 2h story gabled roof house with a gambreled roof wing. The exterior is sheathed in shingles. The main entrance is located on the side of the house and there is also a rear entrance. -
Ecology, Planning, and River Management in the United States: Some Historical Reflections
Copyright © 2005 by the author(s). Published here under license by the Resilience Alliance. Reuss, M. 2005. Ecology, planning, and river management in the United States: some historical reflections. Ecology and Society 10(1): 34. [online] URL: http://www.ecologyandsociety.org/vol10/iss1/art34/ Research, part of a Special Feature on Riverine Landscapes Ecology, Planning, and River Management in the United States: Some Historical Reflections Martin Reuss1 ABSTRACT. River ecologists are also river-basin planners. However, their role in planning has developed slowly over the decades since the beginning of the 20th century. Three major factors explain this phenomenon. First, ecologists focused on plant and animal communities rather than on broader policy issues related to land settlement and water development. Second, the federal government, and most state and local governments as well, used mainly economic criteria to justify projects. Intangible benefits, including the value of species or an aesthetically pleasing landscape, drew relatively little attention. Third, the public generally favored development, especially during the Great Depression of the 1930s. Only after World War II did the public's position shift in favor of more preservation, as ecologists developed the concept of the ecosystem, large dam projects forced basin inhabitants from their homes, and chemical and nuclear pollutants threatened the environment. Also, urbanization increased support for the preservation of recreation sites and of streams undisturbed by human intervention. Meanwhile, partly through important advances in geomorphology and hydrology, ecologists acquired new tools to understand the land-water relationship within river basins. Neverthless, benefit-cost analysis continued to dominate federal water- resources planning, and organizational culture and competing or overlapping bureaucracies hampered rational water resources administration. -
Celebrating 125 Years of the U.S. Geological Survey
Celebrating 125 Years of the U.S. Geological Survey Circular 1274 U.S. Department of the Interior U.S. Geological Survey Celebrating 125 Years of the U.S. Geological Survey Compiled by Kathleen K. Gohn Circular 1274 U.S. Department of the Interior U.S. Geological Survey U.S. Department of the Interior Gale A. Norton, Secretary U.S. Geological Survey Charles G. Groat, Director U.S. Geological Survey, Reston, Virginia: 2004 Free on application to U.S. Geological Survey, Information Services Box 25286, Denver Federal Center Denver, CO 80225 For more information about the USGS and its products: Telephone: 1-888-ASK-USGS World Wide Web: http://www.usgs.gov/ Any use of trade, product, or firm names in this publication is for descriptive purposes only and does not imply endorsement by the U.S. Government. Although this report is in the public domain, permission must be secured from the individual copyright owners to reproduce any copyrighted materials contained within this report. Suggested citation: Gohn, Kathleen K., comp., 2004, Celebrating 125 years of the U.S. Geological Survey : U.S. Geological Survey Circular 1274, 56 p. Library of Congress Cataloging-in-Publication Data 2001051109 ISBN 0-607-86197-5 iii Message from the Today, the USGS continues respond as new environmental to map, measure, and monitor challenges and concerns emerge Director our land and its resources and and to seize new enhancements to conduct research that builds to information technology that In the 125 years since its fundamental knowledge about make producing and present- creation, the U.S. Geological the Earth, its resources, and its ing our science both easier and Survey (USGS) has provided processes, contributing relevant faster. -
Critical Review of the San Juan Peneplain Southwestern Color~ Do
Critical Review of the San Juan Peneplain Southwestern Color~ do GEOLOGICAL SURVEY PROFESSIONAL PAPER 594-I Critical Review of the San Juan Peneplain Southwestern Colorado By THOMAS A. STEVEN SHORTER CONTRIBUTIONS TO GENERAL GEOLOGY GEOLOGICAL SURVEY PROFESSIONAL -PAPER 594-I The volcanic and geomorphic history of the San Juan Mountains indicates no peneplain cycle of erosion between the end of ma;·or volcanism and the present time UNITED STATES GOVERNMENT PRINTING OFFICE, WASHINGTON : 1968 UNITED STATES DEPARTMENT OF THE INTERIOR STEWART L. UDALL, Secretary GEOLOGICAL SURVEY William T. Pecora, Director For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 CONTENTS Page Page Albstract ---------------------------------------- I 1 Discussion of the San Juan peneplain-Continued Introduction ------------------------------------- 1 3. The peneplain remnants -------------------- 18 Alcknowledgments --------------------------------- 2 4. Postpeneplain deformation -------------------- 9 General geology of the San Juan region ___________ _ 2 5. Postpeneplain alluviation and volcanism ______ _ 10 The peneplain concept ---------------------------- 4 6. Postpeneplain development of drainage_------- 12 Discussion of the San Juan peneplain -------------- 6 Possible character of the late Tertiary landscape ___ _ 13 1. Subsidence of the prevolcanism erosion surface _ 6 Summary ----·------------------------------------ 14 2. Volcanism and volcano-tectonic deformation Catalog of peneplain remnants ---------------------- -
93 October ___February
MARCH1935 MONTHLY WEATHER REVIEW 93 TABLE2.-Average hourly values of daytime radiation measitred in gram calories per square centimeter on a horizontal surface. Scrippa Znsti- tzttion of Oceanography, La Jolla, July 1, 1934-July 1, 1934 I Hour ending at- I A. hf. Noon I P. M. i 11 ~- 61' or. cal. gr. cal. gr. col. gr. cal. gr. col. gr. cnl. gr. cal. gr. cal gr. cal. gr. cal. or. ca1. January- .............................. ......... 3.5 I 14.1 35. 0 39.7 28.2 17.3 e.7 0.4 __-_______ February .............................. n. 3 5. 4 15.5 35.4 40.4 41.0 39.2 34.2 23.8 11.6 2.2 0.1 March................................. 2. 5 44.6 49.7 61.6 48.1 42. 0 31.0 16.5 4.9 .a April ......................... 1.0 6.4 61. 6 67.2 56.9 52.8 46.2 35.2 20.4 8.0 .8 May.......................... 2.0 9. ,6 53. 3 60.7 61.6 56. 1 48.3 38.3 24.2 10.8 1.8 June.......................... 2.3 8.i 17.4 3.9 49. i 66. 1 58.6 54.6 48.3 39.3 26.0 12. 4 27 July ____________ _____________ 1.6 6.5 15.1 27.3 48.3 64.3 54.9 51. 2 44.8 35. 5 22. 7 11. 1 2. 5 August----.---.----.--------- .9 5.9 15.2 25.9 46. 2 51.9 52.3 48.9 41. 9 82.2 19.6 8.3 .8 September ____ __ _____ __ - - - - __ .