The Nature Study Movement in Pacific Grove, California
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
A Timeline of Significant Events in the Development of North American Mammalogy
SpecialSpecial PublicationsPublications MuseumMuseum ofof TexasTexas TechTech UniversityUniversity NumberNumber xx66 21 Novemberxx XXXX 20102017 A Timeline of SignificantTitle Events in the Development of North American Mammalogy Molecular Biology Structural Biology Biochemistry Microbiology Genomics Bioinformatics and Computational Biology Computer Science Statistics Physical Chemistry Information Technology Mathematics David J. Schmidly, Robert D. Bradley, Lisa C. Bradley, and Richard D. Stevens Front cover: This figure depicts a chronological presentation of some of the significant events, technological breakthroughs, and iconic personalities in the history of North American mammalogy. Red lines and arrows depict the chronological flow (i.e., top row – read left to right, middle row – read right to left, and third row – read left to right). See text and tables for expanded interpretation of the importance of each person or event. Top row: The first three panels (from left) are associated with the time period entitled “The Emergence Phase (16th‒18th Centuries)” – Mark Catesby’s 1748 map of Carolina, Florida, and the Bahama Islands, Thomas Jefferson, and Charles Willson Peale; the next two panels represent “The Discovery Phase (19th Century)” – Spencer Fullerton Baird and C. Hart Merriam. Middle row: The first two panels (from right) represent “The Natural History Phase (1901‒1960)” – Joseph Grinnell and E. Raymond Hall; the next three panels (from right) depict “The Theoretical and Technological Phase (1961‒2000)” – illustration of Robert H. MacArthur and Edward O. Wilson’s theory of island biogeography, karyogram depicting g-banded chromosomes, and photograph of electrophoretic mobility of proteins from an allozyme analysis. Bottom row: These four panels (from left) represent the “Big Data Phase (2001‒present)” – chromatogram illustrating a DNA sequence, bioinformatics and computational biology, phylogenetic tree of mammals, and storage banks for a supercomputer. -
Addressing Summer Learning Loss Through Summer Learning Programs
ADDRESSING SUMMER LEARNING LOSS THROUGH SUMMER LEARNING PROGRAMS STATEMENT OF THE PROBLEM Research spanning a century provides evidence that students experience summer learning loss during the long summer vacation breaks. The time-off interferes with the rhythm of instruction that leads to forgetting and requires a significant amount of review when the next school year begins. On average, students perform one month behind where they were when the school year closed, and teachers spend a large part of the first two months of school reviewing material. A survey of teachers across 15 cities found that 90% spent anywhere from 3 to 6 weeks re-teaching the previous year’s subject matter. While all students feel the effects of summer learning loss, summer learning loss disproportionately impacts children from low income families. All students generally lose about two months of grade-level equivalency in math skills during the summer months. Children from families with fewer resources; however, often lose up to two months of reading achievement while their peers maintain or have even slight gains. Proponents of the “faucet theory” argue that during the summer, academic resources for low income families are effectively, “turned off”. Middle class families, on the other hand, can provide the resources that their children may need for remediation, enrichment or acceleration activities during the summer months. Moreover, the negative effects of summer learning loss are cumulative and contribute to an achievement gap that widens over time. By 9th grade, almost 2/3 of the achievement gap between disadvantaged children and their peers can be attributed to summer learning loss in the elementary school years. -
Summer Course Options in the Bay Area
2010 SUMMER COURSES The following is not an exhaustive list of summer school classes in the Bay Area. If you have summer academic programs to add to this list, please contact Ms Carleton or Ms Sortino in the College Counseling Office. (Much thanks to Mr Smith at JCHS for initiating this list compilation.) We recommend that you verify that any course you take is UC-approved if you want it to reclaim a deficiency for a course taken at CSUS. Go to these websites to check UC approval: https://doorways.ucop.edu/list/servlet.jsf;jsessionid=2073A86C66932610CFD7B451941DB2FF? _flowExecutionKey=_cB07005AB-2978-ECCE-0A99-997B0E8BCD8E_kE09A8802-529E-4423- FBAC-5A8E5F94C49A for high school courses or at http://www.assist.org/web- assist/welcome.html for college courses. See the CCO if you have questions. Summer Course Options in the Bay Area I. PRIVATE HIGH SCHOOLS (Check each school’s web site for summer school course offerings, schedules, and prices.) A. Drew School, 2901 California Street, San Francisco (415-409-3739) http://www.drewschool.org/ DUE TO CONSTRUCTION, NO SUMMER SCHOOL IN 2010 B. Mercy High School, 3250 19th Avenue, San Francisco http://www.mercyhs.org/ (contact Marguerite Rodriguez, 415-334-0525 x228, [email protected]) C. Bellarmine College Preparatory, 960 West Hedding Street, San Jose http://www.bcp.org/ (408-293-3470) D. Junipero Serra High School, 451 West 20th Avenue, San Mateo http://www.serrahs.com/ (650-345-8207, option 0) E. Saint Francis High School, 1885 Miramonte Avenue, Mountain View http://www.sfhs.com/ (650-968-1213 x446) F. Stuart Hall High School, 1715 Octavia Street, San Francisco http://www.sacredsf.org/shhs/index.aspx (contact Ray O’Connor, 415-345-5817) G. -
ED475391 2003-05-00 Summer Learning Loss: the Problem and Some Solutions
ED475391 2003-05-00 Summer Learning Loss: The Problem and Some Solutions. ERIC Digest. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section. Summer Learning Loss: The Problem and Some Solutions. ERIC Digest...........................................................................1 CONCERNS RAISED BY THE LONG SUMMER VACATION.......... 2 RESEARCH ON SUMMER LEARNING LOSS............................ 2 THREE REMEDIES FOR SUMMER LEARNING LOSS................. 3 CONCLUSION.................................................................. 5 FOR MORE INFORMATION..................................................5 ERIC Identifier: ED475391 Publication Date: 2003-05-00 Author: Cooper, Harris Source: ERIC Clearinghouse on Elementary and Early Childhood Education Champaign IL. Summer Learning Loss: The Problem and Some Solutions. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC ED475391 2003-05-00 Summer Learning Loss: The Problem and Some Solutions. ERIC Page 1 of 7 Digest. www.eric.ed.gov ERIC Custom Transformations Team In the early years of formal schooling in America, school calendars were designed to fit the needs of each particular community (Gold, 2002). Some communities had long summer breaks that released children from school in spring to help with planting and in fall to help with the harvest, while urban schools sometimes operated on 11- or 12-month schedules. By 1900, migration from the farm to the city and an increase in family mobility created a need to standardize the time children spent in school. The present 9-month calendar emerged when 85% of Americans were involved in agriculture and when climate control in school buildings was limited. -
SCIENCE Able Persons Will Consider the Progress of Man- of the Demands of the Farm for the Summer Kind, Not by the Years of Generations Merely, 1 Months
SCIENCE able persons will consider the progress of man- of the demands of the farm for the summer kind, not by the years of generations merely, 1 months. The boy very early displayed an in but by centuries or millenia. We may learn tense love of nature and a keen interest in by the history of mankind in the last 20,000 all its manifestations. While this did not years how near it has come to extinction; and meet with the wishes of his father there was we must recognize that it will take only a no active or unkind opposition, and from his little interference with natural instincts and mother he met only sympathy. a little interference with natural selection Dependent at first solely upon his own ef- during a few generations to bring the species, forts, without the aid of books or the ac- or one race of it, rather abruptly to an end, quaintance of naturalists, the boy showed :i just as other human races have come to an end great determination to interpret the life about in historical times. The human species must him. Later, when his attendance at Wilbra- eventually go the way of all species of which ham Academy led up to Cambridge and the we have a paleontological record; already there opportunity of studying under Louis Agas- are clear signs of a widc-spread deterioration in siz, he was prepared to make the most of this most complex and unstable of all animal every opportunity. 'IIowever, this zeal for types. A failure to be influenced by the find- tho constant study of nature, in addition to ings of the students of eugenics or a continu- the work necessary in helping on the farm, ance in our present fatuous belief in the resultcd in the overtaxing of his strength and potency of money to cure racial evils will the impairment of his health, a condition hasten the end. -
George P. Merrill Collection, Circa 1800-1930 and Undated
George P. Merrill Collection, circa 1800-1930 and undated Finding aid prepared by Smithsonian Institution Archives Smithsonian Institution Archives Washington, D.C. Contact us at [email protected] Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Historical Note.................................................................................................................. 1 Descriptive Entry.............................................................................................................. 2 Names and Subjects ...................................................................................................... 3 Container Listing ............................................................................................................. 4 Series 1: PHOTOGRAPHS, CORRESPONDENCE AND RELATED MATERIAL CONCERNING INDIVIDUAL GEOLOGISTS AND SCIENTISTS, CIRCA 1800-1920................................................................................................................. 4 Series 2: PHOTOGRAPHS OF GROUPS OF GEOLOGISTS, SCIENTISTS AND SMITHSONIAN STAFF, CIRCA 1860-1930........................................................... 30 Series 3: PHOTOGRAPHS OF THE UNITED STATES GEOLOGICAL AND GEOGRAPHICAL SURVEY OF THE TERRITORIES (HAYDEN SURVEYS), CIRCA 1871-1877.............................................................................................................. -
William A. Lowell Partner T +1 (617) 248-4085 | [email protected]
William A. Lowell Partner T +1 (617) 248-4085 | [email protected] Bill Lowell is a partner in Choate’s Wealth Management Group. EDUCATION Boston College Law School Mr. Lowell is listed in Chambers HNW 2017, Best Lawyers in America JD, 1980, magna cum laude and named a Massachusetts Super Lawyer. Mr. Lowell also received the Dean’s Social Impact Award from the College of Professional Harvard College Studies at Northeastern University and accepted the Massachusetts AB, 1977, cum laude Governor’s Award in the Humanities on behalf of The Lowell Institute. Mr. Lowell was named by the Supreme Judicial Court of Massachusetts to serve on the Ad Hoc Committee to study and report to the Court on Bosch litigation. REPRESENTATIVE ENGAGEMENTS • Serves as trustee of numerous trusts and charitable foundations, and as executor of various estates. • Together with personnel from Choate’s trust department, tax preparation group and Choate Investment Advisors, provides clients with sophisticated income, gift and estate tax planning and investment advice to maximize charitable deductions and minimize taxes. • Works with Choate Investment Advisors to provide integrated investment, financial planning and estate planning advice to clients regarding their personal assets and retirement accounts, including assuming responsibility for funding their revocable trusts to avoid probate and serving as their trustee. • Represents public and private company executives to structure and implement plans to benefit both family members and philanthropic interests. • Represents multiple generations of client families in coordinating tax and wealth management strategies to benefit future generations. • Represents lottery winners in connection with estate planning and individual planning, including the creation and management of trusts and private charitable foundations. -
Arnold Guyot (1807-1884) and the Pestalozzian Approach to Geology Education
Arnold Guyot (1807-1884) and the Pestalozzian approach to geology education Autor(en): Wilson, Philip K. Objekttyp: Article Zeitschrift: Eclogae Geologicae Helvetiae Band (Jahr): 92 (1999) Heft 3 PDF erstellt am: 04.10.2021 Persistenter Link: http://doi.org/10.5169/seals-168674 Nutzungsbedingungen Die ETH-Bibliothek ist Anbieterin der digitalisierten Zeitschriften. Sie besitzt keine Urheberrechte an den Inhalten der Zeitschriften. Die Rechte liegen in der Regel bei den Herausgebern. Die auf der Plattform e-periodica veröffentlichten Dokumente stehen für nicht-kommerzielle Zwecke in Lehre und Forschung sowie für die private Nutzung frei zur Verfügung. Einzelne Dateien oder Ausdrucke aus diesem Angebot können zusammen mit diesen Nutzungsbedingungen und den korrekten Herkunftsbezeichnungen weitergegeben werden. Das Veröffentlichen von Bildern in Print- und Online-Publikationen ist nur mit vorheriger Genehmigung der Rechteinhaber erlaubt. Die systematische Speicherung von Teilen des elektronischen Angebots auf anderen Servern bedarf ebenfalls des schriftlichen Einverständnisses der Rechteinhaber. Haftungsausschluss Alle Angaben erfolgen ohne Gewähr für Vollständigkeit oder Richtigkeit. Es wird keine Haftung übernommen für Schäden durch die Verwendung von Informationen aus diesem Online-Angebot oder durch das Fehlen von Informationen. Dies gilt auch für Inhalte Dritter, die über dieses Angebot zugänglich sind. Ein Dienst der ETH-Bibliothek ETH Zürich, Rämistrasse 101, 8092 Zürich, Schweiz, www.library.ethz.ch http://www.e-periodica.ch 0012-9402/99/030321-5 $1.50 + 0.20/0 Eclogae geol. Helv. 92 (1999) 321-325 Birkhäuser Verlag. Basel. 1999 Arnold GUYOT (1807-1884) and the Pestalozzian approach to geology education Philip K.Wilson1 (Paper presented at the meeting of the International Commission on the History of the Geological Sciences (INHIGEO). -
Leadership in the Digital Century
1 / Journalism The Campaign for GBH / 2015–2020 FINAL REPORT Digital Century Digital Leadership in the Leadership 1 / GBH Greetings More Than We Could Have Dreamed: Thank You LETTER FROM THE CO-CHAIRS & CAMPAIGN STEERING COMMITTEE Dear Friends, CAMPAIGN STEERING When we launched The Campaign for GBH have dreamed possible. It has been COMMITTEE five years ago, we felt a sense of urgency. a humbling honor to work on such an Media consumption and platforms were— ambitious fundraising effort and to witness Kirstan Barnett and still are—in a state of continual the depth of commitment donors have Henry Becton transformation. to GBH’s future. Marcia Blenko Richard M. Burnes, Jr. We also felt a deep sense of certainty A strong GBH not only enriches Boston and Lynn Bay Dayton that GBH, which has been a leader New England, it can guide the nation toward Ann Fudge in media innovation for more than six more civil public discourse, a more profound Ann Gund decades, could—with a solidified financial respect for truth, a greater appreciation Laura Johnson foundation—lead public media into of our shared culture and history and more Susan Kaplan the digital age. equitable access to learning. William Lowell Susan Luo Through the support of hundreds of You will find in this report an overview Oscar Malcolm generous and thoughtful donors, the of the deep impact of the five-year Diana Markowitz expertise of our talented producers and Campaign. On behalf of GBH and the Rodrigo Martinez Christopher McKown the strength and leadership of our Board, Campaign Steering Committee, we extend Liz Morningstar we have achieved more than we could our sincere thanks for your support. -
In Memoriam: Joel Asaph Allen2
THE AUK: ORNITHOLOGY. VOL. XXXlX. JANUARY, 1922. No. 1 IN MEMORIAM: JOEL ASAPH ALLEN2 BORN JULY 19, 1838--D•ED AUGUST29, 1921. BY FRANK M. CHAPMAN. Plate 1. DR. JOELASArH ALLEN, a Founderof the AmericanOrnitholog- ists' Union, died after a short illnessat CornwMl-on-the-Hudson, New York, on August29, 1921,in the eighty-fourthyear of his life. Five years beforehis death at the urgent solicitationof the Presidentof the AmericanMuseum of Natural History, Dr. Allen consentedto preparea brief autobiographyas an introduction to a bibliographyof hisscientific publications. This was published in November,19162 Only one familiar with Dr. Allen's retiring nature can realize the extremereluctance with which he complied with PresidentOsborn's request; but having set his hand to the task, he determinednot to sparehimself and with the thorough- nesswhich marked all his work he prepareda history of his life and criticalanalysis of his dominantcharacteristic traits. The value of this obviouslyauthoritative document is so groat • Read before the thirty-ninth Meeting of the A. O. U. at Philadelphia, Novem- ber 9, 1921. 2 Autobiographical Notes and a Bibliography of the Scientific Publications of Joel Asaph Allen. 8re. pp. xi q- 215. Ttt•. ArK, Von. XXXIX. PI•TE I. 2 ChArcoAl,In Memoriam:Joel Asaph Allen. Jan.Auk that it is clearly not only the privilegebut the duty of the biog- rapherto useDr. Allen'sown words in recordingthe moreintimate, personalside of the historyof his life. Of especialinterest is the accountof his boyhoodand the light it throwson the first mani- festations of his inborn love of nature. "I wasborn," Dr. Allen writes,"in Springfield,Massachusetts, July 19, 1938,the eldes.tson of Joeland Harriet (Trumbull)Allen, both of early New Englandstock. -
Yale University Library Digital Repository Contact Information
Yale University Library Digital Repository Collection Name: Henry A. Kissinger papers, part II Series Title: Series III. Post-Government Career Box: 703 Folder: 23 Folder Title: Interview for "The Nuclear Age," WGBH Persistent URL: http://yul-fi-prd1.library.yale.internal/catalog/digcoll:558917 Repository: Manuscripts and Archives, Yale University Library Contact Information Phone: (203) 432-1735 Email: [email protected] Mail: Manuscripts and Archives Sterling Memorial Library Sterling Memorial Library P.O. Box 208240 New Haven, CT 06520 Your use of Yale University Library Digital Repository indicates your acceptance of the Terms & Conditions of Use http://guides.library.yale.edu/about/policies/copyright Find additional works at: http://yul-fi-prd1.library.yale.internal • ELej HARVARD UNIVERSITY CENTER FOR SCIENCE AND INTERNATIONAL AFFAIRS Professor Paul Doty John F. Kennedy School of Government Director Emeritus 79 J.F.K. Street (617) 495-1401 Cambridge, Massachusetts 02138 September 3, 1986 Mt. Henry A. Kissinger Kissinger Associates 350 Park Avenue - 26th Floor New York, NY 10022 Dear Henry: First off, I've weathered the prostate affair and am now producing vintage Chablis effortlessly. However, it was a rather long ordeal involving five weeks with artifcial plumb- ing. The added experience should make me a more useful con- sultant to my aging friends. Returning to the WGBH TV series on the Nuclear Age that we talked about. What with vacations the team could not move on your interviewing in August but will be ready shortly at your convenience. The Executive Producer, Zvi DonNet, will be in touch with you and will be sending materials that will show you the overall scheme and the context of the program involving you. -
Masako Tabla RD
Andrea Wulf A Természet Feltalálója Alexander von Humboldt kalandos élete Jegyzetek Rövidítések Személyek és archívumok AH: Alexander von Humboldt BL: British Library, London Caroline Marsh Journal, NYPL: Crane családi iratok, Kéziratok és Ok- mányok Részleg, New York Public Library; Astor, Lenox és Tilden Alapítványok CH: Caroline von Humboldt CUL: Tudományos Kéziratok Gyûjteménye, Kéziratok és Egyetemi Ok- mányok Részleg, University Library, Cambridge DLC: Library of Congress, Washington DC JM online: a John Muir-iratok online gyûjteménye. Holt-Atherton Special Collections, University of the Pacific, Stockton, California, © 1984 Muir-Hanna Trust MHT: Holt-Atherton Special Collections, University of the Pacific, Stockton, California, © 1984 Muir-Hanna Trust NYPL: New York Public Library RS: Royal Society, London Stabi Berlin NL AH: Staatsbibliothek zu Berlin – Preußischer Kultur- besitz, Nachl. Alexander von Humboldt (Humboldt Kéziratgyûjtemény) 2 JEGYZETEK TJ: Thomas Jefferson UVM: George Perkins Marsh Collection, University of Vermont Library WH: Wilhelm von Humboldt Alexander von Humboldt mûvei AH Althaus Memoirs 1861: Briefwechsel und Gespräche Alexander von Hum- boldt’s mit einem junge Freunde, aus den Jahren 1848 bis 1856 AH Ansichten 1808: Ansichten der Natur mit wissenschaftlichen Erläuterungen AH Ansichten 1849: Ansichten der Natur mit wissenschaftlichen Erläuterun- gen, harmadik, bôvített kiadás AH Arago Letters 1907: Correspondance d’Alexandre de Humboldt avec Fran- çois Arago (1809–1853) AH Aspects 1849: Aspects of Nature, in Different Lands and Different Climates, with Scientific Elucidations AH Berghaus Letters 1863: Briefwechsel Alexander von Humboldt’s mit He inrich Berghaus aus den Jahren 1825 bis 1858 AH Bessel Letters 1994: Briefwechsel zwischen Alexander von Humboldt und Friedrich Wilhelm Bessel AH Böckh Letters 2011: Alexander von Humboldt und August Böckh.