Agriculture in the Midwest
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Feeding the Corn Belt: Intensification of Corn Cultivation in the U.S
Feeding the Corn Belt: Intensification of Corn Cultivation in the U.S. Corn Belt, Resource Inputs, Impacts, and Implications Senior Thesis Presented to The Faculty of the School of Arts and Sciences Brandeis University Undergraduate Program in Environmental Studies, Advisor Dr. Dwight Peavey In partial fulfillment of the requirements for the Degree of Bachelor of Arts By: Hannah Moshay May 1st, 2018 1 Abstract The United States is currently the world’s largest producer, consumer, and exporter of corn. The concentrated cultivation of corn within the U.S. Corn Belt produces a third of the world’s corn. This intensive cultivation, has resulted from a number of resource inputs, namely land conversion, irrigation, and agrochemicals. The current corn management practices have been detrimental to the air, land, and water, and in turn resulted in increased nitrous oxide emissions, soil acidification, loss of carbon sequestration, and eutrophication. This thesis has two principle aims. Firstly, to compile and asses the historic and current practices of land use, water use, fertilizer use, and pesticide use within the U.S. Corn Belt. Secondly, to project global corn production to the year 2050 based on growing demand for livestock and ethanol, as well as the land, water, fertilizer, and pesticide input this will require. The following two facets of this thesis will be used to frame the argument that our current corn-dependent food systems and energy systems are fundamentally unsustainable, and have resulted in a “hungry-production system”. 2 Table of Contents Cover Page……………………………………………………………………………………pg. 1 Abstract………………………………………………………………………………………..pg. 2 Table of Contents………………………………………………………………………….....pg. 3 Tables and Figures…………………………………………………………………...………pg. -
Ecoregions of New England Forested Land Cover, Nutrient-Poor Frigid and Cryic Soils (Mostly Spodosols), and Numerous High-Gradient Streams and Glacial Lakes
58. Northeastern Highlands The Northeastern Highlands ecoregion covers most of the northern and mountainous parts of New England as well as the Adirondacks in New York. It is a relatively sparsely populated region compared to adjacent regions, and is characterized by hills and mountains, a mostly Ecoregions of New England forested land cover, nutrient-poor frigid and cryic soils (mostly Spodosols), and numerous high-gradient streams and glacial lakes. Forest vegetation is somewhat transitional between the boreal regions to the north in Canada and the broadleaf deciduous forests to the south. Typical forest types include northern hardwoods (maple-beech-birch), northern hardwoods/spruce, and northeastern spruce-fir forests. Recreation, tourism, and forestry are primary land uses. Farm-to-forest conversion began in the 19th century and continues today. In spite of this trend, Ecoregions denote areas of general similarity in ecosystems and in the type, quality, and 5 level III ecoregions and 40 level IV ecoregions in the New England states and many Commission for Environmental Cooperation Working Group, 1997, Ecological regions of North America – toward a common perspective: Montreal, Commission for Environmental Cooperation, 71 p. alluvial valleys, glacial lake basins, and areas of limestone-derived soils are still farmed for dairy products, forage crops, apples, and potatoes. In addition to the timber industry, recreational homes and associated lodging and services sustain the forested regions economically, but quantity of environmental resources; they are designed to serve as a spatial framework for continue into ecologically similar parts of adjacent states or provinces. they also create development pressure that threatens to change the pastoral character of the region. -
Top Reasons to Choose Portland, Maine
Top Reasons to Choose Portland, Maine Portland Named One of America’s Most Learned Cities Back-to-School Report gives high ranks for Portland’s educated residents PORTLAND, Maine – This month, CardHub released its Back-to-School Report, which identifies cities and states with the best learning environments for children. The report listed Portland, Maine as one of twenty cities in the country that had the most highly educated citizens. With more than seventeen percent of its residents aged eighteen to twenty-four having earned a Bachelor’s Degree, Graduate or Professional Degree, Portland ranked third in the country as most learned with Charlottesville, Virginia and Madison, Wisconsin topping the list. The report identified a highly educated population as an important consideration for parents looking to raise their children in communities that will support their academic growth. “Our highly educated citizenry has been a key component for our continued economic and educational success,” remarked City of Portland Mayor Michael Brennan. “Our educated workforce attracts businesses, fosters the entrepreneurial spirit and perhaps most importantly, provides words of wisdom as well as educational and professional opportunity to the next generation. Today’s report highlights the fact that Portland’s quality of life, cultural opportunities and professional atmosphere serve as a magnet attracting people and economic opportunity to the city.” CardHub used information from the U.S. Census Bureau, the National Center for Education Statistics, the Institute for Museum and Library Services, NeighborhoodScout.com, AmericasPromise.org, K12.com, and US News to compile its report. CardHub is a credit card comparison website. - September 4, 2013 For more information about the report, visit http://www.cardhub.com/edu/back-to-school- rankings/#most-learned Techie.com Lists Portland, Maine as One of its 10 Most Unexpected Cities for High-Tech Innovation Techie.com lists Portland, Maine as one of its ten most unexpected cities for high-tech innovation. -
The Constitution of the United States [PDF]
THE CONSTITUTION oftheUnitedStates NATIONAL CONSTITUTION CENTER We the People of the United States, in Order to form a within three Years after the fi rst Meeting of the Congress more perfect Union, establish Justice, insure domestic of the United States, and within every subsequent Term of Tranquility, provide for the common defence, promote ten Years, in such Manner as they shall by Law direct. The the general Welfare, and secure the Blessings of Liberty to Number of Representatives shall not exceed one for every ourselves and our Posterity, do ordain and establish this thirty Thousand, but each State shall have at Least one Constitution for the United States of America. Representative; and until such enumeration shall be made, the State of New Hampshire shall be entitled to chuse three, Massachusetts eight, Rhode-Island and Providence Plantations one, Connecticut fi ve, New-York six, New Jersey four, Pennsylvania eight, Delaware one, Maryland Article.I. six, Virginia ten, North Carolina fi ve, South Carolina fi ve, and Georgia three. SECTION. 1. When vacancies happen in the Representation from any All legislative Powers herein granted shall be vested in a State, the Executive Authority thereof shall issue Writs of Congress of the United States, which shall consist of a Sen- Election to fi ll such Vacancies. ate and House of Representatives. The House of Representatives shall chuse their SECTION. 2. Speaker and other Offi cers; and shall have the sole Power of Impeachment. The House of Representatives shall be composed of Mem- bers chosen every second Year by the People of the several SECTION. -
Learn About the United States Quick Civics Lessons for the Naturalization Test
Learn About the United States Quick Civics Lessons for the Naturalization Test M-638 (rev. 02/19) Learn About the United States: Quick Civics Lessons Thank you for your interest in becoming a citizen of the United States of America. Your decision to apply for IMPORTANT NOTE: On the naturalization test, some U.S. citizenship is a very meaningful demonstration of answers may change because of elections or appointments. your commitment to this country. As you study for the test, make sure that you know the As you prepare for U.S. citizenship, Learn About the United most current answers to these questions. Answer these States: Quick Civics Lessons will help you study for the civics questions with the name of the official who is serving and English portions of the naturalization interview. at the time of your eligibility interview with USCIS. The USCIS Officer will not accept an incorrect answer. There are 100 civics (history and government) questions on the naturalization test. During your naturalization interview, you will be asked up to 10 questions from the list of 100 questions. You must answer correctly 6 of the 10 questions to pass the civics test. More Resources to Help You Study Applicants who are age 65 or older and have been a permanent resident for at least 20 years at the time of Visit the USCIS Citizenship Resource Center at filing the Form N-400, Application for Naturalization, uscis.gov/citizenship to find additional educational are only required to study 20 of the 100 civics test materials. Be sure to look for these helpful study questions for the naturalization test. -
Settlers on Corn Belt Soil Richard Lyle Power* “We Are Dooing Better
Settlers on Corn Belt Soil Richard Lyle Power* “We are dooing better.. .” “They make their money off corn & Hogs.” “Where the corn shoots twenty feet high into the sun, and every ear yields five hundredfold, the stature of th? planter is dwarfed. Man is made more than a little lower than the grain he hoes.”’ So sings a prose-poem of America’s cornfields, and cornfields deserve their poets, despite anach- ronisms such as hoes and very tall stalks. Corn, America’s most impoPtant and distinctive crop, was itself a pioneer, growing under primitive conditions before other crops could flourish, its kernels edible a bare three weeks after pollination, yielding twice as much food per acre as any other cereal. From the beginning it rated in the West as a “sure” crop. “No farmer can live without it, and hun- dreds raise little else,” affirmed a gazetteer of Illinois in 1834. Even in valueless oversupply it afforded the best- grounded hopes for the future.* To stress corn is not to be- little other products of western soil-wheat, oats, hay and grass, fruits and garden produce-yet corn became the pivot around which ranged lesser crops and the different phases of animal husbandry. Men of imagination have always stirred to the abun- dance, incredible in acres or bushels, of the American maize crop. Truly told or exaggerated marvel-pieces about corn are an important part of what people believed, felt, and ex- *Richard Lyle Power, formerly of St. Lawrence Universit now lives in Indianapolis. This pa er is a portion from a book w&.h is planned for publication in 1953 \y the Indiana Historical Society on the contact of Yankee and Upland southern cultures in the Midweat. -
Find Alaska Info!
Find Alaska Info! Dear Student: Thank you for writing to request information about Alaska. This fl yer contains some interesting information about our great state. Alaska became the 49th state in 1959, right before Hawaii became the 50th state that same year. Many of Alaska’s 722,200 people live in modern cities, and many live in small remote villages where their families have lived for thousands of years. The population of Anchorage, Alaska’s largest city, is 296,000. Juneau (population 32,300) is the State Capital.. We also have a website where you can learn more about Alaska’s history, cultures, geography, animals, and more: http://alaska.gov/kids/ Here are other helpful websites: • For information about visiting Alaska, visit www.travelalaska.com • You can also visit the Alaska State Library on-line at www.lam.alaska.gov • Looking for wildlife info? Go to http://www.wildlife.alaska.gov • Want to know more about Alaska’s Forest and Park Lands? visit www.alaskacenters.gov Did you know? If you place Alaska, with all of its islands, on top of the “continental” United States, it spans from the Great Lakes to Texas, and from Florida to California. At 591,000 square miles, Alaska is larger than Texas, California, and Montana combined. The coastline of Alaska is longer than the coastline of the continental United States. Of Alaska’s 3 million lakes, the largest (Lake Iliamna) is the size of Connecticut. Alaska’s mainland is only 51 miles away from Russia. Alaska has 17 of the 20 highest mountains in North America (Denali is the highest at 20,320 feet). -
State Abbreviations
State Abbreviations Postal Abbreviations for States/Territories On July 1, 1963, the Post Office Department introduced the five-digit ZIP Code. At the time, 10/1963– 1831 1874 1943 6/1963 present most addressing equipment could accommodate only 23 characters (including spaces) in the Alabama Al. Ala. Ala. ALA AL Alaska -- Alaska Alaska ALSK AK bottom line of the address. To make room for Arizona -- Ariz. Ariz. ARIZ AZ the ZIP Code, state names needed to be Arkansas Ar. T. Ark. Ark. ARK AR abbreviated. The Department provided an initial California -- Cal. Calif. CALIF CA list of abbreviations in June 1963, but many had Colorado -- Colo. Colo. COL CO three or four letters, which was still too long. In Connecticut Ct. Conn. Conn. CONN CT Delaware De. Del. Del. DEL DE October 1963, the Department settled on the District of D. C. D. C. D. C. DC DC current two-letter abbreviations. Since that time, Columbia only one change has been made: in 1969, at the Florida Fl. T. Fla. Fla. FLA FL request of the Canadian postal administration, Georgia Ga. Ga. Ga. GA GA Hawaii -- -- Hawaii HAW HI the abbreviation for Nebraska, originally NB, Idaho -- Idaho Idaho IDA ID was changed to NE, to avoid confusion with Illinois Il. Ill. Ill. ILL IL New Brunswick in Canada. Indiana Ia. Ind. Ind. IND IN Iowa -- Iowa Iowa IOWA IA Kansas -- Kans. Kans. KANS KS A list of state abbreviations since 1831 is Kentucky Ky. Ky. Ky. KY KY provided at right. A more complete list of current Louisiana La. La. -
Travel Trends in New England and the Northeast United States: Updating Post 9-11 Trends
TRAVEL TRENDS IN NEW ENGLAND AND THE NORTHEAST UNITED STATES: UPDATING POST 9-11 TRENDS Rodney B. Warnick, Ph.D. vacation travel trends. Selected travel variables and Professor recreational/sport activities associated with travel are 107 Flint Lab, Department of Hospitality and Tourism examined across destination subregions within New Management England – Northern New England and Southern New 90 Campus Center Way England – to determine if travel to these subregions is University of Massachusetts at Amherst similar or not, and how the markets have changed. Amherst, MA 01003-9247 2.0 REVIEW OF Literature In previous studies (Kelly and Warnick, 1999; Abstract.—This paper examines the travel market Warnick, 2002, 2004, 2006), the major data sets trends in New England after September 11, 2001 (9- employed to examine trends over time were either 11). Comparisons of travel to New England are also Simmons Market Research Bureau’s Study of Media made with overall national domestic travel trends and Markets or Standard Rate and Data Service’s and vacation travel trends. The primary purpose is to (SRDS) Lifestyle Market Analyst. Each data set had examine the markets that travel to both the Northeast it limitations. The Simmons data sets often were not 1 United States and New England regions to determine current and data were difficult to extract although if and when the markets had rebounded since 9-11. the data has become available in CD format in recent Subregions of New England are also examined. years and does allow queries and data analysis customization. The SRDS data was available in tabular form and did not allow one to break down the data 1.0 BACKGROUND AND beyond the presentation tables but was perhaps the INTRODUCTION most current and was available on a yearly basis by The overall purpose of this paper is to re-examine and major metro areas or designated market areas (DMAs) update trends in travel and tourism activity markets by (SRDS, 1995-2007). -
The Corn Belt
This PDF is a selection from an out-of-print volume from the National Bureau of Economic Research Volume Title: Mortgage Lending Experience in Agriculture Volume Author/Editor: Lawrence A. Jones and David Durand Volume Publisher: Princeton University Press/NBER Volume ISBN: 0-870-14149-X Volume URL: http://www.nber.org/books/jone54-1 Publication Date: 1954 Chapter Title: The Corn Belt Chapter Author: Lawrence A. Jones, David Durand Chapter URL: http://www.nber.org/chapters/c2945 Chapter pages in book: (p. 77 - 89) THE CORN BELT MOST of the Corn Belt is located within the five states of Ohio, Indiana, Illinois, Iowa, and Missouri, though some of it spills over into contiguous states (see the color map in the back of the book). Because of the favorable combination of soils, topog- raphy, and climate that makes the area suitable for intensive crop and livestock farming, these five states contain a remarkable concentration of the nation's agricultural wealth (Figure 31). In 1930 (the midpoint of the interwar period on which our study concentrates) they accounted for 25 percent of the value of all farm real estate, livestock, and equipment in the United The Corn Belt states also account for a sizable proportion of the nation's farm mortgage debt. When the debt reached its peak in 1923, farm mortgage loans in the Corn Belt states amounted to $3.3 billion, or about 30 percent of the totaL2 Al- though the outstanding debt in the five states has shrunk greatly since that time, it still aggregated about one-fifth of the total for the nation at the beginning of Hence mortgage loan ex- perience in the Corn Belt during the twenties and thirties was highly significant for farmers, lenders, and the economy at large. -
Climate Impacts – Mid-Atlantic
CLIMATE IMPACTS – MID-ATLANTIC From the Adaptation Workbook: www.adaptationworkbook.org/explore-impacts The Mid-Atlantic Region includes the states of Delaware, New Jersey, Pennsylvania, the eastern half of Maryland, and the southern portion of New York. Summary of Climate Impacts (details and citations on subsequent pages): Temperatures in the Mid-Atlantic are projected to increase 2.2 to 7.6 °F by the end of the century, with the greatest warming expected to occur during summer and fall. The growing season in the Mid-Atlantic is generally expected to increase by 21 days or more by the end of the century, due to fewer days with a minimum temperatures below 32°F. The Mid-Atlantic winter season will be shorter with milder winters, with less precipitation falling as snow and reduced snow cover and depth. Precipitation patterns will be altered in the Mid-Atlantic, with projected increases in annual precipitation and potential for reduced growing season precipitation. Intense precipitation events will continue to become more frequent in the Mid-Atlantic. The timing and amount of stream flow is expected to change over the next century. Sea levels along the Atlantic coast are expected to rise by 2 to 3 feet or more by the end of the century. Soil moisture patterns will change in the Mid-Atlantic with the potential for drier soil conditions later in the growing season. Many invasive species, insect pests, and pathogens in the Mid-Atlantic will increase or become more damaging. Northern and boreal species are expected to face increasing stress from climate change in the Mid-Atlantic Region. -
America Practices Its Imperial Power
Name: Date: Period: . Directions: Read the history of Hawaii’s annexation and the Queen’s letter to President McKinley before answering the critical thinking questions. America practices its Imperial Power Hawaii was first occupied by both the British and the French before signing a friendship treaty with the United States in 1849 that would protect the islands from European Imperialism. Throughout the 1800s many missionaries and businessmen travel to Hawaii. Protestant missionaries wished to convert the religion of locals and the businessmen are interested in establishing money making sugar plantations. Hawaii was a useful resource to the United States not only because of its rich land, but because of its location as well. The islands are located in a spot that U.S. leaders thought was ideal for a naval port. This base, Pearl Harbor, would give America presence in the Pacific Ocean and create a refueling port for ships in the middle of the ocean. When Queen Liliuokalani took the thrown in 1891 she wanted to limit the power that American business have in Hawaii. America also changed the trading laws, making it extremely expensive for the Hawaiian plantations to export their sugar product back to the mainland. In 1893 these plantation owners, led by Samuel Dole and with the support of the United States Marines revolt against the Queen and forced her into surrendering the thrown. With American businessmen in control, they set up their own government appointing Samuel Dole as governor. With plantation owners in control, it was in their best interest for their business trade to become a part of the United States and they requested to be annexed.