From Engineering Hydrology to Earth System Science: Milestones in the Transformation of Hydrologic Science
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HUMS 4904A Schedule Mondays 11:35 - 2:25 [Each Session Is in Two Halves: a and B]
CARLETON UNIVERSITY COLLEGE OF THE HUMANITIES Humanities 4904 A (Winter 2011) Mahatma Gandhi Across Cultures Mondays 11:35-2:25 Prof. Noel Salmond Paterson Hall 2A46 Paterson Hall 2A38 520-2600 ext. 8162 [email protected] Office Hours: Tuesdays 2:00 - 4:00 (Or by appointment) This seminar is a critical examination of the life and thought of one of the pivotal and iconic figures of the twentieth century, Mohandas Karamchand Gandhi – better known as the Mahatma, the great soul. Gandhi is a bridge figure across cultures in that his thought and action were inspired by both Indian and Western traditions. And, of course, in that his influence has spread across the globe. He was shaped by his upbringing in Gujarat India and the influences of Hindu and Jain piety. He identified as a Sanatani Hindu. Yet he was also influenced by Western thought: the New Testament, Henry David Thoreau, John Ruskin, Count Leo Tolstoy. We will read these authors: Thoreau, On Civil Disobedience; Ruskin, Unto This Last; Tolstoy, A Letter to a Hindu and The Kingdom of God is Within You. We will read Gandhi’s autobiography, My Experiments with Truth, and a variety of texts from his Collected Works covering the social, political, and religious dimensions of his struggle for a free India and an India of social justice. We will read selections from his commentary on the Bhagavad Gita, the book that was his daily inspiration and that also, ironically, was the inspiration of his assassin. We will encounter Gandhi’s clash over communal politics and caste with another architect of modern India – Bimrao Ambedkar, author of the constitution, Buddhist convert, and leader of the “untouchable” community. -
(Quakers) in Britain Testimonies Including Index of Epistles
Yearly Meeting of the Religious Society of Friends (Quakers) in Britain Testimonies including index of epistles Compiled for Yearly Meeting 2020 Q Logo - Sky - CMYK - Black Text.pdf 1 26.04.2016 04.55 pm C M Y CM MY CY CMY K Credit: Mike Pinches for BYM Pinches for Mike Credit: This booklet is part of ‘Proceedings of the Yearly Meeting of the Religious Society of Friends (Quakers) in Britain 2019’, a set of publications published for Yearly Meeting. The full set comprises: 1. The Yearly Meeting programme, with introductory material for Yearly Meeting 2019 and annual reports of Meeting for Sufferings, Quaker Stewardship Committee and other related bodies 2. Testimonies 3. Minutes, to be distributed after the conclusion of Yearly Meeting 4. The formal Trustees’ annual report including financial statements for the year ended December 2019 5. Tabular statement. All documents are available online at www.quaker.org.uk/ym. If these do not meet your accessibility needs, or the needs of someone you know, please email [email protected]. Printed copies of all documents will be available at Yearly Meeting. All Quaker faith & practice references are to the online edition, which can be found at www.quaker.org.uk/qfp. Yearly Meeting of the Religious Society of Friends (Quakers) in Britain Testimonies Contents Epistles 5 Introduction 6 Warren Adams 8 Judith Mary Effer 9 Marion Fairweather 11 Sheila J. Gatiss 12 Joyce Gee 14 Joan Gibson 16 David Henshaw 17 Kate Joyce 20 Richard Lacock 23 Lesley Parker 25 Erika Margarethe Zintl Pearce 27 Angela Maureen Pivac 30 Margaret Rowan 32 Peter Rutter 34 Margaret Slee 36 Rachel Smith 38 Claire Watkins 39 Allan N. -
5.15 Water Pollution and Hydrologic Impacts 5.15.1 Chapter Index 5.15
Transportation Cost and Benefit Analysis II – Water Pollution Victoria Transport Policy Institute (www.vtpi.org) 5.15 Water Pollution and Hydrologic Impacts This chapter describes water pollution and hydrologic impacts caused by transport facilities and vehicle use. 5.15.1 Chapter Index 5.15 Water Pollution and Hydrologic Impacts ........................................................... 1 5.15.2 Definitions .............................................................................................. 1 5.15.3 Discussion ............................................................................................. 1 5.15.4 Estimates: .............................................................................................. 3 Summary Table ..................................................................................... 3 Water Pollution & Combined Estimates ................................................. 4 Storm Water, Hydrology and Wetlands ................................................. 6 5.15.5 Variability ............................................................................................... 7 5.15.6 Equity and Efficiency Issues .................................................................. 7 5.15.7 Conclusion ............................................................................................. 7 5.15.8 Information Resources .......................................................................... 9 5.15.2 Definitions Water pollution refers to harmful substances released into surface or ground water, -
NRSM 385 Syllabus for Watershed Hydrology V200114 Spring 2020
NRSM 385 Syllabus for Watershed Hydrology v200114 Spring 2020 NRSM (385) Watershed Hydrology Instructor: Teaching Assistant: Kevin Hyde Shea Coons CHCB 404 CHCB 404 [email protected] [email protected] Course Time & Location: Office Hours: (or by appointment) Tue/Thu 0800 – 0920h Kevin: Tue & Thu, 1500 – 1600h Natural Science 307 Shea: Wed & Fri, 1200 – 1300h Recommended course text: Physical Hydrology by SL Dingman, 2002 (2nd edition). Other readings as assigned. Additional course information and materials will be posted on Moodle: umonline.umt.edu Science of water resource management in the 21st Century: Sustainability of all life requires fundamental changes in hydrologic science and water resource management. Forty percent of the Earth’s ever-increasing population lives in areas of water scarcity, where the available supply cannot meet basic needs. Water pollution from human activities and increasing water withdrawals for human use impair and threaten entire ecosystems upon which human survival depends. Climate change increases environmental variability, exacerbating drought in some regions while leading to greater hydrologic hazards in others. Higher intensity and more frequent storms generate flooding that is especially destructive in densely developed areas of and where ecosystems are already compromised. Sustainable water resource management starts with scientifically sound management of forested landscapes. Eighty percent of fresh water supplies in the US originate on forested lands, providing over 60% of municipal drinking water. Forests also account for significant portions of biologically complex and vital ecosystems. Multiple land use activities including logging, agriculture, industry, mining, and urban development compromise forest ecosystems and threaten aquatic ecosystems and freshwater supplies. -
Hydrogeologic Characterization and Methods Used in the Investigation of Karst Hydrology
Hydrogeologic Characterization and Methods Used in the Investigation of Karst Hydrology By Charles J. Taylor and Earl A. Greene Chapter 3 of Field Techniques for Estimating Water Fluxes Between Surface Water and Ground Water Edited by Donald O. Rosenberry and James W. LaBaugh Techniques and Methods 4–D2 U.S. Department of the Interior U.S. Geological Survey Contents Introduction...................................................................................................................................................75 Hydrogeologic Characteristics of Karst ..........................................................................................77 Conduits and Springs .........................................................................................................................77 Karst Recharge....................................................................................................................................80 Karst Drainage Basins .......................................................................................................................81 Hydrogeologic Characterization ...............................................................................................................82 Area of the Karst Drainage Basin ....................................................................................................82 Allogenic Recharge and Conduit Carrying Capacity ....................................................................83 Matrix and Fracture System Hydraulic Conductivity ....................................................................83 -
Walden Pond R O Oa W R D L Oreau’S O R Ty I a K N N U 226 O
TO MBTA FITCHBURG COMMUTER LINE ROUTE 495, ACTON h Fire d Sout Road North T 147 Fire Roa th Fir idge r Pa e e R a 167 Pond I R Pin i c o l Long Cove e ad F N Ice Fort Cove o or rt th Cove Roa Heywood’s Meadow d FIELD 187 l i Path ail Lo a w r Tr op r do e T a k e s h r F M E e t k a s a Heyw ’s E 187 i P 187 ood 206 r h d n a a w 167 o v o e T R n H e y t e v B 187 2 y n o a 167 w a 187 C y o h Little Cove t o R S r 167 d o o ’ H s F a e d m th M e loc Pa k 270 80 c e 100 I B a E e m a d 40 n W C Baker Bridge Road o EMERSON’S e Concord Road r o w s 60 F a n CLIFF i o e t c e R n l o 206 265 d r r o ’s 20 d t a o F d C Walden Pond R o oa w R d l oreau’s o r ty i a k n n u 226 o 246 Cove d C T d F Ol r o a O r i k l l d C 187 o h n h t THOREAU t c 187 a a HOUSE SITE o P P Wyman 167 r ORIGINAL d d 167 R l n e Meadow i o d ra P g . -
A New Look at Thoreau
ADDENDUM A NEW LOOK AT THOREAU In the summer of Thoreau did not put me to sleep. He shook me awake, 1984, as a college student hungry pointing me toward an alternative vision of the good life. to see the halls of power up close, I took a summer internship on Natural History, I saw just the thing to usher me blissfully into unconsciousness Capitol Hill. that night. Out of the corner of my eye, I’d spotted the bright green cover of It was heady Walden in the window of the museum bookshop. stuff for a 20-year-old. I shared a row Two years earlier, I’d been assigned to read Henry David Thoreau in American house with three other students a few Lit class and found him a colossal bore. His questioning of material gain left me blocks from the Capitol, passing the cold. I dreamed of a life after college that included more, not fewer, possessions. Library of Congress and Supreme I also wanted to be at the center of things, not sequestered in a shack by a pond. Court on my walk to work. Someone Walden seemed like a manual in how not to succeed. got me an insider tour of the White Finally, an author I’d endured in the classroom would have some use for me, his House, which allowed me to stick my prose as potent as a tranquilizer. I bought Walden from the Smithsonian and took head into the Oval Office and gaze it home, convinced that I carried literary laudanum in my hands. -
Agrarianism: an Ideology of the National FFA Organization
Journal of Agricultural Education Volume 54, Number 3, pp. 28 – 40 DOI: 10.5032/jae.2013.03028 Agrarianism: An Ideology of the National FFA Organization Michael J. Martin Colorado State University Tracy Kitchel University of Missouri The traditions of the National FFA Organization (FFA) are grounded in agrarianism. This ideology fo- cuses on the ability of farming and nature to develop citizens and integrity within people. Agrarianism has been an important thread of American rhetoric since the founding of country. The ideology has mor- phed over the last two centuries as the country developed from a nation of farmers to an industrial world power. The agrarian ideology that resonated in rural America during the formation of the FFA was southern agrarianism. Southern agrarian ideology argued for self-reliance and adherence to past tradi- tions. These concepts appear in the FFA traditions of the creed, opening ceremony, motto, and awards. The historical growth and success of the FFA within rural communities demonstrates the ability of the southern agrarian ideology to connect with contemporary rural values. However, the southern agrarian ideology may not connect with the culture of diverse, urban, or suburban students. Advisers of diverse, urban, or suburban FFA chapters may need to reconceptualize the FFA traditions to accommodate their students. Keywords: National FFA Organization; philosophy; ideology; agrarianism The theme Beyond Diversity to Cultural LaVergne, Larke, Elbert, & Jones, 2011). One Proficiency resonated at the 2011 American As- study highlighted how some non-FFA members sociation for Agricultural Education (AAAE) viewed FFA members as hicks (Phelps, Henry, conference. Fittingly, AAAE invited James & Bird, 2012). -
Gandhi: Sources and Influences. a Curriculum Guide. Fulbright-Hays Summer Seminars Abroad, 1997 (India)
DOCUMENT RESUME ED 421 419 SO 029 067 AUTHOR Ragan, Paul TITLE Gandhi: Sources and Influences. A CurriculumGuide. Fulbright-Hays SummerSeminars Abroad, SPONS AGENCY United States 1997 (India). Educational Foundationin India. PUB DATE 1997-00-00 NOTE 28p.; For other curriculum projectreports by 1997 seminar participants, see SO029 068-086. Seminar Her Ethos." title: "India and PUB TYPE Guides - Classroom EDRS PRICE - Teacher (052) MF01/PCO2 PlusPostage. DESCRIPTORS Asian Studies;Civil Disobedience; Culture; Ethnic Cultural Awareness; Groups; ForeignCountries; High Schools; *Indians; Instructional Materials;Interdisciplinary Approach; NonWestern Civilization; Social Studies;*World History; *WorldLiterature IDENTIFIERS Dalai Lama; *Gandhi (Mahatma); *India;King (Martin Luther Jr); Thoreau (HenryDavid) ABSTRACT This unit isintended for secondary literature, Asian students in American history, U.S. history,or a world cultures emphasis is placedon the literary class. Special David Thoreau, contributions of fourindividuals: Henry Mahatma Gandhi,Martin Luther King, The sections Jr., and the DalaiLama. appear in chronologicalorder and contain strategies that objectives and are designed tovary the materials the daily activities. students use in their Study questionsand suggested included. Background evaluation toolsare also is included inthe head notes of primary and secondary each section with sources listed in each is designed for section's bibliography.The unit four weeks, butcan be adapted to fit classroom needs. (EH) ******************************************************************************** -
Where I Lived, and What I Lived For
33171 97 1317-1322.ps 4/26/06 12:46 PM Page 1317 HENRY DAVID THOREAU [1817–1862] Where I Lived, and What I Lived For Henry David Thoreau was born in 1817 and raised in Concord, Massa- chusetts, living there for most of his life. Along with Ralph Waldo Emerson, Thoreau was one of the most important thinkers of his time in America and is still widely read today. Walden (1854), the work for which he is best known, is drawn from the journal he kept during his two-year-long stay in a cabin on Walden Pond. In Walden, Thoreau ex- plores his interests in naturalism, individualism, and self-sufficiency. He is also remembered for his essay “Civil Disobedience” (1849), an early, influential statement of this tactic of protest later practiced by Mahatma Gandhi and, under the leadership of Martin Luther King Jr., many in the civil rights movement. “Where I Lived, and What I Lived For” is taken from Walden. In it, Thoreau makes the argument for his going to live in the woods. Writing about Walden, scholars have pointed out that Thoreau was not particularly deep in the woods and that he was regularly visited and supplied with, among other things, pies. As you read, consider how this influences your acceptance of what he has to say. I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. -
Quaker Language and Thought in Eighteenth- and Nineteenth-Century American Literature James Peacock Keele University, England
Quaker Studies Volume 12 | Issue 2 Article 4 2008 'What They Seek for is in Themselves': Quaker Language and Thought in Eighteenth- and Nineteenth-Century American Literature James Peacock Keele University, England Follow this and additional works at: http://digitalcommons.georgefox.edu/quakerstudies Part of the Christian Denominations and Sects Commons, and the History of Christianity Commons Recommended Citation Peacock, James (2008) "'What They eS ek for is in Themselves': Quaker Language and Thought in Eighteenth- and Nineteenth- Century American Literature," Quaker Studies: Vol. 12: Iss. 2, Article 4. Available at: http://digitalcommons.georgefox.edu/quakerstudies/vol12/iss2/4 This Article is brought to you for free and open access by Digital Commons @ George Fox University. It has been accepted for inclusion in Quaker Studies by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. QUAKER STUDIES 12/2 (2008) [196-215] ISSN 1363-013X 'WHAT THEY SEEK FOR IS IN THEMSELVES': QUAKER LANGUAGE AND THOUGHT IN EIGHTEENTH- AND NINETEENTH-CENTURY AMERICAN LITERATURE* James Peacock Keele University, Keele, England ABSTRACT This paper argues that Quakerism was an important influence on a number of eighteenth- and nineteenth-century American writers. Looking at the work of, amongst others, Charles Brockden Brown, Robert Montgomery Bird, Ralph Waldo Emerson and John Greenleaf Whittier, it demonstrates that both the stereotyped depiction of Quakers and the use of Quaker ideas, such as the inward light in literature of the period, helped writers tackle some of the paradoxes of democracy in a young nation. The perceived mystery of Quaker individualism is used in these texts first to dramatise anxiety over the formation ofAmerican 'character' as either fundamentally unique and unknowable or representative of the whole nation, and secondly for more constructive ends in order to create a language able to express unity in diversity. -
Runoff Hydrology 101
Runoff Hydrology 101 Hydrology 101 Runoff Hydrology 101 Legislation (c) The agency shall develop performance standards, design standards, or other tools to enable and promote the implementation of low-impact development and other stormwater management techniques. For the purposes of this section, "low-impact development" means an approach to storm water management that mimics a site's natural hydrology as the landscape is developed. Using the low-impact development approach, storm water is managed on-site and the rate and volume of predevelopment storm water reaching receiving waters is unchanged. The calculation of predevelopment hydrology is based on native soil and vegetation. Minnesota Statutes 2009, section 115.03, subdivision 5c Runoff Hydrology 101 The Water Cycle Hanson, 1994 Runoff Hydrology 101 Development Impacts on the Water Cycle Runoff Hydrology 101 Runoff Hydrology 101 Rate Impacts of Development 1 Existing Hydrograph 2 Developed, conventional CN, no controls Vegetation Removal Pre-development Soil Compaction Peak Runoff Volume Rate Q Drainage Alteration 2 Impervious Areas 1 Area under the curve = Volume T Runoff Hydrology 101 Hydrograph Scenarios Rate 1 Existing 2 Developed, conventional CN, no control. 3 Developed, conventional CN and control. MIDS Pre-development 4 Peak Runoff Volume Rate Q 3 2 1 4 T Runoff Hydrology 101 Factors Affecting Q Runoff • Precipitation • Antecedent moisture • Soil permeability • Watershed area • Ground cover • Storage in watershed • Time parameters Runoff Hydrology 101 Runoff Equations Runoff Hydrology 101 Runoff Curve Numbers Commonly used approach to determine runoff Based on land cover and soils Simple regression model that is useful for quickly assessing stormwater management practices and assessing impacts of land use changes Runoff Hydrology 101 Hydrological Soil Group: Soil groups which are classified according to their drainage potential.