School of Forestry & Environmental Studies 2019–2020
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Yale University a Framework for Campus Planning a Framework for Campus Planning
FRAME WW ORK PLAN University Context ORK PLA N Structure Yale University A Framework for Campus Planning A Framework for Campus Planning FRAME W ORK PLAN Yale University A Framework for Campus Planning April 2000 Cooper, Robertson & Partners Architecture, Urban Design Copyright © 2000 by Yale University. All rights reserved, including the right to reproduce this document or portions thereof in any form whatsoever. For information contact: Yale University, Office of Facilities, University Planning. CONTENT S Foreword Introduction 1 Yale’s Urban Campus 7 New Haven Context 10 University Setting 16 Historic Development 16 Structure 26 Campus Systems 30 Uses 30 Built Form 33 Landscape and Open Space 36 Circulation 39 Pedestrian 39 Vehicular 42 Bicycles 45 Parking 46 Services 50 Signage 51 Lighting 56 Summary 58 Principles for the Future 61 Open Space and Development Opportunities 69 Core 72 Broadway/Tower Parkway 74 Hillhouse 76 Science Hill 78 Upper Prospect 80 Medical Center 82 Yale Athletic Fields 84 Additional Areas of Mutual Interest 86 Campus Framework Systems 89 Uses 92 Built Form 94 Landscape and Open Space 98 Circulation 115 Pedestrian 116 Vehicular 119 Bicycles 128 Parking 130 Signage 140 Lighting 144 Neighborhood Interface 148 Planning Considerations 153 Accessibility 156 A Perspective on Historic Preservation 158 Environmental Aspects 160 Direct Economic Impact of Yale 165 in New Haven and Connecticut Information Technology 170 Utilities 173 Major Initiatives 177 Glossary of Terms 184 Acknowledgments 185 FORE W ORD Thanks to the generosity of Yale’s alumni and friends, the University is in the midst of the largest building and renovation program since its transformation during the period between the World Wars. -
What's the Difference Between the B.A. and B.S. Degree In
What’s the Difference Between the B.A. and B.S. Degree in ES? 8.1.20 If you’re thinking about pursuing Environmental Studies (ES) at UC Santa Barbara the first important decision you have to make is choosing which degree to pursue, the Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) in Environmental Studies. While both majors are similar in design and stress the importance of understanding the complex interrelationships between the humanities, social sciences, and natural science disciplines, having two degree options allows students maximum flexibility to choose a major that best fits their environmental interests and goals. In this document we provide a detailed comparison of the academic requirements of the B.A. and B.S. major so one can understand the differences and can make an educated decision. Given your decision will also be based on what you want to do after graduation we thought it might be helpful to also highlight just a few example career paths each degree might lead to. Just remember, no matter which major you choose, your decision should be based on what you believe will ultimately make you happy. Simply put, the B.A. degree in ES is the more interdisciplinary major, requiring a swath of introductory courses in the humanities, social, physical, and natural sciences. It stresses the importance of comprehending basic social, cultural, and scientific theories and understanding how they interact with one another and play an important part of every environmental issue. While this degree will make one science literate, the degree offers maximum flexibility to select ES electives and outside concentration courses from just about every academic discipline at UCSB, including: arts, policy, culture, languages, humanities, and economics to name just a few. -
Ranking Nacional 2011
RANKING NACIONAL DE ATLETISMO Elaborado por: Lic. Alfredo Sánchez Barrios (ATFS) CUBA 2011 DPTO.ESTADISTICA DEPORTIVA - CINID - INDER 1 MASCULINO 100 metros Resultado Viento Nombre y Apellido Prov. Año Nac. Lugar Ciudad Fecha Mejor Año RNA 9.98A 0.6 Silvio Leonard CFG 1955 1 Guadalajara 11/08/77 RNJ 10.24 0.6 Silvio Leonard CFG 1955 1 Praga 04/09/73 RNC 10.35A Francisco Fuentes SCU 1970 1ht Ciudad de México 19/06/87 10.27 -3.3 Michael Herrera ART 1985 1 La Habana 17/03 10.16 2009 10.28 0.9 David Lescay SCU 1989 1 Barquisimeto 27/07 10.20 2009 10.42 -3.3 Yadier Luis CMG 1989 2 La Habana 17/03 10.63 2009 10.51 -3.3 Yaniel Carrero SSP 1995 3 La Habana 17/03 10.53 -3.3 Manuel A. Ramírez HOL 1992 4 La Habana 17/03 10.59 2009 10.55 0.0 Víctor A. González HAB 1987 3 La Habana 24/06 10.25 2009 10.62 0.2 Orlando Ortega ART 1991 1h2 Camagüey 05/03 10.74 2009 10.68A 1.6 Yordani García PRI 1988 Dec Guadalajara 24/10 10.60 2009 10.76 -0.1 Yoisel Pumariega MTZ 1988 2h3 Camagüey 05/03 10.94 2007 10.77 -3.3 Rubén R. Caballero HAB 1994 5 La Habana 17/03 (10) 10.79 1.6 Yoandys A. Lescay LTU 1994 2h4 Camagüey 05/03 10.79 nwi Reynier Mena HAB 1996 1 Santiago de Cuba 09/07 10.81 0.2 Alejandro Herrera PRI 1991 3h2 Camagüey 05/03 10.59 2009 10.84 -1.6 Jhoanis C. -
ENVIRONMENTAL STUDIES/SCIENCE What Can I Do with This Degree?
ENVIRONMENTAL STUDIES/SCIENCE What can I do with this degree? AREAS EMPLOYERS STRATEGIES PLANNING Air Quality Federal, state, regional, and local government Get on planning boards, commissions, and Aviation Corporations committees. Building/Zoning Consulting firms Have a planning specialty (transportation, water Land-Use Banks resources, air quality, etc.). Consulting Real estate development companies Master communication, mediation and writing skills. Recreation Law firms Network in the community and get to know "who's Transportation Architectural firms who" in your specialty area. Water Resources Market research companies Develop a strong scientific or technical background. Colleges and universities Diversify your knowledge base. For example, in Nonprofit groups areas of law, economics, politics, historical preservation, or architecture. ENVIRONMENTAL EDUCATION AND COMMUNICATION Federal, state, and local government Master public speaking skills. Teaching Public and private elementary, middle, and high Learn certification/licensure requirements for teach- Journalism schools ing public K-12 schools. Tourism Two-year community colleges Develop creative hands-on strategies for teaching/ Law Regulation Four-year institutions learning. Compliance Corporations Publish articles in newsletters or newspapers. Political Action/Lobbying Consulting firms Learn environmental laws and regulations. Media Join professional associations and environmental Nonprofit organizations groups as ways to network. Political Action Committees Become active in environmental -
Environmental Studies (CASNR) 1
Environmental Studies (CASNR) 1 ENVIRONMENTAL STUDIES College Requirements College Admission (CASNR) Requirements for admission into the College of Agricultural Sciences and Natural Resources (CASNR) are consistent with general University Description admission requirements (one unit equals one high school year): 4 units of English, 4 units of mathematics, 3 units of natural sciences, 3 units Website: esp.unl.edu (http://esp.unl.edu/) of social sciences, and 2 units of world language. Students must also The environmental studies major is designed for students who want to meet performance requirements: a 3.0 cumulative high school grade make a difference and contribute to solving environmental challenges point average OR an ACT composite of 20 or higher, writing portion not on a local to global scale. Solutions to challenges such as climate required OR a score of 1040 or higher on the SAT Critical Reading and change, pollution, and resource conservation require individuals who Math sections OR rank in the top one-half of graduating class; transfer have a broad-based knowledge in the natural and social sciences, as students must have a 2.0 (on a 4.0 scale) cumulative grade point average well as strength in a specific discipline. The environmental studies and 2.0 on the most recent term of attendance. For students entering major will provide the knowledge and skills needed for students to the PGA Golf Management degree program, a certified golf handicap work across disciplines and to be competitive in the job market. The of 12 or better (e.g., USGA handicap card) or written ability (MS Word environmental studies program uses a holistic approach and a framework file) equivalent to a 12 or better handicap by a PGA professional or high of sustainability. -
365 Fifth 2012 May Dc Final6color:Layout 1
365 Fifth May 2012 News and Events of Interest to the Graduate Center Community (Clockwise from above left) Provost Robinson, Ruth Wilson Gilmore, David Sorkin, Anne Stone, Jesse Prinz, Uday Mehta, and Herman Bennett PHOTOS: MICHAEL DI VITO 50th Anniversary Spring Convocation Looks Ahead The spring convocation, celebrating the Graduate Center’s fiftieth anniversary on April 16 in Elebash Recital Hall, showcased the creative brand of scholarship that has made the Graduate Center a unique institution. Presentations by six newer members of the doctoral faculty illuminated areas of future inquiry. After an introduction by GC Provost Chase Robinson, Professor of Earth and Environmental Sciences Ruth Wilson Gilmore spoke on “Incarceration”; Distinguished Professor of History David Sorkin on “Enlightenment”; Professor of History Herman Bennett on “Diaspora”; Associate Professor of Music and Medieval Studies Anne Stone on “Song”; Distinguished Professor of Political Science Uday Mehta on “Violence”; and Distinguished Professor of Philosophy Jesse Prinz discoursed on “Brains.” The convocation was sponsored by the Advanced Research Collaborative (ARC). Under the leadership of Professor of Anthropology Donald Robotham, executive officer of the Office of Educational Opportunity and Diversity Programs, ARC brings together the collaborative research activities of the Graduate Center, promoting interdisciplinary research, partnering with GC research centers, institutes, and interdisciplinary committees, connecting GC research programs with research activities at the CUNY colleges, and providing a home for outstanding visiting scholars to work with GC faculty and students. THE GRADUATE CENTER CELEBRATES FIFTY YEARS OF EXCELLENCE IN HIGHER EDUCATION 1961–2011 GRADUATE CENTER COMMUNITY NEWS | May 2012 Two New Distinguished Professors Appointed Two members of the doctoral faculty have been named distinguished professors at the Graduate Center: Carol C. -
Libro ING CAC1-36:Maquetación 1.Qxd
© Enrique Montesinos, 2013 © Sobre la presente edición: Organización Deportiva Centroamericana y del Caribe (Odecabe) Edición y diseño general: Enrique Montesinos Diseño de cubierta: Jorge Reyes Reyes Composición y diseño computadorizado: Gerardo Daumont y Yoel A. Tejeda Pérez Textos en inglés: Servicios Especializados de Traducción e Interpretación del Deporte (Setidep), INDER, Cuba Fotos: Reproducidas de las fuentes bibliográficas, Periódico Granma, Fernando Neris. Los elementos que componen este volumen pueden ser reproducidos de forma parcial siem- pre que se haga mención de su fuente de origen. Se agradece cualquier contribución encaminada a completar los datos aquí recogidos, o a la rectificación de alguno de ellos. Diríjala al correo [email protected] ÍNDICE / INDEX PRESENTACIÓN/ 1978: Medellín, Colombia / 77 FEATURING/ VII 1982: La Habana, Cuba / 83 1986: Santiago de los Caballeros, A MANERA DE PRÓLOGO / República Dominicana / 89 AS A PROLOGUE / IX 1990: Ciudad México, México / 95 1993: Ponce, Puerto Rico / 101 INTRODUCCIÓN / 1998: Maracaibo, Venezuela / 107 INTRODUCTION / XI 2002: San Salvador, El Salvador / 113 2006: Cartagena de Indias, I PARTE: ANTECEDENTES Colombia / 119 Y DESARROLLO / 2010: Mayagüez, Puerto Rico / 125 I PART: BACKGROUNG AND DEVELOPMENT / 1 II PARTE: LOS GANADORES DE MEDALLAS / Pasos iniciales / Initial steps / 1 II PART: THE MEDALS WINNERS 1926: La primera cita / / 131 1926: The first rendezvous / 5 1930: La Habana, Cuba / 11 Por deportes y pruebas / 132 1935: San Salvador, Atletismo / Athletics -
CURRICULUM VITAE Name: Michele Barry, MD, FACP, FASTMH Spouse
CURRICULUM VITAE Name: Michele Barry, MD, FACP, FASTMH Spouse: Mark Cullen, MD Email: [email protected] Office: (650) 736-0336 Mailing address: 291 Campus Drive Children: Zoe B. Cullen Yale '06 Room LK3C02 Esme B. Cullen Brown '08 Stanford, CA 94305-5101 Education AB 1974 Bryn Mawr College, Bryn Mawr, PA (magna cum laude) MD 1977 Albert Einstein College of Medicine, New York, NY (AOA) DTM 1980 Diploma, Tropical Medicine, Walter Reed Hospital, Washington DC Career 1977-1978 Internship, Medicine Yale-New Haven Hospital, New Haven, CT 1977-1981 Residency, Medicine Yale-New Haven Hospital, New Haven, CT 1980-1981 Chief Resident, Ambulatory Care Yale-New Haven Hospital, New Haven, CT 1980 Diploma, Tropical Medicine Walter Reed Hospital, Washington DC 1980-1997 Director of Medicine, Southeast Asian Refugee Clinic Yale University School of Medicine, New Haven, CT 1981-1983 Fellow, Medicine, Rheumatology Section Yale University School of Medicine, New Haven, CT 1983 Hastings Center for Ethics Fellowship 1981-2009 Co-Director International Health Program Yale University School of Medicine, New Haven, CT 1981-1986 Assistant Professor of Medicine Yale University School of Medicine, New Haven, CT 1986-1994 Associate Professor of Medicine Yale University School of Medicine, New Haven, CT 1994-2009 Professor of Medicine and Global Health Yale University School of Medicine, New Haven, CT 1991-2012 Associate Editor: Travel Medicine Advisor Publisher: American Health Consultants 1993-1994 Medical Journalists: Condé Nast Publications 1995-2010 -
Environmental Studies Is Not for Turer, and Carol Goody As Our ES Our ES Students and Enhance the the Faint of Heart
Volume 1, Issue 1 Greetings from the Director 2007-2008 Being a faculty member or student Program Coordinator and Lec- valuable learning opportunities for in environmental studies is not for turer, and Carol Goody as our ES our ES students and enhance the the faint of heart. As a global Administrative Assistant. environmental understanding of all Skidmore students as they live and population, we face seemingly As was the case in 2002 when we learn on a more environmentally- insurmountable environmental first implemented the ES major, friendly campus. issues – climate change, water Skidmore students continue to be pollution, air pollution, loss of the driving force in ES. While we In addition to our strides on cam- biodiversity, compromised agricul- began the ES major with one pus, we have strengthened bridges tural productivity, and more. I’m graduate in 2002 (Jenna Ringel- with the surrounding community often asked how I remain positive heim, see page 2), our declared through the Water Resources Ini- while absorbed in such daunting majors and minors now number tiative (see insert) and our en- challenges on a day to day basis. It over sixty. Our ES students’ ac- hanced efforts on internship place- certainly helps that I have a stereo- complishments during their time at ments. Our community partners typical Midwestern disposition; I Skidmore (see page 3) and in their provide valuable learning opportu- fall firmly at the friendly end of post-Skidmore life (page 4) are nities for students and faculty alike the personality spectrum, I tend to nothing short of remarkable. Most and are just as much a part of our view the world through a rosy set rewarding for me, however, is the ES Program as our campus con- of lenses, and yes, I am a bit ob- willingness of our current students stituents. -
JULY 29-AUGUST 1, 2013 ASPEN MEADOWS Ring RECEPTION CENTER F MARBLE Or KRESGE BUILDING K GARDEN Ri V E R
il RESNICK-MALEK ra HEALTH CENTER T CAMPUS Hiking l i a r DOERR-HOSIER T CENTER e d Meadows Trail an r eek (to Rio Grande Trail) MAP G tle Cr Rio Cas ACTION WALL R oa JULY 29-AUGUST 1, 2013 ASPEN MEADOWS ring RECEPTION CENTER F MARBLE or KRESGE BUILDING k GARDEN Ri v e r oad WN ASPEN O s R w WNT Bike Path MeadOo DO T ANDERSON PARK ASPEN MEADOWS RECEPTION CENTER Plato’s, Meadows Restaurant, Hefner Lounge, ACTION Hiking Trail Merrill Patio, Bernhard WALL Walking Path RESNICK-MALEK HEALTH CENTER DOERR-HOSIER CENTER GREENWALD Registration, McNulty, Kaufman, Catto, PAVILION Resnick Gallery, Isaacson History Room MARBLE GARDEN BUCKMINSTER FULLER DOME KRESGE BUILDING Hines KOCH SEMINAR BUILDING GREENWALD PAVILION MAYER PATIO KOCH SEMINAR BUILDING PAEPCKE Booz Allen Hamilton, Lauder, Stranahan MEMORIAL BUILDING BUCKMINSTER FULLER DOME PAEPCKE MEMORIAL BUILDING Auditorium, Adelson Gallery, Clarke Library BENEDICT MUSIC TENT MAYER PATIO BOETTCHER SEMINAR BUILDING Dingman, Hudson, Harris BOETTCHER SEMINAR WE CYCLE BUILDING SHUTTLE STOP eet WN ASPEN Bicycle Share See transportation tr HARRIS HALL O Station guide d S WNT hir T O DO T Aspen Club & Spa The Aspen Institute is an educational and policy studies organization based in Washington, DC. Its mission is to foster leadership based on enduring values and to provide a nonpartisan venue for dealing with critical issues. The Institute has campuses in Aspen, Colorado, and on the Wye River on Maryland’s Eastern Shore. It also maintains offices in New York City and has an international network of partners. ASPEN The Aspen Institute does this primarily in four ways: Gondola C Plaza Seminars, which help participants reflect on what they think makes a good society, thereby DEAN ST. -
School of Forestry & Environmental Studies 2015–2016
BULLETIN OF YALE UNIVERSITY BULLETIN OF YALE BULLETIN OF YALE UNIVERSITY Periodicals postage paid New Haven ct 06520-8227 New Haven, Connecticut School of Forestry & Environmental Studies 2015–2016 School of Studies & Environmental Forestry 2015–2016 BULLETIN OF YALE UNIVERSITY Series 111 Number 12 August 20, 2015 BULLETIN OF YALE UNIVERSITY Series 111 Number 12 August 20, 2015 (USPS 078-500) The University is committed to basing judgments concerning the admission, education, is published seventeen times a year (one time in May and October; three times in June and employment of individuals upon their qualifications and abilities and a∞rmatively and September; four times in July; five times in August) by Yale University, 2 Whitney seeks to attract to its faculty, sta≠, and student body qualified persons of diverse back- Avenue, New Haven CT 0651o. Periodicals postage paid at New Haven, Connecticut. grounds. In accordance with this policy and as delineated by federal and Connecticut law, Yale does not discriminate in admissions, educational programs, or employment against Postmaster: Send address changes to Bulletin of Yale University, any individual on account of that individual’s sex, race, color, religion, age, disability, PO Box 208227, New Haven CT 06520-8227 status as a protected veteran, or national or ethnic origin; nor does Yale discriminate on the basis of sexual orientation or gender identity or expression. Managing Editor: Kimberly M. Go≠-Crews University policy is committed to a∞rmative action under law in employment of Editor: Lesley K. Baier women, minority group members, individuals with disabilities, and protected veterans. PO Box 208230, New Haven CT 06520-8230 Inquiries concerning these policies may be referred to Valarie Stanley, Director of the O∞ce for Equal Opportunity Programs, 221 Whitney Avenue, 3rd Floor, 203.432.0849. -
The Gradual Loss of African Indigenous Vegetables in Tropical America: a Review
The Gradual Loss of African Indigenous Vegetables in Tropical America: A Review 1 ,2 INA VANDEBROEK AND ROBERT VOEKS* 1The New York Botanical Garden, Institute of Economic Botany, 2900 Southern Boulevard, The Bronx, NY 10458, USA 2Department of Geography & the Environment, California State University—Fullerton, 800 N. State College Blvd., Fullerton, CA 92832, USA *Corresponding author; e-mail: [email protected] Leaf vegetables and other edible greens are a crucial component of traditional diets in sub-Saharan Africa, used popularly in soups, sauces, and stews. In this review, we trace the trajectories of 12 prominent African indigenous vegetables (AIVs) in tropical America, in order to better understand the diffusion of their culinary and ethnobotanical uses by the African diaspora. The 12 AIVs were selected from African reference works and preliminary reports of their presence in the Americas. Given the importance of each of these vegetables in African diets, our working hypothesis was that the culinary traditions associated with these species would be continued in tropical America by Afro-descendant communities. However, a review of the historical and contemporary literature, and consultation with scholars, shows that the culinary uses of most of these vegetables have been gradually lost. Two noteworthy exceptions include okra (Abelmoschus esculentus) and callaloo (Amaranthus viridis), although the latter is not the species used in Africa and callaloo has only risen to prominence in Jamaica since the 1960s. Nine of the 12 AIVs found refuge in the African- derived religions Candomblé and Santería, where they remain ritually important. In speculating why these AIVs did not survive in the diets of the New World African diaspora, one has to contemplate the sociocultural, economic, and environmental forces that have shaped—and continue to shape—these foodways and cuisines since the Atlantic slave trade.