1957 and Soil

Pennsylvania State University Berks Campus Reading, Pennsylvania SOILS 101 – Introductory Soils Spring 2013 Course Description: SOILS 101 (GN) Introductory Soils (3 credits). A study of soil properties and processes and relationships to land use, plant growth, environmental quality, and society. Overview: This survey and foundational course introduces students to a broad range of subject matter from most sub-disciplines of soil science.The students study a range of soil characteristics and seek to understand their relationship to soil function, land use, plant growth, environmental quality, and society/culture. This course introduces students to the variety and complexity of soils on a local, national, and international scale. This introductory course in soil science introduces the student to the study, management, and conservation of soils as natural bodies, as media for plant growth, and as components of the larger ecosystem.This course presents basic concepts of all aspects of soil science including: composition and genesis; physical, chemical, and biological properties; soil water; classification and mapping; soil conservation; management practices; and soil fertility and productivity including practices of soil testing, use of fertilizers and manures, and liming. The course introduces the relationships of soil to current concerns such as environmental quality and non-agricultural land use. This course should instill awareness of soil as a basic natural resource, the use or abuse of which has a considerable influence on human society and life in general.This course is required or on a list from which students select for many environmental and agriculturalrelated majors. It is specifically listed as a prerequisite for many other SOILS courses and for several soils-related courses taught at Penn State. This course also satisfies the requirement for 3-credits in the natural sciences (GN), for non-science maojors or any student interested in soils, ecolo gy, or the environment. Course Objectives: At the end of this course, students should be able to: ? ? ? ? ? ? ? ? Appreciate the variety and complexity of soils.Describe the ways in which soils are an integral component of the terrestrial ecosystem. Use the technical terminology associated with the description and use of soils. Identify soil properties important to land use, environmental quality, plant growth and society/culture. Demonstrate skills required to make field observations and interpretations of soils for various uses. Retrieve and use information from a variety of sources for land use planning and soil management decisions. Explain the impact of land use and management decisions on agricultural productivity and sustainability, environmental and ecological health, and land degradation.Understand how soils can affect everyday decisions like how to develop a garden or where to build a house. – page 2 – Instructor: Dr. Mike Fidanza 234 Luerssen Office: 610-396 -6330 Cell: 484-888-6714 E-mail: [email  protected] edu Office Hours: Monday, Wednesday, and Friday, 9:00 am – 9:50 am, and 11:00 am – 11:50 am; or, by appointment (call or e-mail to schedule an appointment) Class Lecture: Monday, Wednesday, and Friday, 125 Luerssen Building, 10:00 am – 10:50 am. Required Textbook: Brady, N. C. and R. R. Weil. Elements of the Nature and Properties of Soils. 3rd edition*.Pearson/Prentice-Hall, Upper Saddle River, NJ. *or earlier editions are acceptable Grading: 4 exams †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 300 points †¢ lowest exam score dropped †¢ 3 exams X 100 points per exam = 300 points total 15 quizzes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 150 points †¢ 15 quizzes X 10 points per quiz = 150 points total Soils Writing Assignment . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 50 points †¢ Fertilizer Worksheet ————————————————————————————————–Total †¦.. 500 points Final Grade will be based on the following scale:Points Grade Points Grade ? 465 A 385 – 399 C+ 450 – 464 A350 – 384 C 435 – 449 B+ 300 – 349 D 415 – 434 B ? 299 F 400 – 414 B- Exams: Exam format is typically multiple choice, true/false, and matching. Exact content and format of each exam will be discussed in class by the instructor. The lowest exam score of the four exams will be dropped, therefore, only the top three exam scores will count towards the final co urse grade. Quizzes: Quiz format is typically multiple choice, true/false, and/or matching delivered online through the ANGEL course website.Exact content and format of each quiz will be discussed in class by the instructor and/or information will be available on the ANGEL course website. Soils Writing Assignment: To be explained in class. – page 3 Class Attendance and Etiquette: Attendance is highly recommended since some lecture information will not be found in the text, and handouts and other supplemental material will be available only on the day on which they are presented in class. Class attendance and participation may be considered toward your final grade.Attendance will be recorded on a random basis, however daily attendance may be recorded if absenteeism or lateness is a problem. Appropriate and respectful behavior is always expected. Also, please silence cell phones during class time. Academic Integrity: Students are expected to be familiar with the University Rule s and Policies regarding academic integrity. Refer to the Penn State Berks Campus Student Handbook, or locate the document on Penn State’s website, which can be accessed through any computer terminal connected to the PSU Center for Academic Computing.Academic integrity is defined as the pursuit of scholarly activity free from fraud and deception. Academic dishonesty includes, but is not limited to: cheating, failure to protect your work from others (or facilitating acts of academic dishonesty by others), plagiarism, fabrication of information or citations, unauthorized prior possession of examinations, submitting the work of another person or work previously used without informing the instructor, or tampering with the academic work of others. A student charged with academic dishonesty will be given oral and written notice of the charge by the instructor.If the student feels that they have been falsely accused, they should seek redress through informal discussions with the ins tructor (first), division or department head, dean, or CEO. If the instructor believes the infraction to be sufficiently serious to warrant referral of the case to the Office of Conduct Standards, or result in a grade of â€Å"F† for the student for the course, the student and faculty instructor will be afforded formal due process procedures outlined in the University Rules and Policies mentioned above.Academic dishonesty will be dealt with strictly and in accordance with Pennsylvania State University policy. Disclaimer: The class schedule, policies, statements, and assignments in this course are subject to change in the event of extenuating circumstances or by mutual agreement between the instructor and the students. **** Weather Emergency: Call 610-396-6375 for up-to-date Berks Campus information. **** – page 4 – Date: Jan Jan Jan 7 9 11 M W F Topic: Introduction and course administration Introduction to soil scienceIntroduction to soil science (continued) Tex tbook Chapter: 1 1 1 Jan Jan Jan 14 16 18 M W F Soil formation Soil formation Soil formation 2 2 2 Jan Jan Jan 21 23 25 M W F NO CLASS – Martin Luther King Day Soil classification Soil classification –3 3 Jan Jan Feb 28 30 1 M W F Soil classification Exam #1, chapters 1, 2, 3 Soil physical properties 3 –4 Feb Feb Feb 4 6 8 M W F Soil physical properties Soil physical properties Soil physical properties 4 4 4 Feb Feb Feb 11 13 15 M W F Soil water Soil water Soil and the hydrologic cycle 5 5 6 Feb Feb Feb 8 20 22 M W F Soil and the hydrologic cycle Soil aeration and temperature Soil aeration and temperature 6 7 7 Feb Feb Mar Mar Mar Mar Mar 25 27 1 411 13 15 M Clays and soil chemistry W Exam #2, chapters 4, 5, 6, 7 F Clays and soil chemistry 8 NO CLASS – Spring Break M Clays and soil chemistry W Soil acidity and other properties F Soil acidity and other properties 8 –8 Mar Mar Mar 18 20 22 M W F Soil biology and ecology Soil biology and ecology Soil biology and ecology 10 10 10 Mar Mar Mar 25 27 29 M W F Soil organic matter Soil organic matterSoil organic matter 11 11 11 Apr Apr Apr 1 3 5 M W F Soil fertility Exam #3, chapters 8, 9, 10, 11. Soil fertility 12 –12 Apr Apr Apr 8 10 12 M W F Nutrients management and fertilizers Nutrient management and fertilizers Nutrient management and fertilizers 13 13 13 Apr Apr Apr 15 17 19 M W F Soil erosion Soil erosion Soil erosion 14 14 14 Apr Apr Apr 22 24 26 M W F Soil and chemical pollution Soil and chemical pollution Soil and chemical pollution 15 15 15 8 9 9 ************ April 29 – May 3: Final Exam Week (Exam #4, chapters 12, 13, 14, 15). ************

Othello research paper Essay Example | Topics and Well Written Essays - 1000 words

Othello research paper - Essay Example He knows that Roderigo can give him money in exchange for his schemes and friendship. Having seen the other person’s weakness, he maximizes on it for his own devious ends. In addition, he hates Othello for picking Cassio as his lieutenant (I.i. 7–32), so that he promises himself that he will not let this unfair treatment go unnoticed. He plans to take his revenge by telling Othello that Cassio is sleeping with Desdemona (I.iii.369–370) and proves it through the aid of his wife Emilia and his other innocent â€Å"subjects†. In Act 2, Iago begins to suspect that Cassio has a hidden desire for Desdemona because he praises her and Iago finds it as a means to his advantage. Because he knows that Roderigo will do anything just to win Desdemona, he convinces him that if he kills Cassio then he will have Desdemona, and Iago will take Cassio’s place as Othello’s lieutenant. It appears that Iago has become so engrossed in his plans that his imaginations have been confused in his own mind to be reality. Having been motivated by the urgency of his desire for revenge, he boldly plans to tell Othello that Desdemona and Cassio are having an affair so that Othello will discharge Cassio and appoint him as replacement for Cassio as lieutenant (II.i.286). Iago’s schemes spare nobody who comes against his plans. He even discredits Cassio to Montano who has high regard of Cassio’s abilities and character. So when Roderigo attacks Cassio, Montano is also wounded. Iago appears gentle to Roderigo as he comforts him after the fight, the latter being unaware that he is just being used to achieve Iago’s personal and vested interests. To make matters worst, he uses his wife to let Desdemona and Cassio meet so that the meeting will appear to be a proof of Desdemona’s infidelity to Othello (II.iii.310). Act 3 shows that Iago uses and performs well as a good actor that Othello does not suspect his true intentions and feelings as he pretends shock

Year 8 - Portfolio Task - FILM REVIEW Movie Example | Topics and Well Written Essays - 500 words

Year 8 - Portfolio Task - FILM - Movie Review Example ino, Fulgencio Capule, Diane Venora, Claire Danes, and Leonardo DiCaprio to feature leading characters like Romeo, Juliet, Ted Montague, Caroline Montague, Tybalt Capulet, Brian Dennehy and Christina Pickles. These were carefully selected actors who suit the characters they represent. Apart from possessing all the character traits of their respective characters, these actors perfectly fit the physical features of the characters as they were presented in the play. By perfectly playing their roles, the film becomes lively and a real depiction of a love story as it was intended by Shakespeare. The organization of the film was quite good. With everything going as planned, the director succeeded in delivering the theme of love which was the main focus of the film. Each of the scenes of the play was staged in the appropriate context in which it ought to have been. By constantly tracing the dialogue between characters like Romeo and Juliet, it becomes much easier to know the film’s main theme. The action of these protagonists is representational and can be relied upon to explain the theme of love. All these were comically presented so as to make the film appealing and entertaining to the audience. In terms of cinematography, I would like say that it was a product of quality production. As a love story, the film would not be interesting if it does not incorporate the elements of music, sound track and lighting. These are cinematographic techniques that could not be left out in the film. Their inclusion gave the film its real meaning and the picture it deserves. For instance, the use of sound tracks likes "To You I Bestow," "Pretty Piece of Flesh," "Little Star," and "Pretty Piece of Flesh" in different scenes of the film made it to manipulate the audience’s mood. Because of this, the film became a real love story. Their choice was a good one because they could help in depicting a happy and sad moment in the film. In conclusion, Romeo and Juliet is an educating,

Executive Summaries of Article Essay Example | Topics and Well Written Essays - 500 words

Executive Summaries of Article - Essay Example Items that have to be shown in investing activity are shown as operating activity. Moreover, when such items are rectified for classification, the re-statement of the figures is not done (Daniel, Susan, & Dana, 2007). Controls should be so efficient that they are capturing the correct classification of the items each year. Such misclassifications mislead the users of the statement of cash flows. Secondly, when classifications are done, they should be re-stated as per the Generally Accepted Accounting Principles. Since, this re-statement is not being done, the ratio of current years and that of comparatives are also being distorted. Such inconsistency in the ratios affects the decision making of the investors. 1. Untrained Staff: There is untrained staff, which is not capable of preparing Ha cash flow. The staff is not technically sound due to lack of knowledge and training. Many a times the staff is not even capable of adjusting the profit for non-cash items. Qualified and experienced staff should be hired to remove these errors. 2. Lack of Adequate Review: It is observed that the senior management does not appropriately review the statement of cash flows. There are some complex items in the cash flow, which come in the form of balancing figures such as taxes paid. These figures are difficult to be calculated. Junior staff may manipulate such figures to balance the cash flow statement. Such manipulation could be rectified at initial stage if reviews are done in detail. 3. Misclassification of Balance Sheet items: It is observed that the balance sheet items are not classified appropriately. The items of short-term investments such as securities, which are highly liquid in nature, are classified as a cash equivalent. Such misclassification eradicates the item from investing items in the cash flow. 4. Consolidation weaknesses: The consolidation process is a complex process that

Asylum Seekers in the United Kingdom Essay Example | Topics and Well Written Essays - 2250 words

Asylum Seekers in the United Kingdom - Essay Example Figure 1: Asylum seeker applications in the UK during 2000-2009 (Topic guide to Immigration Control and Asylum n.d.). This figure clearly reflects on the fact that the degree to which immigrants applied for asylum seeking in the UK has drastically minimized over the years. The present study would discuss why and how this has been possible, and whether the English law has been successful in dealing with asylum seekers effectively.  The present study focuses on an understanding of the concept of asylum seeking in the UK by individuals and discusses the fact that the legal system offered by the English Law on the issue of illegal asylum seekers is not sufficient in taking the correct decisions in regard to the asylum seekers. This considers the difficulty that the asylum seekers are encountered with in order to make their places in the country, as well as the ignorance of the law to assist these people, and hence the consequences of suffering of these people or their forceful entry in to the country.  In the UK, generally, the asylum seekers have to wait for around 2 months to even 6 years before their claims are accepted or refused. If the refugees have chosen UK, it is likely that they have someone known in the country. Any customary and obligatory introduction program is not provided by the UK for new arrivals in the country. For this reason, refugees and asylum seekers are required to get hold of information about livelihood and work in the UK from their own sources and any networks that exist and can help them out with guidance (Refugees and asylum seekers in the UK: The challenges of accessing education and employment 2009).  In the UK, in the present times, the UK Border Agency (BIA) supports the asylum seekers. The policy of the BIA allows offering all the asylum seekers facilities of accommodation on a basis of no-choice.  

Principles of Adult Learning Research Paper Example | Topics and Well Written Essays - 2000 words

Principles of Adult Learning - Research Paper Example According to Malcolm Knowles, there are six tenets of understanding the adult learning; they include adults being independent and self-ruling learners, possessing an accumulation of knowledge and work related experiences, being goal oriented, relevancy-oriented, and practical, and requiring respect. Throughout this paper, I will outline a strong adult learning program. When it comes to building a strong adult learning model of instruction it is best to begin with a concrete understanding of what motivates the adult learner. As educators are aware, if students are not motivated then no learning is not taking place. As research reveals, â€Å"the following six factors are sources of adult motivation: social relationships, external expectations, social welfare, personal advancement, escape/stimulation, and cognitive interest† (Lieb, 1991). However, the most prevalent motivation for adult learners is that of career advancement or maintaining current career certificates/licenses. Teachers, for example, are required to stay abreast of current trends and best practices by completing a designated number of post-graduate credits every five years merely to maintain licensure to practice. Because professional development is the most prevalent factor of adult learner motivation, a quality instructor must adhere to four essential components including inspiration, support, maintenance, and transference. If these four components are not addressed in adult learning programs, learning is not occurring for the students. Stephen Lieb further finds that â€Å"With regards to motivation, if the participant does not recognize the need for the information, all of the instructors effort to assist the participant to learn will be in vain† (1991). For this reason, it becomes essential that instructors make it clear to their students the purpose for learning each set of skills; the learner needs to

The Increasing Collaboration in U.S. Military Essay

The Increasing Collaboration in U.S. Military - Essay Example The challenges that they encounters in their quest to transform and adapt to more collaborative strategies are discussed. Areas that the military has attained success during its collaborative endeavors have been mentioned. Further, a clear description of collaboration is presented, including those involved with the military, the objectives of military in collaborating and the present status as well as the success measures. Introduction In military warfare, the world is increasingly embracing collective and collaborative efforts in accomplishing the military activities and practices effectively. Collaborative efforts are practiced in military command relations, joint operations, strengthening personnel and equipment, training and tactics as well as in fostering cultural relations. Collaboration develops best in environments where relationships are mutual and well nurtured (Bushe, 2010). In military operations and practices, collaboration with other stakeholders is perceived as problem atic because the military forces are compelled to certain demands with the collaborative partners. The collaboration partners may be perceived with element of suspicion, leading to reluctance in sharing information on matters of national security out of fear. Consequently, collaborative work in military is more pervasive and complex. The United States military forces are working toward increased collaborative methods because of their understanding of how to improve collaborative work. Growing U.S. Military Collaboration Description of Collaboration Collaboration is the practice and concept of bringing appropriate individuals jointly in productive ways with proper information to establish genuine goals and strategies for tackling the common issues of the collaborative organizations or communities. This practice or concept is practiced because it helps to deal successfully with complex organizational or community issues. Collaboration strategies can be used as a means of building soci al capital, sustaining a democratic society and transforming the civic culture of communities or regions besides being used to address public concerns. Collaboration requires that the shared issues be addressed through engagement, dialogue, inclusion and power sharing. Mutual learning is a basic concept in collaborative working. The collaborating partners mutually benefit from the relationship to realize common goals and objectives through sharing responsibilities, accountability as well as authority for achieving the set results. Collaboration involves sharing of information and knowledge by the partners, and cooperation and coordination to help achieve the objectives (Chrislip, 2002). Involved Parties Multiple stakeholders are usually involved in collaborative work with the U.S. military personnel, depending on the desired goals and objectives to be accomplished. The U.S. military collaborates with civilian interagency, such as civilians from U.S. Department of State and U.S. Agen cy for International Development (USAID) among other organizations. The civilian interagency helps the U.S. military personnel in counterinsurgency operations and activities. The interagency for example, helped the U.S. military through collaboration in operations in Afghanistan and Iraq to facilitate reconstruction and development of the nations and advising the military on how to reach out to the indigenous communities (Green, 2012). U.S. military col