999 resultados para Wallace, Hugh Campbell (1863-1931)


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Bd.1. Nos. 1-3 -- Bd.2. Nos. 4-6 -- Bd.3. Nos. 7-9.

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Photostat copy (negative) from Botaniska notiser, 1898.

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The exponential growth of studies on the biological response to ocean acidification over the last few decades has generated a large amount of data. To facilitate data comparison, a data compilation hosted at the data publisher PANGAEA was initiated in 2008 and is updated on a regular basis (doi:10.1594/PANGAEA.149999). By January 2015, a total of 581 data sets (over 4 000 000 data points) from 539 papers had been archived. Here we present the developments of this data compilation five years since its first description by Nisumaa et al. (2010). Most of study sites from which data archived are still in the Northern Hemisphere and the number of archived data from studies from the Southern Hemisphere and polar oceans are still relatively low. Data from 60 studies that investigated the response of a mix of organisms or natural communities were all added after 2010, indicating a welcomed shift from the study of individual organisms to communities and ecosystems. The initial imbalance of considerably more data archived on calcification and primary production than on other processes has improved. There is also a clear tendency towards more data archived from multifactorial studies after 2010. For easier and more effective access to ocean acidification data, the ocean acidification community is strongly encouraged to contribute to the data archiving effort, and help develop standard vocabularies describing the variables and define best practices for archiving ocean acidification data.

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"Bibliographical note": p. 131-137.

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Introduction.--Loos, C. L. Introductory period.--Tyler, B. B. Period of organization.--Moore, W. T. The turbulent period.--Grafton, T. W. The transition period.--Smith, B. L. Period of revival of home missions.--McLean, A. The period of foreign missions.--White, L. A. Period of woman's work.--Garrison, J. H. Lessons from our past.

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Mode of access: Internet.

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Mode of access: Internet.

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Back Row: John Heston, Frederick Clohset, Howard Auer, Thomas Samuels, Thomas Cooke, Donald McGuire, Francis Hazen, Harold Ellerby, Leslie Frisk, Wallace Miller, Fielding H. Yost jr., Norman Daniels, Robert Miller, John Kirby, Cecil Cantrill, Bethel Kelley, Charles Stone, Louis McGrath, DuVal Goldsmith

Middle Row: Francis Wistert, William Horner, Carl Savage, Charles Bernard, Omer LaJeuness, Ward Oehmann, J. Leo Winston, Leonard Meldman, Neil(?) Savage, Maynard Morrison, Jay Sikkenga, Abe Marcovsky, Harry Schick, Leslie Douglass, John Kowalik, James Conover, Harvey Chapman, Fred Petoskey, Russell Damm

Front Row: William Hewitt, Louis Westover, Francis Hayes, Arthur Kutsche, Roderick Cox, Charles DeBaker, Roy Hudson, Harry Newman, Estel Tessmer, Kirk Holland, Jay Schmidt, William Renner, Harry Stinespring, Herman Everhardus, Stanley Fay, Ivan Williamson, Martin Heston

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Top Row: William Klein, William Hill, Roger Howell

3rd Row: George Weyl, Edwin Jackson, Leo Draveling, Donald Haefele, David Gafill, Francis Hazen, Robert Feustel

2nd Row: Hawley Eggleston, Charles DeBaker, Edwin Turner, Roderick Cox, Ben Glading, Charles Eknovich, Howard Braden, Harmon Wolfe

Front Row: John Campbell, Joseph Austin, Ralph Mueller, John Noyes, John Pottle, coach Charles Hoyt, Edwin Russell, Eddie Tolan, J. Clifford Murray

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Editors: Jan. 1920-June 1921, A.S. Russell.---July 1921-Dec. 1923, Edward Liveing.---Jan.-Apr. 1924, R.J.V. Pulvertaft.---May 1924-Mar. 1926, H.B.C. Pollard.---Apr. 1926-1931, J.A. Benn.---1932-34, Bernard Lintern.---1934-Mar. 1938, L.R. Muirhead.---Apr. 1938-1940, C.P. Snow.

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Shows local topography, roads, and names of some residents.

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The CDIO (Conceive-Design-Implement-Operate) Initiative has been globally recognised as an enabler for engineering education reform. With the CDIO process, the CDIO Standards and the CDIO Syllabus, many scholarly contributions have been made around cultural change, curriculum reform and learning environments. In the Australasian region, reform is gaining significant momentum within the engineering education community, the profession, and higher education institutions. This paper presents the CDIO Syllabus cast into the Australian context by mapping it to the Engineers Australia Graduate Attributes, the Washington Accord Graduate Attributes and the Queensland University of Technology Graduate Capabilities. Furthermore, in recognition that many secondary schools and technical training institutions offer introductory engineering technology subjects, this paper presents an extended self-rating framework suited for recognising developing levels of proficiency at a preparatory level. A demonstrator mapping tool has been created to demonstrate the application of this extended graduate attribute mapping framework as a precursor to an integrated curriculum information model.