131 research outputs found
Scott High School, Toledo, Ohio, 1920
No full textA photo of the front entrance of Scott High School, taken at a slight angle from across the street. There are steps and a sidewalk visible on the right side of the photo curving up to the school's entrances. The trees and bushes in the photo have no foliage. There are streetcar tracks on the side of the street in front of the building. Scott High School was located at 2400 Collingwood Boulevard in Toledo, Ohio. Terms associated with the photograph are: School buildings | 2400 Collingwood Boulevard (Toledo, Ohio) | Old West End Area (Toledo, Ohio) | Scott High School (Toledo, Ohio) | School grounds | Sidewalk
Toledo Central High School, Toledo, Ohio, 1895
No full textA photo of the Italianate Style Toledo Central High School building, after the fire that destroyed the tower bell and striking apparatus. The school's annex, Toledo Manual Learning, was saved and used until 1938. The bell was then located at the front of Scott High School. A horse-drawn carriage is driving down Madison Avenue in front of the school. Terms associated with the photograph are: Toledo Central High School (Toledo, Ohio) | Madison Avenue (Toledo, Ohio) | Michigan Street (Toledo, Ohio) | School buildings | Street signs | Italianate Style | Horse-drawn vehicle
Supporting_material_R2 – Supplemental material for Reliability of the <i>Artemisia</i>/Chenopodiaceae pollen ratio in differentiating vegetation and reflecting moisture in arid and semi-arid China
No full textSupplemental material, Supporting_material_R2 for Reliability of the Artemisia/Chenopodiaceae pollen ratio in differentiating vegetation and reflecting moisture in arid and semi-arid China by Yuan Wang, Wei Wang, Lina Liu, Yajuan Jiang, Zhimei Niu, Yuzhen Ma, Jiang He and Scott A Mensing in The Holocene</p
\u3ci\u3ePLIVA v. Mensing\u3c/i\u3e and Its Implications
No full textThe U.S. Supreme Court ruling in PLIVA Inc. v. Mensing will immunize generic drug manufacturers facing failure-to-warn claims from state-law liability, and may also have implications for preemption jurisprudence more generally, says attorney Brian Wolfman and co-author Dena Feldman in this BNA Insight. The authors analyze the ruling, and offer their views on the questions that PLIVA raises about the ongoing vitality of the presumption against preemption, the standard for determining ‘‘impossibility’’ preemption, and the propriety of deference to an agency’s views on preemption
Ecosystem restoration targeted to historical landscape benchmarks: Case studies from central and southern Italy
No full textHistorical ecology and sustainable forest management: revealing key periods in the landscape transformation of the Italian peninsula
No full textIn recent years, palaeoecological analyses are increasingly widespread in various environments and are sometimes developed with particularly detailed temporal resolution providing historical ecology a new multidisciplinary focus (Hjelle et al. 2012; Izdebski et al. 2016). The possibility to compare the dynamics of local and regional landscapes at the decadal scale with climatic reconstructions, historical documents and archaeological data is confirming the long and pervasive land transformation of the Anthropocene (e.g. Marignani et al. 2017; Piovesan et al. in press), and providing alternative scenarios of some classical views derived strictly from interpretation of historical documents (Schoolman et al. in press). The aim of this contribution is to discuss what unites and what differentiates the historical landscape evolution along peninsular Italy on the basis of the available multidisciplinary records. ... Across all records we examined in Italy, there is a dominant pattern of widespread loss of forest ecosystems and an increase in forest degradation/pioneer communities in modern landscapes as compared with ancient landscapes. While this result is not surprising, the pattern of continuous change with a dominant trend of degradation of forest ecosystems and natural capital raises important questions about the need for future plans of forest management and ecosystem restoration for biodiversity conservation, ecosystem services and renewable products. The paleoecological data can provide critical baseline data for potential restoration efforts. The highest priority for ecosystem restoration is in the lowland wet environments
Supplemental_material_1 – Supplemental material for Tyrrhenian central Italy: Holocene population and landscape ecology
No full textSupplemental material, Supplemental_material_1 for Tyrrhenian central Italy: Holocene population and landscape ecology by Simon Stoddart, Jessie Woodbridge, Alessio Palmisano, Anna Maria Mercuri, Scott Andrew Mensing, Daniele Colombaroli, Laura Sadori, Donatella Magri, Federico Di Rita, Marco Giardini, Marta Mariotti, Carlo Montanari, Cristina Bellini, Assunta Florenzano, Paola Torri, Andrew Bevan, Stephen Shennan, Ralph Fyfe and Neil Roberts in The Holocene</p
Supplemental_material_2 – Supplemental material for Tyrrhenian central Italy: Holocene population and landscape ecology
No full textSupplemental material, Supplemental_material_2 for Tyrrhenian central Italy: Holocene population and landscape ecology by Simon Stoddart, Jessie Woodbridge, Alessio Palmisano, Anna Maria Mercuri, Scott Andrew Mensing, Daniele Colombaroli, Laura Sadori, Donatella Magri, Federico Di Rita, Marco Giardini, Marta Mariotti, Carlo Montanari, Cristina Bellini, Assunta Florenzano, Paola Torri, Andrew Bevan, Stephen Shennan, Ralph Fyfe and Neil Roberts in The Holocene</p
Afternoon concurrent track 2: The State of climate change education
No full textAFTERNOON CONCURRENT TRACK 2: THE “STATE” OF CLIMATE CHANGE EDUCATION Moderator Scott Mensing Student Union Room 211 David Hassenzahl, Michael Collopy, Scott Mensing – NSHE EPSCoR Climate Infrastructure Grant Education Component Abstract: The Nevada System of Higher Education has received funding from the National Science Foundation EPSCoR program to develop climate change research infrastructure. This session will present information on what the Education Component is doing and plans to do, and solicit ideas on future climate education efforts for NSHE. Education is one of six components of this grant, and will support NSHE efforts on: Undergraduate research. Each school year and summer, funds are available to undergraduates at any NSHE institution of higher education to do research related to climate change. Graduate research. A number of competitive graduate research fellowships are available to graduate students at UNLV and UNR. Students propose research, supported by at least two faculty mentors. Curriculum development. A graduate student will work with the Component Lead to do research on climate education norms and methods across the United States and in Nevada. Part of this will be in anticipation of a 2010 NSHE Climate Education Conference, which will establish existing courses and programs, identify gaps, and propose course and program activities. K-12. The K-12 program will provide school-wide climate change education to middle school teachers in at-risk middle schools in Clark County and Washoe counties. A new cohort of teachers will be supported each year. Paul Buck – A Team Teaching Approach to Improving Climate Change Education in Nevada Middle Schools Abstract: The NSF EPSCoR RII Climate Change Infrastructure Award includes a small but important effort to build educational infrastructure among in-service middle school science, math, and English teachers at six Nevada middle schools. We will focus on whole school or whole grade level approaches, often referred to as a “professional learning community” or “community of practice” model, engaging a cohort of teachers at selected schools. Using specific elements of Nevada climate change research themes particularly relevant to each local community, this project will create a magnet school in one of the proposed themes at each school. The themes will be guided by the Nevada state science teaching framework and national science teaching standards. Target schools have student populations 50% or more minority and the proportion of science classes taught by teachers considered not highly qualified is above the school district mean. The use of graduate students to act as mentors and content links to in-service teachers will help develop a science research community that includes NSHE and middle school teachers working together. Donica Mensing, Hans-Peter Plag, Jen Huntleysmith – Assessing the State of Sustainability Education: A Case Study of Faculty Efforts at the University of Nevada, Reno Abstract: The University of Nevada, Reno established a Sustainability Committee in 2008, one goal of which is to strengthen the focus of the undergraduate curriculum on sustainability. In the process of implementing this goal, a faculty working group has discussed and come to agreement on several critical issues, including definitions, participation, methods, and culture. Discussion also led to recognition of a spatial component of sustainable development, in addition to the often referred to temporal component, and addressed the implicit ethical obligations that arise in considering these aspects of sustainability. Participation in the working group has been guided by the desire to be as cross-disciplinary as possible, explicitly including faculty from every college, on the understanding that sustainability naturally concerns almost all disciplines and areas of study. The initial method chosen by the committee to collect data is a survey of both faculty and undergraduate students, to develop a baseline on which to assess the current coverage of sustainability issues by the undergraduate curriculum. A secondary goal is to assess and compare the strength and direction of personal attitudes about sustainability issues. Discussions have also stressed the need for developing a culture on campus that values sustainability as a practice and subject of inquiry. Efforts to address cultural, administrative, attitudinal, and practical barriers to improved teaching on these issues will also be discussed
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