2019 Novel Coronavirus (COVID-19) Pandemic: Built Environment Considerations To Reduce Transmission.

With the rapid spread of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) that results in coronavirus disease 2019 (COVID-19), corporate entities, federal, state, county, and city governments, universities, school districts, places of worship, prisons, health care facilities, assisted living organizations, daycares, homeowners, and other building owners and occupants have an opportunity to reduce the potential for transmission through built environment (BE)-mediated pathways. Over the last decade, substantial research into the presence, abundance, diversity, function, and transmission of microbes in the BE has taken place and revealed common pathogen exchange pathways and mechanisms. In this paper, we synthesize this microbiology of the BE research and the known information about SARS-CoV-2 to provide actionable and achievable guidance to BE decision makers, building operators, and all indoor occupants attempting to minimize infectious disease transmission through environmentally mediated pathways. We believe this information is useful to corporate and public administrators and individuals responsible for building operations and environmental services in their decision-making process about the degree and duration of social-distancing measures during viral epidemics and pandemics

Ornamental plants, 1979: a summary of research

An analysis of production costs for containerized nursery products / David E. Hahn, Jerry L. Robertson, and Elton M. Smith -- Monoterpene investigations with creeping juniper cultivars (Juniperus horizontalis Moench.) / Thomas A. Fretz -- Woody flora in Hokkaido adaptable to the north central United States / Makoto Kawase -- An evaluation of microfoam on plant quality following overwintering of container-grown woody ornamentals / Christopher F. Rizzo, Elton M. Smith, and Thomas A. Fretz -- Evaluation of winter barrels as a heat source in woody ornamental winter storage structures / Christopher F. Rizzo, Elton M. Smith, and Thomas A. Fretz_ -- Effective utilization of applied fertilizer in relation to multiple flushes of growth on 'Helleri' holly / C. H. Gilliam and R. D. Wright -- Tissue nitrogen changes during a growth flush on 'Helleri' holly / C. H. Gilliam and R. D. Wright -- Controlling winter annual and perennial weeds in field-grown Cotoneaster divaricata / Elton M. Smith and Sharon A. Treaster -- Evaluation of oxadiazon for weed control in container-grown nursery stock / Thomas A. Fretz and Wendy J. Sheppard -- A 10-year evaluation of flowering crabapple susceptibility to apple scab in Ohio / Elton M. Smith -- Fungicides for the control of diseases of ornamental plants: results of 1977 trials / C. C. Powell and James A. Chatfield -- An evaluation of fungicides on container-grown woody ornamentals during winter storage under microfoam / Christopher F. Rizzo, Elton M. Smith, and Thomas A. Fretz -- Resistance of maple cultivars and species to verticillium wilt: a preliminary report / H. A. J. Hoitink, T. D. Sydnor, and C. L. Wilso

An Investigation of Software Scaffolds Supporting Modeling Practices

Modeling of complex systems and phenomena is of value in science learning and is increasingly emphasised as an important component of science teaching and learning. Modeling engages learners in desired pedagogical activities. These activities include practices such as planning, building, testing, analysing, and critiquing. Designing realistic models is a difficult task. Computer environments allow the creation of dynamic and even more complex models. One way of bringing the design of models within reach is through the use of scaffolds. Scaffolds are intentional assistance provided to learners from a variety of sources, allowing them to complete tasks that would otherwise be out of reach. Currently, our understanding of how scaffolds in software tools assist learners is incomplete. In this paper the scaffolds designed into a dynamic modeling software tool called Model-It are assessed in terms of their ability to support learners' use of modeling practices. Four pairs of middle school students were video-taped as they used the modeling software for three hours, spread over a two week time frame. Detailed analysis of coded videotape transcripts provided evidence of the importance of scaffolds in supporting the use of modeling practices. Learners used a variety of modeling practices, the majority of which occurred in conjunction with scaffolds. The use of three tool scaffolds was assessed as directly as possible, and these scaffolds were seen to support a variety of modeling practices. An argument is made for the continued empirical validation of types and instances of tool scaffolds, and further investigation of the important role of teacher and peer scaffolding in the use of scaffolded tools.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43636/1/11165_2004_Article_5112115.pd