22 research outputs found

    50 Years of Influential North Carolina Planners

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    In 2007, the North Carolina chapter of the American Planning Association (NCAPA) marks its 50th Anniversary, providing NCAPA with an excellent opportunity to celebrate and honor the accomplishments of the professionals who have most shaped planning practice in North Carolina over the past half century. Inspired by the Top Ten Planning Events in North Carolina article published in the Summer 2006 issue of this journal, members of the North Carolina Chapter of the American Planning Association (NCAPA) were asked to nominate their selections for the most influential planners in the state during the last 50 years. More than 70 planners participated in this process, submitting an impressive list of 104 nominations. These nominations were, in turn, narrowed down by the selection committee to the eight most influential planners, who are listed in alphabetical order below. (Includes profiles of: Warren L. Burgess, F. Stuart Chapin Jr., George Chapman, Richard D. Ducker, David Godschalk, Philip Green, Jr., Wes Hankins, David Owens

    Top 10 Planning Events in North Carolina, 1946 – 2006

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    To celebrate the 60th anniversary of the establishment of the UNC-Chapel Hill Department of City and Regional Planning, this article outlines the top ten planning events, plans, and programs that have occurred in North Carolina in the past 60 years

    Atmospheric Acetaldehyde: Importance of Air-Sea Exchange and a Missing Source in the Remote Troposphere.

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    We report airborne measurements of acetaldehyde (CH3CHO) during the first and second deployments of the National Aeronautics and Space Administration (NASA) Atmospheric Tomography Mission (ATom). The budget of CH3CHO is examined using the Community Atmospheric Model with chemistry (CAM-chem), with a newly-developed online air-sea exchange module. The upper limit of the global ocean net emission of CH3CHO is estimated to be 34 Tg a-1 (42 Tg a-1 if considering bubble-mediated transfer), and the ocean impacts on tropospheric CH3CHO are mostly confined to the marine boundary layer. Our analysis suggests that there is an unaccounted CH3CHO source in the remote troposphere and that organic aerosols can only provide a fraction of this missing source. We propose that peroxyacetic acid (PAA) is an ideal indicator of the rapid CH3CHO production in the remote troposphere. The higher-than-expected CH3CHO measurements represent a missing sink of hydroxyl radicals (and halogen radical) in current chemistry-climate models

    The Science Performance of JWST as Characterized in Commissioning

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    This paper characterizes the actual science performance of the James Webb Space Telescope (JWST), as determined from the six month commissioning period. We summarize the performance of the spacecraft, telescope, science instruments, and ground system, with an emphasis on differences from pre-launch expectations. Commissioning has made clear that JWST is fully capable of achieving the discoveries for which it was built. Moreover, almost across the board, the science performance of JWST is better than expected; in most cases, JWST will go deeper faster than expected. The telescope and instrument suite have demonstrated the sensitivity, stability, image quality, and spectral range that are necessary to transform our understanding of the cosmos through observations spanning from near-earth asteroids to the most distant galaxies.Comment: 5th version as accepted to PASP; 31 pages, 18 figures; https://iopscience.iop.org/article/10.1088/1538-3873/acb29

    Models of classroom assessment for course-based research experiences

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    Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education

    Black Boys Matter: Developmental Equality

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