Physiochemical, site, and bidirectional reflectance factor characteristics of uniformly moist soils

The author has identified the following significant results. The bidirectional reflectance factor (0.5 micron to 2.3 micron wavelength interval) and physiochemical properties of over 500 soils from 39 states, Brazil and Spain were measured. Site characteristics of soil temperature regime and moisture zone were used as selection criteria. Parent material and internal drainage were noted for each soil. At least five general types of soil reflectance curves were identified based primarily on the presence or absence of ferric iron absorption bands, organic matter content, and soil drainage characteristics. Reflectance in 10 bands across the spectrum was found to be negatively correlated with the natural log of organic matter content

Characteristic variations in reflectance of surface soils

Surface soil samples from a wide range of naturally occurring soils were obtained for the purpose of studying the characteristic variations in soil reflectance as these variations relate to other soil properties and soil classification. A total 485 soil samples from the U.S. and Brazil representing 30 suborders of the 10 orders of 'Soil Taxonomy' was examined. The spectral bidirectional reflectance factor was measured on uniformly moist soils over the 0.52 to 2.32 micron wavelength range with a spectroradiometer adapted for indoor use. Five distinct soil spectral reflectance curve forms were identified according to curve shape, the presence or absence of absorption bands, and the predominance of soil organic matter and iron oxide composition. These curve forms were further characterized according to generically homogeneous soil properties in a manner similar to the subdivisions at the suborder level of 'Soil Taxonomy'. Results indicate that spectroradiometric measurements of soil spectral bidirectional reflectance factor can be used to characterize soil reflectance in terms that are meaningful to soil classification, genesis, and survey

Determining density of maize canopy. 2: Airborne multispectral scanner data

Multispectral scanner data were collected in two flights over a light colored soil background cover plot at an altitude of 305 m. Energy in eleven reflective wavelength band from 0.45 to 2.6 microns was recorded. Four growth stages of maize (Zea mays L.) gave a wide range of canopy densities for each flight date. Leaf area index measurements were taken from the twelve subplots and were used as a measure of canopy density. Ratio techniques were used to relate uncalibrated scanner response to leaf area index. The ratios of scanner data values for the 0.72 to 0.92 micron wavelength band over the 0.61 to 0.70 micron wavelength band were calculated for each plot. The ratios related very well to leaf area index for a given flight date. The results indicated that spectral data from maize canopies could be of value in determining canopy density

Atlas of soil reflectance properties

A compendium of soil spectral reflectance curves together with soil test results and site information is presented in an abbreviated manner listing those soil properties most important in influencing soil reflectance. Results are presented for 251 soils from 39 states and Brazil. A narrative key describes relationships between soil parameters and reflectance curves. All soils are classified according to the U.S. soil taxonomy and soil series name for ease of identification

Comparing soil boundaries delineated by digital analysis of multispectral scanner data from high and low spatial resolution systems

The author has identified the following significant results. Computer-aided analysis techniques used with aircraft MSS data showed that the spatial resolution was sufficient to recognize each soil mapping unit of the test site. Some difficulties occurred where different soil series were intricately mixed, and this mixture showed as a separate spectral mapping unit, or where the difference between two soils depended on the depth of silty surface material. Analysis of LANDSAT data with computer-aided techniques showed that it was not possible to find spectrally homogeneous soil features of the seven soil series on the 40 ha test site on the digital display or on a picture print map. Cluster techniques could be used on an extended test area to group spectrally similar data points into cluster classes

Embedding generic employability skills in an accounting degree: development and impediments

This paper explores and analyses the views of, and effects on, students of a project that integrated the development of employability skills within the small group classes of two compulsory courses in the first year of an accounting degree at a UK university. The project aimed to build, deliver and evaluate course materials designed to encourage the development of a broad range of employability skills: skills needed for life-long learning and a successful business career. By analysing students' opinions gathered from a series of focus groups spread throughout the year, three prominent skill areas of interest were identified: time management, modelling, and learning to learn. Further analysis highlighted the complex nature of skills development, and brought to light a range of impediments and barriers to both students' development of employability skills and their subject learning. The analysis suggests the need for accounting educators to see skills development as being an essential element of the path to providing a successful accounting education experience

Transforming Finance and Business Education: Part of the Problem

Mankind faces the challenge of transforming the existing global production/consumption/wealth-distribution system from an unjust, unsustainable one into a more just system which the Earth’s resources can support. Current business education supports, enables, justifies, and intensifies the unsustainable aspects of the existing business system, and hence is “part of the problem” of global unsustainability. Although all people have opportunities to contribute to this transformation and are “called” to do so, professors in all disciplines have a special opportunity and obligation to heed such a call. This article is the first of three planned articles focusing on business education, and particularly on finance teaching within that education. It describes how business education, as currently conceived and delivered, is part of the problem and needs to be transformed. It then addresses how finance teaching, as a major contributor to business education, is in turn a “major part of the problem” and itself needs to be transformed

Transforming Finance and Business Education: Finance’s Unique Opportunities

Mankind faces the challenge of transforming the existing global production, distribution, and consumption system into one that is more just and sustainable and which the Earth’s resources can support (e.g., Francis, 2015). Unfortunately, current business education is “part of the problem” of global unsustainability as it supports, enables, justifies, and intensifies the unsustainable aspects of the existing business system. Thus, while all people have opportunities to contribute to this transformation and are “called” to do so, university administrators and professors in all disciplines have a special opportunity and obligation to heed that call. This article is the second of three planned articles focusing on business education, and particularly on finance teaching within that education. It describes finance professors’ exceptional opportunity to become “part of the solution” and how some are already doing so. It concludes by describing why finance professors in faith-enabled business schools, such as those of the world’s Jesuit universities, have an especially great opportunity to contribute to this transformation

Transforming Finance and Business Education: Finance’s Unique Opportunities

Mankind faces the challenge of transforming the existing global production, distribution, and consumption system into one that is more just and sustainable and which the Earth’s resources can support (e.g., Francis, 2015). Unfortunately, current business education is “part of the problem” of global unsustainability as it supports, enables, justifies, and intensifies the unsustainable aspects of the existing business system. Thus, while all people have opportunities to contribute to this transformation and are “called” to do so, university administrators and professors in all disciplines have a special opportunity and obligation to heed that call.This article is the second of three planned articles focusing on business education, and particularly on finance teaching within that education. It describes finance professors’ exceptional opportunity to become “part of the solution” and how some are already doing so. It concludes by describing why finance professors in faith-enabled business schools, such as those of the world’s Jesuit universities, have an especially great opportunity to contribute to this transformation