The fate of sediment, wood and organic carbon eroded during an extreme flood, Colorado Front Range, USA

Identifying and quantifying the dominant processes of erosion and tracking the fate of sediment, wood, and carbon eroded during floods is important for understanding channel response to floods, downstream sediment and carbon loading, and the influence of extreme events on landscapes and the terrestrial carbon cycle. We quantify sediment, wood, and organic carbon (OC) from source to local sink following an extreme flood in the tectonically quiescent, semi-arid Colorado (USA) Front Range. Erosion of >500,000 m3 or as much as ~115 yr of weathering products occurred through landsliding and channel erosion during September 2013 flooding. More than half of the eroded sediment was deposited at the inlet and delta of a water supply reservoir, resulting in the equivalent of 100 yr of reservoir sedimentation and 2% loss in water storage capacity. The flood discharged 28 Mg C/km2, producing an event OC flux equivalent to humid, tectonically active areas. Post-flood remobilization resulted in a further ~100 yr of reservoir sedimentation plus export of an additional 1.3 Mg C/km2 of wood, demonstrating the ongoing impact of the flood on reservoir capacity and carbon cycling. Pronounced channel widening during the flood created accommodation space for 40% of flood sediment and storage of wood and eroded carbon. We conclude that confined channels, normally dismissed as transport reaches, can store and export substantial amounts of flood constituents

The Corinthian Woman

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In the Shower, My Daughter Studies My Naked Form

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Building Connections Through Contextualized Learning in an Undergraduate Course on Scientific and Mathematical Literacy

With increasing demands for universities to create graduates that are numerically and scientifically literate, it is important to determine effective ways to engage students so that they can acquire these literacies. Using an undergraduate, interdisciplinary course that focused on scientific and mathematical literacy, I examined how contextualization influenced students’ abilities to build connections between their learning and their lives. In their written reflections, students connected course concepts with their social lives, academic pursuits and global or societal issues without specific prompting. I suggest that contextualization combined with reflection allows students to illustrate their understanding and apply this knowledge to novel scenarios

Hardiness as a Career Transition Resource

The relationship of hardiness to career transition resources was examined. Hardiness scores were obtained through the use of the Cognitive Hardiness Scale (CHS)(Nowack, 1996) and transition resources were measured by the Career Transitions Inventory (CTI) (Heppner, Multon, & Johnston, 1994). The study included 120 male and female adult participants from multiple settings (primarily from a local university, technical college, and job agency) who had a career transition in the last 15 months. Most participants had experienced multiple career-related changes. The general hypothesis for this study was that certain constructs measured by the CTI correlate with hardiness (the Personal Control factor of the CTI with the element of control in hardiness; the Readiness and Confidence factors of the CTI with the challenge element in hardiness: and the Independence and Support factors of the CTI with the commitment element in hardiness). Additional hypotheses were that people who underwent a voluntary career transition would score more highly on the CTI and the CHS than people who experienced an involuntary career transition. The data were analyzed through correlations, MANOVA, and factor analyses. Hardiness scores were positively correlated (ranging from r = .298 to .616, p = .01) with four subscales of the CTI: Readiness, Confidence, Control, and Support. CHS and CTI scores were not affected by type of career transition. While CHS and CTI scores correlated to some extent, the main factor analysis did not reveal the hypothesized overlaps between the CTI subscales and the CHS elements. Instead, one large factor emerged that lent some support for the conceptualization of hardiness as a career transition resource. Implications for practice and future research are discussed