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Washington - BIS - 358
Washington State Ecoregions: West-sideMarine Shoreline/ West-side fir s- r Montane l a fi ug nd To o D Gra AlpineWest-side Montane to Alpine EcoregionsWestern WA Alpine Mountain hemlock Silver fir Subalpine fir Eastern WADouglas-fir / Grand fi
Washington - BIS - 358
Washington State Ecoregions: East-SideMarine Shoreline/ West-side fir s- r Montane l a fi To ug nd o a Alpine D GrDouglas-fir / Grand fir EcoregionDouglas-fir / Grand firSitka Spruce Pond. PineShrub Steppe Western HemlockPalouse Prairie
Washington - BIS - 358
Name_ In this assignment we will try to estimate how much you contribute to the emission of carbon dioxide, CO2. CO2 is emitted every time you use electric energy, drive your car, use hot water, etc. Fill out the worksheet. Once you filled out the wo
Washington - BIS - 358
Outline Global Climate and Climate Change: Drivers and VariabilitySarah Strode UW Program on Climate Change Feb. 11, 2008 What controls the Earths climate? - the greenhouse effect - forcings and feedbacks How does climate change on different times
Washington - BIS - 358
Climate Impacts in the Pacific NorthwestJustin Minder Sandra Pennyhttp:/users.owt.com/chubbard/gcdam/What is Climate?www.alaskakenairiverfishing.comClimate is what you expect Weather is what you get Weather: Characteristics of the atmosphere
Washington - BES - 316
BES 316Spring 2009INTRODUCTION TO THE COURSE & THE CAMPUS WETLANDS: CONNECTING CONCEPTS TO FIELD OBSERVATIONS Goals for Today1. To become familiar with the course. 2. To learn about the campus wetland restoration project. 3. To practice connecti
Washington - BES - 316
BES 316MEASURING ORGANISM ABUNDANCE & DESCRIBING BIOLOGICAL COMMUNITIES Goals for Today20091. To learn about selected approaches to assessing the abundance of organisms within a plant community 2. To contrast these different approaches to plant
Washington - BES - 316
BES 316VEGETATION DATA ANALYSIS Goals for Today20091. To learn about and practice data analysis approaches for the vegetation data collected last week 2. To learn and practice appropriate design of visual materials for representing data in an o
Washington - BES - 316
BES 316MICROENVIRONMENTAL ANALYSIS Goals for Today1. To learn about approaches to field microclimate analysis 2. To understand equipment applications & limitations 3. To practice collecting microclimate dataSpring 2009SCHEDULE for MAY 4, 2009
Washington - BES - 316
BES 316MICROENVIRONMENTAL ANALYSIS Goals for Today1. To learn about approaches to field microclimate analysis 2. To understand equipment applications & limitations 3. To practice collecting microclimate dataSpring 2009SCHEDULE for MAY 6, 2009
Washington - BES - 316
BES 316SOIL FIELD ANALYSIS AND COLLECTION PART I Goals for Today1. To learn about selected approaches in the analysis of soils from field sites 2. To understand equipment applications & limitations 3. To explore properties of soils from contrasti
Washington - BES - 316
SoilsMicroenvironmentsAboveground environmentMicroclimateBelowground environmentEdaphic factors soil environmentDefinitions of SOILGeologic definition: Loose surface of the earth as distinguished from solid bedrock (support of plant lif
Washington - BES - 316
BES 316SOIL FIELD ANALYSIS AND COLLECTION PART II Goals for Today1. To learn about selected approaches in the analysis of soils from field sites 2. To understand equipment applications & limitations 3. To explore properties of soils from contrast
Washington - BES - 316
BES 316SOIL LABORATORY ANALYSIS Goals for Today1. To learn about selected approaches in the lab analysis of soils 2. To understand equipment applications & limitations 3. To explore properties of soils from contrasting field sites 4. To understand
Washington - BES - 489
Ecoregions of Washington StateBES 489 Winter 2009Washington State EcoregionsMarine Nearshore West-side Montane To Alpine Douglas-fir / Grand firSitka Spruce Western Hemlock Ponderosa PinePalouse PrairieShrub SteppeWest-side Montane Alpin
Washington - BES - 489
Marine Shoreline EcosystemsMarine EcosystemsI. Habitats1. Habitat Zones 2. Locations 3. Perspectives in Geological TimeII. Ecosystems1. Oceanic & Neritic Ecosystems 2. Littoral EcosystemsIII. Human Interactions1. Introduced Species 2. Harve
Washington - BES - 489
Rocky Intertidal1. Rocky Intertidal OrganismsA) Primary Producers: examplesMacroalgae & Crustose algaeBrown Algae dominate mid to id lower intertidalRed Algaemost prominent upper to mid intertidalGreen Algae most prominent upper to mid int
Washington - BES - 489
BES 489Winter 2009Freshwater EcosystemsI. Freshwater Ecosystem Types 1. Definition & classificationFreshwater Wetlands in the NorthwestII. Freshwater Wetland Ecology 1. Wetland productivity 2. Wetland environments 3. Ecological functions III
Washington - BES - 489
BES 489Winter 2009Western Lowland ForestsI. Western Washington Forest Zones II. Forest Community Diversity in the Western Hemlock ZoneWestern Lowland Forest EcosystemsIII. Lowland Old Growth Forest Communities IV. IV Biotic Interactions in L
Washington - BES - 489
BES489Winter2009WestSideLowlandForestEcologySupplementaryIllustrationsFigures used in lectures that are enlarged here for easier reading
Washington - BES - 301
BES301ScienceMethods&Practice9/24/08o CourseIntroduction:goals&structure o TheScientificMethod o ScienceasaWayofKnowing o NaturalSciencesatUWB I.CourseIntroduction:goals&structure 1.GeneralCourseGoals(1)afoundationalcourseforBachelorofScience(
Washington - BES - 301
Science Methods & Practice Sept. 29, 2008BES 301Scientific InquiryHow do we "do science" ?ObservationsScientific InquiryReflectionQuestion "Inquiry Cycle" Actions Conclusions Applications Further questions Hypotheses Study design
Washington - BES - 301
Science Methods & PracticeBES 301Pattern & ProcessLinking PATTERN and PROCESSOctober 6, 2008Observations, Questions & Hypotheses ExerciseScientists assume these patterns have some understandable basis; that the world is not governed by chan
Washington - BES - 301
Campus Inquiry ProjectBES 301Campus Inquiry ProjectBES 301Carrying out a scientific studyGroup Project (teams of 4 5 students) 3 teams of 4 students 3t teams of 5 students f t d tPracticing science Develop a question & hypotheses Des
Washington - BES - 301
Science Methods & Practice November 5, 2008BES 30132.6 cm 23.2 14.1 35.2 36.8 45.1 33.5 33.9 16.6 38.2Describing Scientific Data23.2 31.6 35.6 26.2 36.7 32.4 42.6 27.8 42.8 47.6 These data need to be included in a report to Pacific Salmon Commi
Washington - BES - 301
Science Methods & PracticeBES 301November 12, 2008Interpreting Scientific DataReed Canary Grass (Phalaris arundinacae) - RCGInterpreting Data & Statistical Test ResultsInvasive non-native species of grass that takes over freshwater wetland
U. Houston - QUEST - 3316
Proper Developmental Toys for Infants:Baby Steps presents, "Grow and Go"Bonnie Elder and Megan Salley introduce toy small description Make it sound fun Perfect for parents and your infants Portable Car High chair Lap At such a critical
S.F. State - ONLINE - 856
A Linear Programming Optimization of Chateau DeCline's Bottling PlanPresenter 1: Ann Presenter 2: Binh Presenter 3: Carl Presenter 4: DanSystem Constr aints Chaut ea Decline has t he following supplies and cost s for t heir pr oduct s, as well a
S.F. State - ONLINE - 856
Student and Outsider Evaluation of 856 Project Presentations- SPRING 09 Presenting Team _Members_ Evaluator_ Evaluator's Team _ Content and Structure: Was the project scope clear and understandable? Do the project goals seem specific and attainable,
S.F. State - ONLINE - 856
Intra-Team Self-Evaluation 856 Project Presentation Intra-Team assessment (the only place where difference in individual effort is noted on the project) Everyone on the team starts off with a 90%. If you have 3 people on your team, the team has 270%
S.F. State - ONLINE - 856
#># #]#)#7# # # ## #! #"#$# %#&#'#(# #:#! #'"#("#)"#*"#+"#,"#-"#."#/"#0"#1"#2"#3"#4"#5"#6"#7"#8"#9"#:"#; "#<"#="# F#3#%atE#0`3fHEExif#II*## #(## 1# #2#i#2#T#OLYMPUS DIGITAL CAMERA #OLYMPUS IMAGING CORP. #u730/S730 #H#H#Version 1.0 #2008:01:12 12:
S.F. State - ONLINE - 856
III. Bechtel Project Management Work ProcessesPresented by: Jim McLain, Project Management ConsultantPresented to: San Francisco State University Graduate Students, Course DS 856, San Francisco, April 29-30, 2009HOW PROJECTS ARE ORGANIZEDProje
S.F. State - ONLINE - 856
Person 1 Person 2 Person 3 WBS ID Description short med long short med long short med long avg short avg.med 102 Engineering 95 100 105 97 100 103 93 96 100 95.0 98.7 103 PM 14 15 17 14 16 18 13 14 15 13.7 15.0 104 R/W Property Acc. 44 48 52 45 50 52
S.F. State - ONLINE - 856
Extra Practice (and answers) for Chapter 6 (1) First attempt Problem 11 without looking at the solution below:(2) This next one is modified from Prob 12: Given the following list of activities, durations and predecessors: activity Duration (wks) Pr
S.F. State - ONLINE - 856
More Practice for Chapter 8 (Resources) The two examples below highlight the difference between a time-constrained verses a resource constrained approach. While in reality some hybrid approach may be possible (both relax the schedule slightly and hir
S.F. State - ONLINE - 856
Prior to project start, we have MS A_id aid_1 aid_2 aid_3 aid_4 aid_5 aid_6 book A_id A B C D E F Dur 2 2 4 3 3 2 tot SL 0 2 0 1 0 0Note: the brown stuff is given to us- in advance, as here's an example where *costs* ar task PV 20 15 100 35 120 30
S.F. State - ONLINE - 856
This is the supporting Excel document for the Group Exercise Example in the Ch13 PPTstask a1 a2 a3 a4 a5 a6 a7predeces duration task cost sors (periods) cost breakdown none 2 20 linear a1 2 24 initial high intensity: 2/3s of cost accrued in 1st p
S.F. State - ONLINE - 856
Another example to show how NPV rate may effect project selection yearly rate of return year Project C outflows inflows undiscounted net return discounted net returns Project D outflows inflows undiscounted net return discounted net returns -400 -400
S.F. State - ONLINE - 856
activity A B C D E F Gpredecessor none A B A A D,E C,Fa 5 11 5 9 4 6 3days m 5 11 6 9 5 6 3b 5 14 7 15 12 12 6(a+4b+b)/6 [(b-a)/6]^2 te var 5 0 11.5 0.250 6 0.111 10 1.000 6 1.778 7 1.000 3.5 0.250Assume we want to be done by28 daysfi
S.F. State - ONLINE - 856
Activity a1 a2 a3 a4 a5 a6durationpredecessors 30 -13 a1 20 a1 16 a2 6 a3 5 a5,a6Activity a1 a2 a3 a4 a5 a6 CPM pathsa 17 6 16 13 2 2m 29 12 19 16 5 5b 47 24 28 19 14 8te=(a+b+4m)/6 var=(b-a)/6)^2 stdev 30 25 13 9 20 4 16 1 6 4 5 15 3
S.F. State - ONLINE - 856
Activity A B C D E Fpredecessor a none A B A A C,E,Fm 8 5 10 10 18 20 10 7 15 15 18 22b 12 9 20 50 18 42te= (4m+a+b)/6 10 7 15 20 18 25var = ( b-a)/6 )^2 0.44 0.44 2.78 44.44 0 13.44Look at each Path Path1 A->B->C->F Path2 A->D->F path3 A
S.F. State - ONLINE - 856
task a1 a2 a3 a4 a5 a6 a7 a8dur (wks) resources task predecessor(s) 2 3 none 3 2 a1 2 3 a2 1 2 a1 2 2 a1 7 2 a4,a5 2 3 a3 2 2 a6,a7a-Gantt chart task dur (wks) resources wk1 wk2 a1 2 3 3 a2 3 2 a3 2 3 a4 1 2 a5 2 2 a6 7 2 a7 2 3 a8 2 2 total res
S.F. State - ONLINE - 856
Activity A B C D E F GPRECEDENT -A A A B C,D E,FNormal time ormal cost rashedtime N C Crashedcost max days avail (cost/day) slope duration 3 50 2 70 1 20 25 6 80 4 160 2 40 24 10 60 9 90 1 30 23 11 50 7 150 4 25 22 8 100 6 160 2 30 21 5 40 4 70 1
S.F. State - ONLINE - 856
pt2You need to reduce the project to be 1 day shorterWe don't have any benefit info for shortening. We look at the cp and see what is the cheapest activity to shorten. (a1) So s predecessor days activities duration -a1 a1 a2 a3 a1 a4,a5,a6 reduce
S.F. State - ONLINE - 856
15% discount rate PrID pr1 pr2 pr3 pr4 pr5 pr6 pr7 pr8 pr9 pr10want to max:$1,705.7$1,641.6$1,705.7y0:initial net y1 net y2 net Decision coders y0 no extra with extra project description type coders returns return return NPV Variables used
S.F. State - ONLINE - 856
CH5 Exercises 1. Mrs. Tolstoy and her husband, Serge, are planning their dream house. The lot for the house sits high on a hill with a beautiful view of the Appalachian Mountains. The plans for the house show the size of the house to be 2,900 square