Life safety Essay Example | Topics and Well Written Essays - 1000 words

Life safety - Essay Example Some people believe that someone at the toilet stated the fire. The cause of the fire is officially undetermined (KRAJICEK, 2014). Inexplicably, the show had no fire apparatus in place. There were 50 fire extinguishers in store as well as 4 circus fire trucks parked a quarter mile from the tent. No fire men had been assigned to the show. The municipal was found to have inadequacies; however, the fury of the city had been focused on the circus (KRAJICEK, 2014). There were a slew of fire code changes as a result of the event, for instance the use of flame retardant tents, fire extinguishers were required 50-100 ft as well as having CT state police and the local fire department at hand, at any under tent performances. It as well lead to the burn on using pyrotechnic as well as flame acts in the presence of audiences with no approval by means of state or local permit processes (KRAJICEK, 2014). â€Å"The Haunted Castle at Six Flags Great Adventure† happened to be a haunted house attraction which was at Six Flags Adventure Enjoyment Park in the Jackson Township in New Jersey. It was on the 11th of May 1984 when 18 teenage visitors within this attraction only to lose their lives after the castle caught up on fire. Six Flags Great Adventure as well as its parent company, the Six Flags, were charged with manslaughter, accused of having recklessly causing death through failure to take adequate safety measures against the fire. The prosecution did argue that there lacked an adequate active fire protection system such as sprinklers and smoke detectors which the accused had ignored even after repeated warnings. The accused argued that it was arson and no measures would have helped in saving lives. They were found to be innocent of the matter (Kathleen, 2014). There was response from fire fighters from surrounding 11 communities. Causes of death were carbon monoxide poisoning and smoke inhalation. The fires lead to several other haunted house

Histology Case Study Example | Topics and Well Written Essays - 500 words - 1

Histology - Case Study Example This patient had shoulder pains and later was diagnosed with carcinoma of scapula and spine. It was found that the metastasis was from the lung. Identification of Metastatic tissues: The Fourier transform-infrared statistical models are able to identify the changes in structure of DNA at different levels of development of tumors. The DNA structures that are connected to the development of metastasis are usually foreordained in the progenitor cells much earlier in several steps of tumorigenesis. Biopsy and immunoglobulin methods used to diagnose cancer. People having metastasis in lungs may not show symptoms early but through medical examination and with using imaging techniques can be used to diagnose primary cancer that lead to the diagnosis of pulmonary metastasis. In case of slow developing primary tumor, metastasis can be noticed much early at the initial stages of the disease. The spread is usually through blood, lymphatic vessels or both. Identified cells in sample of lung tissue and their characteristics: The affected cells in the lung tissues are like the goblet cell, epithelial cells basal cells etc. The epithelia cells have a define shape. The following are the characteristics of the epithelia cells i.e. they can be polygonal or cuboidal or rectangular. Few are irregular. They are compactly arranged on a tiny membrane. They usually lack intercellular spaces. They have a lot of cytoplasm. They are uninucleate. They can undergo mitotic divisions. Goblet cells have the following characteristics i.e. they are cup shaped and produce mucous fluid composed of a protein called mucin that is bonded with an electrolyte solution. Identifying cells responsible for the tumor: Melanoma pigment is found on these epithelia cells once they are metastasized. Melanoma can be described as a cancer of cells that produce pigments and are found on the mucous membranes. Their presence is an indication cancer and should therefore

The Definition Of Risk Health And Social Care Essay

The Definition Of Risk Health And Social Care Essay Risk Analysis, what for? (RA) can be defined like a process or technique used to measure the effect of the unknown, identifying the possible threats, analyse them and find measures to apply to eliminate or reduced this possible threat. This technique is used by a broad diversity of organisations, private and governmental ones (NATO, FAO, WHO, EFSA, OIE, ECDC), in the food safety sector in Spain by AESA/AESAN. . There are four stages to define in the RA system: hazard identification, risk assessment, risk management and risk communication. For a Risk to exist there has to be a hazard, which needs to be identified in the first instance. A hazard can be defined as a situation, or a condition that can make damage or make some kind of losses, to humans being, animals or environment (ISDR) . Hazard identification is a process or steps to take to permit us identify the possible threat in a situation. It is possible to link a particular hazard to a potential risk, but its not possible to identify all the hazards Risk assessment can be defined as the estimation, qualitative or quantitative, of the risk resulting from the hazard. There is two main processes qualitative and quantitative that must be specific depending on the situation. Risk management is the application of the necessary measures to evaluated, monitoring and take effective control of the risks, to minimize the possible negative impact of the development of this risk.(5,6) Risk communication tries to give a clear picture about the risk. This process requires a clear and exposed communication between all the parties involved, (stakeholders). This only can be achieved if some requisite take place: exchange of information, recognition of the grade and appreciation of risk, understanding the effects of options and create support for decisions. This can be achieved through meetings, discussions, interviews, web-blogs, Radio, TV. The following diagram shows the relationship between the three components of RA. (7). In Spain RA has become strategically important in veterinary and animal health (9).It is now a common tool in veterinary public health and used by governmental bodies that play a role in imposing regulations designed to protect animals or human health (AESA, MARM, RASVE, SIR, etc.). In the veterinarian field the RA can be conducted by two main systems.They are based on two models, one adopted by the Office International des Epizooties (OIE) and the one used by the Codex Alimentarius. Under the umbrella of the FAO/WHO Food Standards Programme, in 1963 was elaborated the Codex Alimentarius Commission with the mission of created procedures and codes of practice to regulated the food standards. (8). The RA system of the Codex has these main points: Risk Assessment Risk Management Risk Communication These definitions can be found in the Procedural Manual (13th Edition) of the Codex (REF). The Procedural Manual (13th Edition) of the Codex provides these definitions: Risk Assessment: A scientifically based process consisting of the following steps: hazard identification, hazard characterization, exposure assessment, and risk characterization. Risk Management: The process of evaluate alternatives policy, in consultation with all interested parties, considering risk assessment and other factors relevant for the health protection, the promotion of fair trade practices, prevention and control options. Risk Communication: The interactive exchange of information throughout the RA process concerning risk, related factors and risk perceptions, among assessors, managers, consumers, industry, and other interested parties, including the risk assessment findings and risk management initials decisions. The system used by the OIE, the CM model, comprises of the following components: (Apx 1) Hazard Identification Risk Assessment Risk Management Risk Communication. These definitions can be found in the à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..of the OIE (REF). (10) The OIE defines Hazard identification as the process of identifying the pathogenic agents which could potentially be introduced to the commodity considered for importation. Hazard identification is an added component in this system. It is a process used to identify hazards in a given situation that may pose a change in risk to animal or human health. (10) Risk assessment is described as the evaluation of the likelihood and the biological and economic consequences of entry, establishment, or spread of a pathogenic agent within the territory of an importing country. Risk management is the process of identifying, selecting and implementing measures that can be applied to reduce the level of risk. Risk communication is the interactive exchange of information on risk among risk assessors, risk managers and other interested parties. The main difference between the two systems is that the OIE has the hazard identification as a stage of the RA. The Codex system has the hazard identification as a part of the risk assessment (Apx 2). The Codex risk assessment stages: The OIE risk assessment stages: Hazard identification Release assessment Hazard characterisation Exposure assessment Exposure assessment Consequence assessment Risk characterization Risk estimate The perception about hazard differs between the Codex and the OIE. The Codex is determined in the relation cause/effect and the severity of the possible consequences. The main pointing the codex is the identification of the hazard, which is measure by descriptive categories; high, medium, lowà ¢Ã¢â€š ¬Ã‚ ¦ The objective of the OIE is the possible pathogens which represent a possible hazard in animals and animals product, and the management of this risk. The main point for the OIE is the assessment of the Risk release. In the OIE the RA is definitive linked with the cost /benefit of the measure to control this risk. The Codex highlights the relationship dose/response with the exposure assessment and defined as hazard characterisation. The OIE take into account all harmful effect. The Codex considers the effect of the consequence of the modification in the dose of the risk, (pathogen, toxin, or antibiotics residues ). In Spain the OIE system is used by the authorities to develop qualitative RA of the risks at the introduction of infect contagious diseases into Spain and the rest of Europe from Morocco, Africa. In this kind of analysis different parameters are used: Prevalence of infection, volume of trade, capacity of the virus to survive, the seasons and climatic conditions and potential for infection. The magnitude of the consequences goes in hand with the probability of transmission and spread. This is normally linked with costs and benefits of the decisions taken and the possible economic lost consequences of no action. Usually RA take place during an Outbreak of animal disease in counties closed to the own borders. The quicker approach is a qualitative RA. The Codex is concerned about food safety. The Programme are designed for protecting the public health and ensuring reasonable manage process in the food trade, promoting harmonization in food standards in the work undertaken by international governmental and private organizations. This Analysis is normally quantitative. It uses different tools and methods, such as the Monte Carlo methodology. The data comes from different sources that usually are collated into a model to predict prevalence and quantity. This Analysis takes into account the predictable exposures and other factors such consumer types, genders, health status etc. They included the effect of the uncertainty and variability. For all this is necessary to use mathematical and probabilistic models developed by computers programmes. One example is the QRA of the impact on human health on resistance of Salmonella Enteriditis and S. Tiphimurium in poultry products and eggs. Here they investigate how the use of antibiotic favours the emerging resistance in pathogens that could be transmitted to humans and animals through the food supply .This quantitative study gives a numeric value to the risk, because sufficient data is available (11,12,13,15 ) There are different types of RA: From Qualitative (descriptive), semi- quantitative to quantitative RA (deterministic/ stochastic). Qualitative RA is used in areas of the food security, human and animal health services. For every hazard established, an estimated risk is made on the severity of the likelihood of the hazard occurring. However, the classifications used are often inadequate as the likelihood of a hazard to occur is never precise.. Also a probability database is not required, but there needs to be sufficient information that let us establish the likelihood and the effect of the risk problem. This method can be subjective, which reduces its significance. The envisaged goal is important to carry out the appropriate activities that will lead to the expected outcomes. The Quantitative RA system, used the Covello Merkhofe, works with simulation modelling. The Monte Carlo simulation is a reliable tool, flexible, is simple to test and to describe and less influence to human mistake in the progression of the model. it is desirable to check it to observe if the model do come with something totally unrealistic. This method is also subjective due to the chance to select the distribution during the description of the data. The semi QRA is a clear approach for the effective control of a range of risk issues. It is commonly used in commercial projects. The SQRA produces a arithmetical risk estimation establish on a combination of qualitative and quantitative data. The problem is that due to a lack of obtainable data, only excessive risk will be avoided with this method. It is therefore not fully acknowledged worldwide. All this models need to be reviewed after the first stage of the assessment has been carried out. In Spain, as in the rest of EU, RA is utilised in a variety of areas such as education, engineering, science, environment, private and public governmental agencies (health service, military, banking, trade, etc.). Spain has to follow a specific EU legislation in activities related to food production. The use of the ARICPC, Spanish version of the HACCP, became compulsory by the Real Decreto 2207 in 1995,on 28 December. The Regulation (EC) No 852/2004 of the European Parliament and Council of 29 April 2004 are now actually in force. Hazard Analysis Critical Control Point (HACCP) is globally recognised as the most excellent system of assuring product preserve by controlling food borne cover hazards. This legislation specifies the compulsory nature of the application of the risk analysis of these kinds of processes bearing in mind the protection of the population; The (EC) 178/2002, Article 6 (Risk Analysis), Paragraph 1 states: In order to achieve the general objective of a high level of protection of human health and life, food law shall be based on risk analysis except where it is not appropriate to the circumstances or the nature of the measure. In Spain the HACCP system is used by the regional governments to regulate the food industry in a broad spectrum of activities: Bakers, ice cream, fishery products, dairy products, meat and meat products, pre-cooked meals, water, preserved food, beer, sugar, wine, oil, juice, vegetables, eggs, catering, spirit, sweets and pastries, abattoirs, cutting plants, butcher shops, restaurants, coffee shops, barsà ¢Ã¢â€š ¬Ã‚ ¦etc. In all this activities there is a Risk to identify, the risk in food or agro food risks. There are nutritional risks, chemical risks (arsenic, nitrates, nitrites, cadmium) physical risks (temperatures, ionising radiations), biological risks (Salmonellas, Campylobacter, E. Coli, C. Burnetii, TSE) ,pesticides, veterinarian drugs residues. . The residues from pharmaceutical production, from hospitals, illegal drugs, Veterinary medicine use, like antibiotics and steroids, and farming activities.(pict1) Other areas, where RA is applied, are those derived from animal diseases outbreaks. In March 2009 there was a higher risk that the Serotype 4 or the Bluetongue (which had been eradicated from Spain) could come back from the North of Africa because of the wind carrying the infected vector over. This was outlined in the last RA by Sanidad Animal so they could take the necessary measures. By the Order ARM/575/2010, in all the south of Spain, all livestock had to be vaccinated against the serotype 4 of Bluetongue, to stop the spread of the disease. Possible animal health or animal related human health hazards, that require RA, may include new or unusual infections in animals such as Bluetongue in the north European cattle, West Nile virus infection in Europe, or increases in endemic zoonotic diseases like Leishmaniasis, an infection caused by a protozoan parasite of the genus Leishmania (14). The amount of hazards both related to animal diseases and food safety, represents really a long list .It is important for the body control, first to identify which of the hazards are most likely to represent and immediate threat. The following stage will be to formulate the right question, which could be very simple and straightforward. For instance: which risks are you or your organisation interested in? Is there a case to do a Risk Assessment? What outcome is expected? Zero risk or acceptable risk? The right questions will lead to relevant information already made available. However, if the questions lack in timing and dont deliver the correct definition of the hazard/s involved, and this is not sorted at an early stage, the following part of the assessment could be biased or completely compromised. The whole information and data accessible will define the pathway to taken. If the hazard is a disease, it is important to obtain a wide range of information from different sources, to gain an overall picture of the hazard presented and the possible risks estimated from the result of the evaluation of data collated. This process is time consuming, demands expertise, resources and financial backing. Financial and human resources are fundamental to avoid unreported health status. Developing countries dont necessarily have the support and resources available to apply the necessary systems effectively and rely strongly on outside support. Generally a lack of finances stops the development of specialist colleges and institutions. PREVENTION IS BETTER THAN CURE Adagiorum Collectanea 1536, Erasmo de Rotterdam (Rà ³terdam, 1466/69)

The Definition of Success Essay examples -- Expository Definition Essay

What is success? How does one succeed in life? A few moments' thought will convince us that the question is by no means an easy one to answer. We say this, that, or the other man is successful, but what do we mean by it? One man has houses and lands, has a large bank account, drives fast horses and has many apparent friends, such a man is accounted successful. Yet all of these things that minister to his pleasure have been acquired by unremitting labor, by hard, avaricious dealings with his fellow-men, by trampling upon the hearts and affections of thousands; in the face of these facts is the man a successful one? The question will be answered differently, according; to the views of life of the one answering it. Some think wealth is the only measure of success no matter how attained. Su...

Eleven Seconds: Autobiography of Travis Roy †Book Report Essay

Travis Roy, a former collegiate hockey player, wrote his tragic story in a book called Eleven Seconds. Well, he didn’t physically write it down himself; he dictated the story to E.M. Swift, who organized Travis’ words into the book. This is because Travis Roy is a quadriplegic. After a mere eleven seconds of Travis’ first college hockey game, his dreams of the NHL were shattered forever. Travis Roy’s autobiography, Eleven Seconds, has three parts. In the first part, Travis tells about his childhood and his high school career. He reminisces about the fun he had playing little league hockey and how he would help out at the rinks that his father managed. The next part in the story is the climax. Travis describes his feelings and emotions leading up to game-time of his first college hockey game. He is extremely excited to be playing the sport he loves at such a high level of competition, but within eleven seconds, everything is stripped away from Travis. He tries to check an opponent into the boards, but misses and hits the glass awkwardly. At this point it is all over. Travis Roy is paralyzed from the neck down: a quadriplegic. For the remainder of the story, Travis describes the motionless life that has been forced upon him. He tells about the pain of never being able to play hockey, or even live a normal life again. Travis explains the emotional battle his whole family was forced into and also states his case for stem cell research. Eleven Seconds is a very well written book in my opinion. It is easy to read and has a friendly tone. I’m happy to have read the book because it made me realized that I should appreciate the little things in life that I take for granted every day. What if I woke up one day and couldn’t move my arms or my legs? That is the way Travis Roy will wake up every day for the rest of his life. I wonder if I would be able to cope with a situation like Travis’. I don’t think I would be mentally and emotionally strong enough. The book, Eleven Seconds, made me look at life from a different perspective. I didn’t feel like I was reading about just some random guy who had an unfortunate incident, but a person that is similar to me in many ways. Travis had hopes and dreams just like I do. Therefore, I was able to relate to Travis’ burning desire to follow through with his passion and it really saddened me  to read about the way he became a quadriplegic, doi ng the very thing that he loved. I would recommend Eleven Seconds to anyone who thinks their problems are too big to handle. The book is a good reminder that we should be thankful for everything we are able to do in our lives. Any time we have a meal, take a shower, brush our teeth, or get dressed, we are doing more than Travis can do on his own. I think the story is also a great motivator to live every day to the fullest. People who like hockey would probably be interested in Travis’ story as well. Travis Roy comes off as a warm and loving person, despite his terrible injury, so his book Eleven Seconds should be easy for most anyone to read. The only hard part might be keeping one’s tears off of the pages.

1957 and Soil

Pennsylvania State University Berks Campus Reading, Pennsylvania SOILS 101 – Introductory Soils Spring 2013 Course Description: SOILS 101 (GN) Introductory Soils (3 credits). A study of soil properties and processes and relationships to land use, plant growth, environmental quality, and society. Overview: This survey and foundational course introduces students to a broad range of subject matter from most sub-disciplines of soil science.The students study a range of soil characteristics and seek to understand their relationship to soil function, land use, plant growth, environmental quality, and society/culture. This course introduces students to the variety and complexity of soils on a local, national, and international scale. This introductory course in soil science introduces the student to the study, management, and conservation of soils as natural bodies, as media for plant growth, and as components of the larger ecosystem.This course presents basic concepts of all aspects of soil science including: composition and genesis; physical, chemical, and biological properties; soil water; classification and mapping; soil conservation; management practices; and soil fertility and productivity including practices of soil testing, use of fertilizers and manures, and liming. The course introduces the relationships of soil to current concerns such as environmental quality and non-agricultural land use. This course should instill awareness of soil as a basic natural resource, the use or abuse of which has a considerable influence on human society and life in general.This course is required or on a list from which students select for many environmental and agriculturalrelated majors. It is specifically listed as a prerequisite for many other SOILS courses and for several soils-related courses taught at Penn State. This course also satisfies the requirement for 3-credits in the natural sciences (GN), for non-science maojors or any student interested in soils, ecolo gy, or the environment. Course Objectives: At the end of this course, students should be able to: ? ? ? ? ? ? ? ? Appreciate the variety and complexity of soils.Describe the ways in which soils are an integral component of the terrestrial ecosystem. Use the technical terminology associated with the description and use of soils. Identify soil properties important to land use, environmental quality, plant growth and society/culture. Demonstrate skills required to make field observations and interpretations of soils for various uses. Retrieve and use information from a variety of sources for land use planning and soil management decisions. Explain the impact of land use and management decisions on agricultural productivity and sustainability, environmental and ecological health, and land degradation.Understand how soils can affect everyday decisions like how to develop a garden or where to build a house. – page 2 – Instructor: Dr. Mike Fidanza 234 Luerssen Office: 610-396 -6330 Cell: 484-888-6714 E-mail: [email  protected] edu Office Hours: Monday, Wednesday, and Friday, 9:00 am – 9:50 am, and 11:00 am – 11:50 am; or, by appointment (call or e-mail to schedule an appointment) Class Lecture: Monday, Wednesday, and Friday, 125 Luerssen Building, 10:00 am – 10:50 am. Required Textbook: Brady, N. C. and R. R. Weil. Elements of the Nature and Properties of Soils. 3rd edition*.Pearson/Prentice-Hall, Upper Saddle River, NJ. *or earlier editions are acceptable Grading: 4 exams †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 300 points †¢ lowest exam score dropped †¢ 3 exams X 100 points per exam = 300 points total 15 quizzes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 150 points †¢ 15 quizzes X 10 points per quiz = 150 points total Soils Writing Assignment . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 50 points †¢ Fertilizer Worksheet ————————————————————————————————–Total †¦.. 500 points Final Grade will be based on the following scale:Points Grade Points Grade ? 465 A 385 – 399 C+ 450 – 464 A350 – 384 C 435 – 449 B+ 300 – 349 D 415 – 434 B ? 299 F 400 – 414 B- Exams: Exam format is typically multiple choice, true/false, and matching. Exact content and format of each exam will be discussed in class by the instructor. The lowest exam score of the four exams will be dropped, therefore, only the top three exam scores will count towards the final co urse grade. Quizzes: Quiz format is typically multiple choice, true/false, and/or matching delivered online through the ANGEL course website.Exact content and format of each quiz will be discussed in class by the instructor and/or information will be available on the ANGEL course website. Soils Writing Assignment: To be explained in class. – page 3 Class Attendance and Etiquette: Attendance is highly recommended since some lecture information will not be found in the text, and handouts and other supplemental material will be available only on the day on which they are presented in class. Class attendance and participation may be considered toward your final grade.Attendance will be recorded on a random basis, however daily attendance may be recorded if absenteeism or lateness is a problem. Appropriate and respectful behavior is always expected. Also, please silence cell phones during class time. Academic Integrity: Students are expected to be familiar with the University Rule s and Policies regarding academic integrity. Refer to the Penn State Berks Campus Student Handbook, or locate the document on Penn State’s website, which can be accessed through any computer terminal connected to the PSU Center for Academic Computing.Academic integrity is defined as the pursuit of scholarly activity free from fraud and deception. Academic dishonesty includes, but is not limited to: cheating, failure to protect your work from others (or facilitating acts of academic dishonesty by others), plagiarism, fabrication of information or citations, unauthorized prior possession of examinations, submitting the work of another person or work previously used without informing the instructor, or tampering with the academic work of others. A student charged with academic dishonesty will be given oral and written notice of the charge by the instructor.If the student feels that they have been falsely accused, they should seek redress through informal discussions with the ins tructor (first), division or department head, dean, or CEO. If the instructor believes the infraction to be sufficiently serious to warrant referral of the case to the Office of Conduct Standards, or result in a grade of â€Å"F† for the student for the course, the student and faculty instructor will be afforded formal due process procedures outlined in the University Rules and Policies mentioned above.Academic dishonesty will be dealt with strictly and in accordance with Pennsylvania State University policy. Disclaimer: The class schedule, policies, statements, and assignments in this course are subject to change in the event of extenuating circumstances or by mutual agreement between the instructor and the students. **** Weather Emergency: Call 610-396-6375 for up-to-date Berks Campus information. **** – page 4 – Date: Jan Jan Jan 7 9 11 M W F Topic: Introduction and course administration Introduction to soil scienceIntroduction to soil science (continued) Tex tbook Chapter: 1 1 1 Jan Jan Jan 14 16 18 M W F Soil formation Soil formation Soil formation 2 2 2 Jan Jan Jan 21 23 25 M W F NO CLASS – Martin Luther King Day Soil classification Soil classification –3 3 Jan Jan Feb 28 30 1 M W F Soil classification Exam #1, chapters 1, 2, 3 Soil physical properties 3 –4 Feb Feb Feb 4 6 8 M W F Soil physical properties Soil physical properties Soil physical properties 4 4 4 Feb Feb Feb 11 13 15 M W F Soil water Soil water Soil and the hydrologic cycle 5 5 6 Feb Feb Feb 8 20 22 M W F Soil and the hydrologic cycle Soil aeration and temperature Soil aeration and temperature 6 7 7 Feb Feb Mar Mar Mar Mar Mar 25 27 1 411 13 15 M Clays and soil chemistry W Exam #2, chapters 4, 5, 6, 7 F Clays and soil chemistry 8 NO CLASS – Spring Break M Clays and soil chemistry W Soil acidity and other properties F Soil acidity and other properties 8 –8 Mar Mar Mar 18 20 22 M W F Soil biology and ecology Soil biology and ecology Soil biology and ecology 10 10 10 Mar Mar Mar 25 27 29 M W F Soil organic matter Soil organic matterSoil organic matter 11 11 11 Apr Apr Apr 1 3 5 M W F Soil fertility Exam #3, chapters 8, 9, 10, 11. Soil fertility 12 –12 Apr Apr Apr 8 10 12 M W F Nutrients management and fertilizers Nutrient management and fertilizers Nutrient management and fertilizers 13 13 13 Apr Apr Apr 15 17 19 M W F Soil erosion Soil erosion Soil erosion 14 14 14 Apr Apr Apr 22 24 26 M W F Soil and chemical pollution Soil and chemical pollution Soil and chemical pollution 15 15 15 8 9 9 ************ April 29 – May 3: Final Exam Week (Exam #4, chapters 12, 13, 14, 15). ************