aads

Why college is so expensive, and how to fix it (Synopsis) [Starts With A Bang]

“When we make college more affordable, we make the American dream more achievable.” -Bill Clinton

Over the next four years, the University of Helsinki will see its budget reduced by approximately 100 million Euros, or about 15% of its annual expenditures. As a response, it’s reducing its workforce by 980 members, a necessary cut given the budgetary changes.

Image credit: E. Siegel, created at http://ift.tt/1T6MyrF, with data from University of Helsinki here: http://ift.tt/1ONrDlC.

Image credit: E. Siegel, created at http://ift.tt/1T6MyrF, with data from University of Helsinki here: http://ift.tt/1ONrDlC.

Yet how they chose to cut their budget provides a model for how US colleges can reduce tuition for students and improve the faculty experience: nearly 2/3 of the cuts are to full-time administrators, where virtually all university expenditure increases have taken place over the past 20+ years. By joining forces, faculty and students can end the new administrative tyranny, and make college both affordable (for students) and pleasant (for professors) once again.

Image credit: Concordia College, under c.c.a.-s.a.-3.0.

Image credit: Concordia College, under c.c.a.-s.a.-3.0.

Here’s the blueprint, only on Forbes!



from ScienceBlogs http://ift.tt/1ONrBdg

“When we make college more affordable, we make the American dream more achievable.” -Bill Clinton

Over the next four years, the University of Helsinki will see its budget reduced by approximately 100 million Euros, or about 15% of its annual expenditures. As a response, it’s reducing its workforce by 980 members, a necessary cut given the budgetary changes.

Image credit: E. Siegel, created at http://ift.tt/1T6MyrF, with data from University of Helsinki here: http://ift.tt/1ONrDlC.

Image credit: E. Siegel, created at http://ift.tt/1T6MyrF, with data from University of Helsinki here: http://ift.tt/1ONrDlC.

Yet how they chose to cut their budget provides a model for how US colleges can reduce tuition for students and improve the faculty experience: nearly 2/3 of the cuts are to full-time administrators, where virtually all university expenditure increases have taken place over the past 20+ years. By joining forces, faculty and students can end the new administrative tyranny, and make college both affordable (for students) and pleasant (for professors) once again.

Image credit: Concordia College, under c.c.a.-s.a.-3.0.

Image credit: Concordia College, under c.c.a.-s.a.-3.0.

Here’s the blueprint, only on Forbes!



from ScienceBlogs http://ift.tt/1ONrBdg

Here’s What Super Tuesday Voters Think About Climate Change

Ugh.
Super Tuesday voters at Sherrod Elementary School in Arlington, Texas. LM Otero/AP

Super Tuesday voters at Sherrod Elementary School in Arlington, Texas. LM Otero/AP

Voters in a dozen or so states are heading to the polls Tuesday for the year’s biggest presidential primary clashes so far. The victors will find themselves a giant step closer to the Oval Office, where they would have a chance to reshape US policy on a wide range of issues, including climate change. So we decided to take a look what voters in the Super Tuesday states think about global warming.

Last year, the Yale Program on Climate Change Communication released a nationwide study of Americans’ attitudes toward climate science and policy. In many states—especially the large bloc of southern states voting on Tuesday—the results were not particularly encouraging.

According to the Intergovernmental Panel on Climate Change, scientists are 95 percent certain that human activities are responsible for most of the dramatic warming since the 1950s. But according to Yale’s estimates, that opinion is shared by less than half of adults in Alabama, Alaska, Arkansas, Georgia, Minnesota, Oklahoma, Tennessee, Texas, Virginia, and Wyoming.

Overall, just 48 percent of adults in the Super Tuesday states accept the scientific consensus.

Here’s a slightly different way to look at the data. Yale combined those who believe global warming is mostly driven by humans with those who said it’s caused by both nature and humans. The researchers also combined two types of climate science deniers: those who believe the warming is natural and those who simply don’t believe that the world is getting warmer. This makes the numbers look a bit better, but in many of the Super Tuesday states, a huge number of people still clearly reject the scientific consensus.

Stats like this go a long way toward explaining why all five of the remaining GOP presidential candidates continue to reject the realities of climate science.

Master image: Luis Molinero/Shutterstock



from Climate Desk http://ift.tt/1Sgulqt
Ugh.
Super Tuesday voters at Sherrod Elementary School in Arlington, Texas. LM Otero/AP

Super Tuesday voters at Sherrod Elementary School in Arlington, Texas. LM Otero/AP

Voters in a dozen or so states are heading to the polls Tuesday for the year’s biggest presidential primary clashes so far. The victors will find themselves a giant step closer to the Oval Office, where they would have a chance to reshape US policy on a wide range of issues, including climate change. So we decided to take a look what voters in the Super Tuesday states think about global warming.

Last year, the Yale Program on Climate Change Communication released a nationwide study of Americans’ attitudes toward climate science and policy. In many states—especially the large bloc of southern states voting on Tuesday—the results were not particularly encouraging.

According to the Intergovernmental Panel on Climate Change, scientists are 95 percent certain that human activities are responsible for most of the dramatic warming since the 1950s. But according to Yale’s estimates, that opinion is shared by less than half of adults in Alabama, Alaska, Arkansas, Georgia, Minnesota, Oklahoma, Tennessee, Texas, Virginia, and Wyoming.

Overall, just 48 percent of adults in the Super Tuesday states accept the scientific consensus.

Here’s a slightly different way to look at the data. Yale combined those who believe global warming is mostly driven by humans with those who said it’s caused by both nature and humans. The researchers also combined two types of climate science deniers: those who believe the warming is natural and those who simply don’t believe that the world is getting warmer. This makes the numbers look a bit better, but in many of the Super Tuesday states, a huge number of people still clearly reject the scientific consensus.

Stats like this go a long way toward explaining why all five of the remaining GOP presidential candidates continue to reject the realities of climate science.

Master image: Luis Molinero/Shutterstock



from Climate Desk http://ift.tt/1Sgulqt

Celebrate New England’s National Parks

By Gina Snyder

This is a year of anniversaries for the Boston Harbor and Islands. Twenty-five years ago the Massachusetts Water Resources Authority announced that no more sludge would be dumped into the harbor. After over 100 years of discharges to the harbor, this was a real milestone and it opened the way for the Boston Harbor Islands to become a unit of the National Park System 20 years ago. And just a decade ago, Spectacle Island, reclaimed from a former landfill, was opened for visitors.

While the first National Park was created on March 1st, 1872, it wasn’t until 100 years ago this year that we had a National Park Service. What better way to celebrate the first National Park and the 100th anniversary of the Park Service than for New Englanders to visit the island jewels in Boston Harbor and celebrate the environmental milestones at the same time?  Ferries run in summer to some of the 34 islands in the park, including Spectacle Island and George’s Island (www.nps.gov/boha).

Visiting our National Parks is a great way to enjoy nature. As of this year, Massachusetts has sixteen National Park locations DeerIsland.NPservice(www.nps.gov/ma) among twenty-seven national parks plus several national historic sites and scenic trails in all of New England. Ranging from small historic sites to a 2,180-mile long public footpath known as the Appalachian National Scenic Trail that runs from Maine to Georgia, these parks give you a variety of choices for celebrating the centennial.

If it’s a small historic site you want, why not head to JFK’s birthplace in Brookline or Washington’s headquarters at the Longfellow House in Cambridge. And if it’s a wilderness hike in nature, check out one or all 2,000 miles of the Appalachian Trail as it runs through the scenic, wooded, pastoral, wild, and culturally resonant lands of the Appalachian Mountains, through Connecticut, Massachusetts, Vermont, New Hampshire and Maine.

New Hampshire, Connecticut and Vermont each have one National Park – Weir Farm National Historic Site in Connecticut, Saint-Gaudens National Historic Site in New Hampshire and Marsh-Billings-Rockefeller National Historical Park in Vermont. Maine and Rhode Island each have two sites. In Maine – well-known Acadia National Park and Saint Croix Island International Historic Site, home of the earliest French presence in North America. And in Rhode Island, Roger Williams National Memorial in Providence and Touro Synagogue National Historic Site in Newport.

Celebrating our national parks lets us get outside to enjoy the environment. Here in the Boston area, it’s an advantage that you can get to many of our nearby parks by public transit. The three right in Boston are easily accessible: Besides the Harbor Islands, Boston’s National Historic Park is at Faneuil Hall (www.nps.gov/bost) and the Boston African American National Historic Site and meeting house is centered on the north slope of Beacon Hill (www.nps.gov/boaf).

In this year of centennial celebration for the National Park Service you are invited to get out and find your park, ( http://ift.tt/1W8w68Y) but with the success of the Boston Harbor clean up, you can get out and find your island.

-30-

About the author:  Gina Snyder works in the Office of Environmental Stewardship, Compliance Assistance at EPA New England and serves on her town’s climate committee.



from The EPA Blog http://ift.tt/1Ql2ym7

By Gina Snyder

This is a year of anniversaries for the Boston Harbor and Islands. Twenty-five years ago the Massachusetts Water Resources Authority announced that no more sludge would be dumped into the harbor. After over 100 years of discharges to the harbor, this was a real milestone and it opened the way for the Boston Harbor Islands to become a unit of the National Park System 20 years ago. And just a decade ago, Spectacle Island, reclaimed from a former landfill, was opened for visitors.

While the first National Park was created on March 1st, 1872, it wasn’t until 100 years ago this year that we had a National Park Service. What better way to celebrate the first National Park and the 100th anniversary of the Park Service than for New Englanders to visit the island jewels in Boston Harbor and celebrate the environmental milestones at the same time?  Ferries run in summer to some of the 34 islands in the park, including Spectacle Island and George’s Island (www.nps.gov/boha).

Visiting our National Parks is a great way to enjoy nature. As of this year, Massachusetts has sixteen National Park locations DeerIsland.NPservice(www.nps.gov/ma) among twenty-seven national parks plus several national historic sites and scenic trails in all of New England. Ranging from small historic sites to a 2,180-mile long public footpath known as the Appalachian National Scenic Trail that runs from Maine to Georgia, these parks give you a variety of choices for celebrating the centennial.

If it’s a small historic site you want, why not head to JFK’s birthplace in Brookline or Washington’s headquarters at the Longfellow House in Cambridge. And if it’s a wilderness hike in nature, check out one or all 2,000 miles of the Appalachian Trail as it runs through the scenic, wooded, pastoral, wild, and culturally resonant lands of the Appalachian Mountains, through Connecticut, Massachusetts, Vermont, New Hampshire and Maine.

New Hampshire, Connecticut and Vermont each have one National Park – Weir Farm National Historic Site in Connecticut, Saint-Gaudens National Historic Site in New Hampshire and Marsh-Billings-Rockefeller National Historical Park in Vermont. Maine and Rhode Island each have two sites. In Maine – well-known Acadia National Park and Saint Croix Island International Historic Site, home of the earliest French presence in North America. And in Rhode Island, Roger Williams National Memorial in Providence and Touro Synagogue National Historic Site in Newport.

Celebrating our national parks lets us get outside to enjoy the environment. Here in the Boston area, it’s an advantage that you can get to many of our nearby parks by public transit. The three right in Boston are easily accessible: Besides the Harbor Islands, Boston’s National Historic Park is at Faneuil Hall (www.nps.gov/bost) and the Boston African American National Historic Site and meeting house is centered on the north slope of Beacon Hill (www.nps.gov/boaf).

In this year of centennial celebration for the National Park Service you are invited to get out and find your park, ( http://ift.tt/1W8w68Y) but with the success of the Boston Harbor clean up, you can get out and find your island.

-30-

About the author:  Gina Snyder works in the Office of Environmental Stewardship, Compliance Assistance at EPA New England and serves on her town’s climate committee.



from The EPA Blog http://ift.tt/1Ql2ym7

Green Infrastructure: Innovative Solutions to Stormwater Pollution

By Barbara Pualani

EPA identifies stormwater as the number one threat to our waterways. Stormwater pollution is the result of development and the heavy use of impervious materials, such as concrete and metals, in our everyday construction. These surfaces discourage water from soaking into the ground, so when it rains, stormwater runs off these surfaces and into our water bodies, carrying solid waste and pollution with it. Green infrastructure provides an effective solution to the stormwater pollution problem by taking advantage of nature’s inherent properties. By using pervious surfaces that allow water to soak into the ground, pollutants can be filtered out before entering waterways. In a joint project, Nassau County Soil and Water Conservation District and New York State Department of Environmental Conservation produced an educational film “Stormwater Pollution and Green Infrastructure” (shown below), in order to highlight this very important issue. Director of the Clean Water Division at EPA Region 2, Joan Matthews, featured in the video, touts the success of green infrastructure projects everywhere – “green infrastructure works and it helps to reduce pollutants.” Watch, learn, enjoy – we all have a role to play in reducing stormwater pollution.

To learn more and for more stormwater education resources, visit: www.NassauSWCD.org

About the author: Barbara Pualani serves as a speechwriter for EPA Region 2. Prior to joining EPA, she served as a Peace Corps Volunteer in the Dominican Republic. She resides in Brooklyn and is a graduate of University of Northern Colorado and Columbia University.



from The EPA Blog http://ift.tt/1LuHsTs

By Barbara Pualani

EPA identifies stormwater as the number one threat to our waterways. Stormwater pollution is the result of development and the heavy use of impervious materials, such as concrete and metals, in our everyday construction. These surfaces discourage water from soaking into the ground, so when it rains, stormwater runs off these surfaces and into our water bodies, carrying solid waste and pollution with it. Green infrastructure provides an effective solution to the stormwater pollution problem by taking advantage of nature’s inherent properties. By using pervious surfaces that allow water to soak into the ground, pollutants can be filtered out before entering waterways. In a joint project, Nassau County Soil and Water Conservation District and New York State Department of Environmental Conservation produced an educational film “Stormwater Pollution and Green Infrastructure” (shown below), in order to highlight this very important issue. Director of the Clean Water Division at EPA Region 2, Joan Matthews, featured in the video, touts the success of green infrastructure projects everywhere – “green infrastructure works and it helps to reduce pollutants.” Watch, learn, enjoy – we all have a role to play in reducing stormwater pollution.

To learn more and for more stormwater education resources, visit: www.NassauSWCD.org

About the author: Barbara Pualani serves as a speechwriter for EPA Region 2. Prior to joining EPA, she served as a Peace Corps Volunteer in the Dominican Republic. She resides in Brooklyn and is a graduate of University of Northern Colorado and Columbia University.



from The EPA Blog http://ift.tt/1LuHsTs

Star of the week: Pollux the brighter Twin star

Golden Pollux. You almost never see an image of this star in the sky without its fellow star, Castor. But we chose this image because it shows Pollux' yellowish color. This image is from a post on ScienceBlogs about seeing red in star colors.

Golden Pollux. You almost never see an image of this star in the sky without its fellow star, Castor. But we chose this image because it shows Pollux’ yellowish color. This image is from a post on ScienceBlogs about seeing red in star colors.

Pollux, otherwise known as Beta Geminorum, is the 17th brightest star in the sky, prominent in evening skies from late fall through spring each year. It is ideally placed for viewing in March, when you’ll find this star highest in the sky during the evening hours as seen from around the globe. Follow the links below to learn more about the star Pollux in the constellation Gemini.

How to see the star Pollux.

Pollux science.

History and mythology of Pollux.

The Geminid meteors radiate from near star Castor in Gemini.

The Geminid meteors, which happen every year in December, radiate from near stars Castor and Pollux in Gemini.

Pollux. This image is from a post on ScienceBlogs about seeing red in star colors. In fact, Pollux appears golden in color.

How to see the star Pollux. As seen from latitudes like those in the U.S., Pollux and its nearby companion, Castor, pass high overhead. There are no bright stars immediately around them, which makes them stand out and easy to identify. They are noticeable for being bright and close together, and so are often referred to as twin stars.

However, there are plenty of bright stars in this general area of the sky. A line drawn from Regulus in Leo to Capella in Auriga passes near Pollux and Castor. Similarly, a line drawn from Rigel through Betelgeuse in Orion, and extending perhaps three times the distance between them also passes near Gemini’s twins.

Pollux is a yellowish color, while Castor is white with perhaps a tinge of pale blue. One other way to distinguish which is which is to notice that Pollux is slightly brighter than Castor.

Pollux is opposite the sun (opposition) on about January 15. This means that it is rising as the sun sets, and reaches its highest point at about local midnight. This situation is called a “midnight culmination,” and marks the time when the star crosses the meridian, an imaginary line drawn from due north, through the zenith overhead, down to the horizon due south, at midnight. Traditionally the night of midnight culmination is considered the best time for observation because it is the time when the star is in the sky all night long. However, you can easily see Pollux in the evening as early as early each year as mid-October, when it rises in the northeastern sky before midnight (daylight savings time).

From central Alaska, northern Canada and parts of Scandinavia northward, Pollux is circumpolar.

Enjoying EarthSky so far? Sign up for our free daily newsletter today!

You can see the comparative size of the star Pollux and our sun in this image, as well as some other stars.

Pollux science. Pollux is classified as a “K0IIIb” star. The K0 means that it is somewhat cooler than then sun, with a surface color that is a light yellowish orange. (Keep in mind that the color a star appears depends significantly on the sensitivity of the observer’s eyes, and that color is difficult to discern with most point sources.) The “III” is a “luminosity” class designator, indicating basically how much energy it is putting out, which is largely dependent on size. A type-III star is considered a “normal” giant or just a giant. Finally, the “b” indicates that Pollux is slightly below the average luminosity for this class.

A relatively close 34 light-years away, Pollux is about 31 times as bright as our sun in visible light, but Pollux also pumps out a good bit of energy in non-visible infrared radiation. With all forms of radiation counted, Pollux is about 46 times more energetic than our sun. According to Dr. James Kaler, Pollux is just under 10 times the diameter of the sun, making it a little less than 8 million miles across, and not quite twice the solar mass.

Although Castor, its fellow star as seen on Earth’s sky dome, is only a couple dozen light years from it, Pollux has no true gravitational companion star that we know of.

However, a large planet, at least 2.3 times the mass of Jupiter, was confirmed in 2006 to be orbiting Pollux. This planet, Pollux b, is not likely to harbor intelligent life, but at 34 light-years distance, it is one of the nearest of the 760 extrasolar planets discovered. Pollux b is orbiting Pollux with a period of about 590 days.

Pollux and Castor in Johann Bayer's star atlas Uranometria Omnium Asterismorum, first published in 1603. It was the first atlas to cover the entire celestial sphere. In it, Bayer gave Pollux the label Beta in Gemini, even though today we see Pollux as brighter than Castor, the Alpha star.

Castor and Pollux, the Gemini twins of Greek mythology

History and mythology of Pollux The Greek letter Beta is normally reserved for the second-brightest star in a constellation. But, as with Rigel in Orion, Pollux wears the designation Beta in its constellation, even though it noticeably outshines Castor, which is Gemini’s Alpha star. Being so close together in the sky, Castor and Pollux are easy to compare. If you look, you’ll agree. Pollux is brighter.

It is possible that one or both stars have altered in brightness since German astronomer Johann Bayer assigned the designation about 300 years ago. Another explanation is that Bayer sometimes labeled the stars in their order of rising. Here Castor rises slightly before Pollux, and hence Castor, the dimmer star, received the Alpha label. This explanation also fits for Betelgeuse and Rigel in Orion, as viewed from the latitude of Germany, because the Alpha star, Betelgeuse, rises slightly before the truly brighter star, Rigel. However, there is a geographical dependency here. From some locations south of the Equator, both Rigel and Pollux rise first.

The name Pollux is of Greek origin and apparently refers to a boxer. The original Greek word seems at odds with this idea, however, as it apparently means “very sweet,” which may allude to the legendary warm and fraternal relationship between the two brothers.

In Greek mythology, Pollux was one of two brothers who figured prominently among Jason’s argonauts. By most accounts, they were sons of Leda, Queen of Sparta, but Castor had a mortal father and hence was mortal himself. Pollux was the son of Zeus and immortal. Pollux also had a famous sister, Helen of Troy.

There are many variants to the story of Castor and Pollux, but, by most accounts, Castor was killed in battle and Pollux could not bear to live without him and begged Zeus to let him die, too. Zeus could not grant the gift quite as asked, since Pollux was a god’s son and therefore immortal. But Zeus decreed that Pollux would spend every other day in Olympus with the gods, and the rest of the time in the underworld with his brother. To honor Pollux’ devotion, Zeus placed their constellation in the sky as a remembrance.

Pollux and Castor are also sometimes identified with Apollo and Hercules or with the founders of Rome, the brothers Romulus and Remus.

While in many cultures they were the twins, India they were the Horsemen, and in Phoenicia they were the two gazelles or two kid-goats. It is said that in China they were associated with Yin and Yang, the contrasts and complements of life. In all of these cases, they represent two of something – and you will see why if you gaze upon these two stars in the sky, which are bright and close to each other.

Pollux’s position is RA: 7h 45m 20s, dec: +28° 01′ 35″.

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from EarthSky http://ift.tt/1olvsmX
Golden Pollux. You almost never see an image of this star in the sky without its fellow star, Castor. But we chose this image because it shows Pollux' yellowish color. This image is from a post on ScienceBlogs about seeing red in star colors.

Golden Pollux. You almost never see an image of this star in the sky without its fellow star, Castor. But we chose this image because it shows Pollux’ yellowish color. This image is from a post on ScienceBlogs about seeing red in star colors.

Pollux, otherwise known as Beta Geminorum, is the 17th brightest star in the sky, prominent in evening skies from late fall through spring each year. It is ideally placed for viewing in March, when you’ll find this star highest in the sky during the evening hours as seen from around the globe. Follow the links below to learn more about the star Pollux in the constellation Gemini.

How to see the star Pollux.

Pollux science.

History and mythology of Pollux.

The Geminid meteors radiate from near star Castor in Gemini.

The Geminid meteors, which happen every year in December, radiate from near stars Castor and Pollux in Gemini.

Pollux. This image is from a post on ScienceBlogs about seeing red in star colors. In fact, Pollux appears golden in color.

How to see the star Pollux. As seen from latitudes like those in the U.S., Pollux and its nearby companion, Castor, pass high overhead. There are no bright stars immediately around them, which makes them stand out and easy to identify. They are noticeable for being bright and close together, and so are often referred to as twin stars.

However, there are plenty of bright stars in this general area of the sky. A line drawn from Regulus in Leo to Capella in Auriga passes near Pollux and Castor. Similarly, a line drawn from Rigel through Betelgeuse in Orion, and extending perhaps three times the distance between them also passes near Gemini’s twins.

Pollux is a yellowish color, while Castor is white with perhaps a tinge of pale blue. One other way to distinguish which is which is to notice that Pollux is slightly brighter than Castor.

Pollux is opposite the sun (opposition) on about January 15. This means that it is rising as the sun sets, and reaches its highest point at about local midnight. This situation is called a “midnight culmination,” and marks the time when the star crosses the meridian, an imaginary line drawn from due north, through the zenith overhead, down to the horizon due south, at midnight. Traditionally the night of midnight culmination is considered the best time for observation because it is the time when the star is in the sky all night long. However, you can easily see Pollux in the evening as early as early each year as mid-October, when it rises in the northeastern sky before midnight (daylight savings time).

From central Alaska, northern Canada and parts of Scandinavia northward, Pollux is circumpolar.

Enjoying EarthSky so far? Sign up for our free daily newsletter today!

You can see the comparative size of the star Pollux and our sun in this image, as well as some other stars.

Pollux science. Pollux is classified as a “K0IIIb” star. The K0 means that it is somewhat cooler than then sun, with a surface color that is a light yellowish orange. (Keep in mind that the color a star appears depends significantly on the sensitivity of the observer’s eyes, and that color is difficult to discern with most point sources.) The “III” is a “luminosity” class designator, indicating basically how much energy it is putting out, which is largely dependent on size. A type-III star is considered a “normal” giant or just a giant. Finally, the “b” indicates that Pollux is slightly below the average luminosity for this class.

A relatively close 34 light-years away, Pollux is about 31 times as bright as our sun in visible light, but Pollux also pumps out a good bit of energy in non-visible infrared radiation. With all forms of radiation counted, Pollux is about 46 times more energetic than our sun. According to Dr. James Kaler, Pollux is just under 10 times the diameter of the sun, making it a little less than 8 million miles across, and not quite twice the solar mass.

Although Castor, its fellow star as seen on Earth’s sky dome, is only a couple dozen light years from it, Pollux has no true gravitational companion star that we know of.

However, a large planet, at least 2.3 times the mass of Jupiter, was confirmed in 2006 to be orbiting Pollux. This planet, Pollux b, is not likely to harbor intelligent life, but at 34 light-years distance, it is one of the nearest of the 760 extrasolar planets discovered. Pollux b is orbiting Pollux with a period of about 590 days.

Pollux and Castor in Johann Bayer's star atlas Uranometria Omnium Asterismorum, first published in 1603. It was the first atlas to cover the entire celestial sphere. In it, Bayer gave Pollux the label Beta in Gemini, even though today we see Pollux as brighter than Castor, the Alpha star.

Castor and Pollux, the Gemini twins of Greek mythology

History and mythology of Pollux The Greek letter Beta is normally reserved for the second-brightest star in a constellation. But, as with Rigel in Orion, Pollux wears the designation Beta in its constellation, even though it noticeably outshines Castor, which is Gemini’s Alpha star. Being so close together in the sky, Castor and Pollux are easy to compare. If you look, you’ll agree. Pollux is brighter.

It is possible that one or both stars have altered in brightness since German astronomer Johann Bayer assigned the designation about 300 years ago. Another explanation is that Bayer sometimes labeled the stars in their order of rising. Here Castor rises slightly before Pollux, and hence Castor, the dimmer star, received the Alpha label. This explanation also fits for Betelgeuse and Rigel in Orion, as viewed from the latitude of Germany, because the Alpha star, Betelgeuse, rises slightly before the truly brighter star, Rigel. However, there is a geographical dependency here. From some locations south of the Equator, both Rigel and Pollux rise first.

The name Pollux is of Greek origin and apparently refers to a boxer. The original Greek word seems at odds with this idea, however, as it apparently means “very sweet,” which may allude to the legendary warm and fraternal relationship between the two brothers.

In Greek mythology, Pollux was one of two brothers who figured prominently among Jason’s argonauts. By most accounts, they were sons of Leda, Queen of Sparta, but Castor had a mortal father and hence was mortal himself. Pollux was the son of Zeus and immortal. Pollux also had a famous sister, Helen of Troy.

There are many variants to the story of Castor and Pollux, but, by most accounts, Castor was killed in battle and Pollux could not bear to live without him and begged Zeus to let him die, too. Zeus could not grant the gift quite as asked, since Pollux was a god’s son and therefore immortal. But Zeus decreed that Pollux would spend every other day in Olympus with the gods, and the rest of the time in the underworld with his brother. To honor Pollux’ devotion, Zeus placed their constellation in the sky as a remembrance.

Pollux and Castor are also sometimes identified with Apollo and Hercules or with the founders of Rome, the brothers Romulus and Remus.

While in many cultures they were the twins, India they were the Horsemen, and in Phoenicia they were the two gazelles or two kid-goats. It is said that in China they were associated with Yin and Yang, the contrasts and complements of life. In all of these cases, they represent two of something – and you will see why if you gaze upon these two stars in the sky, which are bright and close to each other.

Pollux’s position is RA: 7h 45m 20s, dec: +28° 01′ 35″.

Enjoying EarthSky? Sign up for our free daily newsletter today!



from EarthSky http://ift.tt/1olvsmX

Exploring Circuits with ArtBots: A Classroom Success Story

Eighty sixth grade students put what they had learned about circuits into action when they worked in teams to build ArtBots in science class. After building their robots, these students had fun experimenting to see how changing the engineering design of an ArtBot changes the kind of art the robot creates.

Exploring Circuits with ArtBots: A Classroom Success Story - Students with poster
Above: Students in Nicole Johnson's class with a poster they made showing different pieces of "art" created by their ArtBot when testing and comparing the ArtBot with different design modifications.

Students who have the opportunity to experiment, build, test, and explore science, technology, engineering, and math (STEM) principles with hands-on activities and projects are able to see, experience, and engage with STEM concepts in ways that bring science to life. Building a robot is not the same as reading about how to build a robot!

Thanks to Next Generation Science Standards (NGSS) and an increase in the valuation of hands-on STEM, many students are benefiting from increased opportunities to do science projects in the classroom.


Building ArtBots

Students in Nicole Johnson's sixth grade science classes recently built ArtBots as a hands-on follow-up to a unit on electricity. After studying basic information about circuits, Nicole's students applied what they had learned by building and testing ArtBots.

ArtBots are introductory robots that use a simple circuit and ordinary materials like plastic cups and markers. They are easy to assemble, which makes them suitable for classroom exploration. Working in small teams, Nicole's 80 students were able to explore a number of science-based questions related to their ArtBots. And they had fun doing it!

"The students had to figure out how the ArtBot worked, what made it shake, and how to problem solve if the ArtBot stopped working," says Nicole, a teacher at Oakwood Grade School. As part of their hands-on investigation, her students explored how the positioning of the wooden sticks affected the kind of art the ArtBot created. Students made poster displays showing and comparing their findings and the different kinds of art their bots made.

Nicole says that hands-on exploration is an important part of her classroom. "I believe in making science come to life," says Nicole. This school year, Nicole has done many in-class activities with her students. While studying Life Sciences, they modeled plant and animal cells using candy, made DNA bracelets, extracted banana DNA, made a skin model, and dissected owl pellets. As her students moved into technology and engineering, Nicole was looking for a hands-on project. With the Science Buddies Bristlebot Kit and the ArtBot project, she was able to an exciting classroom activity with her students.


Exploring Circuits with ArtBots: A Classroom Success Story / Students with ArtBots   Exploring Circuits with ArtBots: A Classroom Success Story / Students with ArtBots

 2181327 / ArtBots from the class all lined up


Creating Opportunities for Active Learning

Coordinating in-class activities takes time, but hands-on STEM experiences can make a big difference in how students respond to, absorb, and understand STEM material. "Students need to know how to problem solve and become critical thinkers," says Nicole. "Every student should have the chance to be engaged, excited, and willing to use their knowledge to think outside the box. Providing hands-on engineering lessons is just one way to engage students and give them the opportunity to learn from their peers and apply what they are learning to their real lives."

When talking about the importance of experiential learning, Nicole sees it as part of her role as an educator to create these kinds of pivotal learning moments. "It is up to us as educators to provide our students with the tools they need to think critically, be creative, be enthusiastic and become problem solvers. What better way than to get them excited in the classroom and make them want to discover more?"

For Nicole, building ArtBots with her students was a successful classroom project. "During this lesson I got to witness my students thinking about where they could get a motor and what they could do with a motor at home. I even heard one say that they could make a robot to deliver food to you while you play video games! What an inventor! That is what it is about."

ArtBots were Nicole's first experience with Science Buddies, and she used kits from the Science Buddies Store to obtain the specialty parts used for the robots. At some point, her students may get the chance to build toothbrush-head BristleBots, too!

"I absolutely love all your ideas and lessons," says Nicole. "I plan on using many more resources from Science Buddies."


Making Connections

For resources, project ideas, activities, and other success stories involving doing introductory robotics projects like the ArtBot or Bristlebot with students, see the following:


Thank you to Nicole Johnson and her students for sharing their story and photos with Science Buddies.





from Science Buddies Blog http://ift.tt/1oWBBMP

Eighty sixth grade students put what they had learned about circuits into action when they worked in teams to build ArtBots in science class. After building their robots, these students had fun experimenting to see how changing the engineering design of an ArtBot changes the kind of art the robot creates.

Exploring Circuits with ArtBots: A Classroom Success Story - Students with poster
Above: Students in Nicole Johnson's class with a poster they made showing different pieces of "art" created by their ArtBot when testing and comparing the ArtBot with different design modifications.

Students who have the opportunity to experiment, build, test, and explore science, technology, engineering, and math (STEM) principles with hands-on activities and projects are able to see, experience, and engage with STEM concepts in ways that bring science to life. Building a robot is not the same as reading about how to build a robot!

Thanks to Next Generation Science Standards (NGSS) and an increase in the valuation of hands-on STEM, many students are benefiting from increased opportunities to do science projects in the classroom.


Building ArtBots

Students in Nicole Johnson's sixth grade science classes recently built ArtBots as a hands-on follow-up to a unit on electricity. After studying basic information about circuits, Nicole's students applied what they had learned by building and testing ArtBots.

ArtBots are introductory robots that use a simple circuit and ordinary materials like plastic cups and markers. They are easy to assemble, which makes them suitable for classroom exploration. Working in small teams, Nicole's 80 students were able to explore a number of science-based questions related to their ArtBots. And they had fun doing it!

"The students had to figure out how the ArtBot worked, what made it shake, and how to problem solve if the ArtBot stopped working," says Nicole, a teacher at Oakwood Grade School. As part of their hands-on investigation, her students explored how the positioning of the wooden sticks affected the kind of art the ArtBot created. Students made poster displays showing and comparing their findings and the different kinds of art their bots made.

Nicole says that hands-on exploration is an important part of her classroom. "I believe in making science come to life," says Nicole. This school year, Nicole has done many in-class activities with her students. While studying Life Sciences, they modeled plant and animal cells using candy, made DNA bracelets, extracted banana DNA, made a skin model, and dissected owl pellets. As her students moved into technology and engineering, Nicole was looking for a hands-on project. With the Science Buddies Bristlebot Kit and the ArtBot project, she was able to an exciting classroom activity with her students.


Exploring Circuits with ArtBots: A Classroom Success Story / Students with ArtBots   Exploring Circuits with ArtBots: A Classroom Success Story / Students with ArtBots

 2181327 / ArtBots from the class all lined up


Creating Opportunities for Active Learning

Coordinating in-class activities takes time, but hands-on STEM experiences can make a big difference in how students respond to, absorb, and understand STEM material. "Students need to know how to problem solve and become critical thinkers," says Nicole. "Every student should have the chance to be engaged, excited, and willing to use their knowledge to think outside the box. Providing hands-on engineering lessons is just one way to engage students and give them the opportunity to learn from their peers and apply what they are learning to their real lives."

When talking about the importance of experiential learning, Nicole sees it as part of her role as an educator to create these kinds of pivotal learning moments. "It is up to us as educators to provide our students with the tools they need to think critically, be creative, be enthusiastic and become problem solvers. What better way than to get them excited in the classroom and make them want to discover more?"

For Nicole, building ArtBots with her students was a successful classroom project. "During this lesson I got to witness my students thinking about where they could get a motor and what they could do with a motor at home. I even heard one say that they could make a robot to deliver food to you while you play video games! What an inventor! That is what it is about."

ArtBots were Nicole's first experience with Science Buddies, and she used kits from the Science Buddies Store to obtain the specialty parts used for the robots. At some point, her students may get the chance to build toothbrush-head BristleBots, too!

"I absolutely love all your ideas and lessons," says Nicole. "I plan on using many more resources from Science Buddies."


Making Connections

For resources, project ideas, activities, and other success stories involving doing introductory robotics projects like the ArtBot or Bristlebot with students, see the following:


Thank you to Nicole Johnson and her students for sharing their story and photos with Science Buddies.





from Science Buddies Blog http://ift.tt/1oWBBMP

Earthquake Time Bombs by Robert Yeats [Greg Laden's Blog]

The Great San Francisco Earthquake(s)

On October 8th, 1865, the “Great San Francisco Earthquake” hit south of the city of San Francisco, magnitude 6.3.

On October 21st, 1868, the ‘Great San Francisco Earthquake” hit near Haywards, east of the city, across the bay, magnitude 6.8.

On April 18th, 1906, the “Great San Francisco Earthquake” hit the Bay Area, magnitude 7.6.

The death tolls were unknown (but small), 30, and about 3,000, respectively.

Eighteen significant earthquakes happened after that (and five or so had happened between the first “great quakes”) before February 9th, 1971, when the Sylmar earthquake (magnitude 6.7, death toll 65) occurred in the San Fernando Valley. So, about 25 major earthquakes happened in California, of varying degrees of significance with respect to property damage and loss of life, since the earliest influx of immigrants associated with the Gold Rush, which is how California got permanently and meaningfully populated by Europeans.

Right after the Sylmar earthquake, a law was passed that required that earthquake hazard be considered as part of the approval process for new development.

One hundred and six years of time during which a significant earthquake occurred about every four years, passed before the first meaningful response by the civilization living on top of these active faults. Civilization does, indeed, have its faults. As it were.

Will Seattle and Portland Suffer Cataclysmic Earthquakes Any Time Soon?

Meanwhile, to the north, in British Columbia, Washington State, Oregon and parts of northern California, earthquakes were not recognized as a problem. They hardly ever happened. Buildings, homes, bridges, gas-lines, and other infrastructure were deployed without consideration of earthquake hazard for decades.

However, the earthquake hazard in that region is probably much greater in some ways than the earthquake hazard around Los Angeles and San Francisco, which are regularly rocked by fault-line activity. Here, the great plates that make up our planet’s surface do something different than they do in the southern California.

In southern California, the plates are mainly grinding past each other. Fragments of the plates separated by fault lines are squishing past each other like an eraser rubbing against paper. It is not a smooth process, but rather one in which pressure builds up and is released at numerous locations, with each of those release events resulting in some sort of earthquake.

To the north, the main interaction between the plates is the subduction of one plate beneath the other. The subducting (going under) plate moves steadily under the continent, with little fanfare other than slowly elevating that part of the continent, tilting of the land upward to the west and downward to the east (relatively speaking). Then, every now and then, there is an adjustment. The top plate drops all at once, causing a major change in elevation that results in coastal areas being suddenly under the sea, and also resulting in a major earthquake, perhaps magnitude 9.

(Remember, each whole number on the scale used to measure earthquakes is one order of magnitude, so a magnitude 9 earthquake is 100 times stronger than a magnitude 7 earthquake).

It appears that the nearly 700 mile long zone of subduction has suffered 19 “subduction zone earthquakes” over the last 10,000 years, with many more affecting a smaller length of this zone. So, long term, a major earthquake affecting an area hundreds of miles long and who knows how wide, and by major earthquake I mean as never seen before by living humans in the region, and hardly ever observed in recent times anywhere on the planet, affects an area larger than many countries.

Can earthquakes be predicted?


It is said that earthquakes can’t be predicted, but from the point of view of regular humans (as opposed, say, to geologists or statisticians) they can be. Many people think weather can be predicted, right? Well, not really. We can make long term predictions of months or even years about overall changes in the climate, and we can predict what the weather will be like in several hours from now. But anything in between is largely guess work except in a few rare cases (the track of hurricanes can sometimes be predicted pretty well several days out, even before they exist, at least roughly).

Same with earthquakes. Sort of. The short term with earthquakes is, unfortunately very very short. We know when an earthquake starts that there will be an earthquake over the next several seconds or minutes. That is a little like predicting that it is going to be raining over the next little while when the first drops fall from the sky. You’ve heard of predicting earthquakes longer term, like over days. Every now and then someone observes something that seems to be associated with the geological processes that produce earthquakes, then there is an earthquake, and bingo, we’ve got a method of prediction. But so far every time this has happened, that method of prediction has been invalidated by reality, when it fails to predict subsequent quakes, or produces false positives.

(An interesting example of this happened just yesterday when a scientist — but not a geologist — happen to observe the presence of huge amounts of various gasses appearing along the coast of California, and thought this might be the indicator of an impending earthquake. This prediction was supported by a several years old research project that suggested that gas outflows might predict earthquakes. I’m pretty sure the gas outflow idea has not developed. And, it turns out that the scientist who observed the California gas was simply looking at a common meteorological phenomenon that involved normal human pollution combined with certain atmospheric conditions. Nothing to see here!)

However, long term, earthquakes can be “predicted” using the term “predicted” in modern vernacular parlance. What I mean by that is that the earthquake hazard for a given region can be estimated over longish periods of time with reasonable certainty. We can say, for example, that there is a 63% probability of there being one or more earthquakes of 6.7 magnitude or greater between the years of 2007 and 2036 in certain clearly defined parts of California around San Francisco. This is based on a combination of empirical observation of earthquake frequency and an understanding of how earthquakes happen. According to one study, there is about a one in three chance of a Cascadia subduction zone earthquake (magnitude 8 or 9 or so) over the next fifty years.

So, when planning development or putting together emergency systems, it is possible to know two things. One, what kinds of earthquakes are going to happen (in terms of location, overall range, and magnitude, etc.) and what is the chance of something like this happening.

How do we adapt to earthquakes?

From this emerges something rather counter-intuitive. It turns out that the magnitude of the largest likely quake is more important than the likelihood that it will happen during any medium length time period. It does not matter if a magnitude 9 earthquake is 10% or 1% likely to happen over the next 20 years when you are building a major interstate highway bridge or a skyscraper. What matters is that you build the thing to handle a magnitude 9 earthquake (or, I suppose, prepare yourselves for total destruction of the thing, and have a backup plan of some kind). Development in southern California has to deal with magnitude 7-point-something quakes during the lifespan of a major long-lived structure, while development in Washington and Oregon has to deal with magnitude 8 or 9 quakes during the lifespan of a major long-lived structure. The truth is, your highway bridge near San Francisco has a good chance of being shaken by a magnitude 7 quake, while a highway bridge near Seattle may well outlive its usefulness and be replaced or retrofitted before the once in 500 year trans-Cascadia 9+ quake hits. But you still have to build it to handle the quake because you don’t want to be that guy. (Who didn’t, and then everyone died, and it was your fault.)

There is an interesting historical pattern in the recognition of, and in addressing, earthquakes both in the US an around the world. That century plus time period between what should have been a clue that San Francisco was a quake zone and the first meaningful safety conscious zoning regulation happened initially because developers covered up the first few quakes. They pretended they didn’t happen, downplayed, lied, etc. The 1906 quake was too big to really cover up, of course. Covering up switched to lobbying and lobbying kept regulations off the table for many more decades. Then several dozen suburbanites, voters, taxpayers, whatever got wiped out by a quake that really wasn’t all that bad compared to some of the earlier ones, and a law got passed. So this part of the pattern is denial, followed by different kinds of denial, then some more denial.

Denial of what? Science, of course.

The second part of the historical pattern is science progressing. While most early and mid 20th century construction went along blind to earthquake hazard in southern California because people were being willfully stupid, earthquake unsafe construction proceeded in the northern regions because science had not yet figured it out. Then the denial vs. science thing happened, and is still going on. Decisions have been made at various levels of government in the Cascade subduction zone area that will doom people of the future (one year from now, one century from now, we can’t say) to disaster.

A great new book on earthquakes: “Earthquake Time Bomb” by Robert Yeats

Do you find any of this interesting or important? Then you need to read Earthquake Time Bombs by Robert Yeats.

Yeats explains what earthquakes are. Then he discussed the development of earthquake science, and the politics, cultural response, and technological response to earthquakes, starting with the examples I gave above plus the Haiti earthquake. Then he goes around the world to most of the major earthquake zones and examines the same processes — the geology, the geological science, the engineering and political responses, etc. — in each area.

Yeats is an expert on this, and in fact, has been involved in what he refers to, I think correctly, as the “paradigm shift” in understanding earthquake hazard and risk. This is a shift that happens both within the science and the regulatory and social systems that necessarily address the hazards and risks. He also explains the difference between hazards and risks. Yeats is the go to guy when you want to find out about what to do about earthquakes.

How do we know about the 19 subduction zone earthquakes in the Pacific Northeast that happened over thousands of years? What went wrong at Fukushima, and how do the Japanese deal with earthquakes? What about that New Madrid fault in the middle of the US? What about the Rift Valleys of Africa (where I worked)? What are we doing to do next, what is undone, and how do we do it? These are all addressed in the book.

I came away from Yeats book feeling better about earthquakes. I already knew about the Cascadia quakes and a bunch of other stuff, having done research that required an understanding of tectonic processes myself (though this is not my area). What made me feel better is the simple fact that we can adapt to earthquake hazards by first understanding what they are locally, then applying the proper technology and other systems.

The problem is bad, of course, in regions where earthquake hazard is high, and pre-adaptation is not done for any of a number of reasons, including political or economic ones. Yeats contrasts Japan, the most earthquake ready country in the world, with Haiti, one of the least.

Geology is fun. Earthquakes are one place where the rubber hits the road in geology. This book is a great overview and an important analysis of earthquake hazard and risk worldwide. I highly recommend Earthquake Time Bombs by Robert Yeats.



from ScienceBlogs http://ift.tt/1UwYget

The Great San Francisco Earthquake(s)

On October 8th, 1865, the “Great San Francisco Earthquake” hit south of the city of San Francisco, magnitude 6.3.

On October 21st, 1868, the ‘Great San Francisco Earthquake” hit near Haywards, east of the city, across the bay, magnitude 6.8.

On April 18th, 1906, the “Great San Francisco Earthquake” hit the Bay Area, magnitude 7.6.

The death tolls were unknown (but small), 30, and about 3,000, respectively.

Eighteen significant earthquakes happened after that (and five or so had happened between the first “great quakes”) before February 9th, 1971, when the Sylmar earthquake (magnitude 6.7, death toll 65) occurred in the San Fernando Valley. So, about 25 major earthquakes happened in California, of varying degrees of significance with respect to property damage and loss of life, since the earliest influx of immigrants associated with the Gold Rush, which is how California got permanently and meaningfully populated by Europeans.

Right after the Sylmar earthquake, a law was passed that required that earthquake hazard be considered as part of the approval process for new development.

One hundred and six years of time during which a significant earthquake occurred about every four years, passed before the first meaningful response by the civilization living on top of these active faults. Civilization does, indeed, have its faults. As it were.

Will Seattle and Portland Suffer Cataclysmic Earthquakes Any Time Soon?

Meanwhile, to the north, in British Columbia, Washington State, Oregon and parts of northern California, earthquakes were not recognized as a problem. They hardly ever happened. Buildings, homes, bridges, gas-lines, and other infrastructure were deployed without consideration of earthquake hazard for decades.

However, the earthquake hazard in that region is probably much greater in some ways than the earthquake hazard around Los Angeles and San Francisco, which are regularly rocked by fault-line activity. Here, the great plates that make up our planet’s surface do something different than they do in the southern California.

In southern California, the plates are mainly grinding past each other. Fragments of the plates separated by fault lines are squishing past each other like an eraser rubbing against paper. It is not a smooth process, but rather one in which pressure builds up and is released at numerous locations, with each of those release events resulting in some sort of earthquake.

To the north, the main interaction between the plates is the subduction of one plate beneath the other. The subducting (going under) plate moves steadily under the continent, with little fanfare other than slowly elevating that part of the continent, tilting of the land upward to the west and downward to the east (relatively speaking). Then, every now and then, there is an adjustment. The top plate drops all at once, causing a major change in elevation that results in coastal areas being suddenly under the sea, and also resulting in a major earthquake, perhaps magnitude 9.

(Remember, each whole number on the scale used to measure earthquakes is one order of magnitude, so a magnitude 9 earthquake is 100 times stronger than a magnitude 7 earthquake).

It appears that the nearly 700 mile long zone of subduction has suffered 19 “subduction zone earthquakes” over the last 10,000 years, with many more affecting a smaller length of this zone. So, long term, a major earthquake affecting an area hundreds of miles long and who knows how wide, and by major earthquake I mean as never seen before by living humans in the region, and hardly ever observed in recent times anywhere on the planet, affects an area larger than many countries.

Can earthquakes be predicted?


It is said that earthquakes can’t be predicted, but from the point of view of regular humans (as opposed, say, to geologists or statisticians) they can be. Many people think weather can be predicted, right? Well, not really. We can make long term predictions of months or even years about overall changes in the climate, and we can predict what the weather will be like in several hours from now. But anything in between is largely guess work except in a few rare cases (the track of hurricanes can sometimes be predicted pretty well several days out, even before they exist, at least roughly).

Same with earthquakes. Sort of. The short term with earthquakes is, unfortunately very very short. We know when an earthquake starts that there will be an earthquake over the next several seconds or minutes. That is a little like predicting that it is going to be raining over the next little while when the first drops fall from the sky. You’ve heard of predicting earthquakes longer term, like over days. Every now and then someone observes something that seems to be associated with the geological processes that produce earthquakes, then there is an earthquake, and bingo, we’ve got a method of prediction. But so far every time this has happened, that method of prediction has been invalidated by reality, when it fails to predict subsequent quakes, or produces false positives.

(An interesting example of this happened just yesterday when a scientist — but not a geologist — happen to observe the presence of huge amounts of various gasses appearing along the coast of California, and thought this might be the indicator of an impending earthquake. This prediction was supported by a several years old research project that suggested that gas outflows might predict earthquakes. I’m pretty sure the gas outflow idea has not developed. And, it turns out that the scientist who observed the California gas was simply looking at a common meteorological phenomenon that involved normal human pollution combined with certain atmospheric conditions. Nothing to see here!)

However, long term, earthquakes can be “predicted” using the term “predicted” in modern vernacular parlance. What I mean by that is that the earthquake hazard for a given region can be estimated over longish periods of time with reasonable certainty. We can say, for example, that there is a 63% probability of there being one or more earthquakes of 6.7 magnitude or greater between the years of 2007 and 2036 in certain clearly defined parts of California around San Francisco. This is based on a combination of empirical observation of earthquake frequency and an understanding of how earthquakes happen. According to one study, there is about a one in three chance of a Cascadia subduction zone earthquake (magnitude 8 or 9 or so) over the next fifty years.

So, when planning development or putting together emergency systems, it is possible to know two things. One, what kinds of earthquakes are going to happen (in terms of location, overall range, and magnitude, etc.) and what is the chance of something like this happening.

How do we adapt to earthquakes?

From this emerges something rather counter-intuitive. It turns out that the magnitude of the largest likely quake is more important than the likelihood that it will happen during any medium length time period. It does not matter if a magnitude 9 earthquake is 10% or 1% likely to happen over the next 20 years when you are building a major interstate highway bridge or a skyscraper. What matters is that you build the thing to handle a magnitude 9 earthquake (or, I suppose, prepare yourselves for total destruction of the thing, and have a backup plan of some kind). Development in southern California has to deal with magnitude 7-point-something quakes during the lifespan of a major long-lived structure, while development in Washington and Oregon has to deal with magnitude 8 or 9 quakes during the lifespan of a major long-lived structure. The truth is, your highway bridge near San Francisco has a good chance of being shaken by a magnitude 7 quake, while a highway bridge near Seattle may well outlive its usefulness and be replaced or retrofitted before the once in 500 year trans-Cascadia 9+ quake hits. But you still have to build it to handle the quake because you don’t want to be that guy. (Who didn’t, and then everyone died, and it was your fault.)

There is an interesting historical pattern in the recognition of, and in addressing, earthquakes both in the US an around the world. That century plus time period between what should have been a clue that San Francisco was a quake zone and the first meaningful safety conscious zoning regulation happened initially because developers covered up the first few quakes. They pretended they didn’t happen, downplayed, lied, etc. The 1906 quake was too big to really cover up, of course. Covering up switched to lobbying and lobbying kept regulations off the table for many more decades. Then several dozen suburbanites, voters, taxpayers, whatever got wiped out by a quake that really wasn’t all that bad compared to some of the earlier ones, and a law got passed. So this part of the pattern is denial, followed by different kinds of denial, then some more denial.

Denial of what? Science, of course.

The second part of the historical pattern is science progressing. While most early and mid 20th century construction went along blind to earthquake hazard in southern California because people were being willfully stupid, earthquake unsafe construction proceeded in the northern regions because science had not yet figured it out. Then the denial vs. science thing happened, and is still going on. Decisions have been made at various levels of government in the Cascade subduction zone area that will doom people of the future (one year from now, one century from now, we can’t say) to disaster.

A great new book on earthquakes: “Earthquake Time Bomb” by Robert Yeats

Do you find any of this interesting or important? Then you need to read Earthquake Time Bombs by Robert Yeats.

Yeats explains what earthquakes are. Then he discussed the development of earthquake science, and the politics, cultural response, and technological response to earthquakes, starting with the examples I gave above plus the Haiti earthquake. Then he goes around the world to most of the major earthquake zones and examines the same processes — the geology, the geological science, the engineering and political responses, etc. — in each area.

Yeats is an expert on this, and in fact, has been involved in what he refers to, I think correctly, as the “paradigm shift” in understanding earthquake hazard and risk. This is a shift that happens both within the science and the regulatory and social systems that necessarily address the hazards and risks. He also explains the difference between hazards and risks. Yeats is the go to guy when you want to find out about what to do about earthquakes.

How do we know about the 19 subduction zone earthquakes in the Pacific Northeast that happened over thousands of years? What went wrong at Fukushima, and how do the Japanese deal with earthquakes? What about that New Madrid fault in the middle of the US? What about the Rift Valleys of Africa (where I worked)? What are we doing to do next, what is undone, and how do we do it? These are all addressed in the book.

I came away from Yeats book feeling better about earthquakes. I already knew about the Cascadia quakes and a bunch of other stuff, having done research that required an understanding of tectonic processes myself (though this is not my area). What made me feel better is the simple fact that we can adapt to earthquake hazards by first understanding what they are locally, then applying the proper technology and other systems.

The problem is bad, of course, in regions where earthquake hazard is high, and pre-adaptation is not done for any of a number of reasons, including political or economic ones. Yeats contrasts Japan, the most earthquake ready country in the world, with Haiti, one of the least.

Geology is fun. Earthquakes are one place where the rubber hits the road in geology. This book is a great overview and an important analysis of earthquake hazard and risk worldwide. I highly recommend Earthquake Time Bombs by Robert Yeats.



from ScienceBlogs http://ift.tt/1UwYget

adds 2